Dynamic Research Journals (DRJ)

Journal of Economics and Finance (DRJ-JEF)

Volume 2 ~ Issue 3 (March, 2017) pp: 01-15
www.dynamicresearchjournals.org

Factors Affecting Students Academic Achievement in

Zimbabwes Rural Secondary Schools: A Case Study of
Marimasimbe Secondary School in Jiri Community
1Munyaradzi Nyoni, 2Thabani Nyoni and 3Wellington G. Bonga
1

Corresponding Author: M Nyoni nyonim123@gmail.com

Received 10 March, 2017; Accepted 18 March, 2017; Published 31 March 2017 The author(s)
2017. Published with open access at www.dynamicresearchjournals.org

Abstract: The study examined the factors that affect students academic achievement in Zimbabwes rural
Secondary Schools with Marimasimbe Secondary School (Gokwe South Midlands Province) taken as a case
study. The research adopted a case study methodology and the population sample was drawn from teachers,
Form 3 and Form 4 students and parents in the native area. The study used maximum variation sampling for
sample selection. Data was gathered through participant-observations, questionnaires, focus group interviews
and documents review. The data was analyzed through graphs and simple numbers. The results show that the
type of school leadership by the head, career guidance, teacher-pupil ratio, qualified and dedicated teachers as
well as discipline and order are the major internal factors affecting students academic achievement. The
identified external factors are family socioeconomic status, school-community relations, distance or proximity
to the school and witchcraft practices. Other findings are that boys perform better than girls at ordinary level.
The researcher recommends creation of conducive school environment by school heads, taking career guidance
more seriously, employment of adequate qualified teachers who are dedicated to their work, maintaining
discipline and order by both parents and teachers among others.
Keywords Academic Achievement, Academic Performance, Career Guidance, Education, External Factors,
Internal Factors, Rural Secondary Schools, Students, Teachers, Witchcraft, Zimbabwe.
JEL Codes: C83, E24, H52, I21, I24, I25, I26, I31. J24

I. INTRODUCTION
Human capital development in terms of education enhancement remains crucial in many developing
nations, and Zimbabwe is never an exception. Education allows knowledge, skills, beliefs, values, and habits of
a group of citizens to be transferred to others by way of story-telling, discussion, training, teaching or research
(Bonga, 2016). Most programs undertaken to improve educational efficiency in developing countries focus on
changing the educational system itself (Harbison and Hanushek, 1993). Education has long been viewed as an
important determinant of economic well-being, Hanushek and Ludger (2010). Zimbabwe, in particular, has
given priority in the last decades to building new schools and equipping urban schools with computers. Apart
from such developments, there is greater need to assess how students are showing up in terms of receiving the
required education standards (benchmarks to be confirmed successful). Education is divided into stages such as
preschool, primary school, secondary school and then college, university or apprenticeship. The academic pass
rates at Ordinary level, have remained low for many schools, especially rural areas, and hence calling for
investigations to be made to determine the impacting factors. The study will draw evidence from one of the rural
schools in Zimbabwe, Marimasimbe Secondary School.
Marimasimbe Secondary School is a community school located in Jiri Ward 22, Gokwe South (Midlands
Province). Jiri community has 3 secondary schools: Marimasimbe, Maboke (satellite) and Marirangwe
(satellite). Both satellite schools were established in 2014. Marimasimbe secondary school is fed by 7 primary
schools which are between 5km-15km away, 8 km being the average distance from school. The school enrolls
its pupils indiscriminately; completion of grade seven is the pre-requisite for secondary school entry. The
dominant religions in the community are Roman Catholicism, Zion and traditionalism. The communitys major
source of income is agriculture with crops such as cotton, groundnuts and round nuts. Generally, the level of
income is very low. Currently, the school has 21 teachers, of which 20 teachers have at least a tertiary
qualification.

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 Factors Affecting Students Academic Achievement in Zimbabwes Rural Secondary Schools:
A Case Study of Marimasimbe Secondary School in Jiri community

Academic achievement or performances are terms that are often used synonymously. Academic
achievement or performance is simply the outcome of education. It is the extent to which a student, teacher or
institution has achieved their educational goals. In recognition that one has completed a certain level of
education, certificates or formal documents are awarded (Bonga, 2016). The subject is of much importance and
concern to education policy mechanics and teachers as well as parents and students. Its generally a measure of
the attainment of educational goals and objectives. Academic achievement is commonly measured by
examinations or continuous assessment but there is no general agreement on how it is best tested or which
aspects are most important. For the purposes of this study it will be taken as the outcome from end of term tests
and examinations.

