The Effects of Humanistic Teaching on the Performance Lag Address Program for Orphaned Adolescent and Vulnerable Learners in Secondary Schools in Chimanimani District in Manicaland Province

Vincent Chidhumo, Pridemore Thondhlana and Tsungirai Beatrice Mtetwa
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Vincent Chidhumo: M.Ed Educational Psychology (Madziwa Teachers College) Department of Theory of Education (Psychology and Inclusive Education) Madziwa Teachers College, Zimbabwe
Pridemore Thondhlana: MA Philosophy (Madziwa Teachers College) Department of Theory of Education (Psychology and Inclusive Education) Madziwa Teachers College, Zimbabwe
Tsungirai Beatrice Mtetwa: M.Ed Sociology (Madziwa Teachers College) Department of Theory of Education (Psychology and Inclusive Education) Madziwa Teachers College, Zimbabwe

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 3s, 1902-1912

Abstract: One of the numerous unfavorable trends in emerging nations is the education gap, which appears to have been sparked by the rising number of parent deaths, which are primarily attributable to Cyclone Idai’s devastation. In the Chimanimani District of Manicaland, Zimbabwe, the phenomenological research design examined the effect of humanistic education on the performance lag address program. The triangulated data were gathered at four secondary schools using focus group interviews, document analysis, and open-ended questionnaires. Eight adolescents and vulnerable learners, four school administrators, four guidance and counselling teachers, and four other volunteers were purposefully chosen, totalling 16 participants in the study. The results showed that many vulnerable children and adolescents who are falling behind in school continue to experience loneliness, inferiority complexes, stress, anxiety, low self-esteem, lack of concentration in class, and other negative emotions that interfere with their ability to effectively assimilate and accommodate learning materials within their learning environment. Adolescents and vulnerable children were affected by a particular set of conditions, which were made worse by poverty and parental duties. In light of the idea above, a number of learners voiced their profound heartbreak over a position from which escape is difficult, particularly in an unpleasant or trying one. A number of orphaned adolescents and vulnerable children were contemplating quitting school so they might escape the stigma and loss of respect they were experiencing from others. This thorough examination makes several important recommendations, including the distribution of educational materials to vulnerable children and orphaned adolescents, the implementation of interventions for orphans and vulnerable learners, and the development of non-threatening environments that take into account their needs.

Date: 2024
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