The impact of household poverty trap on learners’ academic performance in Nongoma secondary schools in the Zululand district
| dc.contributor.author | Omoniyi, Iwaloye Bunmi | |
| dc.date.accessioned | 2023-03-14T10:07:40Z | |
| dc.date.available | 2023-03-14T10:07:40Z | |
| dc.date.issued | 2021 | |
| dc.description | A thesis submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Philosophy in the Department of Human and Social Science at the University of Zululand, South Africa, 2021 | en_US |
| dc.description.abstract | 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 | en_US |
| dc.identifier.uri | https://hdl.handle.net/10530/2166 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Zululand | en_US |
| dc.subject | Poverty trap, Academic performance, Cognitive, Ecological | en_US |
| dc.title | The impact of household poverty trap on learners’ academic performance in Nongoma secondary schools in the Zululand district | en_US |
| dc.type | Thesis | en_US |
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