Effects of Poverty on Learner’s Academic Performance: A Case of

Selected Secondary Schools in Lufwanyama District of

Copperbelt Province, Zambia
Chanda Chansa Thelma, Lufeyo Chitondo, Memory Mumbi & Enock Mutepuka

*Corresponding Author: Chanda Chansa Thelma, Rockview University, Lusaka, Zambia

Co-author 1: Lufeyo Chitondo, Twin Palm Leadership University
Co-author 1: Memory Mumbi, Chreso University, Lusaka, Zambia
Co-author2: Enock Mutepuka, Institute of Distance Education, University of Zambia

Abstract: Poverty directly affects academic achievement due to the lack of resources available for
student success. Low achievement is closely correlated with lack of resources, and numerous studies
have documented the correlation between low socioeconomic status and low achievement. Children
living in poverty often struggle academically, with lower test scores and graduation rates than their
peers. They may have poor attendance, low motivation and limited access to educational resources,
all of which affect their academic performance. Poverty has become one of the most prevalent
indicators of academic achievement in our Zambian schools today. Hence, the study aimed at
analyzing the effects of poverty on learner’s academic performance in Lufwanyama district of
Copperbelt Province in Zambia. The study employed both the qualitative and quantitative methods
and a descriptive research design that sampled head teachers, teachers, pupils and parents from the
selected schools. Data was obtained from the respondents by means of interviews and
questionnaires. Frequency tables, graphs, figures and pie-charts were used to analyze the
qualitative data. Quantitative data were analyzed by the use of the Statistical Package for Social
Sciences (version 26) and Microsoft Excel (version 16). The findings indicated that poverty is
caused by cultural factors, social factors and environmental factors. Children were found to
have stopped school on order to make ends meet. These resulted into pregnancies and early
marriages as among the reasons for poverty. The other revelation to the findings was that most
of the effects of poverty on learners took place in secondary section due to payments of extra
lessons and other school requirements despite having free education. In this regard, several
recommendations to various stake holders were made such as; Ministry of Education, DEBS
office and school administrators.
Keywords: Academic Performance, Community, Education, Effect, Learners and Poverty.
1. INTRODUCTION
Poverty is a state or condition in which a person or community lacks the financial resources and
essentials for a minimum standard of living. Poverty means that the income level from
employment is so low that basic human needs can't be met. Poverty-stricken people and families
might go without proper housing, clean water, healthy food, and medical attention. Each nation
may have its own threshold that determines how many of its people are living in poverty.
Poverty is the state of not having enough material possessions or income for a person's basic
needs. Poverty may include social, economic, and political elements. Absolute poverty is the
complete lack of the means necessary to meet basic personal needs, such as food, clothing, and
shelter (Davidoff, 2008).
In addition to a lack of money, poverty is about not being able to participate in recreational
activities; not being able to send children on a day trip with their schoolmates or to a birthday
party; not being able to pay for medications for an illness, these are all costs of being poor (Bird
& Shepherd, 2009). Those people who are barely able to pay for food and shelter simply can’t
consider these other expenses. When people are excluded within a society, when they are not
well educated and when they have a higher incidence of illness, there are negative consequences
for society. The increased cost on the health system, the justice system and other systems that
provide supports to those living in poverty has an impact on our economy. Poverty has many
faces, changing from place to place and across time, and has been described in many ways. Most
often, poverty is a situation people want to escape. So poverty is a call to action for the poor and
the wealthy alike a call to change the world so that many more may have enough to eat, adequate
shelter, access to education and health, protection from violence, and a voice in what happens in
their communities.
NCES (2023) reveals that poverty has always been a significant issue affecting people’s lives
around the world, especially in developing countries. Poverty poses significant barriers to
education at different levels, starting from access to education to educational quality. Some of the
most prominent obstacles include: (1) financial constraints: For many families living in poverty,
the cost of education, including school fees, transportation, uniforms, and textbooks, is often
beyond their means. Parents may be forced to choose between sending their children to school
