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

Uleanya, Chinaza

doi:10.1080/14725843.2020.1813083

Cited by 6 publications

(7 citation statements)

References 42 publications

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“…Poor physical infrastructure is one major issue affecting the RUs' transformation (Uleanya, 2022). These institutions are predominantly located in rural areas with limited resources.…”

Section: Poor Physical Infrastructures In Rural Universitiesmentioning

confidence: 99%

“…RUs have significant internet connectivity challenges, and as a result, students in such institutions are disadvantaged (Ajani & Gamede, 2020). Considering the abject poverty rate and other socioeconomic issues (Uleanya, 2022) in such areas, students could not afford to acquire data and online learning tools (Mutongoza, 2021). Due to a lack of infrastructure at these remote institutions, many students have been forced to live off-campus…”

Section: Introductionmentioning

confidence: 99%

“…been a setback(Ebehikhalu et al, 2016) Uleanya (2022). intimated that RUs are grappling with poor student residences and insufficient campus water and electricity supply.…”

mentioning

confidence: 99%

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Disparities in Rural Universities Transformation: A Review From a South African Perspective

DAMOAH,

KHALO,

OMODAN

2023

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In recent years, the South African government has placed a greater emphasis on transforming rural universities. This has been driven by a desire to increase access to higher education and improve the quality of education in rural areas. However, this process has not been without its challenges, among which is the fact that rural areas tend to be less developed than urban areas, making it difficult to attract and remain in the fulcrum of development. This paper is located with an Asset-Based Community Development (ABCD) approach toward transforming rural universities in South Africa. A systematic review approach was employed to investigate the problem, which enabled the researchers to draw logical conclusions from the findings of exhaustive literature to address the problem of the paper. After systematic scrutiny, inclusion and exclusion criteria were operationalized by limiting to 8 relevant articles. The databases used were Google Scholar, ResearchGate, Scopus, JSTOR, ScienceDirect, Web of Science, and Education Resources Information Centre (ERIC). Findings revealed that Inequality, Poor physical infrastructure, and Lack of Information and Communication Technology (ICT) infrastructure and training support in Rural Universities were dimensions against rural university transformation in Africa. The paper, therefore, concludes that rural universities (RUs) are grappling with several challenges thwarting their efforts in delivering quality teaching and learning with the recommendation that adequate infrastructure, policy change, and provision of academic support for students should be provided.

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“…Poor physical infrastructure is one major issue affecting the RUs' transformation (Uleanya, 2022). These institutions are predominantly located in rural areas with limited resources.…”

Section: Poor Physical Infrastructures In Rural Universitiesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Disparities in Rural Universities Transformation: A Review From a South African Perspective

DAMOAH,

KHALO,

OMODAN

2023

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“…This has led to the problem of the study: the lack of participation among pre-service teachers in South Africa's rural university classrooms. Empirically, the study of Uleanya et al (2020) and Uleanya (2022) support the above problem, showing that an unconducive environment, such as classrooms without proper winter resistance during winter, hinders student participation, hence encourages teacher-centred teaching methods, which makes collaborative learning problematic. Thus, the sustainability of collaborative learning in South African rural universities is essential.…”

Section: Introductionmentioning

confidence: 98%

Sustaining collaborative learning in a rurally located university classroom in South Africa: Conducive conditions and possible threats

Adebola

2024

IJER

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This study investigated how collaborative learning, as a teaching and learning approach, can be enhanced to promote pre-service teachers' participation in university classrooms in rural areas of South Africa. The study aimed to identify the conducive conditions that support collaborative learning, as well as the threats that may hinder the implementation of collaborative learning in rural classrooms. Asset-based community development served as the theoretical framework for this study. A transformative paradigm was adopted, employing a participatory research design to bring together individuals with relevant experiences and opinions. The study involved fifteen participants, including five lecturers with more than five years of experience, five third-year students, and five fourth-year students from a selected university. Data was collected through focused group discussions and interviews. Thematic analysis was used to analyse the data. The findings of the study revealed that connecting activities to assessment, proper planning, linking content to students' lives, and establishing a positive classroom culture were conducive conditions for collaborative learning. On the other hand, language barriers, unconducive classroom infrastructure, and lack of infrastructure were identified as factors that could hinder the implementation of collaborative learning in this study. The study recommends the creation of favourable conditions, such as aligning activities with assessments and effective planning, to promote collaborative learning among pre-service teachers in rural university classrooms in South Africa.

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“…In addition, Du Plessis and Mestry (2019) reveal that today's difficult conditions for rural-based schools have been exacerbated by a wide range of internal and external factors, including local communities and educational authorities and factors from school structures. Studies by Shikalepo (2020) and Uleanya (2022) reveal that the challenges faced by rural-based schools in South Africa contribute to the lack of delivery of high-quality education. The lack of proper infrastructure required for improving education tends to affect the reading and writing of learners in rural-based schools in South Africa (Du Plessis & Mestry 2019;Msila 2010).…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of music education in developing and fostering reading and writing for learners

Yende

2023

Reading & Writing

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Background: It is well-known, but perhaps not well documented, that after the first democratic elections in 1994, South African education was declared standard. However, poverty is widespread in rural-based schools, which negatively impacts the development of quality education for learners. This is attributed to the unique challenges that learners in rural-based schools face that affect their quality of education. Apart from inadequate state funding, insufficient resources, and underqualified teachers, learners are faced with poor reading and writing in foreign languages such as English. Furthermore, teaching language incorporating music as a supportive tool has been neglected. Music can be a powerful tool for language teaching for several reasons. This has become a significant contributor and barrier to effective education.Objective: Therefore, from this background, this article aims to discuss the effectiveness of music education in developing and fostering reading and writing in rural-based schools.Method: A qualitative research method was used embedded within content analysis of existing scholarly writings.Results: Framed within music learning theory, the findings of this article reveal that music education plays an essential role in improving the readability of learners, especially in rural-based schools.Conclusion: This article concludes by affirming that music education is essential in developing and fostering the reading and writing of languages such as English in rural-based schools. However, this calls for the Department of Basic Education (DBE) to provide a proper music infrastructure in rural-based schools.Contribution: This article provides new insight about the role of music education in improving reading and writing for learners.

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

Cited by 6 publications

References 42 publications

Disparities in Rural Universities Transformation: A Review From a South African Perspective

Disparities in Rural Universities Transformation: A Review From a South African Perspective

Sustaining collaborative learning in a rurally located university classroom in South Africa: Conducive conditions and possible threats

Effectiveness of music education in developing and fostering reading and writing for learners

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