A comparative analysis of the impact of the COVID-19 pandemic on rural university students in South Africa and Uganda
List of Authors
  • Kiiza, Kobusingye Loyce , Newlin, Marongwe

Keyword
  • COVID-19, rural, university, students

Abstract
  • The outbreak of COVID-19 significantly caused shifts in higher education’s environment and operational norms. This has propelled new educational strategies, models and frameworks. Globally, COVID-19 wreaked havoc on institutions of higher learning, such as universities. This was a qualitative comparative and phenomenological study aimed at exploring the impact and implications of COVID-19 on rural university students in South Africa and Uganda. The services offered to rural communities have a bearing on educational institutions in those environments. The study further suggested possible contingency plans to counter the negative impacts caused by such pandemics on rural students in universities. The findings, through a thematic analysis, revealed that rural university students in the two countries were affected by COVID-19 instructional, psychological and social ways. In conclusion, rural university students have peculiar challenges due to their unique but disadvantaged settings. The study recommends that online teaching and learning be prioritized to benefit rural students, preceded by adequate training in Ed Tech skills for both lecturers and students. There is need for guidance and counselling psycho-social interventions for rural university students to address the related challenges.

Reference
  • 1. al-Mamun, F., Hosen, I., Misti, J. M., Kaggwa, M. M., Mamun, M. A. (2021), Mental Disorders of Bangladeshi Students During the COVID-19 Pandemic: A Systematic Review. Psychology Research and Behavior Management, 14, 645–654.
    2. Bongomin, F., Olum, R., Nakiyingi, L., Lalitha, R., Ssinabulya, I., Sekaggya-Wiltshire, C., Ocama P., Byakika-Kibwika, P. (2021), Internal Medicine Clerkship Amidst COVID-19 Pandemic: A Cross Sectional Study of the Clinical Learning Experience of Undergraduate Medical Students at Makerere University, Uganda. Advances in Medical Education and Practice, 12, 253–262.
    3. Cohen, L., Manion, L., Marrison, K. (2007), Research methods in education. London: Routledge Falmer.
    4. Gay, L.R. (1981), Educational research competencies for analysis and application. Columbia: Charles E. Merrill Publishing Co.
    5. Donoso, V., Retzmann, N. (2021), The impact of the COVID-19 crisis: Is online teaching increasing inequality and decreasing well-being for children? Available at: https://blogs.lse.ac.uk/medialse/2021/01/20/the-impact-of-the-covid-19-crisis-is-online-teaching-increasing-inequality-and-decreasing-well-being-for-children/ [Accessed June 26, 2021].
    6. du Plessis, P., Mestry, R. (2019), Teachers for rural schools – a challenge for South Africa. South African Journal of Education, 39(1), 1-9. https://doi.org/10.15700/saje.v39ns1a1774
    7. El Said, G.R. (2021), How Did the COVID-19 Pandemic Affect Higher Education Learning Experience? An Empirical Investigation of Learners’ Academic Performance at a University in a Developing Country. Advances in Human-Computer Interaction Volume 2021, Article ID 6649524, 10 pages https://doi.org/10.1155/2021/6649524
    8. Hedding, D.W, Greve, M., Breetzke, G.D., Nel, W., Jansen van Vuuren, B. (2020), COVID-19 and the academe in South Africa: Not business as usual. S Afr J Sci, 116(7/8), Art. #8298, 3 pages. https://doi. org/10.17159/sajs.2020/8298.
    9. Ho, I.M.K., Cheong, K.Y., Weldon, A. (2021), Predicting student satisfaction of emergency remote learning in higher education during COVID-19 using machine learning techniques. PLoS ONE, 16(4): e0249423. https://doi.org/10.1371/journal. pone.0249423.
    10. Kyamazima, D. (2020), Enabling the continuity of learning in Uganda: The impact of the COVID-19 pandemic on the education system. Coronavirus, Teachers, 3. Available at: https://www.ukfiet.org/2020/enabling-the-continuity-of-learning-in-uganda-the-impact-of-the-covid19-pandemic-on-the-education-system/ [Accessed June 26, 2021].