1.1 Background of the study

Education in Zimbabwe has at least been made accessible to all, thanks to the aggressive educational
policies the country adopted after independence. High levels of literacy rates have been recorded although on
average, pass rates at Ordinary Level are very low. Statistics from Zimbabwe School Examinations Council
show that it was around 21% in 2013 and 31.2% in 2014 for the national Ordinary Level students.
The country has a huge population in the rural areas with about 70% of total population (World Bank,
2004). Average pass rate amongst rural secondary schools is below the national with many achieving even a
zero percent pass rate. It therefore becomes very imperative for educators to unearth the likely causes of low
academic achievements. This will enable educators to find causes unique to rural environments and provide
solutions.
Education plays a very critical role in any country for the development of human capital and is linked
with an individuals well-being and opportunities for better living (Battle & Lewis, 2002). According to Saxton
(2000), this leads to an increase in productivity and therefore higher sources of earning which enhances the
economic growth of a country and rural development. Crosnoe et al, (2004) assert that higher academic
performance is a top priority for educators and various researchers have sought to identify its determinants,
some of which are age, gender, family socio-economic factors, pedagogical practices and peer influence.
There remains a big gap in the research since societies vary and have specific political, economic and
social factors that affect students in their academic endeavors. Gokwe South faces similar political and socio-
economic factors that are of a national nature. However, it should be noted that in this area very few studies
have concentrated efforts in identifying factors that affect students academic performance such as proximity to
the school, teacher-pupil ratio, student-textbook ratio, cultural factors like witchcraft and evil spirits amongst
others.
In this research, it is very important to highlight the fact that there are two divided camps in the
definition and study of school effectiveness between educators; researchers and policy makers. The policy
mechanics attempt to identify particular school inputs, including discrete teaching practices; that raise student
academic achievement. They seek universal remedies that can be manipulated by central agencies and assume
that the same instructional materials and pedagogical practices hold constant meaning in the eyes of the teachers
and children across diverse cultural settings.
In contrast, the classroom practitioners focus on the implicitly modeled norms exercised in the
classroom and how children are socialized to accept particular rules of participation and authority, linguistic
norms, orientations toward achievement, conceptions of merit and status. It is the culturally constructed
meanings attached to instructional tools and pedagogy that sustain this socialization process, not the material
character of school inputs per se. It then comes intrinsically that future work in the policy-mechanic may
become fruitless until cultural conditions are taken into account and classroom practitioners may reach a
theoretical dead end until they can empirically link classroom processes to alleged effects.
The study therefore seeks to establish factors of such a nature through a case study of Marimasimbe
secondary which resembles a typical rural secondary school in Zimbabwe with a standard school system and
committed administrative personnel towards teaching, learning; professional teacher conduct and students
academic achievement.

1.2 Aims
The study seeks to establish the factors unique to Marimasimbe Secondary School (Gokwe South
District) that affect students academic achievements. This is an interesting research domain since most schools
in the district are very similar in nature almost in every facet of a school system. This can help unearth salient
problems as well as enlighten educators and responsible authorities on how better learning environments can be
created and bring about higher student academic achievements. The study results may also be used to address
similar issues from other Zimbabwean rural schools.
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 Factors Affecting Students Academic Achievement in Zimbabwes Rural Secondary Schools:
A Case Study of Marimasimbe Secondary School in Jiri community

1.3 Objectives of the study

The main objectives of the study are to:
i. Establish the nature of the schooling environment in the Jiri community.
ii. Determine the external factors (outside the school) affecting students academic achievements at
ordinary level and
iii. Determine the internal factors (inside the school) that affect students academic achievements at
ordinary level.
iv. Establish solutions to the problems faced by students and the school in attaining higher academic
achievements at ordinary level.

1.4 Statement of the problem

The academic performance of rural schools in Zimbabwe has been significantly low, and Marimbesimbe
Secondary School is not an exception. Such performance over years should be a matter of concern and calls for
empirical investigations to be made for possible solutions. According to statistics from Marimasimbe Secondary
School, Ordinary level pass rate both from local (district) examinations and public (Zimbabwe School
Examinations Council) examinations has not exceeded 22% since 2009 at ordinary level, despite the fact that
there have been qualified teachers and low staff turnover. Therefore, the problem is what could be the likely
factors affecting students academic achievement.

1.5 Research questions

The study seeks to answer the following research questions:
i. What is the level of academic performance of Marimasimbe Secondary School students at Ordinary
level in public examinations?
ii. Which internal factors (school factors) affect students academic achievement?
iii. Which external factors (outside school) affect students academic achievement?
iv. How can this situation be alleviated?

1.6 Significance of the study

Various studies worldwide, have confirmed that education is linked to economic development. There is
greater need that the students being educated become a success. Success is measured through meeting the
stipulated standards. At Ordinary level, which is usually the first stage for job market entry, the basic measure of
success is a student obtaining 5 subjects with grade C or better. The national statistics in Zimbabwe has for
the past decades been very low, hence calling for investigations to be undertaken. The statistics are shown Table
1 below;
Table 1: Percentage of Students with 5 Subjects with C or better at Ordinary level in Zimbabwe
Year Pass Rate Year Pass Rate Year Pass Rate Year Pass rate
1998 14.58% 2003 12.8% 2008 14.44% 2013 20%,
1999 15.69% 2004 10.2% 2009 19% 2014 30.85%
2000 13.88% 2005 12% 2010 16.5% 2015 27.86%
2001 13.99% 2006 14.2% 2011 19.5% 2016 29.96%
2002 13.8% 2007 9.85% 2012 18.4%
As noted in Table 1 above, the statistics indicate poor performance at national level. A 14.98% in 1998,
means that out of every 100 students about 14 students perform to the required standard, while the remaining 86
fail. The ratio is even worse in rural schools. The study is driven by such poor performance to determine
impacting factors. Marimasimbe Secondary School has been nominated by the study, in an effort to explore
rural schools. The statistics for the school is shown in Table 2 below;
Table 2: Student Academic Performance at Ordinary level for Marimasimbe Secondary School.
2009 2010 2011 2012 2013 2014 2015 2016
Zimbabwe 19% 16.5% 19.5% 18.4% 20% 30.85% 27.86% 29.96%
Marimasimbe 0% 5.5% 14.7% 8.3% 17.1% 21.7% 20.3% 19.1%

Student academic performance for Marimasimbe Secondary school, is very poor as shown by the statistics.
The statistics are well below the national levels statistics (which are also very low and unacceptable). The
school, over the period recorded a highest pass rate of 21.7% in 2014, and has a 0% in 2009.

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 Factors Affecting Students Academic Achievement in Zimbabwes Rural Secondary Schools:
A Case Study of Marimasimbe Secondary School in Jiri community

The current study will be of greater importance by investigating various possible factors driving poor
academic performance as shown by the statistics above. Many factors have been put forward to explain the poor
academic performance, but with no empirical support. For example, staffing challenges; however, it seems as if
though staffing problems have been resolved, there could be other important factors determining academic
achievements of students.
This research will help in planning amongst the schools various departments such as the academic board,
subject specific departments, the administration, sports department, the district at large and most importantly
help in improving students academic achievement at ordinary level in the country. Enhancing education in rural
schools will bring literacy levels to significant levels; financial literacy skills and self-development skills that
may be necessary for investment growth and poverty alleviation. Economic growth depends on effective
research and human capital development enhancement.

