MWENGE UNIVERSITY COLLEGE OF EDUCATION

(A Constituent College of St Augustine University of Tanzania)

FACULTY OF DUCATION

DEPARTIMENT OF RESEARCH

EFFECTS OF CHALLENGES FACING ORPHANED STUDENTS

ON ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS
IN MOSHI MUNICIPALITY

BY

HENRY KAZULA

REG.NO. T/DEG/09/653

RESEARCH REPORT SUBMITTED IN PARTIAL

FULFILMENT OF THE REQIUREMENTS FOR THE
BACHELOR OF EDUCATION (SCIENCE)

MAY, 2012

CITY: MOSHI -TANZANIA

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 Declaration

Iam KAZULA HENRY, Undergraduate Student at Mwenge University declares that this work is
mine it has never been submitted for academic credit in any other University.

KAZULA HENRY Signature

T/Deg/09/653 Date

This research report has been submitted with my approval as a University supervisor

DR. Evans Ogoti Okendo Signature

Mwenge University College of Education Date

This research report has been submitted with my approval as a University Research Coordinator

DR. Evans Ogoti Okendo Signature

Mwenge University College of Education Date

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 Acknowledgement

Firstly I thank the Almighty God for enabling me complete this work without any health

problem. My special thanks go to my supervisor and coordinator Dr.Evans Ogoti for his

welcoming personality and meaningful comments and suggestions. I also appreciate Dr.Evans

Ogoti who thoroughly read my proposal directed me the areas where my research should focus

on and and all stages of writing a research report. Also, he is the one who directed me on

appropriate style of presenting the findings of this research which enable me prepare this

research report.

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 Abstract

In Tanzania the number of orphaned students resulted from different causes such as death of

parents from diseases e.g AIDS (Acquired Immune Deficiency Syndrome), accidents and those

with divorced parents is drastically increases.

Orphaned students are among of the most vulnerable members of society, often lacking basic

needs (food, clothing and shelter) and services related to better education. Undoubtedly, the

number of AIDS orphaned students is increasing at an alarming rate and parental death due to

AIDS has resulted in their dropping school, labour exploitation, stigma and discrimination.

In this study the target population consisted of all orphaned students (from form I, form II, form

III and form IV) and all teachers, all head of schools, academic masters/mistress in secondary

schools in Moshi municipality.

The study took place in Moshi municipality in Kilimanjaro region located in northern zone of

Tanzania; it is a region, which is doing well in academic performance at National level (in

National Examinations). The reputation of Moshi municipality in academic performance make a

researcher to be interested in investigating the academic performance of orphaned students in

presence of prevailing challenges they normally face in secondary schools.

The main focus of the study was to examine the effects of the challenges facing orphaned

students in academic performance in secondary schools in Moshi municipality. The researcher

reviewed related literature on the effectiveness of those challenges facing orphaned students in

academic performance in secondary school in Moshi municipality and established that there was

limited research on the same locally. Through the review of literature it was also found out that

different researches done was put more emphasis on the challenges facing AIDS orphaned

students in primary schools but did not concentrated on the effects of challenges facing orphaned

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students from different causes in academic performance in secondary schools in Tanzania,

particularly Moshi municipality.The major findings of this research involves the identified

difference between the number of orphaned students in public secondary schools and that of

private secondary schools.There are more orphaned students in public secondary schools than in

public secondary.As it was observed by a researcher that orphaned students in Public secondary

schools were expressed themselves more easily without any fear contrary to those orphaned

students in Private secondary schools. This findings also related to the differences in criteria used

by teachers in both public and private secondary schools on identifying orphaned students. There

were different criteria used by teachers in public secondary schools and no criteria of identifying

the orphaned students in Private secondary schools.Identifying orphaned students is crucial as far

as the issue of providing support in term of eradicating or minimizing the challenges they face in

academic performance is concerned.

Also, it was found out that, the support from the government and other stakeholders to deal with

the challenges facing orphaned students in academic performance is very minimal in relation to

the existing number of orphaned students.This can be taken into account that the academic

performance of orphaned students does not rely on the provision of school fees only, but also

depend much on availability of basic needs (like foods,clothing and shelter) and psychological

help relating to alleviation of traumas of their parental death.

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 Table of contents Page
Title (cover page)
Declaration........................................................................................................................................i
Acknowledgements..........................................................................................................................ii
Abstract...........................................................................................................................................iii
Table of
Content..............................................................................................................................iv
List of Tables...................................................................................................................................v
List of Figures................................................................................................................................vii
Acronyms and Abbreviations.......................................................................................................viii
CHAPTER ONE: INTRODUCTION
1. Background of the problem...........................................................................................1
2. Statement of the problem...............................................................................................4
3. Research Questions........................................................................................................6
4. Significance of the study................................................................................................7
5. Scope and Delimitations of the study............................................................................8
6. Conceptual Framework..................................................................................................9
7. Operational Definitions of Terms................................................................................11
8. Organization of the study.............................................................................................11
CHAPTER TWO: LITERATURE REVIEW
1.1 Introduction..................................................................................................................13
1.2 Review of Different Theories......................................................................................13
1.3 Review of Empirical Studies.......................................................................................15
1.4 Demonstration of the gap of knowledge......................................................................19
CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY
1) Introduction..................................................................................................................20
2) Research Design...........................................................................................................20
3) Target Population.........................................................................................................21
4) Description of the Sample and Sampling Procedures..................................................21
5) Description of Data Collection Instruments................................................................22
6) Description of Data Collection Procedures..................................................................24
7) Description of Data Analysis Procedures....................................................................25

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 CHAPTER FOUR: PRESENTATION, DISCUSSIONS AND INTERPRETATION OF
FINDINGS
4.1 Introduction…..............................................................................................................26

4.2 Demographic Information of the Respondents............................................................27

4.3. Challenges facing orphaned students..........................................................................32

4.4 Effects of challenges facing orphaned students...........................................................39

4.5 Criteria used by teachers to identify orphaned students..............................................41

4.6 The role played by teachers in dealing with challenges facing orphaned students… 44

4.7 Strategies established by teachers to ensure that orphaned students are learning

effectively…......................................................................................................................48

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATION

5.0 Introduction…..............................................................................................................51

5.2 Summary of the Study….............................................................................................51

5.3 Conclusions of the study…..........................................................................................53

5.4 Recommendations of the study…................................................................................54

5.5 Recommendations for Further Research…..................................................................56

References..........................................................................................................................57
Appendix 1….....................................................................................................................59
Appendix 2….....................................................................................................................62
Appendix 3….....................................................................................................................67
Appendix 4….....................................................................................................................68

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 List of Tables
Appendix 2 -Part C: Self esteem scale......................................................................................pg.66

List of Figure

1.6 Conceptual Framework………………………………………………………………......pg.10

4.6 Pie chart.............................................................................................................................pg. 35
4.10 Bar graph………………………………………………………………………………..pg.40

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 Acronyms and Abbreviations

REPOA…..Reduction on Poverty Alleviation

UNAIDS….Joint United Nations Program on HIV/AIDS

HIV.............Human Immunodeficiency Virus

AIDS...........Acquired Immune Deficiency Syndrome

MOLSA......Ministry of Labor and Social Affairs

UNICEF….United Nations Children’s Fund

CCBRT.......Comprehensive Community Based Rehabilitation Tanzania

TASAF……Tanzania Social Action Fund

NGOs...........Non Governmental Organizations

B, Ed............Bachelor of Education
IIEP.............International Institute of Educational Planning
VEO............Village Executive Officer
WEO............Ward Executive Officer

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 CHAPTER ONE

Introduction

1.5 Background of the problem

The number of orphaned students in most of Tanzania secondary schools continue to increase

day after day. These students face many challenges in acquiring better education in their schools.

There are different studies which have found out some of the common challenges facing

orphaned students with direct effects on their academic performance in secondary schools.

Carrol&Boler (2003), pointed out that, orphaned students face the following challenges on their

academic performance; high demands for labour at home, stigmatised at school because of

inadequate uniform and learning materials, low attention span due to hunger, for girls- are at

high sexual risks, and for those children who are working (child labour) become tired during

classes thus leads to erratic school attendance. Lack of homework support or household

encouragement (motivation) to education and social exclusion relating to marginalization of

children affected by HIV/AIDS (Human Immunodeficiency Virus/ Acquired Immune Deficiency

Syndrome) are also critical challenge to orphaned students on their academic performance.

Tadesse (2003), pointed another challenge faced by orphaned students is trauma related to the

illness and death of family members leads to difficulty in concentrating in classroom and in

acquiring the skills and knowledge offered in school. In the same study, pointed out the need for

orphaned children to work and care for ill adults is one of the reasons for absenteeism.

The increasing in number of orphaned students in most of secondary schools in Tanzania is due

to higher death rate of parents contributed by factors such as road accidents and other diseases

than HIV/AIDS such as diabetes, blood Pressure, asthma. Baruani, Mmari& Lerisse, (2003)

10
consider these orphaned children as biological orphans.

With an increase in the spread of HIV /AIDS, the number of orphans and other helpless children

has also been increasing drastically in Tanzania. The last population census in 2002 showed that

nearly 10% of all children in Tanzania had been orphaned –close to two million children.

Paternal orphans are more common: 7.4 % of children had lost their father, 3.4% had lost their

mother, and 1.1% had lost both parents.¹ Statistics also shows that many parents are dying at the

age less than fifty-five years, the age that is mostly responsible for caring the children who are

still in secondary school level. ¹REPOA (Reduction on Poverty Alleviation) special paper 07.25

p.12, Children and Vulnerability in Tanzania.

