Abstract
The effect of the COVID-19 pandemic has been felt by both male and female students in Open and Distance e-Learning (ODeL) and contact-based learning institutions in South Africa. However, young female students have been the most affected group. Societal norms that reinforce cultural practices, which favour male students, hinder the academic performance of young female students. Therefore, this study explores factors that affected the academic performance of young female students in an ODeL environment during the COVID-19 pandemic. Semi-structured interviews were conducted with eight female students between the ages of 21 and 35. Data were analyzed using a thematic analysis. The findings reveal that the categories of factors that negatively affected their academic performance were a lack of family support, a lack of resources, and living in an overcrowded home. This study recommends that local municipalities in rural areas where these students reside should have at least one community hub that has working computers with consistent and stable access to the University of South Africa, as a leader in ODeL in South Africa. The University should partner with the Commission for Gender Equality to develop long-term strategies that will see both institutions offering free data to young female students studying through open and distance e-learning methods, particularly for those who come from remote and rural areas, or poor socioeconomic backgrounds. This will enable young female students to obtain access to the internet for information and their educational materials.
Presenters
Thulani ChaukeSenior Lecturer, Adult Community and Continuling Education, 4360102869, Limpopo, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
ACADEMIC PERFORMANCE, COVID-19, YOUNG FEMALE, STUDENTS, OPEN DISTANCE AND E-LEARNING
