Assessing learning methods used in rural secondary schools in the Vhembe district of the Limpopo Province in South Africa

The advancement of technology has given rise to various ways of processing information and learning. Some of the challenges that hinder the adoption of information communication technologies in teaching include limited resources, infrastructure, and lack of support from the governing bodies of schools. This study aimed to investigate the learning methods used in rural secondary schools in the Vhembe district of Limpopo Province in South Africa. A positivist paradigm was adopted in which a quantitative research approach was employed. Survey research was followed with the use of questionnaires as a data collection instrument. The target population was 156 teachers in four secondary schools in the Vhembe district of Limpopo Province in South Africa. Multistage sampling, which involves two sampling stages using cluster sampling and simple random sampling, was used. The data collected was analyzed using the Statistical Package for Social Sciences (SPSS) and the results were presented in simple tables, frequency, and charts. The findings show that secondary schools require adequate learning and teaching resources to improve student performance. The findings further indicated that learners could benefit more by improving their reading fluency, improving digital literacy skills, grasping proper pronunciation and tone, and reducing distractions while learning. The study recommends that the establishment of audio-assisted learning materials should be considered as a method that could help learners improve their performance. Schools should appeal to nongovernmental organizations, the private sector, individuals, and industries to assist in supplementing and substituting obsolete learning materials and aids.