Learning challenges among undergraduate rural university students in South Africa and Nigeria

A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Doctor Of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2018Learning challenges seem to persist in different ways in rural based universities. These challenges have led to increase in drop-out rates, as well as several menaces in the society. Hence, this study explored the learning challenges among undergraduate students in two selected rural universities in South Africa and Nigeria. Quantitative and qualitative methods were used in this study. Questionnaires and semi-structured interviews were used respectively for data collection. Systematic sampling technique was used to select the student respondents, while purposive sampling was used to select the academic staff respondents for the study. The questionnaires were administered to student participants, while lecturers were interviewed. Data for the quantitative study were analysed using descriptive statistics and Statistical Package for Social Sciences (SPSS) (Version 24) while the qualitative data were collected analysed thematically. The study revealed that undergraduates in the two selected rural universities experience common learning challenges which include: cognitive learning challenge, poor academic foundation, academic malpractice amongst academic staff and students, as well as lecturer-students‟ relationship. These are caused by lack of facilities, students‟ family socio-economic background, amongst others. The study therefore recommends that the necessary facilities and structures needed to facilitate teaching and learning practices should be provided. More lecturers should be recruited. Cordial student-lecturer relationships should be encouraged and promoted. In addition, policies that will ensure safety on campus, adoption and use of the most suitable language of instruction among st others should be established. The study suggests the need for addition of quality to university in developing learning in South African and Nigerian universities

Rural undergraduate university students’ learning challenges in Africa : case study of Nigeria and South Africa

Abstract: Learning challenges seem to persist in different ways in rural based universities. These challenges have led to increase in drop-out rates, as well as several menaces in the African society. Hence, this study explored the learning challenges among undergraduate students in rural universities in Africa. Review of related literatures revealed that undergraduates in the African rural universities experience common learning challenges which include: cognitive learning challenge, poor academic foundation, academic malpractice amongst academic staff and students, as well as lecturer-students’ relationship. These are caused by lack of facilities, students’ family socio-economic background, amongst others. The study therefore recommends that the necessary facilities and structures needed to facilitate teaching and learning practices should be provided. More lecturers should be recruited. Cordial student-lecturer relationships should be encouraged and promoted. In addition, policies that will ensure safety on campus, adoption and use of the most suitable language of instruction amongst others should be established. The study suggests the need for additional focus on the quality added to university education in developing African nations

Investigation of First‑year Learning Experiences in a Rural University in South Africa

This study investigated the first‑year experiences (FYE) of students in a South African university. Survey research design was used in the study. The quantitative method was used for data collection and 1 479 first‑year students were randomly selected. The findings reveal that first‑year students in the selected South African rural-based university experience certain specific challenges amongst which are poor orientation to the new context, poor knowledge of the Higher Education system, and poor educational background of parents. The study recommends that a special office under the direct line management of the dean of students be established to observe and closely monitor the progress of first‑year students. This office would accommodate orientation of first years, and liaise and collaborate with appropriate offices within the institution to ensure that first‑year students are properly guided and assisted in integrating without stress into the university system. Keywords: first‑year experience; orientation; placement; South Afric

Rural undergraduate university students’ learning challenges in Africa : a case study of Nigeria and South Africa

Abstract: Learning challenges seem to persist in different ways in rural based universities. These challenges have led to increase in drop-out rates, as well as several menaces in the African society. Hence, this study explored the learning challenges among undergraduate students in rural universities in Africa. Review of related literatures revealed that undergraduates in the African rural universities experience common learning challenges which include: cognitive learning challenge, poor academic foundation, academic malpractice amongst academic staff and students, as well as lecturer-students’ relationship. These are caused by lack of facilit ies, students’ family socio-economic background, amongst others. The study therefore recommends that the necessary facilities and structures needed to facilitate teaching and learning practices should be provided. More lecturers should be recruited. Cordial student- lecturer relationships should be encouraged and promoted. In addition, policies that will ensure safety on campus, adoption and use of the most suitable language of instruction amongst others should be established. The study suggests the need for additional focus on the quality added to university education in developing African nations

