Impact of Parental Attachment on the Academic Performance of Grade Five Learners in Mashonaland East Province, Zimbabwe.
Journal Title: IOSR Journal of Humanities and Social Science - Year 2018, Vol 23, Issue 5
Abstract
This study explored the impact of parental attachment on the performance of grade five children attending a boarding primary school in Mashonaland East Province, in Marondera. The family is the closest, most intense, most durable and influential part of the child’s holistic development. The study was informed by Bowlby’s theory of attachment. The qualitative case study design was used to determine the impact of parental attachment on academic performance of grade five learners. Data were collected using open-ended questionnaires and unstructured interviews. In this study, a sample of four (4) boarding primary school children, four (4) teachers, and four (4) administrators were used. Findings revealed that children faced multiple intellectual challenges, physical challenges, and moral decadency. The issue of autonomy and the absence of parents greatly impacted the academic performance of boarding primary school children. The study recommended that there is need to make boarding primary schools more home-like environments so that parental attachment remains in place since creating an artificial society for learners will differ with the real society back home. The study also recommended that boarding primary schools must have age restrictions thus very young children should not be sent to boarding primary schools. The government through the Ministry of Primary and Secondary Education must also introduce weekly boarding facilities and exit weekends so that children spend weekends with their parents.
Authors and Affiliations
Kudzai Chinyoka, Richard Susa
Keywords
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- EP ID EP419154
- DOI 10.9790/0837-2305092634.
- Views 100
- Downloads 0
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