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

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 T/Deg/09/653 Signature ______________________ Date _________________________

This research report has been submitted with my approval as a University supervisor DR. Evans Ogoti Okendo Mwenge University College of Education Signature ___________________ Date ______________________

This research report has been submitted with my approval as a University Research Coordinator DR. Evans Ogoti Okendo Mwenge University College of Education Signature ___________________ Date ______________________

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.

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 4

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.

Table of contents Title (cover page)

Page

Declaration........................................................................................................................................i Acknowledgements......................................................................................................................... ii Abstract...........................................................................................................................................iii Table 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 6 of

CHAPTER FOUR: PRESENTATION, DISCUSSIONS AND INTERPRETATION OF FINDINGS 4.1 Introduction..26 4.2 Demographic Information of the Respondents27 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 study54 5.5 Recommendations for Further Research..56 References..57 Appendix 1.59 Appendix 2.62 Appendix 3.67 Appendix 4.68

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

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 Childrens Fund CCBRT...Comprehensive Community Based Rehabilitation Tanzania TASAFTanzania Social Action Fund NGOs.. Non Governmental Organizations B, Ed....Bachelor of Education IIEP.International Institute of Educational Planning VEOVillage Executive Officer WEOWard Executive Officer

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. 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. REPOA (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 epidemics 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 11

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 socioeconomic 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 12

(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 13

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. 14

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 ORPHANED STUDENTS

ERADICATING THE CHALLENGES FACING ORPHANED STUDENTS

LACK OF LEARNING MATERIALS CHANGE POLICIES AROUND UNIFORMS AND LEARNING MATERIALS ABOLISH SCHOOL FEES BARRIER TO PARTICIPATION (STIGMA) TRAIN TEACHERS AND LEARNERS ABOUT HIV/AIDS, TO ELIMINATE STIGMA CREATING FEEDING SCHEMES COMMUNITY EDUCATION TO ELIMINATE CHILD LABOUR HIGH DEMANDS OF LABOUR AT HOME CONSELLING REFERRAL SKILLS FOR EDUCATORS AND CHILDREN FINANCIAL INCENTIVES FOR GIRLS

LACK OF SCHOOL FEES

LOW ATTENTION SPAN DUE TO HUNGER

DIFFICULTY TO CONCENTRATE AND LEARN DUE TO TRAUMA

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 childs 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 childrens 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 childrens 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).

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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 90s-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. 24

UNICEF (United Nations Childrens 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 710 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 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 they cannot commit

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.

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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.

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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 headteachers 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 MoshiUrban 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.

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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.

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

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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.

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

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.

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

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.

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

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.

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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.

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Table 4.5 Response from teachers about the challenges facing orphaned students S/N 1 2 3 4 5 6 7 8 9 10 Lack of basic needs Lack of school fees and learning facilities Inability to pay school fees and psychological challenges N/A( Not Applicable) Child labour Lack of fund,inferiority complex Lack of school fees Psychological problem Child labour and sexual abuse Sexual abuse and psychological problem Challenges Frequency 5 3 4 2 1 7 1 4 2 1 30 Percentage 16.67 10.00 13.33 06.67 03.33 23.34 03.33 13.33 06.67 03.33

Total

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;

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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 studiesWe normally provide guidance and counselling to them but the effect is short livedI 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.

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Figure 4.6 Response from orphaned students about existence challenges in academic

Response from orphaned students about the existence of challenges on their academic performance

8%

Yes No

92%

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.

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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 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Challenges Lack of school fees,clothes,books Diseases and trauma on parental death Lack of food,clothing and shelter Life challenges, drop in academic performance N/A(Not applicaple) Diseases and poor understanding in lesson Lack of books,no school fees Lack of school contributions No books,no money for tuition fee Lack of learning materials Lack of school uniform Trauma on parental death Diseases Poor understanding in the lesson Lack of school fees, uniform,food and shelter Total number of respondents

Frequency 16 1 1 5 9 3 5 6 5 6 1 17 2 2 1 80

Percent 20.00 01.25 01.25 06.25 11.25 03.75 06.25 07.25 06.25 07.25 01.25 21.25 02.50 02.50 01.25

100.00

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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.