and meeting their daily needs, such as food and shelter. In many cases, families choose to
prioritize their basic needs over education, leaving children with little or no access to education.
(2) Poor infrastructure: Schools in impoverished areas often lack adequate infrastructure,
including classrooms, laboratories, libraries, and toilets. This lack of infrastructure leads to
overcrowding, limited resources, and poor learning conditions, which in turn affect the quality of
education. (3) Lack of qualified teachers: Schools in impoverished areas often struggle to attract
and retain qualified teachers due to low salaries and poor working conditions. This leads to a
shortage of teachers and a high teacher-student ratio, making it difficult for students to receive
individual attention and support. (4) Health issues: Poverty often leads to poor health conditions,
which affect children’s attendance and participation in school. Children living in poverty are
more likely to suffer from malnutrition, disease, and other health issues, which can affect their
cognitive and physical development.
Poverty, which forms a specific culture and way of life, is a growing issue in Zambia. The
Zambian living in poverty is continually increasing. Poverty indicates the extent to which an
individual does without resources. Resources can include financial, emotional, mental, spiritual,
and physical resources as well as support system, relationships, role models, and knowledge of
hidden rules. Poverty directly affects academic achievement due to the lack of resources
available for student success. Bolarin (2011) says that low achievement is closely correlated with
lack of resources, and numerous studies have documented the correlation between low
socioeconomic status and low achievement, several strategies exist to assist teachers in closing
the poverty achievement gap for students. Poverty presents various challenges that negatively
affect academic success among the girl child. Children raised in an environment where there is
lack of basic necessities face difficulties, socially and academically, that those from well-to-do
families do not confront (UN, 2020). Besides emotional and social problems that such children
tend to face in their academic journey, cognitive lags (being slow in understanding educational
material) and issues to do with their health in general tend to slow their progress in the learning
process (Bradshaw, 2009).
In poverty-stricken homes, the environment is rarely stable and safe as primary caregivers are
unable to offer their children consistent support and guidance because their attention is directed
towards just how they must struggle to make ends meet. The result is that there is lack of
development of a wider range of healthy emotions, including gratitude, forgiveness, and
empathy. Also, the absence of personalized, complex activities in the home hinders the much-
needed enrichment of a child’s mental capacity as he or she grows. Poverty makes the home set-
up devoid of warm emotions and unconditional love (World Bank, 2018). Parents and other
people caring for children may become authoritarian with them, and in most cases use harsh
disciplinary strategies. It’s internationally recognized that education is a basic right, implying
that no child should be denied the opportunity to develop his or her full potential through
education. Hence the communities came up with the development of community schools with the
help of the government, non-governmental organization and the communities where the schools
where.
Available statistics shows that in Zambia secondary schools have been trying to promote an
alternative mean to increase access to education within the contexts of education for all (EFA).
Despite the government effort to try to improve the education system by introducing free
education, the effect of poverty has continued, it is noticed that the performance of learners in
these selected secondary schools is still low due to lack of infrastructure, and qualified
professional teachers. Secondary schools started in the mid-1980s as a respond to the lack of
schools and school place especially in rural area of Zambia. Vulnerable children such as orphans
and the poor failed to access places in conventional schools owing to the number of factors. It is
important to understand the children’s behavior in general, and that those who come from poor
families are especially expected to display temper tantrums, impatience, gaps in politeness,
inappropriate emotional responses and lack of empathy for their peer’s misfortunes. Children
from impoverished homes, in most cases, make up the larger percentage of absentees in school
(Brooks-Gunn & Duncan, 2009). If they are in class, it is not difficult to tell that their attention
and concentration are not at their best. They also lack motivation, determination and effort. Also,
rates of undiagnosed and/ or untreated diseases or disabilities are high among such children.

