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
Respondents………………………………………27 4.3. Challenges facing orphaned
students………………………………………………..32 4.4 Effects of challenges facing orphaned
students……………………………………...39 4.5 Criteria used by teachers to identify orphaned
students…………………………......41 4.6 The role played by teachers in dealing with challenges facing
orphaned students… 44 4.7 Strategies established by teachers to ensure that orphaned students are
learning effectively………………………………………………………………………………..48 CHAPTER FIVE: SUMMARY,
CONCLUSIONS AND RECOMMENDATION 5.0
Introduction…………………………………………………………………………..51 5.2 Summary of the
Study……………………………………………………………….51 5.3 Conclusions of the
study……………………………………………………………..53 5.4 Recommendations of the
study………………………………………………………54 5.5 Recommendations for Further
Research……………………………………………..56
References………………………………………………………………………………..57 Appendix
1……………………………………………………………………………….59 Appendix
2……………………………………………………………………………….62 Appendix
3……………………………………………………………………………….67 Appendix
4……………………………………………………………………………….68

7
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

8
Acronyms and Abbreviations

REPOA…..Reduction on Poverty Alleviation UNAIDS….Joint United Nations Program on HIV/AIDS

HIV……….Human Immunodeficiency Virus AIDS……...Acquired Immune Deficiency Syndrome
MOLSA…..Ministry of Labor and Social Affairs UNICEF….United Nations Children’s Fund
CCBRT…...Comprehensive Community Based Rehabilitation Tanzania TASAF……Tanzania Social Action
Fund NGOs…….. Non Governmental Organizations B, Ed……....Bachelor of Education
IIEP……….International Institute of Educational Planning VEO………Village Executive Officer
WEO………Ward Executive Officer

9
CHAPTER ONE Introduction 1.5 Background of the problem

The number of orphaned students in most of Tanzania secondary schools continue to increase day after
day. These students face many challenges in acquiring better education in their schools. There are
different studies which have found out some of the common challenges facing orphaned students with
direct effects on their academic performance in secondary schools. Carrol&Boler (2003), pointed out
that, orphaned students face the following challenges on their academic performance; high demands for
labour at home, stigmatised at school because of inadequate uniform and learning materials, low
attention span due to hunger, for girls- are at high sexual risks, and for those children who are working
(child labour) become tired during classes thus leads to erratic school attendance. Lack of homework
support or household encouragement (motivation) to education and social exclusion relating to
marginalization of children affected by HIV/AIDS (Human Immunodeficiency Virus/ Acquired Immune
Deficiency Syndrome) are also critical challenge to orphaned students on their academic performance.
Tadesse (2003), pointed another challenge faced by orphaned students is trauma related to the illness
and death of family members leads to difficulty in concentrating in classroom and in acquiring the skills
and knowledge offered in school. In the same study, pointed out the need for orphaned children to work
and care for ill adults is one of the reasons for absenteeism. The increasing in number of orphaned
students in most of secondary schools in Tanzania is due to higher death rate of parents contributed by
factors such as road accidents and other diseases than HIV/AIDS such as diabetes, blood Pressure,
asthma. Baruani, Mmari& Lerisse, (2003) 10
consider these orphaned children as biological orphans. With an increase in the spread of HIV /AIDS, the
number of orphans and other helpless children has also been increasing drastically in Tanzania. The last
population census in 2002 showed that nearly 10% of all children in Tanzania had been orphaned –close
to two million children. Paternal orphans are more common: 7.4 % of children had lost their father, 3.4%
had lost their mother, and 1.1% had lost both parents.¹ Statistics also shows that many parents are dying
at the age less than fifty-five years, the age that is mostly responsible for caring the children who are still
in secondary school level. ¹REPOA (Reduction on Poverty Alleviation) special paper 07.25 p.12, Children
and Vulnerability in Tanzania. Regarding the number of children orphaned by AIDS, the data is
frustrating as to UNAIDS (Joint United Nations Program on HIV/AIDS) report. It says this: “One of the
most telling and troubling consequences of the epidemic’s growing reach is the number of children it
has orphaned or seriously impacted. Today more than 13 million children currently under age 15 have
lost one or both parents to AIDS, most of them in Sub-Sahara Africa. By 2010, this number is expected to
jump to more than 25 million” (UNAIDS, 2002:3) According to revised 2000 estimates, there are
currently 34.7 million children under age 15 in 34 countries who have lost their mother, father, or both
of their parents to HIV/AIDS and other causes of death. By 2010, that number will be 44 million. Without
AIDS, the total number of children orphaned would have declined by 2010 to less than 15 million. In
2010, 20 percent to 30 percent of all children under 15 will be orphaned in 11 Sub-Saharan African
countries, even if all new infections are prevented and some form of treatment is provided to slow the
onset of AIDS in those infected with HIV (Children on the Brink 2000). When these parents die, they
leave a large number of helpless children who cannot take care of themselves, leave aside their young
brothers and sisters who cannot take care for those orphaned children in terms of financial 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?

