Comparative Analysis of Media Access and Knowledge Gap between Rural and Urban Public Relations Management Students at Walter Sisulu University

Abstract

Introduction: The digital divide between the rural and urban populaces has supplemented educational disparities in many parts of the world. It is quite evident at South African universities, where access to media and digital resources is an added advantage to students originating from urban areas over those from rural areas. The study compares media access and the knowledge gap of rural and urban Public Relations Management students at Walter Sisulu University. This difference in access to media influences their academic performance and engagement.

Purpose and Objectives of the Study: The research explored how media access and academic achievement differ among rural and urban students. In this context, the following specific objectives were put forward by the authors: a) assess the differences in media access between rural and urban students; b) investigate how differences in media access relate to acquiring knowledge; and c) determine how media access has influenced class participation and academic performance as a whole.

Methodology of the Study: A quantitative research design was used that aimed to collect information from the respondents on demographic information, media access, knowledge engagement, and academic performance through the use of a structured questionnaire. Descriptive and inferential analyses, such as t-tests were used. In this regard, the study quantified media access in terms of daily or weekly internet access, ownership of smartphones and laptops, and access to digital libraries.

Results: The result showed that there was a significant difference in the level of media access among the rural and urban students. While 45 urban students reported having access to the internet daily, only 10 rural students reported having such access. Similarly, while 48 urban students owned a laptop, only 12 rural students had any such access. In fact, even the academic performance mirrored these gaps when 35 students with daily access to the internet scored grades of 70% and above while only 3 students without any such access scored similar grades. However, a t-test showed there was no significant difference in academic performances, since t-statistic = -0.74 and p-value = 0.461. Class participation is also better related with media access since 35 urban students participate in class frequently compared to 12 rural students.

Conclusion: While the results showed that access to media was not a statistical factor in academic performance, it played a very important role in shaping student engagement. With urban students having better access to digital tools, they were more likely to participate actively in class and be more engaged in educational content. The findings identify the need to address the digital gap to bring about equal academic opportunities.

Recommendations: This therefore suggests that any serious government or educational institution interested in reducing the knowledge gap between the rural and urban student must make investments toward improving the quantity and quality of digital infrastructure in the rural areas.