1.7 Organisation of the study

The paper is organised into five main parts. In the next section, we will review the theoretical and empirical
literature that has previously analysed the role of different factors in students academic performance. A section
for materials and methods exist. Data presentation, analysis, and discussion will be done. Finally, summary,
conclusion and recommendations will be presented in a separate section. The study has an Appendix which
contains crucial information forming part of the study.

II. REVIEW OF LITERATURE

This section of the study contains a review of both theoretical literature and empirical literature related to
determinants of poor academic performance of students. The review of theoretical and empirical literature will
strengthen the current study in the identification of various internal and external factors impacting on students
academic performance at Ordinary level for rural schools.

2.1 Theoretical Literature Review

According to Kang et.al (1996), academic achievement describes learners academic self-competence,
conduct and grades. Howcroft (1991) agitates that academic achievement can be measured in terms of the actual
mark or score obtained in an examination. Gordon (1995) defines academic achievement as a commonly used
term to denote a level of attainment measured by some form of objective tests; such as ordinary level
examinations. In this study, however, academic achievement will be used to refer to performance in a given
examination or the level of attainment of learners measured by their performance in the examination, tests and
any other form of assessment.
Generally, non-government schools are well equipped with both human and material resources and achieve
better examination results than government schools. Rural schools have more limited resources for learning as
compared to urban schools. Factors affecting students academic achievements have been a contentious subject,
characterized by continuous debates among researchers. Most of them focused on the input and output
relationship of students. Yet, little is known about what determines academic achievement. Moreover, little heed
is taken on students time allocation, proximity to the school, parental involvement, cultural circumstances such
as witchcraft and evil spirits, teacher pupil ratio, student textbook ratio, medium of instruction, exposure to
latest technology, student aptitude and influence of career guidance on academic achievement.

2.1.1 Factors that Affecting Students Academic Achievement

Theory of achievement motivation: It was propounded by McClelland (1951) of Harvard University;
it postulates that psychological study of the individual and the nation can contribute a great deal to the problem
of economic growth. Human beings actually differ from one another in the strength of achievement motive. It is
this difference in strength of motivation to achieve that is important in understanding the differences in
economic growth of nations. This theory can be aligned to the study as has been held by others (Misanchuk,
1997; Dunham, 1973; Ajila & Olutola, 2000) and is very relevant to the current study.
Watson (2005) states that the explanation of learning, understanding of brain and its functioning is very
essential in the determination of academic achievement. Emphasis is put on providing conducive environments
in schools for efficient and permanent learning. Sufficient practice and exercise are necessary to make the
bondages between the stimuli-response become permanent. The theory is relevant to the current study because
academic and social integration affects students persistence and achievement in schools.
Some of the factors that may affect a students academic achievement are: the support and availability
of parents, their financial situation and standard of living. It is generally understood that students in socio-
economically disadvantaged areas usually score lower marks; the geographical location of the educational
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 Factors Affecting Students Academic Achievement in Zimbabwes Rural Secondary Schools:
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institution which may result in different learning conditions in various subjects, the percentage of students in a
school whose mother tongue is not the language of instruction, the diversity of student profiles in the same class,
the grouping together; in certain schools, of students with severe learning difficulties or with problems
associated with psychosocial integration in special education classes; the various practices pertaining to student
admission requirements. Some schools admit students indiscriminately, whereas others select them on the basis
of previous academic achievement or their results on aptitude tests.
Education and socioeconomic status: Socioeconomic status (SES) can be described as a combination
of education, income and occupation. It is simply defined as the social standing or class of an individual or
group. When viewed from a social class lens, privilege, power, and control are emphasized. Moreso, an
examination of SES as a continuous variable reveals inequities in access to and distribution of resources. SES is
relevant to all realms of Behavioural and social science, including research, practice, education and advocacy.
SES and educational issues: research indicates that children from low SES households and
communities develop academic skills more slowly compared to children from higher SES groups (Morgan etal,
2009). Initial academic skills are correlated with the home environment, where low literacy environments and
chronic stress negatively affect a childs pre-academic skills. The school systems in low SES communities are
often under-resourced, negatively affecting students academic progress (Aikens & Barbarin, 2008). Inadequate
education and increased dropout rates affect childrens academic achievement, perpetuating the low-SES status
of the community. Improving school systems and early intervention programs may help to reduce these risk
factors, and thus increased research on the correlation between SES and education is essential.
Muijs et al, (2009) found the following factors have to be effective in improving the quality of schools
in low-SES environments: a focus on improving teaching and learning, creation of an information rich
environment, building of a learning community, continuous professional development, involvement of parents
and increased funding and resources.
SES and academic achievement: research continues to link lower SES to lower academic
achievement and slower rates of academic progress as compared with higher SES communities. Children from
low-SES environments acquire language skills more slowly, exhibit delayed letter recognition and phonological
awareness, and are at risk for reading difficulties (Aikens & Barbarin, 2008). Coley, (2002) is of the view that
children with higher SES backgrounds are more likely to be proficient on tasks of addition, subtraction, ordinal
sequencing and mathematical word problems than children with lower SES backgrounds.
SES and the school environment: research indicates that school conditions contribute more to SES
differences in learning rates than family characteristics (Aikens & Barbarin, 2008). Muijs et al, (2009) opines
that schools in low-SES communities suffer from high levels of unemployment, migration of the best teachers
and low educational achievement. A teachers years of experience and quality of training is correlated with
childrens academic achievement (Gimbert et al, 2007). Yet, children in low income schools are less likely to
have well qualified teachers.
According to Makopa (2011), the government is responsible for paying teachers salaries and provision
of per capita grants to all schools for purchasing learning and teaching materials. However, the amount of
money per pupil is inadequate to cover all of the basic teaching and learning requirements, so schools have to
supplement this grant through levying the parents. From these levies schools provide the rest of the required
equipments, teaching and learning materials. Resources at each school vary according to each schools capacity
to provide the above mentioned requirements.
UNESCO (2008) points out that quality education depends on teaching and learning process, the
relevance of curriculum, as well as availability of materials and enabling learning environments. Carron & Chau
(1996) also supported this when they noted that students without basic resources in their schools and
environments perform poorly as a result of the learning difficulties they experience within their classrooms. As a
result, they obtain lower test scores than those learning in environments with required resources.
Parents are the most immediate relation of a child. Their financial status and education do have an
important influence on the personality of a child. Educated parents can better understand the educational needs
and their childrens aptitude. They can help their children in their early education which affects their academic
performance and knowledge. Belonging to strong financial background, parents can provide latest technologies
and facilities in a best possible way to enhance educational capability of their children.
Parental education and socio-economic status are of vital importance in affecting students academic
achievement. They are responsible in providing financial and mental confidence to students. Explicit difference
can be seen between those students who belong to different financial status and parental educational level.

