Exploring the Psychological Factors Influencing Learners’ Academic Performance in a Rural High School during the COVID-19 Pandemic

The COVID-19 pandemic disrupted teaching and learning, and learners in rural schools faced various psychosocial issues. These could be explained by affecting learners’ academic performance. However, this study explores the psychological factors influencing learners’ academic performance in a rural high school during COVID-19. It used a qualitative research approach and a phenomenological research design. Semi-structured interviews were used to collect data. Ten participants, including four learners and six teachers, were purposively and conveniently selected from a rural high school in the Thabo Mofutsanyane district, Free State, South Africa. Data were analysed through narrative analysis. The findings revealed that various psychological factors influenced learners’ academic performance during COVID-19, such as depression, stress, anxiety, loss of concentration, and hopelessness. This study concluded that psychosocial factors can negatively affect learners’ academic performance by reducing their focus and motivation, thereby hindering learning. Those from rural high schools were the learners who found it most difficult to focus on their academics and whose concentration was disrupted throughout the COVID-19 pandemic.