Regarding the number of children orphaned by AIDS, the data is frustrating as to UNAIDS (Joint
United Nations Program on HIV/AIDS) report. It says this:

“One of the most telling and troubling consequences of the epidemic’s growing reach is the
number of children it has orphaned or seriously impacted. Today more than 13 million children
currently under age 15 have lost one or both parents to AIDS, most of them in Sub-Sahara
Africa. By 2010, this number is expected to jump to more than 25 million” (UNAIDS, 2002:3)

According to revised 2000 estimates, there are currently 34.7 million children under age 15 in 34

countries who have lost their mother, father, or both of their parents to HIV/AIDS and other

causes of death. By 2010, that number will be 44 million. Without AIDS, the total number of

children orphaned would have declined by 2010 to less than 15 million. In 2010, 20 percent to

30 percent of all children under 15 will be orphaned in 11 Sub-Saharan African countries, even if

all new infections are prevented and some form of treatment is provided to slow the onset of

AIDS in those infected with HIV (Children on the Brink 2000). When these parents die, they

leave a large number of helpless children who cannot take care of themselves, leave aside their

young brothers and sisters who cannot take care for those orphaned children in terms of financial
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support and education.The provision of basic needs and effective nurturing of behavior by the

guardians i.e. brothers and sisters to orphaned children is minimal, hence creating torture to a

child relating to psychological problem, emotional instability, and lack of control which makes a

child free from all social interaction eg.intimancy relationship which in return have great impact

to child progressive in academic.

Divorced marriage is another cause for an increase in number of orphaned students in secondary

schools. In 2008 a student of MWUCE (Mwenge University College of Education) –B.Ed

(Bachelor of Eduction) science, (Bonifasi) pointed out the source of orphaned students as a result

of parents who are getting into divorce, something which seems to be more acceptable to our

current society than it has been before! Improvement of technology, globalization, women

empowerment, cultural deterioration, lack of integrity, access to education and other socio-

economic factor are among the accelerators of parents divorce. Unfortunately enough the

decisions about divorces does not consider the future prospects of their children.

In this circumstance a child tends to live with either of the parent and receive family care from

one parent particularly mother. Baruani, Mmari& Lerisse, (2003) consider those orphaned

students as a result of family conflict leading to divorce as social orphans.

Moshi municipality, the target area of this study is a Tanzanian town with a population of

144,739 (2002 census) in Kilimanjaro Region. The town is situated on the lower slopes of

Mt.Kilimanjaro, a volcanic mountain that is the highest mountain in Africa.

(http://www.precisionairtz.com/index.php?page=destination). My experience on the causes of

social orphaned students in Moshi municipality shows that, they really arise from poverty which

exists in a community, which leads to family conflicts and hence separation of marriage. In most

cases, one parent fails to meet the children demands. It is so surprising to see men and women

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(parents) who are beggars around the town. This is a critical review of the worse situations in

their family as result of poverty, in such situation it expresses common challenges facing social

orphaned students to meet the demands of education eg.school fees, school uniform.

In this study, a researcher is going to deal with the effects of challenges facing orphaned students

on academic performance in Secondary schools in Moshi municipality. The study will consider

orphaned students resulted from death of one parent or both parents regardless the cause for their

death and those from being abandoned by one parent or both parents. In connection to that, the

study is going to find out the suggestive measures and technique of ensuring that orphaned

students in secondary schools acquire better education with high grade as non-orphaned students.

This study is going to raise awareness to society on the issue of orphaned students in relation to

prevailing challenges facing the orphaned students as well as their future life in relation to

society around them. Also, the findings of this study will entail the strategic plans of reducing the

number of orphaned students in our community.

1.2 Statement of the problem

High death rate of parents leading to increase in number of orphaned students who live in

difficult and challenged life which hinder access to better education. Despite the drastic increase

in number of orphaned students little has been done to overcome the challenges they face in

academic achievement. However government, society and some NGOs (Non Governmental

Organizations) dealing with orphans try to provide some support which by the end of the day

cannot accomplish the succeeding increase in number of orphaned students each day after day.

For example, The CCBRT (Comprehensive Community Based Rehabilitation Tanzania) program

aims at improving the quality of life of poor orphan children in Tanzania. Among the strategies

adopted by is that of home based care of orphans instead of isolation. The approach is to assist

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those children whose parent(s) have died from HIV/AIDS and poor families who are not able to

finance education for their orphans. The main objective of this program is to provide community

based integrated orphan care. The program has categorized group of orphans into two. These

include those whose parents died of HIV/AIDs and those whose families are not financially able

to send them to school, especially primary school. Currently, the program has supported 1500

orphans in the country, but the main area of attention is in Dar es Salaam and Kilimanjaro

region. Among 1500 orphans given support for education, 1436 are primary school pupils, 60 are

secondary school students and 4 are University students.

CCBRT works jointly with TASAF(Tanzania Social Action Fund ) which provides education

materials and other school requirements to 1436 pupils while in their case (CCBRT) provide

school fees, transport and school equipments to 60 secondary school students. However, the

programme continues monitoring and evaluating these pupils in different schools through

visiting and assessment of reports from their mediators based in the schools in the city of Dar es

salaam. (Baruani, Mmari& Lerisse, 2003).This statistical data entails that there is little support

provided to orphaned students particularly those in secondary schools. The critical review from

various studies show that there is much support offered by different NGOs, education centers

and even by the government itself through free education to orphaned students in primary

schools only. Surprisingly enough education support provided to orphaned students is not

sustainable to secondary schools- it is for government intention of increasing enrollment of

students in primary schools. This is a big challenge in education sector!

More should be done to raise awareness to other stakeholders thus they may provide more

support to rescue orphaned students in secondary schools from challenges they are facing in

education.

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Unfortunately enough, the effects of challenges facing orphaned students on their academic

performance has not well analyzed, most of the studies deal on the ways of making orphaned

students get involved in schools particularly in primary schools by enhancing students

enrollment. Unfortunately enough, no efforts have been established to ensure that they reach

secondary schools and how well they acquire education, especially in their academic

performance.

This study will, will therefore, investigate the effects of the challenges facing orphaned students

on academic performance in secondary schools in Moshi municipality.

1.3 Research questions

This research study was guided by the following questions:

2. What challenges do orphaned students face in secondary schools in Moshi municipality?

3. How do challenges facing orphaned students in secondary schools in Moshi municipality

affect their academic performance?

4. What criteria do teachers use to identify orphaned students in the classroom in secondary

schools in Moshi municipality?

5. What is the role played by teachers in dealing with challenges facing orphaned students

on academic performance in secondary schools in Moshi municipality?

6. What are the strategies have teachers put in place to ensure that orphaned students are

learning effectively as non-orphaned students in secondary schools in Moshi

municipality?

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1.4 Significance of the study

This study will be useful to:

Orphaned students because they will be able to eradicate challenges facing them in academic

performance and hence having good academic achivement.

Subject teachers who will obtained strategies and techniques to help orphaned students to have

good academic perfomance.

Educational stakeholders who will be encouraged to provide appropriate support to orphaned

students in secondary schools.

The main reason of conducting this research is to find out how do orphaned students facing

challenges in schools and how does those challenges affects their learning also to suggest

possible ways of overcoming such problems which will benefit their learning and make their

study successive so that they can meet their academic destiny.The finding of this study will

enable education stakeholders’ e.g. teachers, the government, NGOs and the community at large

on insuring the challenges facing orphaned students in their academic performance are

minimized and completely eliminated. In doing so using appropriate measures as the finding is

going to entail, high academic performance of orphaned students in secondary schools in Moshi

municipality will highly be pronounced.

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1.5 Scope and delimitations of the study

The study was delimited in scope; the area coverage was conducted in Moshi municipality in

Kilimanjaro region located in northern region of Tanzania. The region is inhabited by Chagga

tribe with population of 832,420 according to statistics of

January,2010.http://www.precisionairtz.com/index.php?page=destination

The target population was all Head of secondary schools, all sampled teachers and orphaned

students in sampled secondary schools in Moshi municipality.

This study was basically concentrated on the effect of challenges facing orphaned students on

academic performance in selected secondary schools in Moshi municipality. It is not by

coincidence that Moshi municipality to be chosen as a field of study, it is due the large number

of secondary schools it has (about 26 secondary schools) in Tanzania thus there is large sample

size hence relevant information for the study will easily be obtained. Also, the academic

performance of most students in various schools in Moshi Municipality is also good, this will

enable a researcher to investigate if among of those students performing better in academic are

orphaned students and identifying reasons if among of those students performing better are not

orphaned students.

In this regard, the study left out factors like, diverse groups of orphaned students of varying

ethnicity and socio-economic characteristics of orphaned students.

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1.6 Conceptual framework

The challenges facing orphaned students are enormous; lack of school fees,lack of learning

materials,high demands of labour at home,sexual violence for girls are some of the challenges do

orphaned students face in acquiring better education with high academic performance.Another

challenge facing orphaned students is lack of acceptance from their fellow students i.e creation

of barrier to participate in various school activities such as group discussion,sports and

games.This create emotional stress making them difficulty to concentrate and learn in the

classroom due to trauma. Therefore there is a relationship between the challenges facing

orphaned students and academic performance in secondary school. In other side it considers the

impacts of strategic measures of eradicating the challenges facing orphaned students and

enhancing their academic performance in secondary schools.

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 CHALLENGES FACING
ERADICATING THE
ORPHANED STUDENTS
CHALLENGES FACING
ORPHANED STUDENTS

LACK OF LEARNING
MATERIALS

CHANGE POLICIES AROUND

UNIFORMS AND LEARNING
LACK OF SCHOOL FEES MATERIALS

ABOLISH SCHOOL FEES

BARRIER TO PARTICIPATION
(STIGMA) TRAIN TEACHERS AND LEARNERS
ABOUT HIV/AIDS, TO ELIMINATE
STIGMA

LOW ATTENTION SPAN DUE TO

CREATING FEEDING SCHEMES
HUNGER
COMMUNITY EDUCATION TO
ELIMINATE CHILD LABOUR
HIGH DEMANDS OF LABOUR
AT HOME
CONSELLING REFERRAL SKILLS
FOR EDUCATORS AND CHILDREN

DIFFICULTY TO CONCENTRATE FINANCIAL INCENTIVES FOR

AND LEARN DUE TO TRAUMA GIRLS

SEXUAL VIOLENFOR GIRLS

LOW ACADEMIC PERFOMANCE HIGH ACADEMIC PERFOMANCE

Figure 1. Effects of challenges facing orphaned students on academic performance and alternatives of eliminating

those challenges for high academic performance.

