Conclusion
This chapter four is about the presentation of the results
obtained from the research on the effect of trauma on learning in post genocide
period. It also included the discussions of the findings. The responses from
teachers, and pupils indicated that trauma delays the teaching-learning process
at Kabuga Secondary School because for example many students are sometimes
traumatized at one time and the courses are interrupted, the traumatized
students are helped by their fellow students with leads to the absenteeism of
both traumatized and non-traumatized students in class leading to
non-completion of the program on the side of the teacher and other times the
school organize sensitization on trauma counseling in order to mitigate it and
all its consequences during courses times and additional, very few teachers are
trained in trauma counseling and the teachers live far from the school which
make very difficult to follow properly their students.
CHAPITRE 5: SUMMARY, CONCLUSION AND
RECOMMENDATIONS
5. 1 Summary
The aim of this study was to evaluate the effect of trauma on
secondary school students' learning, focusing on its effect on students and
teachers and their views about the effect of trauma on teaching-learning
process and academic performance in examinations at school or at National
level. The objectives of the study were:
· To examine the effect of trauma on student' learning and
academic achievement.
· To find out how the problem of trauma among students is
addressed in schools.
· To suggest ways of how the problem of trauma in schools
could be handled.
Most of the students indicated that they are aware of trauma
and said that it occurs cases of trauma at their school. The most affected by
trauma problems were girls due to their emotions as said students. Trauma can
take the between one day and more than a month and traumatized students are
helped; they affect others who are not traumatized as 88% of students
reported.
Many students are sometimes affected by trauma and courses are
interrupted but unfortunately there is no specialized room where traumatized
students are helped; they are helped in their dormitories or carried at health
centers. Students said that trauma affect their learning and school because it
cause them absenteeism in classes in classes for traumatized students and their
fellows who help them during trauma crisis and it morally discourages the
students and affect their performance because it is difficult for them to study
all the program of academic year cause of many interruptions caused by trauma
and other related problems.
On the other hand, even if 44% of teachers were trained in
guidance and counseling at Kabuga High School only 11% were trained in trauma
counseling and a big number of traumatized students were mostly helped by their
fellow students who have no training on trauma counseling and sometimes by
trained teachers or school counselor. The teachers said that trauma crisis
duration varies between one day and more than a month. They 100% agree that
traumatized students affect other students but they said that teachers are not
traumatized and that trauma is
the main challenge that face their teaching because it is
difficulty to know the particularity of all students.
Both teachers and students finished saying the trauma affect
their entire academic program and leading to poor academic performance.
5. 2 Conclusion
The present study dealt with the effect of trauma on secondary
school students' learning in post genocide, it aimed at examining the effect of
trauma on students' learning in secondary school, it was limited to Kigali city
Province and in particular a case of Kabuga High School.
The results show that secondary school teachers are aware of
guidance and counseling in general and specifically not aware of trauma
counseling. The students who sometimes experience trauma crisis were helped by
their teachers and their fellow students and they were helped to mitigate
trauma and its related problems.
Students also were aware about trauma and the most to help
their fellows students when they fall in trauma crisis but the teachers also
help them. Only the problem is that there is no strong relationship between
teachers and students because they are almost in contact only during the course
time and they live far from the school which prevent them from knowing
students' difference and to help them accordingly.
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