Abstract Book of the 8th World Conference on Research in Social Sciences
Year: 2025
DOI:
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Learning difficulties amongst rural students in the Umlazi District of KwaZulu-Natal, South Africa
Samuel Opoku, Elvis Kwaku Badu, Philip Kwame
ABSTRACT:
This study investigates rural students’ learning difficulties in the Umlazi District of KwaZulu-Natal, South Africa. Rural education in this region is often characterised by challenges related to socioeconomic barriers, inadequate resources, and limited access to qualified educators. The research aims to identify the root causes of these learning difficulties and to propose recommendations for improving the educational outcomes of these students.
A mixed-methods approach was employed for the study. Quantitative data was collected through structured questionnaires administered to students and teachers in select rural schools across Umlazi. This data focused on identifying common learning barriers, such as literacy and numeracy difficulties, as well as factors like classroom environment, access to learning materials, and teacher qualifications. In addition, qualitative data was gathered through focus group discussions with educators and semi-structured interviews with students to gain deeper insights into their experiences. Classroom observations were also conducted to assess teaching practices and student engagement.
The findings revealed that students in the Umlazi District face a range of learning difficulties, with the most prevalent being language barriers, inadequate foundational literacy and numeracy skills, and poor classroom infrastructure. Factors such as high teacher-to-student ratios, a lack of individualized attention, and limited access to technology further exacerbated these challenges. Additionally, socioeconomic factors such as poverty, food insecurity, and long travel distances to school contributed to high absenteeism and low performance levels.
The study recommends targeted interventions, including the introduction of remedial programs to support students with literacy and numeracy difficulties. Improved teacher training, increased resource allocation, and community-driven support initiatives are also suggested to address the educational needs of rural students. Investment in digital learning tools and infrastructure development is critical to creating more equitable learning environments. These efforts would ultimately enhance learning outcomes and reduce educational disparities in the region.
Keywords: educators, high absenteeism, language barriers, rural schools, socioeconomic barriers