The Effects of On-Campus Residence on Academic Performance of University Students: A South African Perspective

Abstract

The article is based on a comparative study that aimed to determine whether on-campus residence may exert an influence on students’ academic performance. Eighty participants from the Faculty of Humanities at one of the universities of technology in Soshanguve, South Africa, were sampled to participate in the study. The rationale behind this was that the Faculty of Humanities offers day classes and evening classes, which are attended by both on-campus and off-campus students. Quota sampling was used to select the participants. From an academic perspective, the study attempted to ascertain which of the afore-mentioned residences can contribute to students’ academic success. The study found that on-campus students have a greater chance of performing well, when compared to their counterparts, the off-campus students. The findings further revealed that there is a dialectical relationship between students’ academic performance and their residence. The study records the following qualitative variables to academic success: access to safety and an environment that is conducive to learning, academic tutorship and mentorship programmes, social and personal contact relationships, and library and internet resources. In this quest, these variables are crucial to the enhancement of students’ learning development.