CHAPTER-2
REVIEW OF LITERATURE
2.1. INTRODUCTION
Review of literature is a significant aspect of any research work to know, what
others have learned from similar research situations and areas of agreement and
disagreement. The researcher has read through available literature and numerous
research studies related to the distance education.
Distance education as one of the stream of non formal education has a recent
history, but has expanded considerably. Therefore very few researchers give thought
to it. Zawacki Richter Olaf (2009)1 studied the opinion of distance education experts
with regard to research areas in distance education. Based on a literature review on
the topic and a qualitative analysis of the responses from the panelists, three broad
meta-levels of distance education research were derived to organize the body of
knowledge in distance education:
1. Macro level: distance education systems and theories;
2. Meso level: management, organization, and technology;
3. Micro level: teaching and learning in distance education.
Within these three levels, the research issues that considered as important by
the experts can be categorized into 15 research areas.
1
Zawachi Ritcher Olaf (2009)Research areas in Distance education: A Delphi Study The International Review of
Research in Open and Distance Learning, Vol 10, No 6 (2009)
43
I. Macro level: Distance Education Systems and Theories.
1. Access, equity, and ethics:
2. Globalization of education and cross-cultural aspects: professional development
3. Distance teaching systems and institutions
4. Theories and models
5. Research methods in distance education and knowledge transfer
II. Meso level: Management, Organization, and Technology.
6. Management and organization
7. Costs and benefits
8. Educational Technology
9. Innovation and change
10. Professional development and faculty support
11. Learner support services
12. Quality assurance
III Micro level: Teaching and Learning in Distance Education.
13. Instructional design
14. Interaction and communication in learning communities
15. Learner characteristics
According to the experts, there was a need for more research on the
pedagogical opportunities that arose with the advent of micro level: teaching and
learning in distance education. Learner Characteristics include aims and goals of adult
learners, the socio economic background of distance education students, their
different learning styles, critical thinking dispositions, and special needs (Zawachi
Ritcher 2009).
44
The present study examines the learner characteristics in the success of the
system, taking into account variables like socio economic status, study habits and
attitude towards distance learning in relation to their academic achievement. It is
therefore useful to examine the works so far conducted in this area by established
scholars and experts. An attempt has been made in this chapter to review the related
literature of both foreign and Indian studies pertaining to the area of research
undertaken.
A review of literature related to this study covered four sections of the
investigations (a). Study related to Socio economic status (b). Study related to Study
habits (c). Study related to Attitude towards distance education (d).Study related to
Academic Achievement
2.2. STUDIES RELATED TO SOCIO-ECONOMIC STATUS
Mehta Neelima (2011)2 A study of factors governing access and equity in open
distance learning programmes: with special reference to distance mode institutes
(DEIs) of dual mode universities in Western Maharashtra. Ph.D Thesis.
Objectives: The objectives of the Study were 1. To explore the causes, how far
Distance Education has actually made education accessible. 2. To identify the factors
governing access. 3. To assess the degree of inequality, causes of inequality.4. To
suggest the remedial measures for promoting inclusiveness
2
Mehta, Neelima (2011) “A study of factors governing access and equity in open distance learning programmes:
with special reference to distance mode institutes (DEIs) of dual mode universities in Western Maharashtra”Ph.D
Thesis, Univeristy of Tilak Maharashtra Vidyapeeth, Pune
45
Proceedings: The population of the study was distance learners form dual
mode universities in Western Maharashtra. The sample of the study comprised of
1020 students from four Open Universities namely University of Mumbai Tilak
Maharashtra Vidyapeeth S.N.D.T. University, Shivaji University. Simple random
sampling technique was used for the study. Questionnaire was implemented to collect
the data. The study was limited to a few personal variables like gender, religion, caste,
educational qualification, geographical distance, medium of instruction, and socioeconomic background of the distance learner.
Findings: The findings revealed that The Open Distance Learning System
(ODL) has emerged as a vibrant and dynamic component of higher education
infrastructure in the country. It provides access to quality education; about 23.35% of
the total population of learners in Higher Education was taken the advantage of Open
Distance Learning System. The caste wise enrollment of learners in Western
Maharashtra through distance mode showed positive result, about 23 percentages of
students belonging to the scheduled caste and scheduled tribe categories. More than
50% of learners were unmarried. Most of the distance learners were employed; they
had taken admission in Distance mode with the intention to get promotion and or for
better job prospects. She concluded that there was large number of learners that had
yet to be reached and providing access to them is a challenge before the system while
ensuring equity poses definite challenge for ODL system.
Garg Mamta (2011) 3Re-searching secondary teacher trainees in distance education
and face-to-face mode: study of their background variables, personal characteristics
3Garg Mamta (2011) 3Re-searching secondary teacher trainees in distance education and face-to-face mode: study
of their background variables, personal characteristics and Academic Performance, Turkish Online Journal of
Distance Education-TOJDE July 2011 ISSN 1302-6488 Volume: 12 Number: 3 Article 8
46
and Academic Performance.
Objectives: The Purpose of the study was to find out
four Background
Variables, namely, age, sex, marital status and socio-economic status, five Personal
Characteristics, namely, styles of learning and thinking, study habits with its eight
areas, achievement motivation and its fifteen factors, attitude towards teaching along
with its six areas and perception about B.Ed. course with its seven sub-measures; and
three variables of Academic Performance of secondary teacher trainees in distance
education and also to compare them on these variables with their counterpart teacher
trainees in face-to-face education.