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 Factors Affecting Students Academic Achievement in Zimbabwes Rural Secondary Schools:
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2.2 Empirical Literature Review

Writing on African-American male students perceptions of factors that contribute to their academic
success Rolland (2011) in Georgia found the following factors as most important: supportive parents, caring
teachers, positive school environment, peer support and community initiatives. Other pertinent challenges
included lack of after school community activities, negative stereotypes, lack of self-initiative, negative images
and lack of self-belief. On another note, Raychaudhuri et al (2010) in Bangladesh sought to determine factors
that affect students academic performance using a case study of Agartala Municipal Council Area. Their
findings after applying regression analysis found that factors like students attendance, mothers education and
presence of trained teachers in the school have a positive impact on students performance. In a similar study,
Farooq et al (2011) in Pakistan examined different factors affecting students academic achievement at
secondary school level in a Metropolitan city. The results of the study revealed that socio-economic status (SES)
and parents education have a significant impact on students academic achievement overall, as well as in
Mathematics and English. It was also found that girls perform better than boys.
In an African study, Bojuwoye (1992) carried a case study of school-related factors affecting Nigerian
Secondary School pupils academic performance. The results showed that lack of resource materials for
teaching, instructional strategies, teacher shortages and teachers attitude toward work were rated more highly
than other characteristics. Students considered poor instructional strategies as having the greatest degree of
effect on pupils performance.
In Ghana, Kormla (2012) sought to identify leadership and management practices, skills and attitudes
employed by principals of disadvantaged rural schools in the Saboba locality that create an environment that
fosters high standards of student achievement. The study identified seven themes of effective school leadership.
These are shared school vision, the principals positive personal attributes, successful instructional and
managerial leadership, thriving collegial leadership, productive school and community partnerships for
recruiting resources for the school, innovative physical and human resourcing and emerging positive values.
Results showed that these need to be sufficiently present and also inter-connected to enhance school
effectiveness in disadvantaged rural schools. The study also identified implications for leadership research and
educational practice.
In a Tanzanian study, Komba et al (2013) examined factors affecting academic performance of ward
secondary schools in Moshi district and Moshi municipality. The following challenges were found to be
affecting performance; limited number of teachers per subject and number of students, lack of conducive
teaching and learning environment, and shortage of teaching and learning materials. Other factors included
employment of unqualified teachers, lack of reliable libraries and laboratories, weak communication among
teachers, parents, students and poor classroom attendance by teachers.
In East Africa, Kenya, Karue & Amukowa (2013) analyzed factors that lead to poor performance in
Kenya certificate of secondary examination in Embu district. The factors which may affect performance in day
secondary schools in the district were found to include: unfavorable home environments, and family
backgrounds, which work negatively for students as they pursue their reading, lack of reading materials, chores
at home, poor lighting, bad company, lack of proper accommodation, chronic absenteeism emanating from lack
of school fees, admission of weak students at form one entry, inadequate instructional materials and physical
facilities.
Closer to home Kyei & Nemaorani (2014) in South Africa attempted to establish some factors that
affect the performance of grade ten students in the Limpopo province. The study concludes that parents socio-
economic status, age, sex, location of the school, the type of school-private or public, the average number of
students in a class and competence in English language are factors affecting students academic performance in
grade ten.
Nkoma & Basure (2014), carried out a study to determine the effects of selective and non-selective
secondary schools on academic achievement of students in Masvingo, Zimbabwe. The results show that students
at Muchini school got lower scores (M=30.64; SD=5.72), than those at Ndama school (M=36.37; SD=3.87), t
(129) = 38.83, p is less than 0.01, two tailed. Generally, teachers at Ndama agreed that high achieving students
benefit from learning with similar peers.
In Mashonaland central, Chagwiza et al (2013) carried out a study of attitudes and mathematics
achievement of O level pupils, with some secondary schools in Bindura urban taken as case studies. The
results revealed that the pupils had positive attitudes towards mathematics and many believed that the subject is
worthwhile to study and necessary for their future but performed badly on the subject due to their lack of
understanding basic concepts.
In the Midlands province, Chirume & Chikasha (2014) examined the factors affecting achievement in
Ordinary level Mathematics in Secondary schools in Zimbabwe with Gweru District as a case study. It was
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 Factors Affecting Students Academic Achievement in Zimbabwes Rural Secondary Schools:
A Case Study of Marimasimbe Secondary School in Jiri community