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1.7 Operational definitions of terms

The following are the operational definitions of terms used in this study:

Orphan- a child under 18 years who has lost one or both parents, regardless of how they died.

A child under the age of 18 who has lost a mother, a father, or both parents - or a primary

caregiver due to death, or a child who is in need of care.

Orphaned students – are those pupils under 18 years who have lost one parent or both parents

regardless of how they died or have been abandoned by one or both parents and learn in

secondary schools.

Academic performance – success in education from low grades e.g. below 50% to appropriate

high grades e,g above 50% required by a given education programme.

Challenges – these are factors or obstacles which hinder the achievement of a certain task or a

programme. For example, the challenges facing orphaned students in achiving education goals

are inability to get learning materials (eg.books), inability to get food, lack of psychosocial

support (eg.stigma), lack of safety, child labour and low wages for children who work.

1.8 Organization of the study

The study was organized into five chapters. Chapter one form the basis for the study. It contained

background of the study and the statement of the problem. Other areas covered in this section

were research questions, significance of the study, the scope and delimitations of the study,

conceptual frame work, operational definitions of terms and organization of the study.

Chapter two contained review of the related literature. Chapter three described the research

20
design and methodology that the researcher was used to conduct the study. It consisted of the

target population, description of sample and sampling procedures. Others were description of

data collection instruments, description of data collection procedures, and description of data

analysis procedures that were used for the study. Chapter four present the findings of the study,

this includes presentation, interpretation and discussion of the research findings. Finally, chapter

five focuses on the summary of the findings, conclusions and recommendations stemming from

the study and it recommends areas for further research.

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 CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

This chapter focused on the review of literature on the effects of the challenges facing orphaned

students in academic performance in secondary schools in Moshi municipality. The chapter

composed of review of different studies to identify different theories explaining the relationship

between being an orphaned student and academic performance, the review of empirical studies

and finally to demonstrate the gap of knowledge to be filled in this study. This chapter helped to

show what other researchers have found out about effects of challenges facing orphaned students

in academic performance in secondary schools. These studies helped the researcher to identify

the knowledge gap and to justify the need to carry out a research in secondary schools in Moshi

municipality.

2.2 Review of different theories

The supportive relationship that bonds a child to the parent and facilitates the fulfillment of the

child’s needs is explained by attachment theory, which was developed by John Bowlby and

Mary Ainsworth (Bretherton, 1992; Holmes, 2003; Bettmann, 2006). Parents are normally

expected to provide for their children’s material and non-material needs, including emotional and

social needs.

According to the attachment theory, from infancy through the first early years of life,

maintenance of proximity and availability of attachment figures is crucial to child development.

The theory proposes that during this early period in children’s lives, they develop an internal

working model on life expectations and also on how their relationships with significant

22
attachment figures should proceed. (Bowlby,1969/1982).

Bettmann, (2006) added, the premise of attachment theory is that children are born with a

predisposition to attach to the parent or caregiver and their behaviour is geared towards

maintaining proximity with the parents. In other words, when the parent or caregiver is around

the child feels safe and secure. The bond established between a child and a parent or caregiver is

mutual in that the child seeks protection from the parent or caregiver, who provides safety and

security for the child (Goldberg, 2000).This entails that, there is great tourture to a child when

parents died.

A researcher selected attachment theory because the theory explores the relationship between a

child and a parent or parent figure that facililitates the fulfilment of needs.The nature of the

relationship described in the theory may provide insight into understanding the needs of

orphaned students and the relationship between the students and the educators that emerged in

the study.

The narrations of some of the experiences of the orphans suggest that they do not have a secure

base to turn to when they need material, emotional and social support. One of the orphaned

learners expressed: ...I felt good because my mother was still alive and everyday she bought me

something (Thato.1.4) (Ogina,2007).

"Positive emotions such as love, excitement, enthusiasm and joy enhance the ability to process

information and create permanent mental programs" (Sylwester, 1996). Learning cannot take

place unless the learner feels "safe"(Sylwester, 1996). "Stress and constant fear, at any age, can

circumvent the brain's normal circuits" (Viadero, 1996).

23
Brain-based learning theory in (Sousa, 1998) entails that ability to make meaning must be based

on previous interests and emotion interact with reason to support or inhibit learning. How

students feel in the classroom "determines the amount of attention they devote to... [the lesson]"

(Sousa, 1998). It is very important for learners to feel relaxed and safe in the learning

environment.It must be taken into consideration that emotion disruption has negative impact to

orphaned students in learning process.In this theory, it must be taken into consideration that

emotional disturbance can occur to any student depending to school setting.

2.3 Review of empirical studies

The impacts of HIV/AIDS on the education of orphans have been studied in various countries of

Africa. Studies in Uganda have shown that following the death of one or both parents, the chance

of orphans going to school is halved and those who go to school spend less time there than they

did formerly. (Tadesse,2003).

Mwananchi-Tanzanian newspaper (9.November.2006) stated that “ From 90’s-2005 more than

970,000 children in Tanzania had lost their parents to HIV/AIDS and about 40 per cent of the

children are raised by grand parents, while about 30 per cent are reared by aunts and uncles and

30 per cent have no stable home environment.

Some of the grand parents are too old to look after them properly and as a result they suffer a lot.

Due to challenges which they face such as stigmatization, lack of basic needs, emotional

insecurity and social exclusion, most of this children (orphans) are exploited in such things as

prostitution(sex workers),crushing stones selling different things in the streets, domestic

workers(servants or baby sitters),charcoal burning etc.They go into all jobs so that they can pay

for schooling and to buy food because their parents have died and guardians can not afford to

provide everything the need.

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UNICEF (United Nations Children’s Fund) has recently reviewed the effects being orphan have

on schooling and child labor in 20 Sub-Saharan African countries including Tanzania. In all

countries, children aged 5-14 who had lost one or both parents were found less likely to be in

school and more likely to be working more than 40 hours a week. (A National Survey on the

Prevalence and Situations of AIDS Orphaned Children in Ethiopia has been conducted in

collaboration with children, youth and Family Affairs Department (MOLSA), UNICEF, and an

Italian Co- operation ,2003).

IIEP, (1993);UNAIDS, (2002) reported that, at the level of the pupils in primary schools, there

have been declines in enrollment, increases in dropouts, and gradual increases in absenteeism.

Students who had lost both parents have been less well- dressed and less-well fed. Many students

are at risk of exclusion, abuse, discrimination, and stigma.These are some of the challenges

facing orphaned students.

Orphaned children often are working and most fail to attend school, which increases their long

term-vulnerability. Their health status is often poor, prone to malnutrition, and is often subject to

abuse and marginalisation. According to the National sentinel Surveillance System (NSS)

identify that, children under five whose parents are living had half the risk of mortality of those

orphaned by one or both parents.( Ministry of Health (2001), Poverty Reduction Strategy

Indicators produced using NSS data for 1998-2000, working paper no. 2)

Orphaned children are vulnerable for a number of reasons, but the degree to which they suffer

and the ways in which they suffer have often been hidden in grand generalising statements, such

as,“African orphans are absorbed and cared for within extended families” or “orphans are

enrolled in schools on an equal scale to non-orphans”.The emphasis on local context for

developing policy for orphans is obviously not a novel one. (Oleke, Blystad, Rekdal & Moland,

25
vol.4 No.1 May 2007).

Williamson, (2004) and others have argued that an effective response to the orphan challenge

needs to consider the day-to-day influence of local customs and practices from which children

learn the roles and expectations of the community to which they belong.

The lower motivation provided by an extended family, perhaps caused both by the lower level of

education possessed by guardian grandparents or their lower levels of awareness as to the

possible usefulness of education and of households to orphans in the families. (Tadesse,2003)

Katahoire, (1993) in IIEP, (1993) pointed out on a study conducted in collaboration of World

Bank and the University of Dar es salaam on adult death and child schooling in the Kagera

region of North western Tanzania.In the study children aged 7-19 years and a total of 1,897

samples were selected to investigate their enrollment and school attendance.The focus of the

study was on the impact of adult death (due to all causes) on child schooling.About half of the

adult deaths were thought to have been caused by AIDS. On average, 57 per cent of children

aged 7-19 years were enrolled in school in previous 12 months (60 per cent boys and 54 per cent

girls).The death of an adult in the household in the past 12 months and its consequences has been

analysed. The death of a male adult in a past 12 months did not appear to have an effect on either

measure of schooling.On the other hand, the death of female adult in the past 12 months was

associated with lower school enrollment in the previous 12 months, especially for age-group 7-

10 and 15-19 years.

Rubaha,(2008) found that students' academic performance is determined both by teachers and

student commitment towards the process of learning.It must be noted that student commitment

towards subject is not an easy task in presence of various challenges.

26
Gachuhi, (1999:8) took an example of AIDS orphans who are likely to be less well nourished,

may be over worked by their guardians and lack proper supervision, care and school or

vocational training.... schooling for orphans is unexplored, hence they cannot commit

themselves to learning situation.

The UN Secretary General, Kofi Annan, speaking to leaders of industrialized countries at the

July 2001 Group Eight meeting in Geneva, noted that the needs of AIDS orphans are as

immediate as their next meal and as extended as access to education, guidance and care until the

end of their adolescent years. To care for all whose lives have been devastated by AIDS,

particularly the orphans is of moral and spiritual obligations to you ,leaders of the big nations

(Africa Recovery, 2001).

The efforts to protect children orphaned by AIDS are nearly as old as the epidemic, and many are

beginning to show real progress. Botswana, Malawi, Zambia and Zimbabwe have exhibited good

achievements in the area. "Uganda has been at the forefront of initiatives to protect children from

AIDS through improved basic social services. (Tadesse,2003).This entails that, other countries

particularly Tanzania are lagging behind in process of helping the orphaned students.In most

cases, we expect much support to orphaned students from abroad and in some extent taking care

of some orphaned students in orphanage centres which involve caring them with material things

and not curing the emotional stress.

