Abstract:
The socio-political and economic situation for the period 2007 to 2008 characterized subdued
teaching and regressed learning in Zimbabwe. The purpose of this study was to track the learning
achievements levels of primary and secondary school pupils in Manicaland. Data was collected
through mathematics achievement tests to pupils from Grade 4 to 6 in primary schools and Form 1
to 3 in secondary schools. A sample size of 18417 pupils in four districts in Manicaland
participated in the study. The tests were administered to 10727 pupils (male: 5291, female: 5436)
at primary level and 7690 (male: 3688, female: 4002) at the secondary level. In-depth interviews
were conducted with ten participants (three headmasters, 6 teachers and one psychologist). The
results of this study show a significant positive relation among the number of years in school and
the performance lag and the results were highly significant at alpha level 0,001(1%) (Chi-square
18,071) suggesting a strong correlation between performance lag and number of years school,
(r=0.99, significant at 1%). The performance gap widens with increase in the years in school. The
overall average performance lag is 4 years. Approximately, 1 year longer in school increased the
performance lag on average with a time span between 1 and 2 terms. The factors behind this lag in
performance include the absence of and lack of commitment among teachers and lack of teaching
materials in the period between 2007 and 2008. It is recommended that a programme should be set
up to specifically address the performance lag.
