Comparison of academic achievement of learners in rural and urban secondary schools in the Vhembe District, Limpopo province, South Africa

Abstract

Post the attainment of democracy in South Africa, the Department of Basic Education implemented several initiatives including changes in the curriculum and policies in an attempt to provide equitable and quality education for all learners. This research study examined the difference in academic achievement between rural and urban secondary school learners in Vhembe District, Limpopo province of South Africa. The researcher adopted a qualitative approach with a descriptive design, using semi-structured interviews for data collection from a sample of 18 participants consisting of principals, DHs and teachers from participating secondary schools. This was triangulated by document analysis of school academic records. The study found that an academic achievement gap exists between rural and urban secondary school learners, with the urban secondary school learners outperforming their rural counterparts. The study also established the underlying factors causing academic achievement gaps namely family factors; socioeconomic factors; availability of school facilities and resources; availability of qualified teachers; and learner discipline. Recommendations were made in order to address the issues leading to academic achievement gaps between rural and urban secondary school learners. The recommendations were based on the findings. The accompanying key words of the study are namely urban secondary schools, rural secondary schools, academic achievement, learners, and academic performance gap.