The Effectiveness of guidance and counselling in addressing absconding of Geography lessons by learners at So We Care High School, Stoneridge.

Author
Chireka, Tafadzwa F.
Title
The Effectiveness of guidance and counselling in addressing absconding of Geography lessons by learners at So We Care High School, Stoneridge.
Abstract
This study explores the effectiveness of guidance and counselling in addressing absconding of Geography lessons by learners at So We Care High School, Stoneridge. Harare. The purpose of this research was to identify the causes of learner absenteeism from geography lessons which are geographic factors, learners’ attitude, and complexity of geographic concepts, fieldwork requirements and map reading difficulties. It unveiled overcoming spatial awareness challenges, managing fieldwork anxiety, building resilience for remote or challenging fieldwork locations and developing geographical literacy as the impact of guidance and counselling on learner attendance of geography lessons. A number of strategies have been employed to conquer the problem of absconding of geography lessons. These are map skills development, gamifications and simulations activities, fieldwork-based learning as well as introduction of Geographical information systems. The research methodology used in the study consisted of qualitative and quantitative approaches. Data was collected through interviews, focus group discussions and surveys from a sample of form one geography learners at So We Care High School in Stoneridge, Harare. The findings drawn from the research study revealed a significant reduction in learner absenteeism in geography lessons and a drastic improvement in learners' academic performance in geography, after the intervention through guidance and counselling programs. The study also provided insights into the experiences and perceptions of learners and teachers regarding the effectiveness of guidance and counselling in addressing learner absenteeism, reported improved attitudes towards geography lessons, increased motivation to attend classes, and better relationships with teachers. Teachers also reported improved learner behaviour, increased participation in class activities, and better academic performance. The study suggested possible interventions for policy makers, parents, school administrations, teacher development institutions, teachers and learners themselves that would help in future learner development. The researcher highlighted the need for further research on the effectiveness of guidance and counselling in addressing absconding of geography lessons by learners at a wider spectrum. According to the researcher’s recommendations, future research should aim at investigating the impact of guidance and counselling in different contexts, such as urban and rural schools, examine the role of other factors, such as teacher quality and school resources and noted the need to develop and test interventions that aim to improve learner attendance and academic performance in geography, such as mentoring programs and peer support groups.
Date
August 2025
Publisher
BUSE
Keywords
Geography Lessons
Absconding
Guidance and Counselling
Supervisor
Dr. Makuvire
Item sets
Department of Curriculum and Educational Management
Media
Chireka, Tafadzwa F..pdf

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