Proceedings: The sample for the study comprised of 200 distance teacher
trainees from those enrolled in B.Ed. at University School of Open Learning, Punjab
University (PU), Chandigarh and 200 on-campus trainees were selected from the three
colleges of education affiliated to PU, Chandigarh. Random sampling technique was
adopted for selection of the sample. The instruments used for this study included
Socio Economic Status Scale, Styles of Learning & Thinking- SOLAT tool, DeoMohan Achievement Motivation (n-Ach) Scale Study Habit Inventory, Teacher
Attitude Inventory and Perception about B.Ed. Course Scale developed and
standardized by the investigator.
Findings: The results indicated that teacher trainees in distance education
differed from on campus students in socio-economic status. The distance trainees had
significantly higher overall socio-economic status (ascribed + achieved) than oncampus teacher trainees. Socio economic status of distance trainees had a positive and
significant relationship with their performance in skills in teaching. Distance trainees
outperformed the on-campus trainees on their preference for, attitude towards
47
education, work methods, interpersonal relations, and on their perception about
relevance of course content of theory papers in B.Ed., but on-campus trainees
outperformed distance trainees on preference for attitude towards teaching profession,
child-centered practices, teachers, overall attitude towards teaching along with their
perception for development of teaching.
Islam Anwarul, Sharker, Sahoo Numan (2011)4 Learners’ Demographic Profiles and
Attitude towards the Learners of Open School at Bangladesh Open University, A
Study
Objectives: The objective of this study was to find out the learners’
demographic status and attitudes towards their tutorial session and the audio-video
media those are broadcasting along with the formal programs.
Proceedings: The study was carried out amongst the randomly selected tutorial
centers and learners of OS of the BOU during the period of August 2009 to December
2009. A cross-sectional study design was used. The sample size of the study was 614.
Data were collected by a structured native language questionnaire and analyzed using
Statistical Package of Social Sciences (SPSS) version 12.0.
Findings: The study found that there was a significant difference between the
income group of male and female learners of OS. The total monthly family income of
male learners was higher in low-income group than female learners whereas it was
reverse in the lower-middle-income group. 58.3% of the learners belong to the lowermiddle-income group population. They had taken their education by using text
4
Islam Anwarul, Sharker Dr, Sahoo Numan (2011)4 Learners’ Demographic Profiles and Attitude towards the
Learners of Open School at Bangladesh Open University, A Study
48
materials provided by OS. The learners revealed that BOU’s TV program was
effective to solve the problem of the text materials, group discussion was very much
effective for better understanding of their learning process and the quality of RRC, LC
and SC services were up to the mark.
Rao Vijayeshwari G. (2010)
5
Socio Economic Impact On the Performance of
Distance Learners (A case study of IDOL, University of Mumbai) International
Reseach Journal
Objectives: To study socio-economic, cultural and educational background of
the learners of IDE, University of Mumbai, Mumbai. 2. To analyze or relate how
socio economic factors are affecting the performance of the distance learner 3. To
analyze or relate how receipt and non receipt of course material is affecting the
performance of the distance learners year wise (1st and 2nd year). 4. To collect
suggestions for improvement from students in distance education.
Proceedings: The Researcher followed the qualitative, descriptive and
exploratory method. The final sample for the study consists of 260 (Arts &
Commerce) 2nd and 3rd year distance learners of bachelor degree programme from
the Institute of distance education, University of Mumbai comprising 2% of total
population. A structured questionnaire was administered to the distance learners. The
percentage obtained by the students in first and second year exams is used as the
indicator of the academic performance for the analytical purpose (Socio economic
status versus performance, course material received versus performance).
5
Rao G.Vijayeshwari (2010) Socio Economic Impact On The Performance Of Distance Learners (A case study of
IDOL, University of Mumbai) International Reseach Journal,November,2010 ISSN-0975-3486 RNI: RAJBIL
2009/300097 VOL-I *ISSUE 14
49
The findings: The study revealed that male were better performers when
compared with the female performers in the first year. But in second year female
learners were slightly better performers. As far as the marital status was concerned
unmarried were slightly better performers compared to the married learners. Those
who were in the income range of 3001 – 5000 showed slightly better performance
when compared to the other income groups.
Wai Chan Chi (2009)
6
the Quality of Distance Learning from an Economic
Perspective: A Case Study from Hong Kong.
Objectives: The study adopted the earnings function approach to evaluate the
effects of first-degree-level distance education and non-distance education in
determining the earnings of a worker.
Proceedings: The data sets in the study were obtained from the 2001 census
and the 2006 by-census of the Hong Kong population. Both the census and by-census
data provide information about the education, occupation, and monthly income of
Hong Kong’s population as well as some other major demographic characteristics.
The paper analyzed only those aged between 16 and 65 who reported receiving an
income from employment.
Findings: There was no significant difference between the earnings effect of
distance education and non-distance education in Hong Kong in 2001 and 2006. The
rates of return to learners in the two delivery systems were more or less the same the
result was not in line with the perception that distance education is of lower quality
6 Wai Chan Chi (2009) “The Quality of Distance Learning from an Economic Perspective: A Case Study from
Hong Kong” Journal of Distance Learning, 2009, 13(1), 41–50
50
than that provided by traditional universities. The results imply that spending on
distance education is a sound investment for developing the labour force, and so its
provision is justified as a way to expand higher education
Wong Dominic (2008)7 Online Distance Learning provides Additional Learning
Opportunities and improves the Socioeconomic Status of Working Adults in Malaysia
Objectives: to examine how ODL expands learning opportunities and
ultimately improves working adults’ socioeconomic status.2. To study how well ODL
suits the lifestyles of busy working adults. 3 To study how ODL may improve the
socioeconomic status of working adult learners.
Proceedings: Interviews were used in the research methodology to elicit
information. The researcher conducted the structured interview. Those completed
their studies through ODL were recruited as respondents. Interview questions were
derived from a literature review on how ODL may enhance their socioeconomic
status. Five interviewees were selected for the study.
