The identification and analysis of environmental factors affecting the academic performance of rural distance education students at the University of Namibia

Abstract

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The central focus of this thesis is to identify the environmental factors negatively affecting the academic performance of rural distance education students at the University of Namibia (UNAM). The rationale for this identification is that most of the distance education students of UNAM who perform poorly in their studies, are from the rural areas of Namibia. According to information from the Department of Distance Education at UNAM more rural distance education students than their fellow students in the urban area are unsuccessful in their studies. The aim of this study is to recommend affordable ways that UNAM can apply to render effective student support to its rural distance education students. In order to paint a clear picture of the rural distance education students I compare them with other distance education students in the world, as well as with their fellow students in the urban area. I suggest that rural and urban distance education students sometimes experience common problems during their studies, but that the urban students are in better positions to solve their problems

To gain as much information for this study as possiple I used all distance education students in the Higher Primary Education Certificate (HPEC), Education Diploma Primary (ED. Prim) and Diploma in Education: African Languages (DEAL) courses as a sample. The basic questions addressed in this study are: 1. Which environmental factors affect the academic performance of rural distance education students at the University of Namibia? 2. Is the effect of identified factors more negative to the rural distance education students of UNAM than to the distance education students in the urban area?

The data gathered to come to final conclusions were gained from questionnaires, interviews with distance education students of UNAM and UNAM's regional centre heads, visits to the homes of some of the students in the rural areas, written reports of UNAM's regional centre heads and my own experience

The final results indicate that there are seven major factors which influence the rural distance education students of UNAM. These seven factors are divided into items, namely personal, environmental, institutional, academic, study facilities, study time and administrative factors. It is important to note that all factors work together to affect the eventual success of UNAM's distance education student

With regard to the characteristics of the research subjects it was concluded that the majority are:. female students. Oshindonga speaking. in possession of post Secondary qualifications. experienced teachers. inexperienced in relation to distance education. study to improve their qualifications. from the rural area

I am aware that there are a considerable amount of factors that are beyond UNAM' control. Despite this problem I make some recommendations regarding the improvement of UNAM's support to its rural distance education students. To my mind these activities are practicable and affordable