1.2. Statement of the Problem

Education is essential for helping children escape the cycle of poverty. However, hundreds of
millions of young people lack the basic skills needed to take advantage of opportunities to
help them succeed. Poverty is humanity’s worst enemy as it brings about deprivation and
affects all aspects of human life. The effects of poverty on children are wide reaching and can
lead to lifelong struggles, especially when the young people don’t receive full education they
deserve. Poverty and education are always inextricably linked in developing countries, this is
because people living in poverty families may stop going to school so that they can either help
their families at home or work to survive, which leaves most of them without the proper literacy
and numeracy life skills they need to advance their careers. In turn, their children fall in a similar
situation years later, with little income and few options but to leave school. (UN, 2020) narrates
that children from low-income families are four times more likely to miss out on an education
than children from high-income families. Even if public school is free, some schools require
uniforms and supplies to be purchased. If lower-income children can't afford the items, they are
not allowed to enroll. When a family is very poor, the parents may feel they have to send their
children to work rather than attend school. For many, this choice is the only way they can afford
to put food on the table - an issue not common to families with higher incomes. The effect of
poverty on pupils is complex and causes a range of diverse challenges for pupils and their
families. According to Bishop (2014), the effect of poverty on education among pupils living in
rural areas is an urgent problem. Children living in poverty especially the girl child tend to be
exposed to more stress, more intense and longer lasting stress that negatively affects their
attention, focus, cognitive, IQ and social skills. Pupils living in poverty also tend to hear less
reciprocal conversations, are engaged in conversation with less complex vocabulary and less
sentence structure, and are read to less frequently than others not living in poverty. These
problems negatively affect their learning progress and the education system of Zambia. For this
reason, the study sought to analyze the effects of poverty on learner’s academic performance at
some selected secondary schools in Lufwanyama district.
1.3. The Purpose of the Study
The purpose of this study was to analyze the effects of poverty on learner’s academic
performance in Lufwanyama district of Copperbelt Province, Zambia.
1.4. Research Objectives
The objectives of the study were to:
 Identify the causes of poverty among leaners in Lufwanyama district of Copperbelt
Province, Zambia.
  Assess the effects of poverty on learner’s academic performance in Lufwanyama district
of Copperbelt Province, Zambia.
 Recommend measures which should be put in place to alleviate poverty in secondary
schools of Lufwanyama district in Copperbelt Province, Zambia.
1.5. Conceptual Framework
The effects of poverty on children are wide-reaching and can lead to lifelong struggles,
especially when young people don’t receive full educations. Ferguson (2009), understands
that poverty and education are inextricably linked, because people living in poverty may
stop going to school so they can work, which leaves them without literacy and numeracy
skills they need to further their careers. Their children, in turn, are in a similar situation
years later, with little income and few options but to leave school and work. In many
countries where Child Fun works, school is free, but there are additional costs for uniforms,
books and transportation, especially in rural areas, where a student may travel more than an
hour each way by public bus to school. The expenses may be too much for a family to pay,
on top of the money the family loses by not sending a child to work or even marrying off a
daughter, (World Bank, 2020). Brooks-Gunn & Duncan (2009) adds on to say that poverty
presents various challenges that negatively affect academic success. Children raised in an
environment where there is lack of basic necessities face difficulties, socially and
academically, that those from well-to-do families do not confront. Besides emotional and
social problems that such girls tend to face in their academic journey, cognitive lags (being
slow in understanding educational material) and issues to do with their health in general
tend to slow their progress in the learning process (UNESCO, 2002). However, though such
factors pose a hindrance to academic and social success among girls who are raised in
poverty, they offer a unique opportunity to educators (teachers), who should be able to fully
understand these challenges and take actions aimed at helping them (children) succeed.
1.6. Significance of the Study
It is hoped that the findings of this study would help decision makers and government at large to
find ways and means to facilitate way of controlling the impact of poverty on the secondary
schools in Lufwanyama district. Additionally, the findings of this study would provide possible
suggestions, in enhancing or improving the student’s academic performance by bringing out
strategies to alleviate poverty. For instance, by introducing the Britain welfare legislative system
by providing accommodation, transportation, feeding, sickness benefiting and clothing for those
families living below the poverty level. The study would also give knowledge about the solutions
to poverty that would be found and create hurdles in the way of getting high achievements
especially in female learners. Further, the study would be useful for those who offer guidance and
counseling in secondary schools. Lastly, the findings of the study would also be used further to
suggest possible solutions to teachers, parents and any other stakeholder on how to stamp out,
reduce or eliminate the stigma of poverty in secondary schools.

2. RESEARCH METHODOLOGY
2.1. Study Design
The study adopted a mixed methods approach combining quantitative and qualitative data.
Exploratory and descriptive designs were as well considered appropriate as they also
allowed for more flexible strategies of data collection in order to answer the research
questions. The study was aimed at collecting information from respondents on the effects of
poverty on learner’s academic performance at some selected secondary schools in
Lufwanyama district of Copperbelt Province in Zambia.
2.2. Research Site
The research was conducted in Lufwanyama district of Copperbelt Province in Zambia from
which respondents were also sampled.
2.3. Population, Sample and Sampling Procedure
The population for the study comprised of head teachers, teachers, pupils and parents. The
target population was 1000. The sample size involved a total of 100 respondents which
included three (3) head teachers, one from each selected school. Nine (9) teachers, three
from each selected school. Seventy-five (75) pupils, twenty-five from each selected school
and thirteen (13) parents. The study engaged both purposive and simple random sampling on
different participants. Simple random sampling was used on the teachers, pupils and parents,
this is because there were too many to participate, hence simple random selection was preferred.
On the other hand, purposive sampling was used on the head teachers for convenient purposes.

