Effects of walking long distances by ECD learners in Shamva district, Mashonaland Central Province, Zimbabwe

Abstract

The education landscape studies have been carried out on the effects of distance from home to school on the performance of ECD learners. Various factors that affect learners’ academic performance, such as poor attendance, school dropouts, and poor academic performance, have been associated with long distances to school. The long distance to school affected the learners’ health and educational achievements. This study adopts a social constructivist paradigm, a qualitative approach through a case study research design. Twenty parents and twenty ECD learners were selected from primary schools in the Shamva district, Mashonaland Central Province, Zimbabwe. Data were collected via semi-structured interviews and participant observations. It is unearthed that when ECD learners walk long distances to school, it is a complex and heterogeneous problem that can lead to several issues. Long walking distances make ECD learners reach school very exhausted, resulting in poor concentration on the learning areas being taught and sometimes dosing in class, hence failing to learn effectively. This is because of tiredness. ECD learners’ minds and bodies fail to work effectively and efficiently, hence their inability to learn. Thus, circumstances like this act as an obstacle and impediment to effective learning because learning requires calmness of mind, and if by any chance the learner is stressed, disturbed, nervous, harassed, annoyed, pissed off, or worried, he or she cannot learn effectively. The government and other concerned organisations should build additional schools to minimize the travelling distance the ECD learners cover. Further, the re-settlement of scattered villages while planning to establish new schools should be considered. Schools should be located at not more than one kilometer from the residences of the communities to be served.