Findings: Findings showed that ODL provided additional credentials and
knowledge to the working adult learners to advance their careers, and that through
career advancement, the working adults obtained better jobs and better pay. Some
respondents got promoted to a higher job position and thus a higher social status.
ODL improved the socioeconomic status of working adults in Malaysia.
7
Wong Dominic (2008) Online Distance Learning provides Additional Learning Opportunities and improves the
Socioeconomic Status of Working Adults in Malaysia Asian Society of Open and Distance Education ISSN 13479008 Asian J D E 2008 vol 6, no 1, pp 5 - 14
51
Rao S Raja (2004) 8Administration of Student support services in distance education:
A case study of Dr. B.R. Ambedkar Open University, Ph.D Thesis University of
Hyderabad
Objectives: The objectives of the study were a) To study the evolution of
distance education in India b)To highlight the importance of distance education in
general and student support services in particular c)To study social background of
students of open university d) To identify important component of student support
services e) to classify the components of student support services f) to collect and
analyze the perception of the respondent on identified components of student support
services g) to study the level of satisfaction of respondents on identified components
of student support services h)To critically evaluate the administration and delivery of
student support services based on the perception of the respondents
Proceedings: The research study was conducted by taking Dr. B.R Ambedkar
University as the case study. Purposive sampling technique was used for collection of
data.
Two districts were selected for collection of data namely Hyderabad and
Mahababoonagar. The sample size of the respondent was 343. The questionnaire,
interview and observation were used as tools.
Findings: The findings of the study revealed that, Dr. B.R. Ambedkar
University was catering to the educational needs of younger age groups who were
below 35 years of age and belong to lower income groups with lower parental
educational backgrounds. The study was found that irrespective of gender, social
8
Rao S Raja (2004) Administration of Student support services in distance education: A case study of Dr. B.R.
Ambedkar Open University, Ph.D Thesis University of Hyderabad, www.vidhyanidi.org.in
52
status, programme of study a majority of students were aware of the information
support , they had positively reacted with their level of satisfaction, want guidance in
course selection, carrier and job opportunities and were aware of personal contact
programmes and they needed them to understand difficult concepts to clarify doubts.
Majority of the respondent consider the language used in self instructional material
was good and not difficult. It was found that evaluated assignments not returned to the
respondents.
Alana M. Halsne, Louis A. Gatta, (2002) Online Versus Traditionally-delivered
Instruction: A Descriptive Study of Learner Characteristics in a Community College
Setting9
Objectives: The purpose of the study was to compare the learning styles of
community college students who enrolled in an off campus online course (via the
Internet) and those who were taking the same course on-campus.
Proceedings: The participants in the study were chosen randomly from one
community college in the Chicago suburbs. The researcher-developed demographic
background survey and Jeffrey Barsch’s Learning Style Inventory was used to gather
information.
Findings: The online learners were predominately visual learners and spent, on
the average, an hour more per week on class work than did their traditional student
counterparts. The average online learner’s total family income was higher than that of
9
Alana M. Halsne, Louis A. Gatta,(2002) Online Versus Traditionally-delivered Instruction: A Descriptive Study
of Learner Characteristics in a Community College Setting Online Journal of Distance Learning Administration,
Volume V, Number I, Spring 2002
53
the traditional learner. Online learners were typically full-time workers, and their
professional status was as a professional, educator, or other occupational category.
Typical online learners had more education than their traditional learner counterparts,
who had part-time student status. The typical traditional learner had a lower total
family income than did online learners.
Nyondo Andrew Chola (2001)10 Socio-economic factors affecting distance learning in
Papua new Guinea
Objectives: To find out socio economic factors affecting the distance students
learning.
Proceedings: The questionnaire carried out by Nyondo and Koigiri (1998)
were used for the study. The questionnaire included items which assessed the quality
and effectiveness of student support services
Findings: In this article the author found that there were various reasons why
students drop out of their courses. The main factors affecting the provision of distance
education to the majority of the student population that drops out of the formal system
were students’ ability to afford their fees, home environment, community attitude to
education and other social factors. Some reasons involve socioeconomic factors
which were beyond the control of the university. There had no corresponding
expansion at the tertiary level. It indicated that they were going to be getting a larger
proportion than before dropping out of the formal system. He concluded that a
10
Nyondo Andrew Chola ( 2001) Socio-economic factors affecting distance learning in Papua new guinea,
www.col.org
54
cheaper way of eliminating this problem would be an investment in distance
education.
Saxena, Anurag, (2000)11 The Distance Learner - A Sketch from India, ICDE Asia
Souvenier, IGNOU New Delhi 2000.
Objectives: The objective of the study was to gather information about
IGNOU's learners, their ideas about the programmes, the experience and their status
after the programme.
Proceedings: The study covered seven programmes of IGNOU from various
disciplines.
Findings: The findings of the study indicated that there were more number of
females enrolled in ODE, they live in smaller houses with 2-3 children and 4-5 family
members, most students belonged to lower or lower middle income group, are
employed in the public sector and want only the printed text material to study. Most
of them feel that IGNOU should be an evening university. Students want to pursue
higher education from IGNOU but want new programmes like Environment and
Traditional wisdom of India.
Lukose Leena (2000)12 Non formal education and the upliftment of rural masses A
study with reference to the coastal area of Allapuzha District, Ph.d Thesis, University
of Mahatma Gandhi
11
Saxena, Anurag, (2000) The Distance Learner - A Sketch from India, ICDEAsia Souvenier, IGNOU New Delhi
2000.
