Browsing by Author "Omoniyi, Iwaloye Bunmi"

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    The effect of household poverty trap on learners’ performance in secondary schools in Nongoma in the Zululand district.
    (University of Zululand, 2019) Omoniyi, Iwaloye Bunmi; Gamede, B.T.; Uleanya, C.
    Poverty has and will continue to precipitate enormous suffering for countless of learners living in ab-ject poverty in the rural area of Nongoma. The study examine how poverty trap limit the academic performance of learners in the rural secondary schools of Nongoma. Also, it identifies various poli-cies and programme designed to alleviate the negative effect of poverty on the learning outcome. The study is underpin by Urie Bronfenbrenner,s ecological theory . The Quantitative and qualitative approach was used with questionnaires and focus group interview. In the study 5 schools was used with 100 learners for questionnaires and 5 educators for focus group interview .The Tesch,s open coding method of data analysis was used to identify Themes and categories whiles SPSS was used to analysis and determines frequency and percentages of data collected through questionnaires Findings from this study revealed that the majority of the learners in the rural area of Nongoma can-not afford even afford even the basic human needs which are necessary on the learners health, their emotional, physical, moral, social and academic achievements. This study also established that learner’s academics performance affected by financial constraint, poor health due to lack of good food, delinquent behavior, child abuse and prostitution ,the long distance to and from school , stigmatization and stereotyping , school drop –out and absenteeism . This study recommend rural development policies , policies for even distribution of income to close the achievement gap between the rich and poor , feeding scheme in all schools most especially in the rural schools , and adequate provision of learning aids such as library , laboratory and computer in the rural schools . The study also recommend that the problem be addressed by the micro system of the school and of the families, the neighborhood mesosystem and exosystem, as well as by by the macro system. Col-laborative work is also needed among all the stakeholders to chase away the elephant in the house and look in-depth to the root causes of poverty.
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    The impact of household poverty trap on learners’ academic performance in Nongoma secondary schools in the Zululand district
    (University of Zululand, 2021) Omoniyi, Iwaloye Bunmi
    The study critically examined the impact of the household poverty trap on learners’ academic performance in nongoma secondary schools in the Zululand District. The researcher explored the relationships that defined the overlaps between the needs of the learners in the classroom and the household needs and goals. Thus, the impacts on the learning needs and academic success of the learner on the social and economic status of the family became evident. The research engaged the ecological theory of Urie Bronfenbrenner as a theoretical lens to understand the phenomenon. The study aimed at exploring the socio-economic views of household poverty on high school learners in Nongoma, where poverty tends to predominate due to the rurality of the Nongoma communities. The results of this study indicate that the majority of rural Nongoma learners cannot afford their emotional, physical, moral, social, and academic achievements even to the fundamental needs of people required for learning. A mixed method research design was adopted to collect primary data with selected participants within the study area. The collected data on the impact of household poverty trap on learners’ academic performance in Nongoma Secondary schools in the Zululand District were analyzed thematically. This study also found that the performance of academic students affected by financial constraints, poor health due to lack of good food, violence, child abuse, and prostitution, long-term stigma and stereotyping, school dropouts and absenteeism from school, is poor. This study recommends rural development policies, income and wealth distribution policies to close the gap between rich and poor, feeding in every school, particularly in rural schools and adequate learning aid for the provision of laboratories, computers and teaching pedagogy in rural schools. The study recommends also that the microsystem of schools and families, the meso- and exosystem of the community and macro-systems resolve the issue. All stakeholders need to work together to encourage learners to embrace education by providing them with all necessary enabling support to lose household poverty traps on them