PhD Viva Voce

Qualifications Attained:

Rev. Godrick E. Lyimo is a PhD candidate by thesis in the Department of Educational Psychology and Curriculum Studies (EPCS), School of Education at the University of Dar es Salaam (UDSM). In 2014, he obtained a Master of Education degree from Oslo and Akershus University College of Applied Sciences (HiOA) in Norway. In 2011, he attained a Bachelor of Art with Education from Stefano Moshi Memorial University College (SMMUCo). Also, he has a Bachelor in Divinity from Makumira University College (MUCo) obtained in 2008. Currently, he is a head of Agape Lutheran Junior Seminary. He teaches History, Divinity and provides counselling services to the students and staff. His research Interest is on counselling services, Educational Psychology, Teaching and Learning Activities, monitoring and assessment, educational management and leadership and empowerment of women.

Abstract:

This study investigated the psychosocial challenges faced by students and the availability of counselling services among secondary schools in Moshi District, Tanzania. It was guided by the following questions; how do students in secondary schools experience psychosocial challenges?  What family-based psychosocial challenges affect the academic achievement of secondary school students? What are the prevalent school-based psychosocial challenges experienced by students, and how do these challenges influence their academic achievement within the school environment? How do counselling services help secondary school students in managing their psychosocial challenges? The study employed a qualitative research approach. It comprised a sample size of 71 participants, including one District Education Officer, 50 students, five school counsellors and five school matrons/patrons, five heads of school, and five school nurses, selected through purposive sampling. Data were collected through interviews and focus group discussions and analysed thematically. The findings revealed the following. Firstly, students faced several psycho-social challenges in schools, including examination anxiety, loneliness, bereavement, somatic symptoms, delinquency, truancy and difficulties in sexual relationships. Secondly, family-based psychosocial challenges such as parental disengagement from students’ academic activities of students and low parental socio-economic status, negatively influenced students’ academic achievement. The absence of family involvement in students’ academic activities led to negative behaviour and a decline in academic motivation, resulting to poor academic achievement. Poor families were unable to provide students with necessary school requirements and educational resources. Thirdly, school-based psychosocial challenges, such as negative peer pressure and poor student motivation, contributed to students’ poor academic performance. In addition, the study findings confirmed that negative peer pressure, manifested through students’ engagement in bad behaviour such as bullying; drug abuse, drinking alcohol, decreased self-confidence, self-worth, and created distance from teachers and other students. This was one of the significant school-based psychosocial challenges that led to poor academic achievement among students. Lack of both intrinsic and extrinsic motivation affects students’ academic performance. Poor teaching methodologies, incompetent teachers who cannot deliver the lesson clearly, poor student-teacher relationships, excessive corporal punishments, and inadequate learning infrastructure contribute to low motivation and poor academic achievement. The study found that students faced psycho-social challenges originating from both home and school.  To address these issues, teacher counsellors employed various counselling techniques to help students to overcome their internal and external psychosocial challenges and improve their academic performance. The study recommends to the government and education authorities to review and modify counselling policies for secondary schools in Tanzania to include issues related to psychosocial challenges. It also recommends providing training to teacher counsellors on how to help students to handle their psychosocial challenges effectively.