12
Lukose Leena (2000)12 Non formal education and the upliftment of rural masses A study with reference to the
coastal area of Allapuzha District, Ph.d Thesis, University of Mahatma Gandhi
55
Objectives: The objectives of the Study were (a) To study the content of nonformal education in general and in Kerala (b) To analyze the efficiency of state
agencies and voluntary organization to the functioning of NFE Programme (c) To find
out advantages of total literacy programme in Kerala (d) To find out the impact of
non-formal education on the socio economic and cultural life of rural people (e) To
study impact of non-formal education on rural women (f) To study functions of open
universities, distance education, adult education for the upliftment of rural masses (g)
To study Gandhian approach to the problems of the masses based on his educational
Philosophy (h) To find out extent of utilization of available Non-formal education
facilities (i) Suggestions to the improvement of non-formal education and its
efficiency on the upliftment of rural masses.(j) To involve possible strategies for the
uplift of the rural masses based on non- formal education programes, local state wise
and national
Proceedings: The data were collected from four blocks of Allapuzha District.
The sample of this study comprised 400 subjects drawn from various categories of
NFE. Interview schedule and questionnaire was used for collection of data. For
analysis of data central tendencies, correlation chi-square test was used.
Findings: The study revealed that in Kerala, there were number of voluntary
organizations like charitable societies used Non- formal channel to impart functional
learning directed to the betterment of individual and society. Non formal education
was highly influenced the socio economic political and cultural life of rural masses.
NFE enhances self employment and economic productivity for the beneficiaries. Most
of the respondents have positive attitude towards improvement of social status
through Non- Formal Education. Most of rural people were not properly aware of
56
distance education. The study revealed that the benefits of programme did not reach
the actual beneficiaries and which were not utilized adequately.
2.3. STUDIES RELATED TO STUDY HABITS
Guo Shuting (2012)13 Pedagogical design in built environment in distance education.
a critical appraisal of students’ learning strategies at postgraduate level, Ph.D Thesis,
University of Northumbria at Newcastle
Objectives: The objectives of the study were 1.to understand how learning
experience is influenced by DE delivery, 2. to explore how students learn in DE, 3. to
identify the key to distance learning success in the distance learning environment.4.
To test the role of using strategies in achieving success in distance learning 5. To
evaluate the potential improvements of metacognitive capability
Proceedings: Mixed methods research was defined as the methodology. The
application of mixed methods was addressed in two stages, a case study in the first
stage and questionnaire survey in the second stage. Data were collected from the
aspect of teaching and learning such as experience of tutors, experience of students,
and evidences of what student do in their learning. A questionnaire survey produced
151 valid responses. The selected case was distance learning programme in A School
of the Built Environment (ASBE) , Royal Institution of Chartered Surveyors (RICS)
and the Chartered Institute of Building (CIOB)’ (Document study).
13
Guo Shuting (2012) Pedagogical design in built environment in distance education. a critical appraisal of
students’ learning strategies at postgraduate level, Ph.D Thesis, University of Northumbria at Newcastle
57
Findings: The findings showed that students’ expressed positive learning
experience contains how they manage a positive environment for study, how they
manage the time for study, how they effectively read the materials, how they seek
support and use technology, and finally how to complete the tasks. The main findings
were 1.Students, which had feel difficulty in understanding learning content and using
technology were more likely to feel isolated.2. They were more dissatisfied with their
obtained knowledge and are more likely to engage in their learning.4. The results
suggested that student achievement in each learning activity is not correlated with
their feelings of isolation, feelings of distraction and students engagement.5.Distance
learners mainly learn independently, interactions were used as learning strategies
under their own choice of which learning strategy was the most suitable one to their
situation 6.All participants used learning strategies in distance learning and most
illustrated strategies which developed form literature and initial study were used by
the majority of participants. 7. Use of learning strategies was effective to positive
learning experience which considered higher level of learning outcomes, higher
satisfaction on obtained knowledge, reduction of isolation and distraction, and higher
level of engagement.
Nair P Sindhu (2012)14 towards understanding the successful learner: A Case Study of
IGNOU
Objectives: The study attempts to capture learner-centric factors and OUrelated factors that have facilitated the learners to successfully complete their study.
14
Nair P Sindhu (2012)14 towards understanding the successful learner: A Case Study of IGNOU Turkish Online
Journal of Distance Education-TOJDE April 2012 ISSN 1302-6488 Volume: 13 Number: 2 Article 19
58
Proceedings: The study was undertaken among the students who had
successfully completed their study in the years 2010 and 2011. The sample was
randomly selected from among the learners who had successfully completed their
degrees/diplomas and were receiving their degree in the Convocation attending the
function at Regional level under the auspices of IGNOU Regional Centre Cochin.
Responses were collected from a random sample of 102 learners
Findings:
1. The successful learners stated that their habit/quality to
continuously pay attention to all communications/information from the OU, helped
them to successfully complete their study. 2. The learners perceived acquiring certain
skills/qualities by virtue of being a distant learner. The skill to do self-learning, better
time management and ability to multi-task were the main value-additions stated by
them.3. Among the most important features of IGNOU which helped them succeed,
self-learning materials was stated as most important and it facilitated systematic selflearning at the learner’s pace and convenience. Other aspects stated were the
counseling sessions, flexibility of the ODL system and prompt support from the OU.
A noteworthy feature of the OU mentioned by the learners was the very prompt
schedule of conducting the Term End Examinations twice in a year.
Naeemulla , aijaz ahmed gujjar, ghazal shaheen, muhammad ramzan (2011)15 A
comparative Study of the study habits of the students from formal and non-formal
systems of education in Pakistan.