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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 performance Lack of school fees Lack of clothing Lack of books Diseases Trauma on parental death Lack of food Lack of shelter Life challenges Academic drop Poor understanding of lesson Lack of school contributions Lack of learning materials Total number of respondents Frequency 27 19 26 06 18 02 02 05 05 05 06 06 80 Percent 33.75 23.75 32.50 07.50 22.50 02.50 02.50 06.25 06.25 06.25 07.50 07.50 100.00

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

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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 MwananchiTanzanian 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 Yes No Total

Frequency 28 02 30

Percent 93.33

06.67 100.00

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
Response from orphaned students on the impact of challenges they face in learning
90 80 70 60 50 40 30 20 10 0 1.25 They don't affect Yes 7.5 I don t know 7.5 No Percent 83.75

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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 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 learningthis 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. i.e directly or indirectly in their learning

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

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.

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Table 4.12 Response from head of schools on the criteria used to identify orphaned students Criteria used by teachers to identifies orphaned students YES Frequently absenteeism and truancy Through poor cloth, poor performance Asking students about family life They isolate themselves, they are idle with stress Through school records They normally stressed with poor performance Talking to students about their school life They fail to pay school contributions in time, From VEO/WEO through Village meetings Total 5 % 21.74 NO _ % _ YES _ % _ NO 5 % 12.20 Response from Heads of schools in Public secondary schools Schools Response from head of schools in Private secondary schools

4 3 _

17.39 13.04 _

_ _ _

_ _ _

_ _ _

_ _ _

5 5 3

12.20 12.20 07.32

4 1

17.39 04.35

_ _

_ _

_ _

_ _

5 4

12.20 09.76

2 _

08.69 _

_ _

_ _

_ _

_ _

4 5

09.76 12.20

4 23

17.39 100.00

_ _

_ _

_ _

_ _

5 41

12.20 100.00

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

Percent 13.33 10.00 13.33 26.67 10.00 06.67 20.00 100.00

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.

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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; ..Im 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 helphe 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 Frequency Percent S/N academic performance 1 Well treated 08 10.00 2 3 4 5 6 7 8 9 10 11 They show love, they teach us well N/A Good Good nurturing They show love They teach us well Sometimes hurshly towards my problem Like other students As a normal student Trying to support me Total 07 04 08 07 10 13 04 07 06 06 80 08.75 05.00 10.00 08.75 12.25 16.25

05.00 08.75 07.50 07.50 100.00

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 nothingthey 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 dont have any supportHe 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 studentssorry 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 dont 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.

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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 65

Africa Recovery.(2001). Orphans: facing African's 'Silent Crisis', Vol. 15 No. 3. Website www. Africa recovery. org. Ainsworth, Martha, Kathleen Beegle, and Godlike Koda.(2000). The Impact of Adult Mortality on Primary School Enrollment in Northwest Tanzania. Draft. World Bank, Development Economics Research Department, Washington, D.C. Ary,D.(1996).Introduction to Research in Education.5th.edt.United States of Brace College Publishers. Baruani .M, Mmari D.& Lerisse F.(2003).Vulnerability and Social Protection Programmes in Tanzania . Bettmann, J. E. (2006). Using attachment theory to understand the treatment of depression in adulthood. Clinical Social Work Journal, 34(4), 531542. (http://www.springerlink.com/content/t814510997kg17lp/) Bogban, C.R.(1982).Qualitative Research for Education.USA: Allyn and Bacon, Inc Bonifasi,T. A student of MWUCE (Mwenge University College of Education) (B.Ed Science). (2008). How do orphans and students with divorced parents obtain their school fees? Kilimanjaro- Moshi, Tanzania. Bowlby, J. (1969/1982). Attachment and loss: Vol. 1. Attachment. New York: Basic Books (http://www.center4familydevelop.com/understandingad.htm) Bretherton, I. (1992). Attachment and bonding: From ethological to representational and sociological perspectives. In V.B. Van Hasselt and M. Herson (Eds.), Handbook of social development (pp. 133-155). New York: Plenum. Carroll,K.& Boker,T.(2003).Addressing the educational needs of orphans and vulnerable children.Policy & Research - issue 2.London: Save the Children 1 St.Johns Lane. Children on the Brink (2000).Care for Orphans, Children Affected by HIV/AIDS and other Vulnerable Children. A strategic framework. Arlington, VA 22201: Family Health international HIV/AIDS. (www.hivpolicy.org/Library/HPP000531.pdf). Gachuhi, D. (1999), The impact of HIV/AIDS on Education systems in the Eastern and Southern Africa Region and the Response of Education Systems to HIV/AIDS: Life Skills programs. December 6-10, 1999, Johannesburg, South Africa. Goldberg, S. (2000). Attachment and Development. Hillsdale, N.J.: The Analytic Press. Johnson,C.M.(1977). A review of research methods in education.Chicago: University of Michigan, Rand Mc Nally College Publishing Company. Katahoire, A. (1993). The impact of AIDS on education in Uganda: a case study of Lyantonde community. Kampala International Development Research Centre. Unpublished. Kothari, C.R.(2003). Research Methodology, Method and Techniques. New Delhi: Prakash (New age International (P) limited Publisher. Wishwa America:Harcourt