15
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.

16
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.

17
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.

18
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.

19
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.

21
CHAPTER TWO LITERATURE REVIEW 2.1 Introduction This chapter focused on the review of literature on
the effects of the challenges facing orphaned students in academic performance in secondary schools in
Moshi municipality. The chapter composed of review of different studies to identify different theories
explaining the relationship between being an orphaned student and academic performance, the review
of empirical studies and finally to demonstrate the gap of knowledge to be filled in this study. This
chapter helped to show what other researchers have found out about effects of challenges facing
orphaned students in academic performance in secondary schools. These studies helped the researcher
to identify the knowledge gap and to justify the need to carry out a research in secondary schools in
Moshi municipality. 2.2 Review of different theories The supportive relationship that bonds a child to
the parent and facilitates the fulfillment of the child’s needs is explained by attachment theory, which
was developed by John Bowlby and Mary Ainsworth (Bretherton, 1992; Holmes, 2003; Bettmann, 2006).
Parents are normally expected to provide for their children’s material and non-material needs, including
emotional and social needs. According to the attachment theory, from infancy through the first early
years of life, maintenance of proximity and availability of attachment figures is crucial to child
development. The theory proposes that during this early period in children’s lives, they develop an
internal working model on life expectations and also on how their relationships with significant 22
attachment figures should proceed. (Bowlby,1969/1982). Bettmann, (2006) added, the premise of
attachment theory is that children are born with a predisposition to attach to the parent or caregiver
and their behaviour is geared towards maintaining proximity with the parents. In other words, when the
parent or caregiver is around the child feels safe and secure. The bond established between a child and
a parent or caregiver is mutual in that the child seeks protection from the parent or caregiver, who
provides safety and security for the child (Goldberg, 2000).This entails that, there is great tourture to a
child when parents died. A researcher selected attachment theory because the theory explores the
relationship between a child and a parent or parent figure that facililitates the fulfilment of needs.The
nature of the relationship described in the theory may provide insight into understanding the needs of
orphaned students and the relationship between the students and the educators that emerged in the
study. The narrations of some of the experiences of the orphans suggest that they do not have a secure
base to turn to when they need material, emotional and social support. One of the orphaned learners
expressed: ...I felt good because my mother was still alive and everyday she bought me

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

"Positive emotions such as love, excitement, enthusiasm and joy enhance the ability to process
information and create permanent mental programs" (Sylwester, 1996). Learning cannot take place
unless the learner feels "safe"(Sylwester, 1996). "Stress and constant fear, at any age, can circumvent
the brain's normal circuits" (Viadero, 1996).