15
Naeemullah bajwa1 , aijaz ahmed gujjar, ghazal shaheen, muhammad ramzan (2011) “ A comparative study of
the study habits of the students from formal and non-formal systems of education in Pakistan” International
Journal of Business and Social Science Vol. 2 No. 14 www.ijbssnet.com 175
59
Objectives: The objectives of the study were (a) to describe the study habits of
the students. (b) To compare the study habits of students from formal and non-formal
systems of education in Pakistan. (c). To suggest measures to improve the study
habits of the students
Proceedings: The population of the study consisted of all the students of
Master degree level of The Islamia University of Bahawalpur and students of Master
degree level of Allama Iqbal Open University from Bahawalpur Region. The 500
students each from both the universities were considered as sample of the study. The
study was descriptive in nature. A questionnaire on five-point (Likert) scale was
developed.
The findings: The study revealed that Students of formal system are
significantly better on time management, exam preparation and note taking. But
Students of non- formal system are significantly better on class attendance and
participation, general studying strategies, general setting and motivation, and text
book reading. Over all students from non-formal system of education were
significantly better than the students of formal system.
Richardson T. E. John (2010) Conceptions of learning and approaches to studying
among White and ethnic minority students in distance education.16
Objectives: To compare White students and students from other ethnic groups
in their conceptions of learning, their approaches to studying, and their academic
attainment.
16
Richardson T. E.John (2010) Conceptions of learning and approaches tostudying among White and ethnic
minority students in distance education British Journal of Educational Psychology (2010), 80. S35-556
60
Proceedings: A stratified sample of 1, 146 White students and 1,146 students
from other ethnic groups taking courses by distance learning with the UK Open
University. The Mental Models section of the Inventory of Learning Styles and the
Revised Approaches to Studying Inventory were administered in a postal survey.
Findings: White students were more likely to exhibit a meaning-directed
learning pattern, whereas Asian and Black students were more likely to exhibit a
reproduction-directed learning pattern. However, the variation in attainment across
different ethnic groups remained significant when their questionnaire scores and prior
qualifications were taken into account. The author concluded that there was a strong
relationship between students' conceptions of learning and their approaches to
studying, and variations in conceptions of learning in different ethnic groups give rise
to variations in approaches to studying.
Ige Nelson Adewale (2009)17 Distance Learners' Study Habits in Relation to Their
Academic Performance. A Nigerian Investigation
Objectives: to investigate the relationship between distance learners' academic
performance and their study habits. Hypothesis of the study were H 1.There was no
significant relationship between study habits and academic performance of part-time
degree students.H2 = There was no significant difference in part-time degree students’
study habits on gender basis.
Proceedings: The “ex-post facto” research design was used for the study. The
population of the study was distance learners in distance learning programme of the
Ige Nelson Adewale (2009) “Distance Learners' Study Habits in Relation to Their Academic Performance: A
Nigerian Investigation”C.G publisher.com
61
University of Ibadan. A total number of 900 learners participated in the study. A selfdesigned questionnaire titled Distance Learners’ Study Habits Inventory (DLSHI),
was used for the study.
Findings: Findings revealed that there was significant relationship between
distance learners' study habits and their academic performance: Also, there was
significant difference in academic performance of distance learners on gender basis.
Some of the recommendations made were that participating lecturers should
emphasize the need for good study habits for the students as well as the formation of
study tutorial groups.
Srivastava Manjulika, Reddy V (2007)18 “How did they study at a distance?
Experiences of IGNOU graduates
Objectives: to investigate the study habits of successful distance learners of
the Indira Gandhi National Open University
Proceedings: The sample consists of 917 students from Indira Gandhi National
Open University. Sample selected included learners from different backgrounds,
diverse educational qualifications, experiences, regional locations and ages.
Findings: The findings revealed that students adopted appropriate learning
strategies, so students who lacked motivation, still perform well. The authors
concluded that Academic success depended to a great extent on the study strategy
adopted by the distance learner. Only small percentage was able to complete the
18
Srivastava, M., & Reddy, V. (2007) “ How did they study at a distance ? Experiences of IGNOU graduates,
International journal of distance education technologies, Vol.5, issue 3
62
programme of study within the minimum period. The others were complete their
programme according to their convenience and did not drop out the system, which
revealed that Indian distance learners are high achievers.
Asseffa Shimelss (2006)19 Determining the Conduciveness of Distance Learning
Environment: A Case Study of Eastern Ethiopia
Objectives: to find out distance and open learning environment and how the
environmental variables Influence the SGPA (Semester Grade Point Average) of
distance learners
Proceedings: The subjects of the study were 120 primary in-service teachers
trained though distance education in eastern Ethiopia. A standardized "Distance and
Open Learning Environment Scale" (Olugbemiro J. Jegede and others) was used for
collection of data. In addition to the questionnaire, interview schedules and
unstructured observations were used to explore the conditions of study centers and
student support services.
Findings: The findings revealed that there were no gender differences in
perceptions of distance learners with respect to psychosocial environment,
institutional support, the home environment, and the study centre environment for
distance learners. The environmental variables first affect the study habit of individual
learner through the individual micro variables such as self-motivation, self-regulation,
and commitment of time to study. The study also showed that the intervening
variables had a more direct effect than the environmental variables on SGPA of
19
Asseffa Shimelss (2006) Determining the Conduciveness of Distance Learning Environment: A Case Study of
Eastern Ethiopia, Indian Journal of Open Leaning, 2006, 15(2), 177- 189
63
distance learners. Having a quality environment by itself does not ensure academic
success, but it plays a catalytic role in enhancing the academic performance of
students.
Ahsan Q.M, Ahmood S.M (2005)20Analyzing the study habits of Distance learners in
Bangladesh Open University
Objectives: The objectives of the study were (a) To evaluate the intensity of
study habits of the distance learners.(b) To identify the factors affecting the study
habits of the distance learners.(c) To identify the possible ways to improve the study
habits of the distance learners.
Proceedings: The study was conducted with data collected from both primary
and secondary sources. A questionnaire consisting of 18 questions was administered
to the students of the MBA. PGDM and CIM programmes of the School of Business
of Bangladesh open University (BOU). 124 valid questionnaires had been used for the
study.
