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Title:Profiling learners and teachers at remote rural secondary schools: a case study
Authors:Delport, A.
Mangwaya, E.
Periodical:Africa Education Review (ISSN 1814-6627)
Geographic term:Zimbabwe
Subjects:academic achievement
secondary education
rural-urban disparity
External link:https://www.tandfonline.com/doi/pdf/10.1080/18146620802449456
Abstract:The academic achievements of learners at remote rural secondary schools in developing countries like Zimbabwe and South Africa tend to be low compared to those who attend urban schools. Acknowledging that numerous factors are likely to influence learners' academic achievement in general, this study focused on two factors, which have been identified by research as particularly significant, namely the specific profile of the rural school learner, as well as the profile of the teacher teaching at these rural schools. The profile of learners takes in parents' educational qualifications and occupations, as well as their attitudes to education and their involvement in school activities, family sizes and types, and the distances learners have to travel to school. The profile of teachers includes teacher qualifications, the subjects they teach and their actual specializations, as well as their teaching experience. Although the actual investigation was in the form of a case study done at only two remote rural secondary schools in Zimbabwe, the authors believe that these schools resemble most remote rural secondary schools in developing countries, also in South Africa. Based on their findings, they contend that the poor academic performance of learners at these two remote rural schools can be related to the specific profiles of the learners who attend these schools, as well as the profiles of teachers teaching at these schools. The findings once again emphasized the continuation of the dilemma of bimodal distribution of education opportunities to the detriment of (mainly black) learners in remote rural areas. Bibliogr., sum. [Journal abstract, edited]