23
Brain-based learning theory in (Sousa, 1998) entails that ability to make meaning must be based on
previous interests and emotion interact with reason to support or inhibit learning. How students feel in
the classroom "determines the amount of attention they devote to... [the lesson]" (Sousa, 1998). It is
very important for learners to feel relaxed and safe in the learning environment.It must be taken into
consideration that emotion disruption has negative impact to orphaned students in learning process.In
this theory, it must be taken into consideration that emotional disturbance can occur to any student
depending to school setting. 2.3 Review of empirical studies The impacts of HIV/AIDS on the education
of orphans have been studied in various countries of Africa. Studies in Uganda have shown that
following the death of one or both parents, the chance of orphans going to school is halved and those
who go to school spend less time there than they did formerly. (Tadesse,2003). Mwananchi-Tanzanian
newspaper (9.November.2006) stated that “ From 90’s-2005 more than 970,000 children in Tanzania
had lost their parents to HIV/AIDS and about 40 per cent of the children are raised by grand parents,
while about 30 per cent are reared by aunts and uncles and 30 per cent have no stable home
environment. Some of the grand parents are too old to look after them properly and as a result they
suffer a lot. Due to challenges which they face such as stigmatization, lack of basic needs, emotional
insecurity and social exclusion, most of this children (orphans) are exploited in such things as
prostitution(sex workers),crushing stones selling different things in the streets, domestic
workers(servants or baby sitters),charcoal burning etc.They go into all jobs so that they can pay for
schooling and to buy food because their parents have died and guardians can not afford to provide
everything the need. 24
UNICEF (United Nations Children’s Fund) has recently reviewed the effects being orphan have on
schooling and child labor in 20 Sub-Saharan African countries including Tanzania. In all countries,
children aged 5-14 who had lost one or both parents were found less likely to be in school and more
likely to be working more than 40 hours a week. (A National Survey on the Prevalence and Situations of
AIDS Orphaned Children in Ethiopia has been conducted in collaboration with children, youth and Family
Affairs Department (MOLSA), UNICEF, and an Italian Co- operation ,2003). IIEP, (1993);UNAIDS, (2002)
reported that, at the level of the pupils in primary schools, there have been declines in enrollment,
increases in dropouts, and gradual increases in absenteeism. Students who had lost both parents have
been less well- dressed and less-well fed. Many students are at risk of exclusion, abuse, discrimination,
and stigma.These are some of the challenges facing orphaned students. Orphaned children often are
working and most fail to attend school, which increases their long term-vulnerability. Their health status
is often poor, prone to malnutrition, and is often subject to abuse and marginalisation. According to the
National sentinel Surveillance System (NSS) identify that, children under five whose parents are living
had half the risk of mortality of those orphaned by one or both parents.( Ministry of Health (2001),
Poverty Reduction Strategy Indicators produced using NSS data for 1998-2000, working paper no. 2)
Orphaned children are vulnerable for a number of reasons, but the degree to which they suffer and the
ways in which they suffer have often been hidden in grand generalising statements, such as,“African
orphans are absorbed and cared for within extended families” or “orphans are enrolled in schools on an
equal scale to non-orphans”.The emphasis on local context for developing policy for orphans is
obviously not a novel one. (Oleke, Blystad, Rekdal & Moland, 25
vol.4 No.1 May 2007). Williamson, (2004) and others have argued that an effective response to the
orphan challenge needs to consider the day-to-day influence of local customs and practices from which
children learn the roles and expectations of the community to which they belong. The lower motivation
provided by an extended family, perhaps caused both by the lower level of education possessed by
guardian grandparents or their lower levels of awareness as to the possible usefulness of education and
of households to orphans in the families. (Tadesse,2003) Katahoire, (1993) in IIEP, (1993) pointed out on
a study conducted in collaboration of World Bank and the University of Dar es salaam on adult death
and child schooling in the Kagera region of North western Tanzania.In the study children aged 7-19 years
and a total of 1,897 samples were selected to investigate their enrollment and school attendance.The
focus of the study was on the impact of adult death (due to all causes) on child schooling.About half of
the adult deaths were thought to have been caused by AIDS. On average, 57 per cent of children aged 7-
19 years were enrolled in school in previous 12 months (60 per cent boys and 54 per cent girls).The
death of an adult in the household in the past 12 months and its consequences has been analysed. The
death of a male adult in a past 12 months did not appear to have an effect on either measure of
schooling.On the other hand, the death of female adult in the past 12 months was associated with lower
school enrollment in the previous 12 months, especially for age-group 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.

28
CHAPTER THREE RESEARCH DESIGN AND METHODOLOGY 3.1 Introduction This chapter represents
approaches which have been used in collection of data. It consists of the research design, target
population, description of the sample and sampling procedures, description of data collection
instruments, description of data collection procedures, and description of data analysis procedures. 3.2
Research Design The researcher in this study used mixed research methods of data collection. Cross
sectional survey design and naturalistic design was employed to guide this study. Cross sectional survey
design was used because it permits one to gather information from a large sample of people relatively
quickly and in inexpensivel (Ary,1996. pg 432). Interviews and questionnaires are the major means of
data collection for a survey (Ary,1996. pg 467). This was used to get quantitative data in the study such
as the academic performance averages in this study. In education, qualitative research is frequently
called naturalistic because the searcher hands around where the events he or she is interested in
naturally occur.And the data is gathered by people engaging in natural
behaviour:talking,visiting,looking,eating and so on.(Bogdan,1982.pg 3). Naturalistic observation as one
of qualitative technique was used in order to help the researcher to gather qualitative information from
the respondents through interview to get information about the factors for high academic performance.

