Championing Rural Student Success

BY: .

For dedicated staff member Ms Nontuthuzelo Mkhize, completing her master’s degree in Social Science Education marked both a professional and deeply personal achievement.

Supervised by Dr Muntuwenkosi Abraham Mtshali and Professor Msizi Vitalis Mkhize, her dissertation, “Factors Affecting Academic Performance of Students from Rural Areas: A Case of Business Management Education in One University” addressed an issue close to her heart.

‘I wanted to understand the specific factors that influence the academic performance of students from rural backgrounds within an urban university setting in Business Management Education,’ she explained.

Observing a consistent gap in academic outcomes between rural and urban students, Mkhize’s study set out to explore the underlying challenges rural students face. These include limited access to resources, unfamiliar academic environments and socioeconomic barriers that often hinder success.

Her study found that the transition to independent learning was challenging, but support from lecturers, advisers, and mentors, along with access to resources like libraries, digital tools, and textbooks, significantly enhanced performance for rural students. It also highlighted the critical role of interactive teaching methods, varied assessments and active participation in improving learning outcomes.

Working full-time while studying was a significant challenge. She reflected: ‘Balancing work commitments and academic research is no child’s play. It is even worse when you also add family commitments. I had to prepare my weekly schedule and stick to it. During the day, I focused on administrative work; in the evenings, I focused on my research while assisting my children with homework.

‘My perseverance was tested time and again, particularly when facing tight deadlines and long nights. I pushed myself even when I was exhausted. I learnt to maintain focus and prioritise tasks,’ she said proudly.

A pivotal moment in her academic journey occurred during one of her conversations with a rural student who shared how isolating and overwhelming the transition to university had been, despite their strong motivation to succeed. That moment reaffirmed her decision to take the path of study.

Mkhize’s postgraduate experience has had a significant impact on her professional role. She affirms that it has sharpened her research skills, critical thinking, and reflective practice. ‘I constantly evaluate and improve my methods, which has translated into more effective problem-solving and decision-making within the College. This journey has reinforced my commitment to lifelong learning - it is something I now actively model and promote in the College community.’

She was surprised by the resilience and adaptability many rural students displayed despite systemic challenges. She believes institutional assumptions - such as a one-size-fits-all approach to student support - often fail to address the nuanced needs of rural students. For example, she notes that some universities offer generic orientation programmes without considering specific gaps in areas like digital literacy or academic writing.

Based on her findings, Mkhize advocates for targeted mentorship programmes and varied teaching styles. She believes that by incorporating a holistic approach to education, universities can bridge the performance gap between rural and urban students, thereby fostering a supportive and inclusive learning environment. This, she predicts, will lead to sustainable progress and greater equity in academic achievement.

‘While much of the existing dialogue around equity tends to focus on urban or socioeconomically disadvantaged populations, rural students face a distinct set of challenges that deserve equal attention,’ said Mkhize.

She also shared her aspirations, saying, ‘Absolutely, I see myself pursuing a PhD in the School of Education as the next step in my academic and professional journey - and I already have a topic!’

Reflecting on the broader value of her work, Mkhize added, ‘Engaging in this research gave me a deeper understanding of the diverse needs students bring into the classroom. Our systems must adapt to meet them.’

She concluded by saying: ‘This academic journey, and the study itself, is dedicated to the memory of my late husband. He was a constant source of encouragement, always believing in my potential and reminding me of the importance of pursuing my goals, even when the path felt overwhelming. His unwavering support gave me the strength to continue, and it is his voice I carried with me through the most challenging moments of this journey. As I now look ahead toward pursuing a PhD, I do so with him in mind, honouring his belief in me and the dreams we shared.’

Words: Rakshika Sibran

Photograph: Sethu Dlamini