2.4. Data Analysis

Data were analyzed qualitatively as the semi-structured interview schedules were used as data
collection instruments. The thematic approach was used, where data analysis started with the
categorizing themes from the semi-structured interview schedules. The data gathered was
analyzed according to the themes of the study and the order of the research objectives. Data
generated from the questionnaires were analyzed manually by using the Statistical Package for
Social Sciences (version 26) and Microsoft Excel (version 16) to come up with frequency tables,
pie charts and bar graphs.
2.5. Ethical Issues
An introductory letter from Rockview University and the DEBS for Lufwanyama district
was sought in carrying out this study. Interviews were not conducted on one-to-one basis;
instead, participants were grouped and identified using their titles. Additionally, an informed
consent was sought before collecting information from the informants and guaranteed them
with security of the information they provided. Furthermore, the main objective of gathering
such information was made clear to the respondents. The researchers avoided pressuring
respondents to take part in the research. Alternatively, permission consents, assents were
obtained from respondents involved in the research and the research topic was strategically
selected to ensure that there was no harm whatsoever to the research respondents. In this
study, the researchers were fully conscious of the need to abide by the ethical rule of
respecting the privacy of individuals taking part in the research. In the same way, all the
respondents of the research were to remain unidentified to the public as all their valuable
views, opinions and perceptions were only known by the researchers for use only in the
research and participant’s identities will forever remain hidden.

3. FINDINGS AND DISCUSSIONS

The following findings and discussions were presented according to set research objectives:
3.1. Causes of Poverty
According to the research which was conducted in Lufwanyama district on the effects of poverty
on learner’s academic performance in secondary schools, the following are the factors were
identified as causes of poverty among learners. Lack of economic actives was represented by
41%, teachers’ government policy was represented by 31%, lack of education was represented
by 17%, and market farming was represented by 11%.

Figure 1: Causes of Poverty

Source: Author, 2023

3.2.1. Effects of Poverty on Learner’s Academic Performance

The research findings indicated the following responses after analysis with regards to the effects
of poverty on learner’s academic performance. According to the statistics at Kitwe Central
Hospital, the infection rate was at 19% which represented HIV/AIDS while 22% represented
high death rate. Lack of access to education was at 25%, lack of basic needs was at 23% and
Lastly, others was represented by 11%.
Figure 2: Effects of Poverty on Learner’s Academic Performance

Effects of Poverty
11% 23%

23% High Death Rate

HIV/AIDS
Lack of Access to Education
Lack of Basic Needs
Others

19%

26%

Source: Author, 2023

3.2.2. Areas Mostly Affected by Poverty

Table 1: Areas Mostly Affected by Poverty
According to the research findings, the areas that are mostly affected by poverty are; Education
Sector, Health Sector and Women/ Youth Empowerment Sector. Education Sector was
represented by 60%, Health Sector was represented by 25% and Women/Youth Empowerment
was represented by 15%.

Areas Affected by Poverty Percentage

Education Sector 60 %

Health Sector 25 %
 Women/Youth Empowerment 15 %

Source: Author, 2023

Figure 3: Areas Mostly Affected by Poverty

Source: Author, 2023

3.3. Measures to Alleviate Poverty

From the study findings, the study recommended the following measures which should be put in
place to alleviate poverty in Lufwanyama district of Copperbelt province. Survival skills,
agricultural extension officers, setting up industries and early distribution of inputs. Survival
skills was represented by 100%, agricultural extension officers was represented by 42%, setting
up industries was represented by 54% and early distribution of inputs was represented by 12%.
Figure 4: Measures to Alleviate Poverty

Measures to Alleviate Poverty

120

100

80

60

40

20

0
Survival Skills Agricultural Extension Officers Setting up Industries Early Distribution of inputs

Source: Author, 2023

Research findings indicated that poverty has affected human development negatively. Most of
native Lufwanyama dwellers live in absolute poverty, which makes them fail to take their
children to better schools. Lack to basic needs was another major cause poverty identified in the
area and respondents stated that they just depend on farming and market gardening, which only
earn them meagre resources to survive on hand to mouth. It was also observed that most of the
households were languishing in poverty as most families looked malnourished especially
children and the aged. Respondents also stated that there is high crime rate in the district such
cattle rustling and maize theft due to poverty. Research results also showed that poverty had
reduced the life expectancy of people in Lufwanyama district as most of the people were dying at
a very tender age because of some of the economic activities they engage in, lack of access to
mosquito nets, which subjects them to malaria, lack of access to health care services and lack of
access to quality safe drinking water.
According to Brooks-Gunn & Duncan (2009), health is critical. Impaired health exacerbates
poverty and undermines development, whether directly or indirectly via lowering growth.
Malaria, historically one of the deadliest diseases in the tropics, has been deleterious to
development and has contributed considerably to poverty, especially in Africa, as has HIV/AIDS
more recently. Both morbidity and mortality are important contributors to the above
development and poverty woes emanating from diminished health. Health standards, as
exemplified by Goal 6 of the MDGs for instance, are essential for attaining poverty eradication
and development success. The areas that are mostly affected are Education Sector, Health Sector
and Women/ Youth Empowerment Sector.