29
3.3 Target Population According to Johnson,(1977) pg.139 defined population as a group for study.
Target population of this study is all orphaned students and all teachers found in all secondary schools in
Moshi municipality.Orphaned students was used in this study because are the one who are expected to
have more information about the challenges they normally incounter in learning process and are the
one who can give more details about the effects of the challenges they face in normal school
setting.Teachers was also used in this study because they spend much of their time with orphaned
students during teaching and learning process, hence they gave more information about the effects of
the challenges facing orphaned students in academic performance. 3.4 Description of the Sample and
Sampling Procedures Sample is a small part of anything which is intended to stand for or represent the
whole.(Wellington,2000, pg.58). Johnson,(1977) pg.139 entailed that the sample is drawn from the
population and the information from the sample is then used to make educational guesses about the
population.According to Kothari (2003) the optimum sample is one that fulfils the requirements of
efficiency,represntative,reliability and flexibility. The sample of this study comprised of form
I,formII,form III,and form IV orphaned students plus teachers in secondary schools found in Moshi
municipality.This study decided to select this sample inorder to have orphaned students and teachers
with different characteristics such age,sex and class of the population. A random sampling technique
was used during the process of selecting schools for the study. This was achieved by writing all 26 names
of secondary schools found in Moshi municipality, the name of each school separately on a piece of
paper, folding the pieces of paper and placing them in a container where they were thoroughly mixed
up before picking up at random one name of secondary to another until 5 secondary schools 30
(sample size) were selected. The names of the schools thus picked represented the sample of the
proposed study. A random sampling technique was used during the process of selecting participants; 30
teachers (6 teachers from each secondary school) and 80 orphaned students (i.e 16 orphaned students
from each school whereby 4 orphaned students were randomly selected from form I, form II,form III and
form IV. In this aspect, purposefully and stratified sampling was used because a study was identify
orphaned students in their respective classes as well as their teachers. 3.5 Description of Data collection
Instruments The data were collected with the assistance of questionnaire and interview.It has been said
the combination of more than one method of data collection (i.e. Questionnaire and interview in this
study) resulting to qualified data (Kothari, 2003), however will give the researcher clear picture on the
research problem. The methods of collection of data were questionnaire and interview so as to obtain
both qualitative and quantitative data to whether challenges facing orphaned students have effects to
orphaned students' academic performance in secondary schools. The questionnaires were open and
closed, they were given to 110 respondents such as 80 orphaned students (form I to form IV) and 30
teachers. This is because; some of respondents felt much secure to give information in writing rather
than to face interviewing as an individual due to shyness of some respondents. Also a total of 10
respondents were interviewed, this was subjected to 5 head-teachers (1 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.

34
CHAPTER FOUR PRESENTATION, DISCUSSIONS AND INTERPRETATION OF FINDINGS 4.1 Introduction This
chapter includes data presentation, discussions and interpretation of the findings on the effects of
challenges facing orphaned students on academic performance in secondary schools in Moshi
municipality. The data were analyzed with the help of a computer program, SPSS version 11.5. The
findings of this study are presented accordingly. The chapter is organized into the following sections;
firstly the demographic information of the respondents (orphaned students, teachers, and head of
schools), followed by challenges facing orphaned students in five secondary schools in Moshi
municipality, Effects of challenges facing orphaned students in academic performance in five secondary
schools in Moshi municipality, Criteria used by teachers to identify orphaned students in the classroom
in secondary schools in Moshi municipality, role played by teachers in dealing with challenges facing
orphaned students on academic performance in secondary schools in Moshi municipality and the
strategies established by teachers to ensure that orphaned students are learning effectively as non-
orphaned students in secondary schools in Moshi municipality.

35
4.2 Demographic Information of the Respondents This section describes the general background
information of the three categories of the respondents: Orphaned students, teachers, Head of schools
and Academic mistress/masters. 4.2.1 Orphaned Students The Orphaned students’ demographic
information comprised of their age, year of study and sex, their responses are summarized and
presented in Table 4.1. Table 4.1Demographic information of the orphaned students (n=80) Age in years
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.

36
Also, the data in Table 4.1 express year of study of the orphaned students who took part in the study,
this was done to ensure that all orphaned students from form I to form IV were equally participating.
This was meant to ensure that only orphaned students from form I-IV who had experienced the
challenges relating to their academic performance in secondary schools. According to Table 4.1, most of
the orphaned students 32 (40%) were in form III followed by 18(22.5%) and 17(21.25%) form II and form
IV respectively while the rest 13 (16.25%) were in form I.The findings revealed that, most of the form II
and form III orphaned students were more likely to express themselves and thus more likely to
participate in this study. There is less participation of form I and form IV orphaned students in this
study.In the process of identifying the orphaned students in secondary schools, a researcher observe
that the orphaned students in form I and form IV did not want to reveal themselves due to shameless,
low self esteem and fear of being discriminated from others. Apart that information on the sex of the
respondents in Table 4.1 was sought by the researcher in order to bring out the participation of both
male and female respondents in the study. Table 4.1 shows that out of 80 (100%) orphaned students
who participated in the study, 37 (46.25%) were male while the remaining 43 (53.75%) were female. The
number of both sexes was considered because of the sampling procedure adopted which was to have
equal representation of boys and girls orphaned students in the study. These orphaned students have
experienced differently the impacts of challenges facing them in academic performance as far as gender
is concerned. The findings shows that more orphaned students who participated in this study were
girls.Thus, the ideas on the challenges facing orphaned students in academic performance in this report
are skewed more towards girls.

