Experiences of left-handed learners in selected primary schools in Masvingo urban, Zimbabwe: Competencies and shortfalls

Abstract

Young left-handed children in primary school struggle to overcome the annoyance and frustration of living in a right-handed world. World over, resources and ideas specifically give best procedures to right-handed learners across the school curriculum, thereby marginalising left-handers. The study sought to explore the experiences of left-handed learners in selected Zimbabwean primary schools, strategies used to teach left-handers, teacher-learner interactions and their effect on the learners. A phenomenological study was conducted with twenty-six (26) participants purposively selected through data saturation from three (3) primary schools in Masvingo urban (teachers =6; learners = 20). Data were collected through focus group discussions, individual interviews and observations. Triangulation of data collection methods strengthened the methodology. An interpretative phenomenological analysis (IPA),was used to analyse the data. Findings showed that lefthanded learners had varied experiences ranging from sad emotions due to perceptions of marginalisation and negative labels up to happy emotions of success and positive selfefficacy. Overall, teacher-learner interactions negatively and positively affected left-handed children’s learning and development. The study recommends that teachers, learners and parents should collaborate in order to alleviate challenges experienced by left-handers in Zimbabwe’s primary schools for positive development.