Vol. 5, Issue 1 (2020)
Attributes underlying learner performance in rural schools: The perspectives of rural school teachers in Namibia
Author(s): Elock Emvula Shikalepo
Abstract: The performance of learners at rural schools have been reported to be less satisfactory, yet sketchy evidence was available in literature to detail the factors influencing learner performance among rural schools. The purpose of this study was to explain the factors influencing teaching and learning at rural schools, with the aim of nurturing these factors for improved quality of output in rural schools. Case study design was used, which sampled teachers and education officials. Data was collected by means of a literature study, individual and focus group interviews. The data was analysed thematically. Key findings reveals that the performance of learners at rural schools is informed by diverse factors, which relates to the foundation for learning, teacher-learner ratio, English proficiency and parental involvement in teaching and learning. Factors such as subject specialization, working environment, genetic characteristics and climatic conditions also underpin teaching and learning in rural schools. The findings revealed diverse factors, as sufficient evidence to explain the standard of learner performance at rural schools. The study recommends that these factors should be nurtured appropriately for improved quality of learning and teaching in rural schools.