4. CONCLUSION
The conclusion drawn were that the effects of poverty can follow a child into adulthood, leading
to chronic illness and lack of education or the ability to work. As such, a research on the effects
of poverty on learner’s academic performance in secondary schools in Lufwanyama district was
a very important task. The findings successfully highlighted the effects of poverty on learners in
secondary schools and an analysis had also been done. Hence, it must be mentioned that learners
heavily depend on social economic status of people and the available economic activities. This
means that poverty hinders learner’s academic achievements and affects the wellbeing of people
as a whole. It also affects all aspects of human life including education, health, diet, housing,
clothing, access to land and property. This therefore makes it hard for someone to get out of
poverty trap and affects socio-economic development subsequently. It is therefore important that
the government of the republic of Zambia implements programs aimed at alleviating poverty and
improve the standard of living of the people particularly in Lufwanyama district of Copperbelt
Province.

5. RECOMMENDATIONS

The following are actions that should be taken on the basis of the findings of this study:

 The government must facilitate for more resources; both education and health to be
allocated to the district to improve reduce poverty levels in the district.
 There is need for the government to employ more agricultural extension officers in order
to empower local people with different agricultural skills so that they can venture into
different methods of farming.
 The government must ensure that programs and projects in line with poverty alleviation
are effectively implemented in the district.
 The government and donor organizations should embark on poverty alleviation
programmes that will make poverty stricken parent earn a living.
 There is need for school administrators to encourage motivation for the low achievement
level of pupils at secondary level.
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[Link]

Brooks-Gunn. J and Duncan, J. G. (2009). The Effects of Poverty on Children. Oxford: Oxford
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Bolarin. T. A. (2011). The History and Development. Ibadan: Olu Akin Publishers.
Bradshaw. T.K. (2009). Theories of poverty and Anti-poverty Programs in Community
Development. New York: McGraw-Hill Book Company.
Bishop. G. (2014). Alternative Strategies for Social Development. Hong Kong: Macmillan.
Davidoff. L. (2008). Introduction to Psychology. New York: McGraw-Hill Book Company.
Ferguson. J. (2009). Expectations of Modernity: Myths and Meanings of Urban Life on the
Zambian Copperbelt. Los Angeles: University of California Press.
National Center for Education Statistics. (2023). Characteristics of Children’s Families.
Condition of Education. U.S. Department of Education, Institute of Education
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AUTHOR’S BIOGRAPHY
Chanda Chansa Thelma, specializes in Civic Education and has taught
Civic Education at university level for seven years now. Currently, she is
lecturing Civic Education, Political Science, Religious Studies, Social
Sciences Research Methods and Educational Research at Rockview
University in Lusaka, Zambia. She holds a Doctor of Philosophy in Civic
Education, Master of Arts in Civic Education, Bachelor of Arts Degree,
Diploma in Education and several Educational Certificates. She is currently
the Coordinator for Open Distance Learning at Rockview University.

Lufeyo Chitondo, specializes in Applied Linguistics and has lectured and

still in the field of Linguistics and researches and on different academic
subject of great significance.

Memory Mumbi, specializes in Information and Communication

Technology. She is licensed by the Information and Communication
Technology Association of Zambia. She has practiced IT for eight years and
has taught ICT courses at university level for seven years. She holds a Master
of Business Administration, a Bachelor of Science in Management
Information Systems and Diploma in Teaching Methodology and several ICT
certifications. She is currently working as ICT Manager at Chreso University
in Lusaka, Zambia.

Enock Mutepuka, specializes in Environmental Toxicology and Chemistry.

He is Ccurrently pursuing a PhD in Environmental Toxicology at the
University of Zambia. He Holds a Master of Science Degree in Environmental
Management with interest in Environmental Toxicology and Public Health
research methods, Bachelors Degree in Education with Chemistry and
Environmental sciences. He has good knowledge of both quantitative and
Qualitative research methods, Data analysis and interpretation using SPSS and
Excel. Currently, he offers Consultancy in Proposal writing,
Dissertation/Thesis writing, and Data Analysis and is a tutor of chemistry at
Kapasa Makasa University in Chinsali District, Zambia