https://cris.library.msu.ac.zw//handle/11408/2838 Wed, 22 Apr 2026 17:01:56 GMT 2026-04-22T17:01:56Z https://cris.library.msu.ac.zw//handle/11408/6850 Title: Intervention mechanisms for minimising teenage pregnancies among secondary school learners in Gweru, Zimbabwe Authors: Homela, Simbarashe Abstract: This study established the mechanisms that can be employed to minimise cases of teenage pregnancies among secondary school girls in Gweru District which cause adverse effects on their livelihood. Girls suffer psychologically, healthy wise, socially, drop out of school and are deprived of their economic development as a result of teenage pregnancy. This prompted this study to find possible solutions to these challenges. This research is informed by the Liberal Feminist Theory and the Ecological Systems Theory. A qualitative phenomenological design was employed with focus group discussions and interviews as data collection instruments. Ten ‘O’ Level girls and ten teachers participated in focus group discussions. Two school heads and eight parents were interviewed. This sample was derived from a population of three hundred and two from two secondary schools. The researcher used the Tesch’s open coding method of data analysis and theme identification. This study established intervention mechanisms to minimise teenage pregnancies such as having comprehensive Guidance and Counselling (G & C) specialist teachers and G & C clinics in schools. Real construction of more secondary schools to reduce the distance travelled by learners to and from school. Widening and improving access to provisions provided by safety nets such as BEAM to cater for all the girl child’s needs. The adoption of a standard uniform or dress code in schools could enhance unhu/ubuntu and the provision of comprehensive sex education in schools was also encouraged. Involvement of parents and the community through the hidden curriculum to enforce true cultural values and ethics can also reduce cases of teenage pregnancies. The early warning system and monitoring to be enforced in schools. Policy changes such as establishing foster mothers, monitoring of the internet use in schools and internet cafes, child marriages and child headed families as a result of parents leaving for greener pastures to be enforced. Youth empowerment and creation of employment can be done to minimise teenage pregnancies. This study recommends that microsystems, and the mesosystems-linkages, exosystems, as well as the macro-systems (political, ideology) should be engaged. Cooperation is needed among all stakeholders (cultural, religious or political) in order to minimise incidences of teenage pregnancies among secondary school girls. Wed, 01 Jan 2025 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/6850 2025-01-01T00:00:00Z Homela, Simbarashe https://cris.library.msu.ac.zw//handle/11408/4665 Title: Exploring the interaction between depression and learning in Shona culture : a study of students and lecturers in a tertiary education institution in Zimbabwe. Authors: Mhlanga, Songile Abstract: Depression is one of the most common psychological problems encountered by students in higher and tertiary education yet remains under-researched particularly in indigenous cultures. This study explores how Shona students in a tertiary institution in the Midlands Province of Zimbabwe understand depression and how it interacts with their learning. Guided by the pragmatic paradigm, the study adopted a sequential mixed-methods approach to facilitate the collection of both qualitative and quantitative data in order to make the research comprehensive. Quantitative data were initially collected through the use of the Beck Depression Inventory II (BDI-II). The questionnaire informed the study of the prevalence and severity of depressive symptoms in a sample of 367 volunteer first-year students. Qualitative data were collected using a semi-structured interview guide from 11 volunteer students exhibiting severe symptoms of depression as informed by the BDI-II ratings. Thirteen volunteer lecturers who taught these students were also interviewed. This approach facilitated triangulation of data-collection sources and methods to provide stronger evidence for conclusions through convergence and corroboration of findings. Quantitative data were analysed using the Statistical Package for Social Sciences (SPSS) and qualitative data were thematically analysed. The study discovered a 36 per cent prevalence rate of depressive symptoms with no significant differences in prevalence rates for males and females. The findings indicate that the Shona students and lecturers understand depression largely as stress, thinking too much, “kufungisisa”, sadness, “kusuruvara”, mental instability, and as spiritually orientated. The students experience somatic, emotional and cognitive symptoms of depression stipulated in the DSM-5, as well as feelings of loneliness, anger, lack of a social life, missed menstrual cycle and “pain in the heart”. Depression inhibits optimal academic performance in the students and leads to a lack of concentration and motivation, a failure to meet academic demands, indiscipline, and alcohol, drug and substance abuse. The study recommends on-campus professional counselling services and programmes to increase mental health literacy and aid the prevention of depression. Wed, 01 Jan 2020 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/4665 2020-01-01T00:00:00Z Mhlanga, Songile