Findings: The study revealed that some learners join the distance education
(DE) system with good study habits; some others develop such habits while studying
in the Open and Distance Learning (ODL) universities. study hours of the learners had
been increased after joining the in DE system and was observed that the unmarried
learners devoted significantly more time for study as compared to the married
students both before and after joining the programme in DE system, And the
unemployed learners devoted significantly more time for study as compared to the
20
Ahsan Q.M Galib and Ahmood S.M Miraj (2005) “ Analyzing study habits of Distance learners : A case study
of Bangladesh Open University. Indian Journal of Open learning 2005,59-69
64
employed learners both before and after joining the programme in DE system. Tutor
attitude, frequent changes in pronounced schedules and assessment delays act as
important de motivators for such learners.
Villi C (1999)21 Learning habits of post graduate learners in distance education
Objectives: (a) to find out the learning patterns at home (b) to find out the kind
of participation during the seminar (c) to find out the learning habits of learners before
the examination (d) to find out the way they answer during the examination (e) to find
out the reason for studying by distance education (f) to find out the reasons for joining
the post graduate course.
Proceedings: Cluster sampling method was used for this study. In the first
stage one contact seminar centre was chosen for collection of data. At the second
stage data was collected from those were present during the seminar. Total size of
sample was 180 students of post graduate learners in Madras University
Findings: The major findings were 1. Most of the female respondent was in
the age group of 20-25 and males were in group of 25-30 years. 2. Most of the female
respondents were unemployed and most of the male respondents were clerical
occupations.3. The income of most of the male respondent were ranging from
Rs.5001/-to Rs 10001/-. 4. "Recalling silently" got the top ranking with the males and
females.5. "Reading when they get time" the second place in both the cases. 6. Both
male and female respondents stated that they studied late at night before the
21Villi
C (1999) “Learning Habits of Post graduate Learners in Distance Education” Indian Journal of Open
Learning” 8(2),197-199
65
examinations. 7. Very few people felt nervous during the examinations due to the
anxiety and fear.
Kumar Anil (1998)
22
An Investigation in to the distance Learners Academic Self
Concept, Study Habits and Attitude towards distance Education in Relation to
Academic performance at First Degree level. Ph.D Edu.Ch. Charan Singh University,
Meerut
Objectives: To assess the background characteristics of the first-degree level
distance learners of Delhi and adjoining areas .ii. To explore the patterns of academic
self-concept, study habits and attitudes towards distance education among distance
learners of Delhi and adjoining areas. iii. To study the significance of differences in
the academic self-concepts of first-degree level distance learners differing in certain
background variables. iv. To examine significance of differences in the study habits of
first-degree level distance learners vis-a-vis their background. v. To compare the
attitude of first-degree level distance learners towards distance education in various
subgroups based on background variables. vi. To study the relationship of academic
self-concept with academic performance of distance learners at first-degree level.vii.
To investigate into the association of academic performance with study habits
practiced by distance learners at first-degree level. viii. To examine the extent of
dependence between academic performance and attitudes of distance learners towards
distance education at first-degree level .ix. To predict academic performance of firstdegree level distance learners on the basis of their academic self-concept, study habits
and attitude towards distance education. x. To study the relative contribution of the
22
Kumar Anil (1998) An Investigation in to the distance Learners Academic Self Concept, Study Habits and
Attitude towards distance Education in Relation to Academic performance at First Degree level. Ph.D Edu.Ch.
Charan Singh University, Meerut (Sixth survey education research)
66
predictor variables towards variance in the criterion viz., academic performance of
distance learners at first-degree level. xi. To draw some significant conclusions with
regard to academic performance of first-degree level distance learners in the context
of the battery of predictor variables. xii. To suggest on the basis of findings, various
ways of enhancing academic performance of distance learners at first-degree level
Proceedings: Normative Survey method was used for investigating the interrelationships among the variables viz., academic self-concept, study habits, attitude
towards distance education and academic performance. The population for the study
was identified as the distance learners who were undergoing the Bachelors' Degree
Programme (BDP) of the IGNOU Regional Centre, Delhi. The final sample for the
study consists of 318 distance learners of the IGNOU Regional Centre, Delhi.
Findings: Majority of the learners enrolled in 1991 were male in the age group
of 25 years and above. They possessed average academic self concept, exhibited good
study habits, held positive and favourable attitude towards distance education. The
academic performance of the distance learners found to be significantly related to
academic self concept, study habits and their attitude towards distance education. A
low positive but significant relationship was noticed to exist between academic
performance and study habits of first degree distance learners of IGNOU
2.4.
STUDIES
RELATED
TO
ATTITUDE
TOWARDS
DISTANCE
EDUCATION
Halder Ujjwal Kumar (2012)
23
A Study on Distance Learners' Attitude towards
Distance Education
23Halder
Ujjwal Kumar (2012) A Study on Distance Learners' Attitude towards Distance Education, Indian
Streams Research Journal, Volume 2, Issue. 7, Aug 2012
67
Objectives: to assess the distance learners' attitude towards distance education
on the basis of gender (male & female), locality (urban & rural) marital status
(married & unmarried), and employment status (employed &unemployed).
Proceedings: The sample for the study consisted of 210 distance learners
studying in Bachelor Degree Programme (BDP) of Netaji Subhas Open University
(NSOU) from three Study centres in West Bengal. An Attitude Scale (Likert type
Scale) designed by Dr. Mukhopadhyaya was administered to measure the Distance
Learners' Attitude towards Distance Education. 'T' test was used to find out the
significance difference between the variables.
