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The objective of this qualitative study was to assess the information literacy and metacognitive abilities of teachers in a rural school in South Africa. Data were collected through semi-structured interviews. Due to COVID-19 safety considerations, primary data was acquired from 10 teachers via semi-structured telephonic interviews. All participants' views were transcribed and analysed using thematic analysis to determine the similarities and differences in terms of their responses. The findings of the study amongst others revealed that despite the giant strides made by the South African government to digitize teaching and learning activities in schools, large proportion of rural teachers have phobia to use computer applications unassisted. Also, low self-evaluation, goal-setting and help-seeking/self-reflection were found to be metacognitive abilities which hamper their effective teaching skills via usability of ICT. The study concludes by recommending programmes such as cognitive development, emotional intelligence, computer-digital programming for all teachers in rural schools for optimal performance.

The purpose of this study is to explore the perception of subject advisers on curriculum change and delivery in secondary schools. The survey design which adopts quantitative research approach was used. Random sampling procedure is used to select b samples of 300 respondents in the study who are subject advisers. Questionnaires were administered to all selected 300 subject advisers, however, only 217 were duly completed and analysed for the study. The findings indicate among others that curriculum delivery is dependent on teachers' familiarization with the curriculum, planning of lessons and teaching through the use of the curriculum. The study recommends that teachers should be motivated to familiarize themselves with the curriculum, trained periodically on how to use the curriculum when planning their lessons and teaching. Also, continuous curriculum change should be checkmated.

This study explored the factors affecting curriculum delivery as well as the way in which subject advisors deliver curriculum changes in selected rural schools in a selected education district in South Africa. Quantitative research was adopted for data collection. Questionnaires were administered to 17 educators, 35 school management team (SMT) members, and 165 subject advisors, who were purposively selected. The findings of the study show that non-involvement of educators in the curriculum planning phase, political instability, poor infrastructure, workload of educators, among other things, affect curriculum delivery, leading to curriculum change. The study recommends that educators be involved in and consulted during curriculum planning, and that political instability of the state not interfere with the planned curriculum guiding teaching and learning activities in the state. Adequate infrastructure should be provided to enhance teaching and learning activities, while more educators are recruited to reduce their workload. [ABSTRACT FROM AUTHOR]

This study explores the teaching and learning challenges experienced by teachers working in selected rural secondary schools in South Africa. The quantitative research approach was adopted for the study. The Purposive and random sampling procedures were used respectively to select the schools and a sample of 120 teachers across ten secondary schools. Questionnaires were administered to all randomly-selected 120 teachers, though only 98 duly completed the questionnaires. The collected data were analysed using frequency distribution. The finding of the study shows that teachers in rural-based secondary schools in South Africa are negatively affected by the adopted curriculum, student-teacher ratio, and lack of textbooks, among others. [ABSTRACT FROM AUTHOR]

Quality education at various levels in rural communities, especially with regards to developing and underdeveloped nations has been challenging. Hence, this study investigated the effect of technology in providing quality education to rural based university students, consequently improving their learning abilities. Quantitative and qualitative methods were adopted for data collection. Questionnaires were administered to 934 randomly selected undergraduates, while semistructured interviews were conducted for eight lecturers from two selected rural universities in South Africa and Nigeria. The findings show that while technology can have great impact on the learning abilities of the students and improve the quality of education provided, several factors militate against the inclusion of technology in the education provided to students in the selected rural universities. The study recommends that curriculum planners take into cognizance the inclusion and provisions of technological facilities when planning the curriculum, periodically organize workshops for lecturers on the need to adopt the use of technology when lecturing, and assessing and providing feedback to students. [ABSTRACT FROM AUTHOR]

The article offers information on the effects of household poverty trap on the academic performances of learners in rural based secondary schools. Topics include the study indicate that household poverty trap causes absenteeism for learners, affect their health, hamper their learning abilities cum academic performances; and creation of more employment opportunities by the government being promoted.