Learning challenges among undergraduate rural university students in South Africa and Nigeria
| dc.contributor.author | Uleanya, Chinaza | |
| dc.date.accessioned | 2018-08-13T08:02:19Z | |
| dc.date.available | 2018-08-13T08:02:19Z | |
| dc.date.issued | 2018 | |
| dc.description | 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, 2018 | en_US |
| dc.description.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 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. | en_US |
| dc.identifier.uri | https://hdl.handle.net/10530/1719 | |
| dc.publisher | University of Zululand | en_US |
| dc.subject | learning --learning challenges --undergraduate --university students --rural university --resilience --motivation --South Africa --Nigeria | en_US |
| dc.title | Learning challenges among undergraduate rural university students in South Africa and Nigeria | en_US |
| dc.type | Thesis | en_US |
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