Children who have lost their parents to AIDS are in a problem to attend schools. Mothers are the

prime caregivers to children, if passed away leave alone schooling their survival would be

threatened. As a result, some of the educational challenges observed are decline in enrollment,

increase in dropout, gradual increase in absenteeism, forced child labour, etc,. (Tadesse,2003).

Ainsworth & Koda, (1993) pointed out on the need for orphaned children to work and to care for
27
ill adults is one of the reasons for absenteeism and dropout of schools. In one way or another it is

a challenge facing orphaned students in acquiring better education in terms of academic

performance.Preliminary results in Tanzania showed that the death of an adult female in previous

12 months is associated with lower enrollment possibilities for female labour such as fetching

water and collecting firewood.

2.4 Demonstration of the gap of knowledge

The review of different studies, makes a researcher to identify that most of the studies expose the

existence of large number of orphaned students from different causes but particularly those

arising from AIDS. Few studies have however attempted to explain the impacts of being

orphaned students and academic performance in secondary schools in Tanzania, particularly

Moshi municipality.

Also more emphasis have been put forward to orphaned children resulting from HIV/AIDS and

little effort to those orphaned children resulting from other causes.Also, no attempts have been

put forward to entail the relationship between challenges facing the orphaned students and

academic performance. This study was to investigate the effects of challenges facing the

orphaned students on academic performance in secondary schools in Moshi municipality.

28
 CHAPTER THREE

RESEARCH DESIGN AND METHODOLOGY

3.1 Introduction

This chapter represents approaches which have been used in collection of data. It consists of the

research design, target population, description of the sample and sampling procedures,

description of data collection instruments, description of data collection procedures, and

description of data analysis procedures.

3.2 Research Design

The researcher in this study used mixed research methods of data collection. Cross sectional

survey design and naturalistic design was employed to guide this study. Cross sectional survey

design was used because it permits one to gather information from a large sample of people

relatively quickly and in inexpensivel (Ary,1996. pg 432). Interviews and questionnaires are the

major means of data collection for a survey (Ary,1996. pg 467). This was used to get quantitative

data in the study such as the academic performance averages in this study.

In education, qualitative research is frequently called naturalistic because the searcher hands

around where the events he or she is interested in naturally occur.And the data is gathered by

people engaging in natural behaviour:talking,visiting,looking,eating and so on.(Bogdan,1982.pg

3). Naturalistic observation as one of qualitative technique was used in order to help the

researcher to gather qualitative information from the respondents through interview to get

information about the factors for high academic performance.

29
3.3 Target Population

According to Johnson,(1977) pg.139 defined population as a group for study. Target population

of this study is all orphaned students and all teachers found in all secondary schools in Moshi

municipality.Orphaned students was used in this study because are the one who are expected to

have more information about the challenges they normally incounter in learning process and are

the one who can give more details about the effects of the challenges they face in normal school

setting.Teachers was also used in this study because they spend much of their time with

orphaned students during teaching and learning process, hence they gave more information about

the effects of the challenges facing orphaned students in academic performance.

3.4 Description of the Sample and Sampling Procedures

Sample is a small part of anything which is intended to stand for or represent the whole.

(Wellington,2000, pg.58). Johnson,(1977) pg.139 entailed that the sample is drawn from the

population and the information from the sample is then used to make educational guesses about

the population.According to Kothari (2003) the optimum sample is one that fulfils the

requirements of efficiency,represntative,reliability and flexibility.

The sample of this study comprised of form I,formII,form III,and form IV orphaned students

plus teachers in secondary schools found in Moshi municipality.This study decided to select

this sample inorder to have orphaned students and teachers with different characteristics such

age,sex and class of the population. A random sampling technique was used during the process

of selecting schools for the study. This was achieved by writing all 26 names of secondary

schools found in Moshi municipality, the name of each school separately on a piece of paper,

folding the pieces of paper and placing them in a container where they were thoroughly mixed

up before picking up at random one name of secondary to another until 5 secondary schools
30
(sample size) were selected. The names of the schools thus picked represented the sample of

the proposed study.

A random sampling technique was used during the process of selecting participants; 30 teachers

(6 teachers from each secondary school) and 80 orphaned students (i.e 16 orphaned students

from each school whereby 4 orphaned students were randomly selected from form I, form

II,form III and form IV. In this aspect, purposefully and stratified sampling was used because a

study was identify orphaned students in their respective classes as well as their teachers.

3.5 Description of Data collection Instruments

The data were collected with the assistance of questionnaire and interview.It has been said the

combination of more than one method of data collection (i.e. Questionnaire and interview in this

study) resulting to qualified data (Kothari, 2003), however will give the researcher clear picture

on the research problem.

The methods of collection of data were questionnaire and interview so as to obtain both

qualitative and quantitative data to whether challenges facing orphaned students have effects to

orphaned students' academic performance in secondary schools.

The questionnaires were open and closed, they were given to 110 respondents such as 80

orphaned students (form I to form IV) and 30 teachers. This is because; some of respondents felt

much secure to give information in writing rather than to face interviewing as an individual due

to shyness of some respondents.

Also a total of 10 respondents were interviewed, this was subjected to 5 head-teachers (1 head-

teachers from each of 5 secondary schools each seconday schools) plus 5 academic

masters/mistress (1 academic master/mistress from each of 5 secondary schools)The researcher

31
decided to use in-depth type of interview. This is because, during the interview the researcher

was able to ask questions that enable him to access information direct from the point of interest.

However, a researcher could be able to clarify some of the questions that were not clear to the

respondents.

3.5.1 Questionnaire for teachers

This instrument composed introduction of a researcher and the objective of this study, also a

request from a respondent to fill in the required responses. It was divided into two parts; part A

contains preliminary information i.e personal information from a respondent, part B contains

questions which aimed to seek more information about the academic performance of orphaned

students.

3.5.2 Questionnaire for orphaned students

This instrument composed of introduction of a researcher, objective of this study and request to

respondent to fill in the required responses. It was divided into three parts; part A which contains

background information about the family from a respondent (orphaned student), part B contains

questions which seek more information about orphaned students’ school life. Lastly, part C

contains self esteem scale aimed to seek details from a respondent about his/her feeling and

attitude about a phenomenon.

3.5.3 Interview for head teachers

This instrument for data collection was used to seek more information about the feeling, attitude

of a respondent. In this aspect a researcher used in- depth interview so that to obtain appropriate

and detailed information about the number of orphaned students in particular school and more

32
information about the challenges facing orphaned students with some measures(if any) to

alleviate those challenges. This was conducted as per agreed time table suggested by the

respondents due to various duties they possessed in their schools.

3.5.4 Interview for academic master/mistress

This instrument for data collection was used to seek more information about the academic

progressive of orphaned students. In this aspect a researcher used in-depth interview so that to

obtain detailed information about all factors related to academic performance of orphaned

students which was useful for the study. This instrument provided a wide range to a respondent

to express himself/herself freely in presence of interviewer thus more details and appropriate

information was obtained. This was conducted as per agreed time table suggested by the

respondents due to academic duties they had in their schools.

3.6 Description of Data Collection procedures

After determining the sample, the next step was to get a letter of introduction from the

Director of Research at Mwenge University of Education (MWUCE) to be taken to the Moshi-

Urban District Education Officer seeking for permission to conduct the research in the

secondary schools in Moshi municipality.

Questionnaires were distributed to both teachers and students and then collected back after they

answered individually. Then, in-depth interview with guiding questions and probing questions

seeking for further information was conducted to few teachers i.e head teachers, academic

masters (all selected using purpose sampling procedure) and the answers were collected,

whereby the feedback expressed was based on individual ideas on the effects of challenges

facing orphaned students in academic performance in secondary schools in Moshi municipality.

33
3.7 Description of Data Analysis procedures

Data analysis in this study was based on nature of data which were collected.

Qualitative data resulted from interview in form of quotes and narratives from selected

respondents (head of schools and academic masters/mistresses) were analysed quantitatively

using words and sentences.Some of the information were summarized and coded into a computer

and finally analyzed descriptively using Statistical Package for Social Science (SPSS) version

11.5 to obtain numerical value like frequencies and percentages.

Quantitative data collected using two types of questionnaires (i.e questionnaires for orphaned

students and teachers) were analysed quantitatively using statistical procedures and analyzed

using a statistical analysis package known as Statistical Package for Social Science (SPSS)

version 11.5.

The data collected about statistics of examination results, frequencies and percentages of

academic performance of orphaned students was presented through graphs, chart and tables. The

discussion and conclusion will be drawn from the data followed standard procedures.

34
 CHAPTER FOUR

PRESENTATION, DISCUSSIONS AND INTERPRETATION OF FINDINGS

4.1 Introduction

This chapter includes data presentation, discussions and interpretation of the findings on the

effects of challenges facing orphaned students on academic performance in secondary schools

in Moshi municipality. The data were analyzed with the help of a computer program, SPSS

version 11.5. The findings of this study are presented accordingly.

The chapter is organized into the following sections; firstly the demographic information of the

respondents (orphaned students, teachers, and head of schools), followed by challenges facing

orphaned students in five secondary schools in Moshi municipality, Effects of challenges facing

orphaned students in academic performance in five secondary schools in Moshi municipality,

Criteria used by teachers to identify orphaned students in the classroom in secondary schools in

Moshi municipality, role played by teachers in dealing with challenges facing orphaned students

on academic performance in secondary schools in Moshi municipality and the strategies

established by teachers to ensure that orphaned students are learning effectively as non-orphaned

students in secondary schools in Moshi municipality.

35
4.2 Demographic Information of the Respondents

This section describes the general background information of the three categories of the

respondents: Orphaned students, teachers, Head of schools and Academic mistress/masters.