37
4.2.2 Teachers Demographic characteristics of teachers who took part in the study were also
determined. These characteristics included: sex of teachers and their teaching experience. This
information was presented in Table 4.2. Table 4.2 Demographic information of the teachers (n=30) Sex
of teachers 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.

38
This is a group of teachers with low grade of salaries in such a way that they cannot provide financial
support to orphaned students. Therefore the ideas about the challenges facing orphaned students in
secondary schools in this report are more likely to rely much towards the teachers with experience
ranging from 1-5years. 4.2.3 Heads of schools Demographic information of the heads of schools in five
secondary schools who participated in responding to interview in the study was also established.
Demographic characteristics determined from the heads of schools were: sex, and working experience
as a head of school. The responses of the heads of schools were summarized and presented in Table 4.3
below. Table 4.3 Demographic information of the heads of schools (n=05) Sex of Head of school 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.

39
4.2.4 Academic Master/Mistress Demographic characteristics of teachers who took part in the study
were also determined. These characteristics included: sex of teachers and their teaching experience.
This information was presented in Table 4.4. Table 4.4 Demographic characteristics of teachers (n=05)
Sex of Academic Master/Mistress 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.

40
4.3. Challenges facing orphaned students In order to understand whether the teachers, head of schools,
the academic masters/mistresses and the orphaned students themselves in various public and private
secondary schools in Moshi Municipality are aware of the challenges facing the orphaned students in
academic performance the participants (orphaned students, teachers, academic masters/mistresses and
head of schools) were asked to identify and express the challenges facing orphaned students in
academic performance. There are various challenges facing orphaned students in secondary school in
Moshi municipality as identified by teachers in five secondary schools in Table 4.5.

41
Table 4.5 Response from teachers about the challenges facing orphaned students S/N 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;

42
Lack of fund and basic needs leading to inferiority complex From the findings of this study, lack of fund
was found to be a big challenges to orphaned students.Most orphaned students fail to pay for school
fees, money to buy food and clothes. They are also feel bad when their fellow students well dressed and
not bothering about availability of food; orphaned students feel more inferior in presence of other
students. Psychological problem relating to emotional distubance and low self esteem Teachers
participating in this study expressed their observation toward the school life of orphaned students in
term of psychological challenge related to emotional problem which by the end of the day leads to low
self esteem.The findings of this study revealed that this challenge has great impact to the academic
performance of orphaned students. One teacher said that; “……….Most orphaned students are facing
emotional problem like trauma relating to parental death, when someone speak about their parents,
they are crying thus they cannot participate well in their studies………We normally provide guidance and
counselling to them but the effect is short – lived…I think something else related to love and care same
like that of the parents will be useful.. he said” This ideas was in agreement with brain – based learning
theory in (Sousa 1998) which entailed the any emotional problem and lack of interest can inhibit
learning.Thus it is very important for the orphaned students to feel relaxed and safe in learning
environment. In other side orphaned students respond on the existence of challenges. Figure 4.6 shows
the responses from orphaned students about existence of challenges they normally face in academic
performance in secondary schools in Moshi municipality.

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

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.

44
Table 4.7 shows the challenges experienced by orphaned students in academic performance in
secondary schools in Moshi municipality. Table 4.7 Response from orphaned students about the
challenges they are facing

S/N 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

45
Data in Table 4.7 shows that 20% of the respondent expressed that they lack school fees, clothes, books
and 21% of the respondents expressed that they have trauma on parental death. This shows a close
relationship of ideas as that of their teachers that; the major challenges facing orphaned students are
lack of basic needs due to lack of fund and psychological problems related to trauma. This finding is in
agreement with what Ogina (2007) found on a narrations of some of the experiences of orphans
students who suggested that they do not have a secure base to turn to when they need material,
emotional and social support.