    11. Leedy, P.D. (1980), Practical Research Planning and Design. New York: Macmillan Publishing Company.
    12. Leedy, P.D. (1985), Practical research: Planning and design (5th ed). New Jersey: Prentice Hall.
    13. Marton, F., Booth, S. (1997), Learning and Awareness. Mahwah, New Jersey, USA: Lawrence Erlbaum Ass.
    14. Mazarura, T. (2021), Inequality warning: The pandemic’s impact on education. SOUTHERN AFRICA HUMAN RIGHTS ROUNDUP #35. Available at: https://www.dailymaverick.co.za/article/2021-03-15-inequality-warning-the-pandemics-impact-on-education/ [Accessed June 26, 2021].
    15. Mncube, V.S., Mutongoza, B.H., Olawale, B.E. (2021). Managing higher education institutions in the context of covid-19 stringency: experiences of stakeholders at a rural South African university. Perspectives in Education, 2021 39(1), 390-409. DOI: http://dx.doi. org/10.18820/2519593X/pie.v39.i1.24.
    16. Molosankwe, B. UJ students reject planned online teaching to start next week. The Star. 2020 April 17, News.
    17. Murgatrotd, S. (2020), COVID-19 and Online learning, Alberta, Canada.doi:10.13140/RG.2.2.31132.85120.
    18. Mukute, M., Francis, B., Burt, J., De Souza, B. (2020), Education in Times of COVID-19: Looking for Silver Linings in Southern Africa’s Educational Responses. Southern African Journal of Environmental Education, 36, 1-16. DOI 10.4314/sajee.v36i1.7.
    19. Millward, L.J. (2006), Focus groups. In G.M Breakwell, S. Hammond, C. Fife-Schaw & J.A Smith (eds.). Research methods in psychology (3rd ed.). 274-298. London: SAGE Publications.
    20. Ndeskoi, T.T. (2016), An investigation of the implementation of environmental education in Tanzania Primary Schools 1980-2010. Doctoral thesis. University.
    21. New Vision, August 18, (2020). Obilan Abubaker. COVID-19: Why Teachers Will Quit their Jobs.
    22. Ogunleye, O.O., Basu, D., Mueller, D., Sneddon, J., Seaton, R.A., Yinka-Ogunleye, A.F., Wambga, J., Miljkovi, N., Mwita, J.C., Rwegerera G.M., Massele, A. (2020), Response to the novel corona virus (COVID-19) pandemic across Africa: successes, challenges and implications for the future, Front. Pharmacology, 11.
    23. Petrie, C. (2020), Spotlight: Quality education for all during COVID-19 crisis (hundred Research Report #01). United Nations. https://hundred.org/en/collections/qualityeducation-for-all-during-coronavirus.
    24. Sumitra, P., Chhetri, R. (2021), A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning. Higher Education for the Future, 8(1), 133–141. DOI: 10.1177/2347631120983481.
    25. Sahlberg, P. (2020), Does the pandemic help us make education more equitable? Educational Research for Policy and Practice, 20,11–18. https://doi.org/10.1007/s10671-020-09284-4 .
    26. Spaoul, T. (2020), Impact of Covid-19 pandemic on Early Childhood Care and Education. Early Childhood Education Journal, (48)5, 533-536. doi: 10.1007/s10643-020-01082-0.
    27. Pring, R. (2000), Philosophy of Education Research. London: Continum.
    28. Smith, J.A. (2003), Introduction. In J.A. Smith (ed), Qualitative Psychology: A Practical Guide to Research Methods (pp.1-3). London: SAGE Publications.
    29. Smith, J.A. Flowers, P. (2009), Interpretive, phenomenological analysis: Theory, method and Thousand Oaks: SAGE.
    30. UN (United Nations). (2020), Policy brief: Education during Covid-19 and beyond. Retrieved from https://www.un.org/sites/un2.un.org/files/sg_policy_brief_covid-19_and_education UNDP (United Nations Development Programme). (2020), Human development perspectives Covid-19 and human development: Assessing the crisis, envisioning the recovery. Retrieved from http://hdr.undp.org/sites/default/files/covid-19_and_ human_development_0.pdf
    31. UNESCO-IESALC (United Nations Educational, Scientific and Cultural Organisation -International Institute for Higher Education in Latin America and the Caribbean). (2020), COVID-19 and higher education: Today and tomorrow. Impact analysis, policy responses and recommendations. Retrieved July 9, 2021, from: http://www.iesalc.unesco.org/en/wp-content/uploads/2020/04/COVID-19-EN090420-2.pdf