4.2.1 Orphaned Students

The Orphaned students’ demographic information comprised of their age, year of study and sex,

their responses are summarized and presented in Table 4.1.

Table 4.1Demographic information of the orphaned students (n=80)

Age in years Frequency Percentage

10-14 30 37.50
15-19 44 55.00
>20 06 07.50
Sex of orphaned students Frequency Percentage
Boys 37 46.25
Girls 43 53.75
Class Frequency Percentage
Form I 13 16.25
Form II 18 22.50
Form III 32 40.00
Form IV 17 21.25

Table 4.1 entailed the age of orphaned students who participated in the study whereby most

44(55.0%) orphaned students out of 80(100%) orphaned students had aged 15-19 years followed

by 30 (37.5%) orphaned students out of 80(100%) orphaned students had aged 10-14 years. Few

orphaned students 06 (7.5%) out of 80 (100%) orphaned students had aged more than 20 years.

This findings shows that most orphaned students who perticipated in this study were at

adolescent age i.e 15-19 years of old.

36
Also, the data in Table 4.1 express year of study of the orphaned students who took part in the

study, this was done to ensure that all orphaned students from form I to form IV were equally

participating. This was meant to ensure that only orphaned students from form I-IV who had

experienced the challenges relating to their academic performance in secondary schools.

According to Table 4.1, most of the orphaned students 32 (40%) were in form III followed by

18(22.5%) and 17(21.25%) form II and form IV respectively while the rest 13 (16.25%) were in

form I.The findings revealed that, most of the form II and form III orphaned students were more

likely to express themselves and thus more likely to participate in this study.

There is less participation of form I and form IV orphaned students in this study.In the process of

identifying the orphaned students in secondary schools, a researcher observe that the orphaned

students in form I and form IV did not want to reveal themselves due to shameless, low self

esteem and fear of being discriminated from others.

Apart that information on the sex of the respondents in Table 4.1 was sought by the researcher

in order to bring out the participation of both male and female respondents in the study.

Table 4.1 shows that out of 80 (100%) orphaned students who participated in the study, 37

(46.25%) were male while the remaining 43 (53.75%) were female. The number of both sexes

was considered because of the sampling procedure adopted which was to have equal

representation of boys and girls orphaned students in the study. These orphaned students have

experienced differently the impacts of challenges facing them in academic performance as far as

gender is concerned.

The findings shows that more orphaned students who participated in this study were girls.Thus,

the ideas on the challenges facing orphaned students in academic performance in this report are

skewed more towards girls.

37
4.2.2 Teachers

Demographic characteristics of teachers who took part in the study were also determined. These

characteristics included: sex of teachers and their teaching experience. This information was

presented in Table 4.2.

Table 4.2 Demographic information of the teachers (n=30)

Sex of teachers Frequency Percentage

Male 19 63.33
Female 11 36.67
Total 30 100.00
Working experience(Years) Frequency Percentage
1-5 16 53.33
6-10 11 36.67
11-15 01 03.33
>16 02 06.67
Total 30 100.00

Data in Table 4.2 shows that out of the 30 teachers who took part in the study, 19 (63.33%) were

male whereas 11 (36.67%) were female. These findings indicate that large numbers of teachers

in secondary schools in Moshi municipality are males. Therefore, the ideas in this report are

skewed more towards males.

Years of working experience of teachers who took part in the study were also determined, which

shows their competencies in teaching profession. The data in Table 4.2 shows that 16 (53.33%)

of the teachers took part in the study had a working experience ranges 1-5 years, followed by

11(36.67%) of teachers with working experience ranges from 6-10 years while the rest

02(06.67%) and 01(03.33%) of teachers had the working experience ranges from more than 16

years and 11-15 years respectively. This entailed that; most teachers in secondary schools in

Moshi municipality have less experience in teaching professional ranging from 1-5 years.

38
This is a group of teachers with low grade of salaries in such a way that they cannot provide

financial support to orphaned students. Therefore the ideas about the challenges facing orphaned

students in secondary schools in this report are more likely to rely much towards the teachers

with experience ranging from 1-5years.

4.2.3 Heads of schools

Demographic information of the heads of schools in five secondary schools who participated in

responding to interview in the study was also established. Demographic characteristics

determined from the heads of schools were: sex, and working experience as a head of school.

The responses of the heads of schools were summarized and presented in Table 4.3 below.

Table 4.3 Demographic information of the heads of schools (n=05)

Sex of Head of school Frequency Percentage
Male 03 60.00
Female 02 40.00
Total 05 100.00
Working experience(Years) Frequency Percentage
1-5 00 00.00
6-10 03 60.00
11-15 01 20.00
>16 01 20.00
Total 05 100.00

Table 4.3 express that most teacher 60% of the heads of schools participated in the study were

males and 60% had teaching experience ranging from 6 to 10 years. The data suggested that

there is no gender balance in top position in secondary schools participated in this study. Most

head of schools had enough experience in their leadership thus no doubt about the information

provided.Thus, the ideas in this report are skewed more towards males.

39
4.2.4 Academic Master/Mistress

Demographic characteristics of teachers who took part in the study were also determined. These

characteristics included: sex of teachers and their teaching experience. This information was

presented in Table 4.4.

Table 4.4 Demographic characteristics of teachers (n=05)

Sex of Academic Master/Mistress Frequency Percentage
Male 01 20.00
Female 04 80.00
Total 05 100.00
Working experience(Years) Frequency Percentage
1-5 00 00.00
6-10 04 80.00
11-15 01 20.00
>16 00 00.00
Total 05 100.00

Table 4.4 shows that most academic Masters/Mistress i.e. 80% who participated in the study

were Males and 80% had teaching experience ranging from 6 to 10 years. The data suggested

that there is no gender balance in division of labour especially in leadership in secondary schools

participated in this study because most of academic masters/mistresses were males. Therefore,

the ideas on the academic performance of orphaned in relation to their challenges they are facing

in this report rely much towards males.Most academic masters had enough experience i.e.

ranging from 6 to 10 years in their leadership thus no doubt about the information of academic

performance of orphaned students provided.

40
4.3. Challenges facing orphaned students

In order to understand whether the teachers, head of schools, the academic masters/mistresses

and the orphaned students themselves in various public and private secondary schools in Moshi

Municipality are aware of the challenges facing the orphaned students in academic performance

the participants (orphaned students, teachers, academic masters/mistresses and head of schools)

were asked to identify and express the challenges facing orphaned students in academic

performance. There are various challenges facing orphaned students in secondary school in

Moshi municipality as identified by teachers in five secondary schools in Table 4.5.

41
Table 4.5 Response from teachers about the challenges facing orphaned students

S/N Challenges
Frequency Percentage
1 Lack of basic needs 16.67
5
2 Lack of school fees and learning facilities 10.00
3
3 Inability to pay school fees and psychological challenges 13.33
4
4 N/A( Not Applicable) 06.67
2
5 Child labour 03.33
1
6 Lack of fund,inferiority complex 23.34
7
7 Lack of school fees 03.33
1
8 Psychological problem 13.33
4
9 Child labour and sexual abuse 06.67
2
10 Sexual abuse and psychological problem 03.33
1

Total 30 100.00

Table 4.5 shows teachers responses on the challenges facing orphaned students in academic

performance in secondary schools in Moshi municipality. This results show that 23.34% of the

respondent (teachers) identifiied that most orphaned students lack fund, and had inferiority

complex.In connection to that 16.67% of teachers and 13.33% of teachers who participate in the

study proved that orphaned students lack basic needs and Psychological problem respectively.

According to teachers who participated in this study they have identified the following major

challenges do orphaned students face in academic performance which are;

42
Lack of fund and basic needs leading to inferiority complex

From the findings of this study, lack of fund was found to be a big challenges to orphaned

students.Most orphaned students fail to pay for school fees, money to buy food and clothes. They

are also feel bad when their fellow students well dressed and not bothering about availability of

food; orphaned students feel more inferior in presence of other students.

Psychological problem relating to emotional distubance and low self esteem

Teachers participating in this study expressed their observation toward the school life of

orphaned students in term of psychological challenge related to emotional problem which by the

end of the day leads to low self esteem.The findings of this study revealed that this challenge

has great impact to the academic performance of orphaned students.

One teacher said that;

“...........Most orphaned students are facing emotional problem like trauma relating to parental
death, when someone speak about their parents, they are crying thus they cannot participate well
in their studies………We normally provide guidance and counselling to them but the effect is
short – lived…I think something else related to love and care same like that of the parents will be
useful.. he said”

This ideas was in agreement with brain – based learning theory in (Sousa 1998) which entailed
the any emotional problem and lack of interest can inhibit learning.Thus it is very important for
the orphaned students to feel relaxed and safe in learning environment.

In other side orphaned students respond on the existence of challenges. Figure 4.6 shows the

responses from orphaned students about existence of challenges they normally face in academic

performance in secondary schools in Moshi municipality.

43
Figure 4.6 Response from orphaned students about existence challenges in academic

In figure 4.6 revealed that 92% of respondents(orphaned students) responded positively towards

the existence of challenges facing orphaned students on their academic performance and few

number of orphaned students (8%) of orphaned students participated in the study disagree on the

existence of challenges to them on academic performance. The data suggest that many orphaned

students participated in this study are facing many challenges in academic performance as they

are expressed in Table 4.7.

44
Table 4.7 shows the challenges experienced by orphaned students in academic performance in

secondary schools in Moshi municipality.

Table 4.7 Response from orphaned students about the challenges they are facing

S/N Challenges Frequency Percent

1 Lack of school fees,clothes,books 20.00
16
2 Diseases and trauma on parental death 01.25
1
3 Lack of food,clothing and shelter 1 01.25

4 Life challenges, drop in academic performance 5 06.25

5 N/A(Not applicaple) 9 11.25

6 Diseases and poor understanding in lesson 03.75

3
7 Lack of books,no school fees 5 06.25

8 Lack of school contributions 6 07.25

9 No books,no money for tuition fee 5 06.25

10 Lack of learning materials 6 07.25

11 Lack of school uniform 1 01.25

12 Trauma on parental death 17 21.25

13 Diseases 2 02.50

14 Poor understanding in the lesson 02.50

2
15 Lack of school fees, uniform,food and shelter 01.25
1

Total number of respondents

80 100.00

45
Data in Table 4.7 shows that 20% of the respondent expressed that they lack school fees, clothes,

books and 21% of the respondents expressed that they have trauma on parental death. This shows

a close relationship of ideas as that of their teachers that; the major challenges facing orphaned

students are lack of basic needs due to lack of fund and psychological problems related to

trauma.

