Institutional Resources as a Predisposing Factor of Academic Attainments of Female University Students in Masvingo, Zimbabwe
- July 1, 2019
- Posted by: RSIS
- Category: Social Science
International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue VI, June 2019 | ISSN 2454–6186
Lilian Manwa
Lecturer, School of Education, Great Zimbabwe University, Zimbabwe
Abstract: – The aim of this study was to establish the influence of institutional resources as a predisposing factor of academic attainments of female university students in Masvingo, Zimbabwe. A qualitative paradigm which adopted a case study design was used to elicit data from thirty female university students. The sample of the thirty participants was conveniently selected from a population of five hundred female students in second to forth year. Data were collected using focus group discussions and open-ended questionnaires. The findings revealed that the institution lacks most of the important equipment and those available equipment are mostly outdated and broken down. The female students were the worst affected since most of their parents were failing to subsidise the available institutional resources due to economic challenges. The study also established that shortage and non availability of most basic resources was negatively influencing the academic attainments of female university students. The institution was seen to be failing to provide adequate material and human resources. It is recommended that the government of Zimbabwe retake its responsibility of educating its citizens since the families are failing to subsidise the scanty and unsuitable resources at the institution. Fundraising projects should be given the priority at institutional level in order to supplement the shortage of funds.
Key words: Resources, female students, institution, predisposing, academic attainments
I. INTRODUCTION
In Zimbabwe, the availability and unavailability of resources is among other determinants of academic performance that has taken their toll on the girl child’s education (Gaidzanwa, 2012; Nziramasanga, 1999:177). Most research outcomes showed that both adequate supply of teachers and material resources greatly influenced students’ academic performance (OECD, 2019; UNESCO, 2003:10). Resource provision is pivotal in attaining good academic achievement as such the importance of resources cannot be overestimated (Akungu, 2014; WHO, 2012:5; Psacharopoulos, 2002:2). Kapur (2018) and Ebhohimen (2006:6) argue that resources are the inputs in education while academic performance is the output; and this mean that without the resources (input) there is no academic performance (output).