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

47
The identified challenges facing orphaned students as identified by both teachers and orphaned
students who participated in this study are in agreement with those identified by 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

49
A bar graph in Figure 4.10 shows that 83.75% of orphaned students who took part in the study
confirmed that the challenges they normally face have great impact to their academic performance in
secondary school. This finding expressed that most of the orphaned students who participated in this
study are facing the challenges, and those challenges tend to slow down their academic performance in
one way or another environment. One orphaned students express her feelings; “…….I remember when
my parents were alive, they were able to provide me with all the necessary requirements, now my life
vice versa…..when I observe the life of my fellow students, I feel so inferior in such a way that I cannot
co-operate with them in learning………this affect much my academic performance, I perform badly in
most of my subjects…….with tears, she said” This finding is in accordance with attachment theory which
was developed by John Bowlby and Mary Ainsworth (Bretherton, 1992; Holmes, 2003; Bettmann, 2006).
The supportive relationship between a child and parent is very crucial.Therefore, it is necessary for
someone else to take part of the died parents in order for the orphaned students to feel much secure
and well supported thus they actively co-operate with other students in learning. 4.5 Criteria used by
teachers to identify orphaned students In most of the secondary schools in Moshi municipality there is
no criteria of identifying the orphaned students. In Private secondary schools there is no any criteria
because they treat all students equally as a matter of fact that a student is capable to cope with their
learning environment eg. Paying school fees and other contributions at a right time. Also, in Private
secondary schools, the study identified that the orphaned students did not want to expose themselves
contrally to those orphaned students in Public secondary schools. i.e directly or indirectly in their
learning

50
Table 4.11 Identified number of orphaned students who participated in this study in Public and Private
secondary schools in Moshi municipality. Table 4.11 Number of orphaned students in both Public and
Private secondary schools Type of secondary school 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.

51
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

43_

17.39 13.04 _

___

___

___

___

553

12.20 12.20 07.32

41

17.39 04.35
__

__

__

__

54

12.20 09.76

2_

08.69 _

__

__

__

__

45
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.

53
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.

54
As narrated from on teacher; “…..my salary is not enough to support the orphaned students in term of
school fees and other needs, my support is more psychological in terms of guiding and counselling them
thus they ccan be motivated to learning environment…..she said” Another teacher said; “…..I’m so afraid
to provide any financial support to orphaned students because it is of negative enterpretation to other
students and other my staff members….there are so many why? ….my support is of more psychological
than any financial help………he said” This finding is in agreement with Rubaha (2008) who found out that
teachers and students should be commited so that to enhance the academic performance of orphaned
students. It was found that, orphaned students failed to commit themselves in learning situation due to
prevailing challenges such as lack of financial support. In another aspect, orphaned students confirmed
on effort and support from their teachers which is summarized in table 4.14.

55
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.

56
From the findings we can say that most orphaned students who participated in this study agreed on the
effort done by their teachers to support them in term of teaching them.Few of them expressed that
their teachers are showing love, and they are well treated. As narrated by one orphaned students that;
“……there is no any support from our teachers in term of financially, most of them said that, they have
their children and other relatives to take of thus they can provide me with nothing……they are tried their
level best to teach us well, but I cannot concentrate due to hunger, lack of money to sustain my life….
She said” Another orphaned students expressed that; “…..our teachers chased us away because we
failed to pay school fees….sometimes they use force to expell us from school due that problem.It is not
my duty to pay for school fees…..I don’t have any support…He explained” The finding also revealed that,
teachers support rely much on psychological help in learning situation and there is no support in term
fund to sustain the orphaned students in their daily life.From the findings of this study, lack of fund and
lack of basic needs were found to be the major challenges to orphaned students in secondary
schools.This finding is in agreement with what Rubaha (2008) found out about the academic
performance of orphaned students in presence of various challenges. 4.7 Strategies established by
teachers to ensure that orphaned students are learning effectively The responses from interview
conducted to head of schools and academic masters/mistress in five secondary schools in Moshi
municipality entailed that there is established scheme to identify and record the needy orphaned
students in each class using class teachers. This response was more pronounced to head teachers from
public secondary schools while very little responses from head of secondary schools in private secondary
schools.

57
There are some of outstanding strategies established by teachers as; Establishing scheme on identifying
orphaned students As far as the established scheme on identified and supporting the orphaned students
is more pronounced in public secondary schools thus they could seek support from the government in
term of school fees. One of the Head of schools in public secondary school in Moshi municipality who
was interviewed said that; “………In our school we normally identify those orphaned students by their
names and record them in special book for them to get support in term of school fees from the
government…, she said” Contrally to that, another Head of school in private secondary school in Moshi
municipality expressed that, “ …In my school what matters a lot is to ensure that all students pay school
fees and other contribution at a right time regardless of their financial differences. We rarely consider
our students as orphaned and non- orphaned, we cannot easily identify those orphaned
students…………sorry for that! He said” Keeping records of number of orphaned students The identified
number of orphaned students are recorded in special book so that they can easily reached for the
support.The findings of this study revealed that this strategy was pacticed in some of the Public
secondary schools. As it was expressed by one head of school in Public secondary schools; “….we
normally identify the orphaned students when they register to our school for the first time, also keeping
a follow up to check the number of orphaned students in continuing classes and record their names in
special book….. she said”