This finding is in agreement with what Ogina (2007) found on a narrations of some of the

experiences of orphans students who suggested that they do not have a secure base to turn to

when they need material, emotional and social support.

46
Table 4.8 multiple responses from orphaned students about the challenges they are facing in
academic performance as extracted from Table 4.7.

Table 4.8 Multiple responses from orphaned students about the challenges they are facing
Challenges facing orphaned students in academic Frequency Percent
performance

Lack of school fees 27 33.75

Lack of clothing 19 23.75

Lack of books 26 32.50

Diseases 06 07.50

Trauma on parental death 18 22.50

Lack of food 02 02.50

Lack of shelter 02 02.50

Life challenges 05 06.25

Academic drop 05 06.25

Poor understanding of lesson 05 06.25

Lack of school contributions 06 07.50

Lack of learning materials 06 07.50

Total number of respondents 80 100.00

*The total percent and frequency do not add exactly to 100 and 80 respectively due to multiple
responses.

47
The identified challenges facing orphaned students as identified by both teachers and orphaned

students who participated in this study are in agreement with those identified by Mwananchi-

Tanzanian newspaper (9.November.2006) as those challenges makes some of orphaned students

engaged into sex workers, selling different things in the streets and other works for financial

gain; whereby sometimes they work for low wages.This is due to lack of support from guardians

since their parents passed away.

4.4 Effects of challenges facing orphaned students in academic performance

The response from teachers on the effects of challenges facing orphaned students to their

academic performance in secondary schools in Moshi Municipality.

Table 4.9 Response from teachers on if the challenges facing orphaned students have effects on

academic performance of orphaned students

Response from teachers Frequency Percent

Yes 28 93.33

No 02 06.67
Total 30 100.00

Data in Table 4.9 above shows that most teachers (93.33%) respond positively on the effects of

challenges facing orphaned students in academic performance in secondary schools in Moshi

municipality. This finding shows that most teachers were able to identify the challenges facing

orphaned students in academic performance.

As narrated by one teacher;

“……..most of orphaned students are sometimes not attending classes(absenteesism), truancy
and thus they fail to engage fully in learning situation.This has great effect to their academic
performance.Most of them score low grades due to inattention in classes…. He said”

48
This finding is in accordance with that of Ministry of Health (2001) on Poverty Reduction

Strategy Indicators produced using NSS data for 1998-2000, working paper no.2) that failure for

the orphaned students to attend school tends to increase their lond term vulnerability. Also,this

study is in agreement with Ainsworth& Koda (1993) who pointed out the need for orphaned

students to work and care for ill adults as one of the reasons for absenteeism and dropout of

schools.

Therefore, it must be taken into consideration that the challenges related to funds among

orphaned students should be given first priority thus they can attend classes for the betterment of

their academic performance.

Orphaned students in other side expressed their responses on the effects/ impacts of the

challenges they face in academic performance as shown in Figure 4.10.

Figure 4.10 Response from orphaned students

83.75

7.5 7.5
1.25

49
A bar graph in Figure 4.10 shows that 83.75% of orphaned students who took part in the study

confirmed that the challenges they normally face have great impact to their academic

performance in secondary school. This finding expressed that most of the orphaned students who

participated in this study are facing the challenges, and those challenges tend to slow down their

academic performance in one way or another i.e directly or indirectly in their learning

environment.

One orphaned students express her feelings;

“…….I remember when my parents were alive, they were able to provide me with all the
necessary requirements, now my life vice versa…..when I observe the life of my fellow students, I
feel so inferior in such a way that I cannot co-operate with them in learning………this affect
much my academic performance, I perform badly in most of my subjects…….with tears, she
said”

This finding is in accordance with attachment theory which was developed by John Bowlby and

Mary Ainsworth (Bretherton, 1992; Holmes, 2003; Bettmann, 2006). The supportive relationship

between a child and parent is very crucial.Therefore, it is necessary for someone else to take part

of the died parents in order for the orphaned students to feel much secure and well supported

thus they actively co-operate with other students in learning.

4.5 Criteria used by teachers to identify orphaned students

In most of the secondary schools in Moshi municipality there is no criteria of identifying the

orphaned students. In Private secondary schools there is no any criteria because they treat all

students equally as a matter of fact that a student is capable to cope with their learning

environment eg. Paying school fees and other contributions at a right time. Also, in Private

secondary schools, the study identified that the orphaned students did not want to expose

themselves contrally to those orphaned students in Public secondary schools.

50
Table 4.11 Identified number of orphaned students who participated in this study in Public and

Private secondary schools in Moshi municipality.

Table 4.11 Number of orphaned students in both Public and Private secondary schools

Type of secondary school Frequency Percent

83.75
67
Public
16.25
13
Private
Total number of orphaned students 80 100.00

Table 4.11 shows that 83.75% of orphaned students are from Public secondary schools in Moshi

municipality whereby only 13% of orphaned students are from Private secondary schools in

Moshi municipality. This shows that there is much orphaned students in Public secondary

schools than in Private secondary schools.

There are different criteria used by teachers( i.e head of schools) to identify the orphaned

students in their secondary schools as summarised in Table 4.12.

51
Table 4.12 Response from head of schools on the criteria used to identify orphaned students

Criteria used by Response from Heads of schools Response from head of schools in
in Public secondary schools Private secondary schools
teachers to identifies
Schools
orphaned students
YES % NO % YES % NO %

Frequently absenteeism 5 21.74 _ _ _ _ 5 12.20

and truancy

Through poor cloth, poor 4 17.39 _ _ _ _ 5 12.20

performance
Asking students about 3 13.04 _ _ _ _ 5 12.20
family life
They isolate themselves, _ _ _ _ _ _ 3 07.32
they are idle with stress

Through school records 4 17.39 _ _ _ _ 5 12.20

They normally stressed 1 04.35 _ _ _ _ 4 09.76

with poor performance

Talking to students about 2 08.69 _ _ _ _ 4 09.76

their school life
They fail to pay school _ _ _ _ _ _ 5 12.20
contributions in time,

From VEO/WEO through 4 17.39 _ _ _ _ 5 12.20

Village meetings
Total 23 100.00 _ _ _ _ 41 100.00

*The total frequency do not add exactly to (five number of head teachers in five secondary
school) due to multiple responses.

This finding shows that, the criteria which is normally used to identify orphaned students in

Public secondary schools are through frequently absenteeism and truancy, through poor cloth,

poor performance, asking students about family life, through school records of pre entry students

and from reports of Village/Ward Executive Officers(VEO/WEO) in their meetings.

52
There was no criteria of identifying orphaned students in Private secondary schools.

This finding is in agreement with the findings of Ministry of Health (2001) on Poverty

Reduction Strategy Indicators produced using NSS data for 1998-2000, working paper no.2)

about the health conditions of orphaned students i.e. their health status is often poor, prone to

malnutrition and is often subject to abuse and marginalisation. Also, the findings is in agreement

with Ainsworth& Koda (1993) as they found that most orphaned students are engaged with

absenteeism, thus they normally not attend school and most of them dropout from school due to

many challengess they are facing and less motivation towards school.

4.6 The role played by teachers in dealing with challenges facing orphaned students on
academic performance

In the study it was revealed that most teachers played their role from what they have, no matter

of their insufficient financial stutus. This was proved by responses from teachers as summarized

in Table 4.13.

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Table 4.13 Response from teachers on their role to rescue the challenges facing orphaned

students

S/N Responses on the initiative taken by teacher to rescue the

challenges facing orphaned students on academic
performance in their secondary schools Frequency Percent
1 No initiative taken
4 13.33
2 Favouring them financially-paying school fees
3 10.00
3 Encouraging them to have high self-esteem
4 13.33
4 Providing them learning requirements,guidance and counseling
8 26.67
5 Treating them equally and enhancing students' cooperation
3 10.00
6 N/A(Not applicable)
2 06.67
7 Helping them in learning situation
6 20.00
Total 30 100.00

Data in Table 4.13 revealed that 26.67% of teachers who participated in this study provide the

orphaned students with learning requirements, guidance and counseling. Also 20% of teachers

participated in the study help orphaned students in learning situation. This findings express that

the support teachers provide to orphaned students is basically relied on learning environments

only.

Also, the findings confirmed that teachers are not able enough to accomplish all the necessary

requirements to orphaned students i.e. they are not able to pay school fees to orphaned students;

they cannot afford to supply food to the needy orphaned students.

54
As narrated from on teacher;

“…..my salary is not enough to support the orphaned students in term of school fees and other
needs, my support is more psychological in terms of guiding and counselling them thus they ccan
be motivated to learning environment…..she said”

Another teacher said;

“…..I’m so afraid to provide any financial support to orphaned students because it is of negative
enterpretation to other students and other my staff members….there are so many why? ….my
support is of more psychological than any financial help………he said”

This finding is in agreement with Rubaha (2008) who found out that teachers and students

should be commited so that to enhance the academic performance of orphaned students. It was

found that, orphaned students failed to commit themselves in learning situation due to prevailing

challenges such as lack of financial support.

In another aspect, orphaned students confirmed on effort and support from their teachers which

is summarized in table 4.14.