found that the factors affecting achievement could be grouped into different categories such as curriculum or
syllabus related resources or school based causes, teacher competency, socio-economic forces, examination
systems and students perceptions.
Bonga (2014), empirically examined the causes of poor academic performance of the students in the
native area, Ward 6, enrolled at Gokomere High School, Matova Secondary School, St Stanslous Secondary
School and Chidzikwe Secondary School using Ordinary Least Squares approach for a sample of 200 native
students. The determinants of academic performance have been found to include the walking distance to school,
sex of child, education status of parent/guardian, nutrition levels, late entrance and repetition at school and
language spoken at home. The study failed to prove that late entrance and repetition at school indicate poor
academic performance.
Mandina (2013), studied school related factors and circumstances that lead to students dropping out of
school using a case study of Zhomba Cluster Secondary Schools in Gokwe District, Zimbabwe. Results showed
that poverty and financial constraints were critical in the drop out phenomenon. It also established that school
dropout is primarily grounded in school problems such as school distance and inadequate teacher- student
relationships, inadequate resources and facilities as well as an irrelevant curriculum that fails to meet the needs
of individuals vocational and intellect.
It can be discerned from both the theoretical and empirical literature that factors that affect students
academic achievement include socio-economic status, enrolment criteria, school curriculum, students level of
operation, school leadership, students relations, teacher qualifications, teacher pupil ratio, pupil-textbook ratio
among others. However, theory is found lacking in terms of issues to do with discipline and order, witchcraft
and evil spirits availability of good role models in the school community and the influence of career guidance on
students academic achievement. The most important knowledge gap to be fulfilled by the study relate to the
influence of witchcraft and evil spirits on students academic achievement alongside other relevant factors.
The above mentioned factors are delved on in this research. Further analysis and consideration is taken on
students behaviors and cultural habits. It should be noted that most studies previously done within the schools
vicinity concentrate more on factors that influence students dropout rates in secondary schools.

III. MATERIALS & METHODS

The paper adopted a case study research design in which data was gathered through a variety of means
including, but not limited to interviews, observations and document collection. The goal of collecting data
through such a variety of means was to enhance the theory generating capabilities of the case, and to provide
additional validity to assertions made by either the researchers or the participants in the research itself. The
research is mainly qualitative in nature, hence, a case study methodology used. The participants used in the
study students, teachers and parents of Jiri community. The population statistics and sample statistics (selected
using maximum variation sampling) are shown in the table below;
STUDENTS TEACHERS PARENTS
FORM 3 FORM 4
TOTAL POPULATION 116 100 21 -
SAMPLE USED IN THE STUDY 35 42 9 10

Tools that were used to collect data included participatory observation, focus group interviews (see
appendix 5, 6 & 7), a closed questionnaire (see appendix 8) and official documents review (see appendix 2, 3 &
4). In this research, official documents, from the administration were used such as minute books, circulars,
charts, headmasters files relating to students academic performance and the Orphans and Vulnerable Children
(OVC) file.

3.1 Data collection procedures

This encompasses steps taken in administering instruments and collection of data from subjects under
study. In this research they included; firstly, participatory observations done by collecting field notes. The
researchers were involved in the cultural setting in a naturalistic approach so as not to disturb the natural
occurrence of events. This exercise took about two and a half months. The time frame allocated was meant to
gain full and diverse knowledge of key elements of the cultural setting. Secondly, there followed focus group
interviews with form 3 and 4 pupils as well as teachers. These took two weeks for the purposes of authenticity,
reliability and validity. Thirdly, there was distribution and administration of questionnaires to teachers,
community members (10) and students. These were delivered by hand since subjects were locally available.
Finally, there was retrieval of information from official documents. These included minute books, results

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 Factors Affecting Students Academic Achievement in Zimbabwes Rural Secondary Schools:
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analysis schedules, charts, registers and circulars. Furthermore, validity and reliability were checked through
triangulation, peer de-briefing, having a totally transparent, systematic approach to data collection from sources;
maintaining an audit trail, documenting clearly the flow and processing of the data, member checking and
having some kind of focus group with a sample of other teachers to ensure that data for the research represented
what it was supposed to.

IV. DATA PRESENTATION, ANALYSIS AND DISCUSSION

The concern of the study has been driven by the lower pass rates at O level since 2009, as shown in the
figure below;
Figure 1: Graph showing O level pass rate for Marimasimbe Secondary School 2009-2016.

%age pass rate

25 21.7
20.3 19.1
20 17.1
14.7
15
8.3 %age
10 5.5
5
0
0
2009 2010 2011 2012 2013 2014 2015 2016
Generally, an upward trend has been shown over time, implying continuous improvement. However,
in absolute terms, the performance statistics remains very low and unacceptable for personal and economic
development. To explain the trend, the study through empirics discovered that the current school
headmaster arrived at the school in 2010, he fell sick for more than 3 months in 2012, which most linked to
witchcraft practices.
The study managed to obtain statistics for the average teacher-pupil ratio at O level. The results are
displayed below;
Average Teacher-Pupil Ratio: Marimasimbe Secondary School, 2017
Form 3 Form 4
1:37 1:54
The statistics above, indicate that there are too many students per teacher for subjects being taught.
This on its own impact on how information is distributed to students from the teacher. The teacher has
more pressure to assess student performance, marking of tests and assignments, revision and even
maintaining order during lessons. Many private schools, which usually record high pass rates, have a ratio
of 1:15 and less. Some schools record a 100% pass rates, and that culture is maintained for many years.
However, the case is different for government schools which record very low academic performance.
The study noted with concern, various social attributes on the students enrolled at the school. The
following has been noted from the pool of the students in Form 3 and Form 4;
FORM 3 FORM 4
Child headed families 2 0
Double Orphans 11 6
Mother Deceased only 2 4
Father Deceased only 14 15
Vulnerable Children 10 2

The above data was collected from the Orphans and Vulnerable Children (OVC). Poverty and
vulnerability have a role to play in the students performance. Low income families have a challenge of
sponsoring their childrens education. It is hypothesized that students with no parents have challenges in
schools. The situation is almost the same with single-headed families. Marimasimbe Secondary School has
such students, and hence the academic performance is impacted by the variables.

