Carrying scars and stigma: repeating failed modules at Midlands State University

Abstract

This paper investigates the extent of module carrying at Midlands State University (MSU) level in Zimbabwe. It explores the impact it has in university students’ success and examines the implications of student failures in university learning. This paper reveals that carrying modules is common in Zimbabwean universities due to reasons such as failing as a result of lack of module interest, stigmatization from other students, difficult learning environment, too much socialization, poor relations with the lecturers among others. Furthermore, repeating a module by university students may have side effects that are costly to students, parents, lecturers and university administration. The paper also found an inverse relationship between student absenteeism and course performance. This paper adopted both qualitative and quantitative methodologies (mixed methodology) as the operational framework for data gathering. The study is useful to those who may want to expand their horizons on the issue of university students’ academic achievements and development. It gives an insight into how student failure can be accounted for at institutions of higher learning.