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Table 4.14 Response from orphaned students about the effort done by teachers to support them

Responses from orphaned students about the effort done by

teachers to treat them on the challenges they face on
S/N academic performance Frequency Percent
1 Well treated
08 10.00
2 They show love, they teach us well
07 08.75
3 N/A
04 05.00
4 Good
08 10.00
5 Good nurturing
07 08.75
6 They show love
10 12.25
7 They teach us well 13 16.25

8 Sometimes hurshly towards my problem

04 05.00
9 Like other students 08.75
07
10 As a normal student 07.50
06
11 Trying to support me 07.50
06

Total 80 100.00

Data in Table 4.14 revealed that 16.25% of orphaned students participated in the study they

agreed on the effort done by teachers especially on well teaching. 12.25% of orphaned students

expressed that their teachers show love to them.10% of orphaned students show that they are

well treated, and their teachers are good to them.

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From the findings we can say that most orphaned students who participated in this study agreed

on the effort done by their teachers to support them in term of teaching them.Few of them

expressed that their teachers are showing love, and they are well treated.

As narrated by one orphaned students that;

“……there is no any support from our teachers in term of financially, most of them said that,
they have their children and other relatives to take of thus they can provide me with nothing……
they are tried their level best to teach us well, but I cannot concentrate due to hunger, lack of
money to sustain my life…. She said”

Another orphaned students expressed that;

“…..our teachers chased us away because we failed to pay school fees….sometimes they use
force to expell us from school due that problem.It is not my duty to pay for school fees…..I don’t
have any support…He explained”

The finding also revealed that, teachers support rely much on psychological help in learning

situation and there is no support in term fund to sustain the orphaned students in their daily

life.From the findings of this study, lack of fund and lack of basic needs were found to be the

major challenges to orphaned students in secondary schools.This finding is in agreement with

what Rubaha (2008) found out about the academic performance of orphaned students in presence

of various challenges.

4.7 Strategies established by teachers to ensure that orphaned students are learning

effectively

The responses from interview conducted to head of schools and academic masters/mistress in

five secondary schools in Moshi municipality entailed that there is established scheme to identify

and record the needy orphaned students in each class using class teachers. This response was

more pronounced to head teachers from public secondary schools while very little responses

from head of secondary schools in private secondary schools.

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There are some of outstanding strategies established by teachers as;

Establishing scheme on identifying orphaned students

As far as the established scheme on identified and supporting the orphaned students is more

pronounced in public secondary schools thus they could seek support from the government in

term of school fees.

One of the Head of schools in public secondary school in Moshi municipality who was

interviewed said that;

“………In our school we normally identify those orphaned students by their names and
record them in special book for them to get support in term of school fees from the
government…, she said”

Contrally to that, another Head of school in private secondary school in Moshi municipality

expressed that,

“ …In my school what matters a lot is to ensure that all students pay school fees and
other contribution at a right time regardless of their financial differences. We rarely
consider our students as orphaned and non- orphaned, we cannot easily identify those
orphaned students..............sorry for that! He said”

Keeping records of number of orphaned students

The identified number of orphaned students are recorded in special book so that they can easily

reached for the support.The findings of this study revealed that this strategy was pacticed in

some of the Public secondary schools.

As it was expressed by one head of school in Public secondary schools;

“….we normally identify the orphaned students when they register to our school for the first
time, also keeping a follow up to check the number of orphaned students in continuing classes
and record their names in special book she said”

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More empasis on co-operation among teachers and orphaned students in academic

In case of academic concern to orphaned students, most academic master/mistress in public

secondary schools in Moshi they agreed they can put more emphasis on cooperation among

teachers with orphaned students especially to take concern about them in teaching and learning

process. Also to create spirit of solidality among orphaned students and non- orphaned students

in the class i.e non- orphaned students they should not discriminate and despises the orphaned

students.

One academic master in one private secondary school in Moshi municipality declared that,

“ ….we treat orphaned students and non- orphaned students equally when we speak
about academic performance because there are some orphaned students who perform
better in most subjects, so we don’t see any difference between them
academically..............I want to let other teachers aware that, when they treat students in
such groups academically they stir up inferiority complex to orphaned students .It is
necessary to build their self-esteem so as to alleviate their trauma of parental
death… She said!”

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 CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATION

5.1 Introduction

This chapter gives the summary of the study, conclusions and recommendations. Suggestions for

further research are also presented.

5.2 Summary of the Study

The objective of the study was to examine the effects of the challenges facing orphaned students in

academic performance in secondary schools in Moshi municipality. The researcher reviewed related

literature on the effectiveness of those challenges facing orphaned students in academic

performance in secondary school in Moshi municipality and established that there was limited

research on the same locally. Through the review of literature it was also found out that different

researches was dealing with the challenges facing AIDS orphaned students in primary schools but

did not concentrated on the effects of challenges facing orphaned students from different causes in

academic performance in secondary schools in Tanzania, particularly Moshi municipality.

At the beginning of this work, five basic questions were raised to be investigated thoroughly. To

refresh the memory of the reader the questions are listed below once again.

1. What challenges do orphaned students face in secondary schools in Moshi municipality?

2. How do challenges facing orphaned students in secondary schools in Moshi

municipality affect their academic performance?

3. What criteria do teachers use to identify orphaned students in the classroom in

secondary schools in Moshi municipality?

4. What is the role played by teachers in dealing with challenges facing orphaned students
60
 on academic performance in secondary schools in Moshi municipality?

5. What are the strategies have teachers put in place to ensure that orphaned students are

learning effectively as non-orphaned students in secondary schools in Moshi

municipality?

The researcher employed mixed research methods (qualitative and quantitative techniques) of data

collection. Cross sectional survey and naturalistic designs since the area of the study was extensive

and with entire population. Survey design enabled the researcher to generalize the findings to the

entire population because of its representation. The naturalistic design was used to provide in-depth

information about the participant.

The target population consisted of all orphaned students, all teachers, all Head of schools and

academic master/mistress in all secondary schools in Moshi municipality.

The sample consisted of secondary schools in Moshi municipality. The schools were randomly

selected to ensure that all twenty six (26) secondary schools in Moshi municipality had equal

chance to participate in the study. The sample consisted of five (5) secondary schools with each

school providing sixteen (16) students of form I, form II,form III and form IV( four orphaned

students form each stream) five (5) teachers and five (5) Heads of schools and five (5) academic

master/mistress.In total, the sample consisted 120 respondents.

The instruments that were used for this study were questionnaires, and interview guide. The

questionnaires were for orphaned students, and teachers, while the interview guide was used for

interviewing the Heads of schools and academic master/mistress. The data collected was analyzed

by use of SPSS (Statistical Package for Social Science) version 11.5.

61
The major findings of this research involves the identified difference between the number of

orphaned students in public secondary schools and that of private secondary schools.There are more

orphaned students in public secondary schools than in public secondary.As it was observed by a

researcher that orphaned students in Public secondary schools were expressed themselves more

easily without any fear contrary to those orphaned students in Private secondary schools. This

findings also related to the differences in criteria used by teachers in both public and private

secondary schools on identifying orphaned students. There were different criteria used by teachers

in public secondary schools and no criteria of identifying the orphaned students in Private

secondary schools.Identifying orphaned students is crucial as far as the issue of providing support

in term of eradicating or minimizing the challenges they face in academic performance is

concerned.

Also, it was found out that, the support from the government and other stakeholders to deal with the

challenges facing orphaned students in academic performance is very minimal in relation to the

existing number of orphaned students.This can be taken into account that the academic performance

of orphaned students does not rely on the provision of school fees only, but also depend much on

availability of basic needs (like foods,clothing and shelter) and psychological help relating to

alleviation of traumas of their parental death.

5.3 Conclusions of the study

Based on the findings of the study and data analysis it was found out that most of the teachers in

Moshi municipality, most of secondary school teachers did not have a well established scheme to

identify and provide academic and financial support to orphaned students in their respective classes.

This has been seen from the students’ performances which are still poor. This is more pronounced

in most private secondary schools in Moshi municipality. The study noted that most of the orphaned

students and teachers agreed on the existence of challenges facing orphaned students on academic

performance in secondary schools in Moshi municipality.

62
Most of secondary school teachers and academic masters/mistress in Moshi need to establish a plan

of action for betterment of enhancing a good academic performance to orphaned students. Head of

schools in all secondary schools in Moshi municipality should establish a strategy to support the

orphaned students financially. i.e. make close connection with educational stakeholders (the

Ministry and NGOs) to support the orphaned students. Most of the strategies for assisting the

orphaned students effectively in Moshi municipality can lead to positive result to secondary school

orphaned students, these results include the good academic performance, freedom to learn and

speculate more academic issues, it can make orphaned students behave well in the class and outside

the school compound, and it can make orphaned students active towards learning.

Finally the study found that there are very little efforts made by educational stakeholders and the

government to eradicate the challenges facing orphaned students and to foster the academic

performance of orphaned students in secondary schools. This was proved by results from the

interview made with head of schools concerning support of the educational stakeholders and the

government to orphaned students in secondary schools. The study further found out that the

Government has forgotten to play its role of making sure that it provides education to the

community about the consequences of having an alarming high number of orphaned students in our

communities.

Also the government tend to ignore the provision of seminars that can make teachers aware about

the challenging issues facing the orphaned students in academic performance and the techniques to

deal with such a problem.

5.4 Recommendations of the study

In line with the conclusions stated above, the following recommendations are suggested:

The teachers of private secondary schools in Moshi municipality should find a means to identify

orphaned students in classes so that they provide necessary support especially psychological help

63
related to trauma of parental death. The process of identification should be done under care, from

the observation of a researcher in identifying a sample of orphaned students to be used in this study

it was revealed that some of orphaned students were crying for the fact that they remember the good

time when they were together with a parent(s) who was died.

Teachers in secondary schools should educate non - orphaned students about the challenges

normally faced by orphaned students and thus they should not undermine the orphaned

students.This will create awareness to other students about the feeling and bad pain facing by being

an orphan. It will also eliminate any trace of discrimination among students.

Head of schools should establish a scheme to identify the needy orphaned students in their schools

and take necessary actions to ensure that orphaned students are learning better without any

restrictions. This should follow official procedures so that to avoid provision of help to non

orphaned students.Record about the number and names of orphaned students should well be kept

for future reference.