Findings: The data revealed that 1. There was no significant difference
between the mean performances in the attitude questionnaire of distance male learners
and distance female learners.2. There was no significant difference between the mean
performances in the attitude of urban distance learners and rural distance learners.3.
There was no significant difference between the mean performance in the attitude of
employed distance learners and unemployed distance learners.
Udegbe Bola (2012)24Attitudes of Prospective Human Resource Personnel towards
Distance Learning Degrees
Objectives: The research questions were 1.What is the attitude of prospective
human resource personnel towards degrees obtained via distance education? 2. Are
there gender differences in the attitudes toward distance education? 3. Are there
significant differences between respondents who knew students on distance learning
24
Udegbe Bola (2012)24Attitudes of Prospective Human Resource Personnel towards Distance Learning Degrees
Online Journal of Distance Learning Administration, Volume XV, Number 1,
68
program and those who did not? 4. Do age and work experience have significant
relationships with attitude towards degrees obtained by distance education? 5. Are
there significant differences in perceptions of the utility of degrees for graduates with
comparable academic qualifications from a distance education program and
conventional system of education? 6. Are there significant relationships between
attitudes toward distance learning degrees and respondents’ perception of differentials
in skills of graduates of distance education and those of conventional program?
Proceedings: The respondents for the research consisted of 215 postgraduate
students from three different Departments of the University of Ibadan. The candidates
were students of program offering courses related to Human Resource management.
Findings: The findings of the research showed that attitudes toward distance
education were not sufficiently favorable. In general, only about a third of potential
employers exhibited favorable attitude towards distance education. The findings
showed that participants who had higher national diplomas as their first level degrees
were perceived distance education graduates more favorably than those who had
bachelor’s degree. Gender, work experience, age and knowing distance learning
graduates did not have significant effects on respondents’ attitudes.
Jung (2012)25 Asian Learners Perception of quality in distance education and gender
differences
Objectives: The study aims to (a) evaluate the factor structure underlying this
conceptual model at the domain and dimensional levels; (b) identify important quality
25
Jung Insung (2012) Asian Learners Perception and quality in distance education and gender differences, The
International Research in Distance in Education, Vol. No. 13, No.2
69
criteria within each dimension in assuring the quality of DE from the perspective of
Asian learners; and (c) discover gender differences in learners’ perceptions of quality
in DE, learning barriers, and supports.
Proceedings: The study was carried out in Asia. A survey was employed in the
study to collection of data from a large number of distance learners. Participating
institutions were fourteen DE universities and seven conventional universities that
provide DE programs. A total of 1,665 learners who were enrolled in DE institutions
or programs in 11 Asian countries and one territory (China, Japan, Korea, Hong Kong
SAR China, Malaysia, Mongolia, India, Indonesia, Pakistan, Philippines, Singapore,
and Thailand) participated in this study between June and October 2010.
Findings: The results showed that all 10 dimensions across supportive,
pedagogical, and environmental domains in the model are important in judging
quality in distance education. In the supportive domain, the student support dimension
was the best indicator explaining DE quality in the eyes of the Asian learners. In
particular, the distance learners perceived a DE institution or program that provides
social and psychological supports and clear course information to be of high quality.
In the pedagogical domain, evaluation and assessment and course development were
the two most influential dimensions, the learners saw fair and clear learning
assessment guidelines and periodic students’ evaluation of teaching and learning as
particularly important. In the environmental domain, the infrastructure and
institutional credibility dimensions were powerful indicators of DE quality as
perceived by the Asian learners, Also, gender differences were found in the perceived
importance of 10 quality dimensions, barriers to DE, important supporters, and types
of support received. For the male students the social and economic value (e.g.,
70
employment, promotion, increased salary, and recognition in society) of the degree
earned through DE was another important concern. The study revealed that the female
students, compared with the male students, perceived all quality domains and
dimensions as being more important in evaluating DE quality.
Young, Allan E (2011) 26Pre-Service Students' Class Standings and Their Perceptions
of Distance Education
Objectives: The primary purpose of this exploratory study was to examine
whether pre-service teachers‘progress in their course of study was indeed a factor in
determining their perception of distance effectiveness, with regard to efficacy of
course structure, adequacy of student/teacher interaction, overall enjoyment, and
adequacy of peer-to-peer interaction.
Proceedings: Pre-service teachers in eight teacher education departments in
the south-eastern United States of America, pursuing a course of study to become
first-time teachers, were the object of the study. Data were collected from 92 preservice teachers in teacher education departments of eight universities. Tools of the
study were a survey originally used by Thomerson (1996), and adapted by Young
(2004) for pre-service teachers in the South Eastern United States.
Findings: The study revealed that pre-service teachers at the beginning stage
of their program were significantly more satisfied, overall, with distance courses and
programs, than those at the end of their program. Students near the beginning and
middle of their program rated grading and timely return of assignments, a sense of
26
Young, Allan E (2011) “Pre-Service Students' Class Standings and Their Perceptions of Distance
Education”Turkish online journal of distance education, V.12, n.1, Article 7
71
accomplishment, and willingness to take additional distance courses, significantly
higher than those who were at the end of their program. However, the opportunity to
know others in the distance class, although rated low, was higher for students at the
end of their program.
Oteng-Abadio M. (2011)27 “Door of hope or despair: Student perception of distance
education at University of Ghana
Objectives: To investigate the predictions of students of University of Ghana
to the DE programme
Proceedings: The sample of the study was 424 students of University of
Ghana. Data was collected through students’ self-reported perception regarding the
DE programme. This was captured by their responses to a structured questionnaire,
part of which solicited their demographic information such as age, gender, education,
employment, income and marital status. The survey also included a set of questions
assessing how long a respondent has been in the programme and his/her perception
about the flexibility, usefulness and satisfaction.