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 Factors Affecting Students Academic Achievement in Zimbabwes Rural Secondary Schools:
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4.1 Discussion of findings

Several factors have been identified to have an effect on students academic performance. The factors have
been grouped into internal factors and external factors, as indicated below;
Internal Factors (Inside School) External Factors (Outside the School)

school leadership,
students family socio-economic status (SES),

careers guidance and counseling,
distance or proximity to the school,

discipline and order in the school,
school-community relations

teacher-pupil ratio,
witchcraft activities and evil spirits

qualified and dedicated teachers

4.1.1 Discussion of Internal Factors

The study through the case study approach managed to identify various impacting factors on students
academic performance in rural schools. The school heads, as the leading persons has five key responsibilities
that will assist to improve students academic performance.
Shaping a vision of academic success for all students. From research, educational leaders that are
effective have the responsibility of establishing a school wide vision of commitment to high standards
and the success of all students. This is key to closing the achievement gap between advantaged and less
advantaged students.
Creating a climate hospitable to education. Effective heads ensure that their schools allow both parents
and children to put learning at the centre of their daily activities. Its characteristics being basics like
safety, orderliness as well as supportive and responsive attitude toward the children. This can be
buttressed by a sense from teachers that they are part of a community of professionals focused on good
instruction.
Cultivation of leadership in others. This is a central part of becoming a great leader and at Marimasimbe
secondary this is done through tactical delegation of authority by the head. This enhances sharing of
leadership, teachers working relationships and higher students achievement. This process includes
components like consistent and well-defined learning expectations for children, frequent conversations
among teachers about pedagogy and an atmosphere in which its common for teachers to visit one
anothers classrooms to observe and critique instruction.
The aspect of improving instruction. They do this through defining and promoting high expectations;
attacking teacher isolation and fragmented effort, and they connect directly with teachers and the
classroom. They also encourage continual professional learning and this is very characteristic of the
situation at Marimasimbe secondary school. They emphasize research-based strategies to improve
instruction and initiate discussions about instructional approaches, both in teams and with individual
teachers.
Effectively manage people, data and processes. Effective leaders view data as a means not only to
pinpoint problems but to understand their nature and causes. This is carried out through teacher
supervision. This concept has been heavily emphasized by the government through the Zimbabwe
Agenda for Sustainable Socio-economic Transformation (ZimAsset) instrument in the form of Results
Based Management (RBM) forms for supervision purposes. It takes the form of class visits, teacher
observations, monitoring and evaluation of heads of departments files either directly or indirectly by
assigning their deputies. This should be coupled by social, educational, financial and pastoral leadership.
Careers guidance has an important role on academic achievement. The concept is not new to schools, and
it helps pupils to develop the knowledge and skills needed for making wise choices, manage transitions in
learning and move into the workplace. Career guidance; in its broader meaning, usually consists of a range of
dimensions that may run across the secondary years. For example; individual student planning, understanding
self, career exploitation and career related experiences.
Teacher-pupil ratio is very important to quality education. It however; ranks alongside professional
knowledge skill, as well as strategies, in genuinely determining educational success and performance. Smaller
student-teacher ratio often results to better quality education of both high and low intelligent students. This
culminates to situations where both teachers and students are properly motivated for optimum productivity.
Qualified and dedicated teachers determine the success of students in their academic endeavors. Teachers
are regarded as educational policy implementers, hence their attributes matters most. Oshodi (1998), Duyilemi
& Duyilemi (2002) asserted that students in any country cannot perform beyond the quality of their teachers.
Bangbade, (2004) states that important teacher attributes include: knowledge of the subject matter,
communication ability, emotional stability, good human relationship and interest in the job.

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From statistics at Marimasimbe secondary O level results reveal that those teachers who go an extra mile
and possess the above mentioned attributes have their students obtaining better pass marks.
Discipline and order on academic achievement play a very pivotal role. At Marimasimbe secondary
school, this issue is sometimes quite disturbing. A vast array of measure is then implemented to deal with
misbehavior. Classroom management is a necessary condition for effective student learning. The overall school
climate established by the head heavily impact on learners motivation and attitude towards learning. Order is
needed in the classroom to maintain cohesion and smooth flow of activities. Teachers need to skillfully devise
their teaching methods and learner activities.
If learning activities are well-planned and prepared, it maintains learners attention, interest and
involvement, and if the activities are challenging and offer realistic opportunities for success, then the necessary
order will be established as part of these qualities.
Discipline and order can also be extended to parents too. Parents are compelled to work hand-in-hand with
school authorities to buttress teachers efforts and ultimately maintain discipline.

