Impact of River Flooding on Learners’ Academic Performance in Chilonga, Chiredzi South, Zimbabwe
DOI:
https://doi.org/10.5281/zenodo.18802289Keywords:
absenteeism, academic performance, Chilonga, flooding.Abstract
This qualitative study examines the impact of river flooding on learners’ academic performance, particularly due to increased absenteeism in the Chilonga rural area. The primary aim is to explore how flooding affects learners' access to education and to address the gap in the literature regarding the specific implications of river flooding on academic outcomes in this region. Fifteen participants were purposively selected based on gender, experience, and knowledge relevant to the issue. Data were collected through open-ended interviews and were analysed thematically. The findings indicate that flooding, especially of the Chilonga River, severely restricts access to schools, which significantly contributes to poor academic performance and low pass rates. To address these challenges, local authorities arerecommended to invest in flood-resistant infrastructure and community support initiatives to ensure reliable access to educational facilities during flood events.
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