58
More empasis on co-operation among teachers and orphaned students in academic In case of academic
concern to orphaned students, most academic master/mistress in public secondary schools in Moshi
they agreed they can put more emphasis on cooperation among teachers with orphaned students
especially to take concern about them in teaching and learning process. Also to create spirit of solidality
among orphaned students and non- orphaned students in the class i.e non- orphaned students they
should not discriminate and despises the orphaned students. One academic master in one private
secondary school in Moshi municipality declared that, “ ….we treat orphaned students and non-
orphaned students equally when we speak about academic performance because there are some
orphaned students who perform better in most subjects, so we don’t see any difference between them
academically………...I want to let other teachers aware that, when they treat students in such groups
academically they stir up inferiority complex to orphaned students .It is necessary to build their self-
esteem so as to alleviate their trauma of parental death………..She said!”

59
CHAPTER FIVE SUMMARY, CONCLUSIONS AND RECOMMENDATION 5.1 Introduction This chapter gives
the summary of the study, conclusions and recommendations. Suggestions for further research are also
presented. 5.2 Summary of the Study The objective of the study was to examine the effects of the
challenges facing orphaned students in academic performance in secondary schools in Moshi
municipality. The researcher reviewed related literature on the effectiveness of those challenges facing
orphaned students in academic performance in secondary school in Moshi municipality and established
that there was limited research on the same locally. Through the review of literature it was also found
out that different researches was dealing with the challenges facing AIDS orphaned students in primary
schools but did not concentrated on the effects of challenges facing orphaned students from different
causes in academic performance in secondary schools in Tanzania, particularly Moshi municipality. At
the beginning of this work, five basic questions were raised to be investigated thoroughly. To refresh the
memory of the reader the questions are listed below once again. 1. What challenges do orphaned
students face in secondary schools in Moshi municipality? 2. How do challenges facing orphaned
students in secondary schools in Moshi municipality affect their academic performance? 3. What criteria
do teachers use to identify orphaned students in the classroom in secondary schools in Moshi
municipality? 4. What is the role played by teachers in dealing with challenges facing orphaned students
60
on academic performance in secondary schools in Moshi municipality? 5. What are the strategies have
teachers put in place to ensure that orphaned students are learning effectively as non-orphaned
students in secondary schools in Moshi municipality? The researcher employed mixed research methods
(qualitative and quantitative techniques) of data collection. Cross sectional survey and naturalistic
designs since the area of the study was extensive and with entire population. Survey design enabled the
researcher to generalize the findings to the entire population because of its representation. The
naturalistic design was used to provide in-depth information about the participant. The target
population consisted of all orphaned students, all teachers, all Head of schools and academic
master/mistress in all secondary schools in Moshi municipality. The sample consisted of secondary
schools in Moshi municipality. The schools were randomly selected to ensure that all twenty six (26)
secondary schools in Moshi municipality had equal chance to participate in the study. The sample
consisted of five (5) secondary schools with each school providing sixteen (16) students of form I, form
II,form III and form IV( four orphaned students form each stream) five (5) teachers and five (5) Heads of
schools and five (5) academic master/mistress.In total, the sample consisted 120 respondents. The
instruments that were used for this study were questionnaires, and interview guide. The questionnaires
were for orphaned students, and teachers, while the interview guide was used for interviewing the
Heads of schools and academic master/mistress. The data collected was analyzed by use of SPSS
(Statistical Package for Social Science) version 11.5.