Need for Postdigitalization in (South) Africa: Role(s) of Education Leaders

Considering the debate on preference between digitalization and postdigitalization, this study which is a concept note is undertaken. This is in attempt to explore the roles of education leaders if postdigitalization is to be preferred and promoted. Digitalization which is characterised by high technology use is regarded as tool for repair and solution to prevailing challenges such as inequality, unemployment, poverty, among others tends not to be experienced optimally as envisaged. Meanwhile, one of its major drivers remains the education sector. Conversely, the concept of Ubuntu which is used to express brotherhood remains a major phenomenon in the African continent. Thus, the need to consider postdigitalization as a remedy towards harnessing some of the benefits of digitalization together with those of Ubuntu. This is majorly because in postdigitalization more of the focus remains on humans which is the case with Ubuntu compared to digitalization which considers technology more than people.The study is limited to a concept note, hence, only relevant literature were reviewed, analysed and presented. It is therefore suggested that a similar study be conducted using qualitative and/or quantitative or mixed method approach where data would be collected from participants. This would aid the retrieval of in-depth information on the subject and possibly, generalization of the results

THE CONSTRAINTS OF LEARNING FROM HOME DURING THE PANDEMIC: EXPERIENCES OF RURAL HEI STUDENTS

The outbreak of the Covid-19 pandemic made many institutions of learning at various levels across the globe to shift from onsite to online teaching and learning activities. This was regardless of the level of preparation made available for the transition process. Meanwhile, students from rural institutions of learning are considered to have peculiar challenges with such shift. Thus, this study investigated the constraints of students from a selected South African Rural Higher Education Institution (SARHEI). Quantitative method was employed in this study. Hence, data was collected from 274 undergraduates from the selected university. The data was deduced sequel to a conducted global study which comprised 30,383 students from 62 countries across six continents of the world, of which the selected university was a part. Data was analysed using Microsoft Excel 2016. The finding of the study showed that students tend to experience certain forms of constraints due to the available support systems from the institution of higher learning, as well infrastructure and skills for studying at home. Meanwhile, further findings showed that their level of computer skills did not constitute constraints for the students. The study recommends that appropriate support systems should be made available by rural institutions of higher learning, and students are furnished with necessary infrastructure and skills for learning from home

Investigation of First‑year Learning Experiences in a Rural University in South Africa

This study investigated the first‑year experiences (FYE) of students in a South African university.  Survey research design was used in the study. The quantitative method was used for data collection and 1 479 first‑year students were randomly selected. The findings reveal that first‑year students in the selected South African rural-based university experience certain specific challenges amongst which are poor orientation to the new context, poor knowledge of the Higher Education system, and poor educational background of parents. The study recommends that a special office under the direct line management of the dean of students be established to observe and closely monitor the progress of first‑year students. This office would accommodate orientation of first years, and liaise and collaborate with appropriate offices within the institution to ensure that first‑year students are properly guided and assisted in integrating without stress into the university system

Impacts of Covid-19 Pandemic on Selected Rural University Students’ Emotional Lives: A South African Perspective from a Global Study

The emotional lives of students are paramount in that it influences their learning abilities as well as their academic performance. The COVID-19 pandemic seems to have affected the emotional lives of students, especially those in rural areas. This study explored the impact of COVID-19 on the emotional lives of students in a selected rural university in South Africa. A quantitative research approach was adopted whereby questionnaires were used to collect data from 274 undergraduate students who were selected through simple random sampling technique. Data was analysed using descriptive statistics and themes. The study findings indicate that many of the students are no longer as joyful and hopeful as they used to be because they are not in touch with their fellow students nor with their lecturers. Students are frustrated, with rising degrees of anger and anxiety. The study recommends, amongst other things, the need for the services of counsellors to be engaged at the rural university so that students can receive counselling regarding these problems