Ministry of Health, (2001).Public Health Sector Performance Profile.Dar es Salaam: United Republic of Tanzania. MOLSA (1996),Developmental Social Welfare Policy. Addis Ababa:MOLSA, UNICEF & Italian co-operation (2003): A National Survey on the Prevalence and Situation of AIDS 66

Orphans in Ethiopia. Paper presented at the meeting organized by MOLSA and UNICEF, Addis ababa. Mwananchi-Tanzanian newspaper (9.November.2006). Ogina, A.T.(2007). Redefining the role of educators in managing the needs of orphaned learners.University of Pretoria. Oleke. C, Blystad. O.B, &Moland KM. Experinces of orphan care in Amach,Uganda- assessing implications.Journal of Social Aspects of HIV/AIDS.VOL.4 NO.1 MAY 2007. REPOA by Valerie Leach Children and Vulnerability in Tanzania: A Brief Synthesis Paper 07.25 (www.repoa.or.tz/.../REPOA_Brief_9_Mar_2008). Special

Rubaha, R.F.(2008).Factors influencing good performance in Tanzania Schools. University of Dar es salaam. As retreived from www.udsm.ac.tz/postgraduate/education3.pdf on 11November 2011. Sousa, D.A. (1998, December 16). Is the fuss about brain research justified? Education week, 18 (16), 52, 35. Retrieved January 29, 2004, from http://www.edweek.org/ew/1998/16sousa.h18 Sylwester, R. (1996). Celebrating Neurons, ASCD. Retieved February 7, 2004 from http://members.aol.com/Rss51540/brain2.htm Tadesse, M.(2003).Educational Challenges of AIDS orphaned children and possible solutions in Addis Ababa. Ethiopia: Addis Ababa University, School of graduate studies. UNAIDS and WHO (2002). AIDS epidemic update: December 2002. UNAIDS, 2002: .3.Educational challenges; AIDS Orphans; Maternal Orphan; Paternal Orphan; Double Orphan. Ethiopia: Addis Ababa University (www.connecting africa.net/query_2.php?&ire..) UNESCO (1993). The Impact of HIV/AIDS on education. Report of International for Educational Planning (IIEP), 8 - 10 December 1993. Institute

Viadero, D. (1996, September 18). Brain trust. Education week. Retrieved January 29, 2004, from http://www.edweek.org/ew/1996/03brain.h16 Wellington,J.(2000). Educational Research.Contemporary Issues and Practical Britain: Biddles Ltd, Guildford and Kings Lynn. Approaches.Great

Williamson,J.(2004).A family is for a lifetime.A discussion of the need for family care for children impacted by HIV/AIDS.The Synergy Project,Washington,DC Internet: About Kilimanjaro, as retrived from http://www.precisionairtz.com/index.php?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 ( Sex: Male ( ) Female ( ) Public ( ) ) 6-10 ( ) 11-15 ( ) 16+ ( ) )

Teaching experience in years: 1-5 (

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 ( ) Class form: one ( ) two ( Sex: Male ( ) Public ( ) three ( Female ( ) 15-19 ( ) ) 20+ ( ) ) ) four ( )

Age in years:10-14 (

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.

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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 74

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 4 = Disagree S/N 1 2 3 2 = Agree 5 = Strongly disagree Statements Though I have no parents, I believe that I am a child of worth There are things which I feel proud of 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 6 I feel I do not have much to be proud of Without feeling ashamed of my parents' death, I take a positive attitude towards myself. 7 8 9 On the whole, I am satisfied with myself I wish I could have great self-esteem. As a result of my parents' death, I sometimes feel that I am good for nothing 10 I sometimes think that I am bad 1 2 3 4 5 3 = Undecided

Thank you in advance.

APPENDIX 3 75

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 76

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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