61
The major findings of this research involves the identified difference between the number of orphaned
students in public secondary schools and that of private secondary schools.There are more orphaned
students in public secondary schools than in public secondary.As it was observed by a researcher that
orphaned students in Public secondary schools were expressed themselves more easily without any fear
contrary to those orphaned students in Private secondary schools. This findings also related to the
differences in criteria used by teachers in both public and private secondary schools on identifying
orphaned students. There were different criteria used by teachers in public secondary schools and no
criteria of identifying the orphaned students in Private secondary schools.Identifying orphaned students
is crucial as far as the issue of providing support in term of eradicating or minimizing the challenges they
face in academic performance is concerned. Also, it was found out that, the support from the
government and other stakeholders to deal with the challenges facing orphaned students in academic
performance is very minimal in relation to the existing number of orphaned students.This can be taken
into account that the academic performance of orphaned students does not rely on the provision of
school fees only, but also depend much on availability of basic needs (like foods,clothing and shelter)
and psychological help relating to alleviation of traumas of their parental death. 5.3 Conclusions of the
study Based on the findings of the study and data analysis it was found out that most of the teachers in
Moshi municipality, most of secondary school teachers did not have a well established scheme to
identify and provide academic and financial support to orphaned students in their respective classes.
This has been seen from the students’ performances which are still poor. This is more pronounced in
most private secondary schools in Moshi municipality. The study noted that most of the orphaned
students and teachers agreed on the existence of challenges facing orphaned students on academic
performance in secondary schools in Moshi municipality. 62
Most of secondary school teachers and academic masters/mistress in Moshi need to establish a plan of
action for betterment of enhancing a good academic performance to orphaned students. Head of
schools in all secondary schools in Moshi municipality should establish a strategy to support the
orphaned students financially. i.e. make close connection with educational stakeholders (the Ministry
and NGOs) to support the orphaned students. Most of the strategies for assisting the orphaned students
effectively in Moshi municipality can lead to positive result to secondary school orphaned students,
these results include the good academic performance, freedom to learn and speculate more academic
issues, it can make orphaned students behave well in the class and outside the school compound, and it
can make orphaned students active towards learning. Finally the study found that there are very little
efforts made by educational stakeholders and the government to eradicate the challenges facing
orphaned students and to foster the academic performance of orphaned students in secondary schools.
This was proved by results from the interview made with head of schools concerning support of the
educational stakeholders and the government to orphaned students in secondary schools. The study
further found out that the Government has forgotten to play its role of making sure that it provides
education to the community about the consequences of having an alarming high number of orphaned
students in our communities. Also the government tend to ignore the provision of seminars that can
make teachers aware about the challenging issues facing the orphaned students in academic
performance and the techniques to deal with such a problem. 5.4 Recommendations of the study In line
with the conclusions stated above, the following recommendations are suggested: The teachers of
private secondary schools in Moshi municipality should find a means to identify orphaned students in
classes so that they provide necessary support especially psychological help 63
related to trauma of parental death. The process of identification should be done under care, from the
observation of a researcher in identifying a sample of orphaned students to be used in this study it was
revealed that some of orphaned students were crying for the fact that they remember the good time
when they were together with a parent(s) who was died. Teachers in secondary schools should educate
non - orphaned students about the challenges normally faced by orphaned students and thus they
should not undermine the orphaned students.This will create awareness to other students about the
feeling and bad pain facing by being an orphan. It will also eliminate any trace of discrimination among
students. Head of schools should establish a scheme to identify the needy orphaned students in their
schools and take necessary actions to ensure that orphaned students are learning better without any
restrictions. This should follow official procedures so that to avoid provision of help to non orphaned
students.Record about the number and names of orphaned students should well be kept for future
reference. The orphaned students in public secondary schools should be encouraged to learn and
participate fully in the learning process and be involved in the whole lesson. Teachers should play their
roles to encourage the orphaned students to learn and provide necessary academic support when
appropriate. Orphaned students need love and care in order to make them eager to learn. Orphaned
students should be involved in class activities, in sports and game thus they may not feel isolated from
the society.This will enable to raise their self esteem through their achievement of some tasks. The
Ministry of Education and other Educational stakeholders should plan and establish regular seminars to
enable teachers be equipped with skills and tactics to deal with the challenges facing orphaned students
in academic performance. Also, necessary support in term of teaching and learning materials should be
provided to enhance the academic performance of orphaned students. 64
5.5 Recommendations for Further Research For those who will be interested in making a research on
orphaned students, the researcher recommends that researches be carried out: • Effects of challenges
facing orphaned students in academic performance in public secondary schools in Districts. • To find out
an appropriate technique to identify orphaned students in private secondary schools in Municipals. • To
investigate on the large number of orphaned students in Public secondary schools in Districts.

REFERENCES 65
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Orphans in Ethiopia. Paper presented at the meeting organized by MOLSA and UNICEF, Addis ababa.
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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.

72
YES

NO

20) If YES/NO.What are they?(mention) ….……………………………………………………………………………………………….

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
………………………………………………………………………………………………………… 14) Do those challenges affect your
learning? ……………………………………………………………………………………………………
……………………………………………………………………………………………………
…………………………………………………………………………………………………… 15) How do teachers treat you?
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
…………………………………………………………………………………………………..

16) Is there any difference between home and school?

73
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………

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?)

77