4.1.2 Discussion of External Factors

Family socio-economic status affects in the following ways: it has been noted that from theory; students
whose parental level of education and income are high, tend to provide a conducive home environment which
positively affect childrens academic achievement. According to statistics from Marimasimbe, the girl child is
performing poorly when compared to the boy child. A case in point is shown by the 2014 O level results where
only one girl out of 10 boys managed to obtain 5 ordinary level subject passes. According to the American
Psychological Association, SES has a great effect on students academic achievement. It has been indicated that
children from low SES environments acquire language skills more slowly, exhibit delayed letter recognition and
phonological awareness, and are at risk for reading difficulties (Aikens & Barbarin, 2008). This scenario is the
one prevailing at Marimasimbe secondary school.
Results also demonstrate that school-community relations can help foster conductivity and bring about
some sense of belongingness not only to students but also teachers. Good school-community relations usually
enable the school to source for resources from parents such as balls, flags, stationery and any other materials.
These items may be donated by former students of the school, business community and any other within the
community.
Research indicates that parents benefit from networking with other parents and families. This is due to fact
that the school is the main external influence in childrens lives. Parental involvement in schooling builds family
cohesion, as parents develop a common language with their children. Moreover, parental involvement should be
fun as in the cases of doing and supporting children in home works. Caution is given by Casanova (1996) as
revealed by the assertion that the meaning of parental involvement is neither consensual nor is its practice
necessarily positive, leading sometimes to undesirable excesses on the part of the parents (as individuals or
organized groups), with negative consequences for children, teachers and the school community. Family-school
relations enclose and conceals different parental role constructions and levels of involvement related to both
family and school particular contexts and practices, as well as conflicts in family school and teacher parent
relations, and even among parents, associated with diversity of social class, ethnicity, family organisation and
values.
Distance or proximity to the school was also found to be very important in affecting students academic
achievement. Results since 2009 to 2014 at O level in Marimasimbe secondary school reveal that those who
tend to obtain better pass marks reside within 5km away from the school. Challenges faced by students due to
location of the school are late coming; usually well after the first two lessons, tiredness, school dropouts,
negative attitudes towards school and absenteeism and fewer time allocated towards study at home. All this is
exacerbated by lack of resources and poor family socio-economic status. This concurs with a study carried out
in Ekiti State, Nigeria by Sunday and Olatunde (2010) on school location and academic achievement of
secondary school.
Witchcraft and evil spirits influence on academic achievement of students has also been found to be very
significant. Witchcraft broadly means the practice of, and belief in, magical skills and abilities that are able to be
exercised individually, by designated social groups, or by persons with necessary esoteric secret knowledge. It is
a complex concept that varies culturally and societally, therefore it is difficult to define with precision and cross
cultural assumptions about the meaning or significance of the term should be applied with caution. Historically,
the witchcraft label has been applied to practices people believe influence the mind, body or property of others
against their will or practices that the person doing the labeling believes undermine social or religious order. The
concept of witchcraft was clearly present in many cultures, as traditions in both folk magic and religious magic
have the purpose of countering malicious magic or identifying malicious magic users.

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Gokwe is ranked amongst the top districts in Zimbabwe in terms of witchcraft activities. Several stories in
the public media have testified these activities. Amongst the highly rated areas in Gokwe are Nemangwe,
Njelele, and Nembudziya and Jiri communities. Marimasimbe is a secondary school in the Jiri community. In
the past few years it was reported that witches in the aforementioned areas were showing off their evil acts
scoffing the authority and control of chiefs. According to villagers, they use butterflies, lightning bolts, owls,
snakes and others as tools of their trade.
They usually attack students and teachers within their communities. At Marimasimbe secondary school;
the head master is amongst the people, who escaped death by a hares breath, thanks to his religion. At this
school, a minimum of 5 pupils per year are heavily attacked and disturbed. Some of them end up being
psychiatric patients, others physically disabled, and drop out of school and some write their exams only in the
presence of prophets with the manpower assistance of teachers and students.

V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Summary
The development of any nation or community depends largely on the quality of education of such a nation
(Bonga, 2014), and it is generally believed that the basis for any true development must commence with the
development of human resources (Akanle, 2007). Given the importance of education to development, why then
it is not taken seriously as indicated by low pass rates? The study sought to identify factors affecting academic
achievement of students in rural secondary schools in Zimbabwe with Marimasimbe secondary school in Jiri
community as a case for the study. Information was gathered from students, teachers, parents and researchers
own participatory observations. Various instruments were used for data gathering such as focus group
interviews, questionnaires, participatory observation and documents review. It was initially intended to gather
data from O level students who completed school at Marimasimbe during the previous years of study (2009-
2016); but due to migration and time, this was not done. The study then applied the concept using the existing
Form 3 and Form 4 students, teachers and parents. The study also sought to determine amongst the findings and
asked parents, teachers and students on how better learning environments can be created and improve academic
achievement. From the data gathered, school leadership, students family socio-economic status (SES) and
distance or proximity to the school were the most appearing factors that affect students academic achievement.
There were also other factors that were indicated such as exposure to latest technology, enrolment criteria at
form one entry, pupil-textbook ratio and students level of operation.

5.2 Conclusion
The study intended to identify the internal factors and external factors that affect students academic
achievement in rural secondary schools using Marimasimbe as a case study. The internal factors were found to
be school leadership, career guidance, discipline and order, teacher-pupil ratio as well as qualified and dedicated
teachers. The external factors that were found are students family socio-economic status (SES), school-
community relations, distance or proximity to school and witchcraft practices. The nature of the schooling
environment in the Jiri community was also determined. It was found that there are 7 primary schools that feed
into Marimasimbe secondary school which are at least 3km away and only 3 secondary schools, in the Jiri
community all without A level. It can be concluded that rural secondary schools particularly in the Jiri
community face a myriad of factors that either hinder or improve academic achievement. All these factors need
critical consideration if any positive results are to be obtained both now and in the future from students.
The findings are supported by various researches from literature and others like Hanes (2008) who carried
out a research on factors affecting students academic performance and the results from the study showed that
higher level of SES were the best indicator for the students quality of academic achievement. Ceballo etal
(2004) also postulated that parental education has effects on students academic performance.
On the other hand, the study revealed that boys perform better than girls contrary to the national analysis of
O level results by the Zimbabwe School Examinations Council (ZIMSEC) for 2014. Ceballo et al (2004)
contradicts with the researchs findings in their paper when they concluded that students gender strongly affects
their academic performance, with girls performing better. The reason why boys perform better may be because
they can improve their socio-economic status through part time jobs compared to girls. Results from this study
also concur with theoretical and empirical literature review.
However, it should be noted that witchcraft practices were found to be most important, although literature
is quite adamant about this aspect. This factor is quite prevalent and is disturbing not only to teachers but
students and parents combined.