The orphaned students in public secondary schools should be encouraged to learn and participate

fully in the learning process and be involved in the whole lesson. Teachers should play their roles to

encourage the orphaned students to learn and provide necessary academic support when

appropriate. Orphaned students need love and care in order to make them eager to learn.

Orphaned students should be involved in class activities, in sports and game thus they may not feel

isolated from the society.This will enable to raise their self esteem through their achievement of

some tasks.

The Ministry of Education and other Educational stakeholders should plan and establish regular

seminars to enable teachers be equipped with skills and tactics to deal with the challenges facing

orphaned students in academic performance. Also, necessary support in term of teaching and

learning materials should be provided to enhance the academic performance of orphaned students.

64
5.5 Recommendations for Further Research

For those who will be interested in making a research on orphaned students, the researcher

recommends that researches be carried out:

 Effects of challenges facing orphaned students in academic performance in public secondary

schools in Districts.

 To find out an appropriate technique to identify orphaned students in private secondary

schools in Municipals.

 To investigate on the large number of orphaned students in Public secondary schools in

Districts.

REFERENCES
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page=destination on 20 th November 2011

APPENDIX 1
QUESTIONNAIRE FOR TEACHERS

I am HENRY KAZULA a third year student at Mwenge University College of Education

67
pursuing a bachelor degree in education(Science).I am conducting a research project as an

academic requirement on the effects of the challenges facing orphaned students on academic

performance in Secondary Schools in Moshi municipality. I am kindly requesting you to help in

filling this questionnaire by giving information that is required for successful fulfillment of the

objectives stated. I am ensuring you that all the information which will be given will be treated

with a high degree of confidentiality.

Thank you in advance.

HENRY KAZULA.
Note: - No need of writing your name

- The response you give for this questionnaire will be confidential and used only
for this study.

- For the open-ended questions write your response in the space provided.

PART A: PRELIMINARY INFORMATION

Please tick() where appropriate:
Type of school: Private ( ) Public ( )
Sex: Male ( ) Female ( )
Teaching experience in years: 1-5 ( ) 6-10 ( ) 11-15 ( ) 16+ ( )

PART B: MORE INFORMATION ABOUT ORPHANED STUDENTS

Please tick () where appropriate and fill in the required information:
1. Are there any orphaned students in your class? Yes ( ) No ( ).
If Yes, how many are they?................Boys………….Girls……………….

2. What are the challenges do orphaned students face in your school?Explain

………………………………………………………………………………………………………
………………………………………………………………………………………………………

68
………………………………………………………………………………………………………
3. Do the challenges in 2 above have impacts to the academic performance of orphaned
students? If YES/NO Explain.
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
……………………………………………………………………………………………………
4. What percentage of students drops from school just because any of the above challenges?
In order to help the orphaned students, I wish the society could:
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
5. How about the level of behaviors between orphaned students and non orphaned students, do
they behave differently or the same? Please explain
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………

6. How about the level of academic performance of orphaned students?Explain their performance
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
…………………………………………………………………………...............................................
..............................................................................................................................................................
7. What initiatives have you take to enhance the academic performance of orphaned
students in your school?
Explain……………………………………………………………………………………………….
69
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………

Thank you in advance.

APPENDIX 2

QUESTIONNARIE FOR ORPHANED STUDENT

I am HENRY KAZULA, a third year student at Mwenge University College of Education

70
pursuing a bachelor degree in education(Science).I am conducting a research project as an academic

requirement on the effects of the challenges facing orphaned students on academic

performance in Secondary Schools in Moshi municipality. Iam requesting you to help in filling

this questionnaire by giving information that is required for successful fulfillment of the objectives

stated. I am ensuring you that all the information which will be given will be treated with a high

degree of confidentiality.

Thank you in advance

…………………

HENRY KAZULA.

Instruction: -Kindy fill appropriately the given blanks (you my use English or Kiswahili)

- No need of writing your name

PART A: BACKGROUND INFORMATION ABOUT THE FAMILY

Please tick () where appropriate:

Type of school: Private ( ) Public ( )

Class form: one ( ) two ( ) three ( ) four ( )

Sex: Male ( ) Female ( )

Age in years:10-14 ( ) 15-19 ( ) 20+ ( )

Please fill in the necessary information:

8) How many children are there in your family? ……………….

9) Are you the first /second/ third born?………………………...

10) Is your biological father alive?.....................................(yes/No)

11) Is your biological mother alive?....................................(Yes/No)

12) If not, since when have you not living with them?

Father……………………………………………………...

71
 Mother…………………………………………………….

13) Give reasons to why you stop living with them.(e.g., he/she died, they divorced etc )

……………………………………………………………………………………………………

……………………………………………………………………………………………………

……………………………………………………………………………………………………

14) If they died, when did your father/mother died?

Father ……………….

Mother …………….

15) How old were you by that time?

……………………………………………………………………………………………………

……………………………………………………………………………………………………

16) With whom are you living with now?

……………………………………………………………………………………………………

……………………………………………………………………………………………………

17) How did you come to know each other? Or is he/she your relative?

……………………………………………………………………………………………………

……………………………………………………………………………………………………

……………………………………………………………………………………………………

……………………………………………………………………………………………………

18) Where are your siblings (i.e. brothers/sisters) currently?

……………………………………………………………………………………………………

……………………………………………………………………………………………………

……………………………………………………………………………………………………

PART B: MORE INFORMATION ABOUT SCHOOL LIFE

19) Is there any challenge do you face in your learning? TICK () WHERE APPROPIATE.

72
 YES NO .

20) If YES/NO.What are they?(mention)

….……………………………………………………………………………………………….

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

14) Do those challenges affect your learning?

……………………………………………………………………………………………………

……………………………………………………………………………………………………

……………………………………………………………………………………………………

15) How do teachers treat you?

……………………………………………………………………………………………………

……………………………………………………………………………………………………

……………………………………………………………………………………………………

……………………………………………………………………………………………………

……………………………………………………………………………………………………

…………………………………………………………………………………………………..

16) Is there any difference between home and school?

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…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

17. Please complete the following sentences. Use as many words as you can [in Swahili or in

English], I wish my teachers and fellow students could

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

I wish the government could…………………………………………………………………….......

…………………………………………………………………………………………………

…………………………………………………………………………………………………

How would you describe the changes in your life (especially the school life) from the time

your parents divorced/died?

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

What do you think should be done to help orphaned students in getting access to quality

education?

…………………………………………………………………………………………………

…………………………………………………………………………………………………

…………………………………………………………………………………………………

PART C: SELF ESTEEM SCALE

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Directions: Following are ten statements presented to measure the self-esteem of an individual.

Please tick () once in the appropriate box corresponding to a number as shown on the key below;

Key for marking:

1 = Strongly agree 2 = Agree 3 = Undecided

4 = Disagree 5 = Strongly disagree

S/N Statements 1 2 3 4 5

1 Though I have no parents, I believe that I am a child of worth

2 There are things which I feel proud of

3 Lack of parental love and protection forced me to think that I am a

worthless child

4 Being orphaned does not create a problem from doing things just

like non-orphaned children

5 I feel I do not have much to be proud of

6 Without feeling ashamed of my parents' death, I take a positive

attitude towards myself.

7 On the whole, I am satisfied with myself

8 I wish I could have great self-esteem.

9 As a result of my parents' death, I sometimes feel that I am good

for nothing

10 I sometimes think that I am bad

Thank you in advance.

APPENDIX 3

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 INTERVIEW FOR HEAD TEACHERS

- Teachers will be asked whether they have orphaned students in their schools.(i.e do you have the

total number of orphaned students from form I to form IV?) Probe areas: (validity of data of

orphaned students in their secondary schools,mode of data records)

- Teachers will also be asked about the criteria they normally use to identify orphaned students in

their schools.(i.e how do teachers identify orphaned students in their schools?) Probe areas:

(assurancy of orphaned students existence in schools, distinction between orphaned students and

other students from poor families)

- Teachers will be asked on whether orphaned students face challenges in schools.(i.e How do they

identify the challenges facing orphaned students, are those challenges valid?)

Probe area :( validity of the challenges)

- Teachers will be asked if they took any action(s) in dealing with the challenges facing orphaned

students in their schools.(i.e What have do done for the moment being on dealing with challenges

facing orphaned students in academic perfomance? (They can also express the way forward in

alleviating the challenges facing orphaned students in academic performance).

Probe area:( any existing plan or project in school for orphaned students)

- Teachers will be asked if orphaned students receive any support from other educational

stakeholders.( i.e how many orphaned students receive such a support?) Probe area:(nature of

support provided to orphaned students with supporting documents)

APPENDIX 4

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 INTERVIEW FOR ACADEMIC MASTERS/MISTRESSES

This interview will be conducted as follows:-

-Teachers will be asked whether they have noted the challenges facing orphaned students in

learning.(i.e What are the effects of the challenges facing orphaned students in academic

performance?) Probe areas: (criteria for identifying the challenges, validity of the challenges facing

orphaned students)

-Teachers will be asked on the criteria they normally use to obtain the academic performance of

orphaned students in their secondary schools.(i.e how do you entail the academic perfomance of

orphaned students?) Probe areas: technique normally used to note the academic performance of

orphaned students, does the good or bad academic performance related to orphanedhood?)

- Teachers will be asked to explain in detail (with supporting documents) about the academic

performance of orphaned students in various examination results.(i.e Do you have any supporting

documents expressing the academic performance of orphaned students? What can you tell about the

performance of orphaned students and that of non orphaned students?) Probe area: (Supporting

documents to explain the academic performance of orphaned students)

- Teachers will be asked whether they took any initiatives to improve the academic performance of
orphaned students in their schools.(i.e in case the poor performance of orphaned students in their

schools.What are the strategic plans have you put forward to improve the academic performance of

orphaned students in secondary schools?) Probe area: (nature of academic support to orphaned

students, if there is good academic performanc of orphaned students-what are the factors?)

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