Rural and irrelevant: exploration of learning challenges among undergraduates’ rural universities

Chinaza Uleanya, Bongani Thulani Gamede, Azwidohwi Philip Kutame

Research output: Contribution to journalArticlepeer-review

7 Citations (Scopus)


The study explored the relevance of rural university education based on the experiences of learning challenges among undergraduates in selected rural universities in South Africa and Nigeria. Quantitative research design was adopted for data collection. Simple random sampling technique was used to select 934 students who served as participants for the study. Data were collected through the use of questionnaire which was analysed using descriptive statistics and Statistical Package for Social Sciences (SPSS). The finding of the study reveals that undergraduates in the two selected rural universities experience common learning challenges amongst which include: cognitive, poor academic foundation, and lecturer-students’ relationship. These are caused by lack of facilities, students’ family socio-economic background, amongst others. The study recommends that rural university education should be improved upon in order to make it more relevant, otherwise, it remains irrelevant to both the students and nations.

Original languageEnglish
Pages (from-to)377-391
Number of pages15
JournalAfrican Identities
Issue number4
Publication statusPublished - 1 Oct 2020
Externally publishedYes


  • Learning challenges
  • Nigeria
  • South Africa
  • rural university
  • undergraduate university students

ASJC Scopus subject areas

  • Cultural Studies
  • Anthropology


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