Impact of COVID-19 on academic performance of students at a historically disadvantaged University in Kwazulu-Natal
type: CreativeWork
description: The COVID-19 pandemic has significantly disrupted nearly every aspect of social life, with higher education being no exception. In response to the pandemic, many universities and colleges worldwide transitioned to online learning to adhere to lockdown regulations and social distancing measures. This method of teaching effectively minimizes both student-to-student and student-to-lecturer contact. While online learning offers convenience, many students—particularly those with limited technical and financial resources—struggle to cope due to existing economic and digital divides. This study aimed to explore the impact of the COVID-19 pandemic on students’ academic performance at a historically disadvantaged university in KwaZulu-Natal. The objectives that guided this research were: to examine the impact of the COVID-19 pandemic on students’ academic performance at the university; to identify the challenges students experienced during the pandemic; and to determine the kind of support that students require to enhance their academic performance during this period. A qualitative approach was employed, involving ten fourth-year students and five lecturers who were purposefully selected from the selected university. The data were analyzed using thematic analysis. The findings revealed significant challenges faced by both students and lecturers at the historically disadvantaged university in KwaZulu-Natal. Notably, a lack of resources was identified as a major obstacle for students in rural areas, complicating communication between lecturers and students. Many students lacked adequate skills to use computers and ICT-related resources due to their backgrounds, which hindered their ability to access online assessments and meet deadlines. The findings from the lecturers further corroborated the students’ claims regarding these challenges. Some lecturers acknowledged that inadequate ICT resources negatively affected their teaching and students’ academic performance. Addressing t…
abstract: The COVID-19 pandemic has significantly disrupted nearly every aspect of social life, with higher education being no exception. In response to the pandemic, many universities and colleges worldwide transitioned to online learning to adhere to lockdown regulations and social distancing measures. This method of teaching effectively minimizes both student-to-student and student-to-lecturer contact. While online learning offers convenience, many students—particularly those with limited technical and financial resources—struggle to cope due to existing economic and digital divides. This study aimed to explore the impact of the COVID-19 pandemic on students’ academic performance at a historically disadvantaged university in KwaZulu-Natal. The objectives that guided this research were: to examine the impact of the COVID-19 pandemic on students’ academic performance at the university; to identify the challenges students experienced during the pandemic; and to determine the kind of support that students require to enhance their academic performance during this period. A qualitative approach was employed, involving ten fourth-year students and five lecturers who were purposefully selected from the selected university. The data were analyzed using thematic analysis. The findings revealed significant challenges faced by both students and lecturers at the historically disadvantaged university in KwaZulu-Natal. Notably, a lack of resources was identified as a major obstacle for students in rural areas, complicating communication between lecturers and students. Many students lacked adequate skills to use computers and ICT-related resources due to their backgrounds, which hindered their ability to access online assessments and meet deadlines. The findings from the lecturers further corroborated the students’ claims regarding these challenges. Some lecturers acknowledged that inadequate ICT resources negatively affected their teaching and students’ academic performance. Addressing t…
author: Rapudi, Pfarelo
license: https://uzspace.unizulu.ac.za/bitstreams/2f40b19d-420b-4da1-9aac-4e69b69a6b77/download
date published: 2024
date modified: 2026-07-24T06:16:44Z
provider: University of Zululand
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Zululand