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5.3 Recommendations
The study suggests the following as ways to improve the academic achievement of students:
i. School heads should provide job descriptions not only for themselves but also their deputies and
teachers; district officers and school heads should provide high quality training for aspiring school
leaders, hiring personnel selectively and co-ordination of state and district efforts especially through
the Results Based Management system (RBMs).
ii. Taking career guidance more seriously than what has been happening in the past.
iii. Employing adequate qualified teachers who are dedicated to their work.
iv. Teachers to start maintaining discipline in the classrooms by planning carefully all their lessons.
v. Heads to establish a hospitable learning environment and engage relevant authorities in rare or
outstanding cases of discipline.
vi. Parents should sacrifice in order to provide adequate resources for their children at school. Government
and the private sector should also help the less privileged pupils at school.
vii. Heads and teachers should tactfully establish good relations with the community.
viii. More secondary schools should be built to cater for long distances travelled by pupils.
ix. Chiefs and headmen should always engage community members and discourage them from practicing
witchcraft. They can even seek the services of prophets and the Zimbabwe National Association of
Traditional Healers (ZINATHA) to help them.

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APPENDIX
(1) Data gathered through researchers observations. (Observer-participant).
The researcher (main author), through observations, where he was at the station for a period of not less
than 3 years, identified the following factors as affecting students academic achievement: (Internal factors and
external factors).
i. Lack of proper and consistent careers guidance and counselling to students.
ii. School- community relations which sometimes are sour.
iii. Distance or proximity to the school. Distance travelled by students from home to school.
iv. Students family socio-economic status (SES) which is represented by their parents level of income,
education and occupation.
v. Leadership style by the school head.
vi. Witchcraft activities by parents and evil spirits that frequently attack pupils at school.
vii. Discipline and order (parents, teachers as well as students).
viii. Qualified and dedicated teachers at the school.
ix. Teacher-pupil ratio which is slightly above the official ratios with 1: 54 at O level against 1:30
(official ratio).

Data gathered through review of official documents since 2009-2016 from the school administration:
(minute books, heads staff records, charts, Orphans and Vulnerable Children register).
The following were identified as factors that affect students academic achievement:
i. Discipline and order amongst pupils with statistics revealing that at least 2 form 4 pupils are implicated
each year. Parents also need to be disciplined and be orderly by attending and supporting school
meetings and projects respectively.
ii. Availability of qualified and dedicated teachers. At Marimasimbe there is low staff turnover especially
since 2013.
iii. Enrolment of low achieving students as revealed by their grade 7 results at form one entry.
iv. Distance travelled by students from home to school which averages 8km for more than half of the
pupils.
v. Type of school leadership by the school head.
vi. High teacher- pupil ratio both at junior level and ordinary level.

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(2) Data from the Orphans and Vulnerable Children register reveals the following:
FORM 3 FORM 4
Child headed families 2 0
Double Orphans 11 6
Mother Deceased only 2 4
Father Deceased only 14 15
Vulnerable Children 10 2
Total number of teachers at Marimasimbe secondary school is 21; 13 are males while 8 are females.
Teachers with at least a tertiary qualification are 20.

(4) Marimasimbe O Level results analysis schedule 2009 2014

YEAR 2009 2010 2011 2012 2013 2014 2015 2016
PASS RATE 0% 5.5% 14.7% 8.3% 17.1% 21.73% 20.3% 19.1%

Official records also show that Marimasimbe secondary school is community owned, located in Jiri Ward
22. Parents socio-economic status is very low as they rely heavily on cotton production, maize and nuts
production and at a smaller scale cattle breeding for subsistence purposes. The general trend reveals that boys
perform better than girls. The dominant religious sects are Roman Catholics and Zion churches with
traditionalists alongside.

(5) Questions directed to parents on factors affecting students academic achievement in

Zimbabwean rural secondary schools: A case study of Marimasimbe Secondary School.
i. What type of school is Marimasimbe Secondary?
ii. Which internal or inside the school factors do you think affect students academic achievement?
iii. Which external or outside the school factors do you think affect students academic achievement?
iv. What about local leadership and their input in the school?
v. What other things can you say affect students academic achievement?

(6) Questions directed to O Level students at Marimasimbe Secondary School.

i. What criterion was used for your enrolment in Form 1?
ii. What is your average distance from home to school?
iii. Do you have a career that you wish to fulfil?
iv. How many of you have been implicated for outstanding indiscipline since form one entry?
v. Do you think the type of school leadership by the head affects students academic achievement?
vi. Does teachers dedication and level of qualification have an effect on students academic
achievement?
vii. Which outside the school factors do you think affect students academic achievement?
viii. Do you have anything to contribute on factors that affect students academic achievement?

(7) Research questions directed to teachers on factors that affect students academic achievement in
Zimbabwean rural secondary school: A case study of Marimasimbe Secondary school.
i. How many years have you been at Marimasimbe secondary school?
ii. Do you have a tertiary qualification?
iii. Have you taught a Form 4 class previously?
iv. What could be the internal (inside the school) factors that affect students academic achievement?
v. What could be the external (outside the school) factors that affect students academic achievement?
vi. Comment on the general trend of academic performance between boys and girls since 2009 2016 and
the likely causes?

(8) Questionnaire on factors affecting students academic achievement in Zimbabwean rural

secondary schools: A case study of Marimasimbe Secondary school in Jiri Ward 22 in Gokwe South,
Midlands province.

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Instructions: Please tick your response under the Yes / No headlines at the far right.
Questions
YES NO

Does the enrolment criterion of the school affect students academic achievement at O Level?
Girls perform better than boys
Distance or proximity to the school affects the students academic achievement
The school heads leadership style affects the students academic achievement
Low students family socio-economic status leads to poor performance
Qualified and dedicated teachers lead to better academic achievements amongst students
High student teacher ratios are detrimental to students academic performance
Good school community relations enhances the academic environment and achievements of
students
Discipline and order in the school are important for better academic achievement of students
Any other important factors that affect students academic achievement!
..
(Hand delivered to teachers and students and collected after 1 week)

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