Yinusa A. Faremi, Celani S. Mabuza, Kehinde C. Akinwarere


One of the goals of education is to ensure that all learners have access to quality education within a short radius of their immediate environment. This study set to examine how the distance covered to school by the learner have impact on their academic performance in geography subject in Mankayane area of Eswatini. The study adopted a pragmatism paradigm using a triangulation mixed method research design in which qualitative data were generated using semi-structured interview guide that involved 16 participants and tests score of 80 participants. The findings of the study revealed that long distance travelled to school harmed learners’ academic performance in geography as compared to those who stay closer to the school. The hypothesis tested at .05 significance level also revealed that that there was a significant difference between the performance of those who travelled a long distance and those who stay closer to the school. It was concluded that learners travelled long distance to and for schools negatively impact their academic performance in geography. Learners that experienced distance travelled to school should be assist by the government in providing transport facilities.


Article visualizations:

Hit counter


distance travelled, long distance, short distance, academic performance, geography subject

Full Text:



Ayenigbara, G. O. & Seidu, Y. H. (2017). Factors militating against quality of academic performance of secondary school students: a case study of secondary school student in Ondo State, Nigeria. International Journal of Advance Research (IJAR), 5(2), 2179-2184. DOI:

Adesegun B. T., Adekunle, B. D., & Emmanuel, O. A. (2016). School Location and Gender as Correlates of Students’ Academic Achievement in Economics. International Journal of Educational Sciences, 13(3), 255-261.

Government of Canada, (2017). Education in developing countries.

Duze, C. O. (2010). Entrepreneurship Education in Nigeria: Funding Mechanisms. African Research Review, 4(4). DOI: 10.4314/afrrev.v4i4.69228

Ebinum, U. S., Akamagune, N., Ugbong, B. I. (2017). The Relationship Between School Distance and Academic Achievement of Primary School Pupils in Ovia North- East Lga, Edo State, Nigeria. International Journal of advanced research and Publications (IJARP) 1(5). 427-435.

Faremi, Y. A. & Faremi, M. F. (2020). Continuous assessment of undergraduates as a predictor of their academic performance in educational administration and planning course. Universal Journal of Educational Research, 8(11), 5212-5221, DOI: 10.13189/ujer.2020.081122.

Featherstone, S. & Ferreira, D. (2017). The Promise and Challenges of Education in Sub-Saharan Africa.

Guy-Evans, O. (2020, Nov 09). Bronfenbrenner's ecological systems theory. Simply Psychology.

Hazarika, G. & Bedi, A. (2006). Child Work and Schooling Costs in Rural Northern India. Semantic Scholar.

Hsieh, H. F., and Shannon, S. E. (2005). Three Approaches to Qualitative Content Analysis. Qualitative Health Research, 15 (9): 1277-1288. DOI: 10.1177/1049732305276687

Kaushik, V. & Walsh, C.A. (2019). Pragmatism as a research paradigm and its implications for social work research. Social Science, 8(9), 255.

Majgaard, K. & Mingat, A. (2012). Education in Sub-Saharan African: A comparative analysis. Semantic Scholar, doi:10.1596/978-0-8213-8889-1

Ministry of Education and Training (2011). National education and training sector policy. Eswatini Ministry of Education and Training.

Ministry of Education and Training (2018). National education and training sector policy. Eswatini Ministry of Education and Training.

Naudé, W. (2017). Entrepreneurship, education and the fourth industrial revolution in Africa. IZA Institute of Labor Economics.

Owusu-Edusei, K., Espey, M. & Huiyan, L. (2007). Does Close Count? School Proximity, School Quality, and Residential Property Values. Journal of Agricultural and Applied Economics, Southern Agricultural Economics Association, 39(1), 211-221.

Ozdemir, U. (2012). High School Students' Attitudes Towards Geography Courses (Karabuk Sample-Turkey). World Applied Sciences, 17 (3): 340-346.

Plomin, R. & Daniels, D. (2011). Why are children in the same family so different from one another? International Journal of Epidemiology, 40(3): 563–582. doi: 10.1093/ije/dyq148

Sincero, S. M. (2019, June 20). Ecological systems theory.

Simpson, E. S. (1989). The Oxford Encyclopaedic English Dictionary. Oxford Clarendon Press.

United Nation (2010). Goal 2 achieve universal primary education.

Vos, A.D., Strydom, H., Fouche, C.B., & Delport, C.S.L. (2011). Research at grass roots for the social science and human service professions (4th ed.). Van Schaik Publisher.

Wangogombe, E. N. (2018). Impact on lower primary education by the challenges of distance to the pre-school centres in Mukogodo Division, Laikipia County, Kenya. Unpublished master thesis at Kenyatta University, Kenya.

Weiner, B. A. (1985). An Attributional Theory of Achievement Motivation and Emotion. Psychological Review, 92, 548-573



  • There are currently no refbacks.

Copyright (c) 2023 Yinusa A. Faremi, Celani S. Mabuza, Kehinde C. Akinwarere

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).