Journal of Emerging Trends in Educational Research and Policy Studies: Home

Abstract:
This article examined the causes of school drop-out among Ordinary level learners at a resettlement secondary school in Zimbabwe, with the aim of suggesting sound measures and solutions thus promoting learner retention in schools. The study was done in response to high dropout rates and poor academic performance of children in Zimbabwean resettlement areas. The study is informed by the attribution theory. In this study, a qualitative phenomenological case study design was used with focus group discussions, interviews and observations as data collection instruments to twelve (12) O' level learners and four (4) teachers at a resettlement secondary school in Masvingo province. Data analysis was done through the process of thematic coding. Findings revealed that poverty in households, child labour/household chores, broken families, poor supervision by parents, involvement in bad company/peer pressure, drug abuse, malnutrition and health related issues, low self-motivation and lack of interest in education among ordinary level learners were identified by teachers and learners as being the major factors influencing school dropouts. The study recommends that the government should increase the allocation of funds to resettlement areas to provide more amenities that promote learning. Further, parents should provide adequate school learning materials to their children such as school uniforms, school fees and stationery to encourage school retention. There should also be need for the government to introduce poverty alleviation strategies targeting resettled farmers since they tend to experience the impact of poverty in more adverse ways.

Keywords: attribution, phenomenological, drop-out, poverty, resettlement, ordinary level

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