Findings: students had positive perception on the usefulness, satisfaction and
flexibility of the programme but have a negative attitude towards examination related
issues because of untimely delivery and poorly edited modules as well as poor
arranged examination schedules. The study recommended the implementation of
27 Oteng-Abadio M. (2011) “Door of hope or despair: Student perception of distance education at University of
Ghana Turkish Online Journal of Distance Education-TOJDE July 2011 ISSN 1302-6488 Volume: 12 Number: 3
Article 14
72
electronic mediated services as one of the main ways of making the objectives of DE
a reality.
Osei K. Collins (2010)28 Perceptions of Students towards Use of Distance Learning:
The Case in an Executive Masters Business Program in Ghana
Objectives: The purpose of the study was to investigate the perceptions held
by graduate students about distance learning offered by the Kwame Nkrumah
University of Science and Technology, Ghana.
Proceedings: The survey population was identified as all students enrolled in
the Executive Masters of Business/Public Administration Program (CEMBA/PA) of
the KNUST in the 2009/10 academic year. Data were collected from the 691 graduate
students using a structured questionnaire developed by the researcher. The survey
utilized a 20 close and open-ended and Likert-type scale questions to collect data for
this study.
Findings: The results showed that distance learning is most patronized by an
older (>30 years) and married student population largely because it allows them to
combine work and study. The data indicated that student perceptions of distance
learning were positive. Respondents indicated that they were satisfied with teaching
and learning by distance and also satisfied with learner support provided by the host
institute. The provision of prompt feedback on assignments by facilitators, lack of
28
Osei K. Collins (2010) Perceptions of Students Towards Use of Distance Learning: The Case in an Executive
Masters Business Program in Ghana Online Journal of Distance Learning Administration, Volume XIII, Number
II, Summer 2010 University of West Georgia, Distance Education Center
73
enough study facilities to help students with their program and difficulty they
experienced with learning materials that were not self learning activities are students
most interested in explanatory
Adoye A Femi, Salawu Ibrahim Olatunde (2010)29 “Learners’ Choice and Perception
of Distance Learning Degree Programme of the National Open University of Nigeria”
Indian Journal of Open Learning
Objectives: to examine why learners’ opted for the distance learning degree
programme of NOUN as well as their perception of the programme after enrolment.
Proceedings: The population for the study consists of all first year students
(1500) who enrolled in distance learning degree programmes of NOUN. A sample
1100 students participated in the study
Findings: The results showed that most of the learners opted for the distance
learning degree programme of NOUN because of the ease in securing admission,
opportunity to pursue their studies and at the same time taking care of their family and
have additional qualification to improve their career prospects. The results showed
that the learners were satisfied with their chosen programme because of its high
quality.
Gaba Ashok Kumar, Sethi Satya Sundar (2010)30 Learners’ Perception towards
Information and Communication Technologies: A Case Study of Indira Gandhi
National Open University
29
Adoye A Femi ,Salawu Ibrahim Olatunde (2010) “Learners’ Choice and Perception of Distance Learning
Degree Programme of the National Open University of Nigeria” Indian Journal of Open Learning, 2010, 19(1), 3342 ISSN 0971-2690,
74
Objectives: 1. ascertain the awareness of online/distance learning programmes.
2. find out which teaching delivery model is preferred by the learners most 3.
Examine learners’ accessibility to on-line programmes. 4. Study learners’ level of
skills for study through online 5. to know the learners’ preference for the support
services through ICTs.
Proceedings: A questionnaire was developed by the researchers. The
questionnaire consists of five major sections or components. They were: 1) Personal
Information, 2) Awareness of IGNOU’s students support services; (3) Accessibility of
ICTs; (4) Skills to use ICTs; and (5) Attitudes towards study through ICTs. The
population of the study referred to all the students of BA, B.Sc., BCA, BTS, MCA,
MBA programmes enrolled. A total of 1159 students participated in the study
Findings: Majority of the respondents of all the programmes were having
basic knowledge of ICT in general and computer skill in particular before registration
with IGNOU.2. Learners had given their preference to receive support services
through Audio/Video and CDs/DVDs followed by Online/e-Learning/Web based
programmes.3. The respondents expressed mixed views on study with ICT online/elearning mode. About 60% respondents of all the programmes (expect BCA and
MCA programmes) informed that they were not aware about the availability of ICTs
services (web pages) of IGNOU.
30
Gaba Ashok Kumar, Sethi Satya Sundar (2010)30 Learners’ Perception towards Information and Communication
Technologies: A Case Study of Indira Gandhi National Open University, Indian Journal of Open learning
75
Gogoi, Manashee & Hazarika , Mukut (2009)31 Awareness and Attitude of the
College Students Towards Open and Distance Learning
Objectives: 1. To find out the level of awareness of the college students (male
and female and rural and urban) towards ODL. 2. To find out the level of attitude of
college students (male and female and rural and urban) towards ODL.
Proceedings: The population of the study comprises of all the college students
studying at first degree level in the colleges under Dibrugarh University. The
purposive incidental sampling technique had been used in selecting the sample of the
study. The sample comprises of 144 male and 116 female college students drawn
from six colleges under Dibrugarh University. A Likert-type Attitude scale consisting
of 22 items developed by the researchers was used in the study.
Findings: The study had revealed that the level of awareness and attitude of
the college students towards ODL system was not very high. Besides, there exists
significant differences between male and female; and rural and urban students as far
as their awareness and attitude towards ODL system was concerned. The authors
concluded that the students were aware about the merits and accessibility of the ODL
system and form a healthy attitude towards it, it will not be possible to attain equity
and access of the higher education, which is the need of the hour
Erkan (2008)32 Attitudes of Turkish Distance Learners toward Internet based learning:
An investigation depending on Demographical Characteristics
31
Gogoi, Manashee Gogoi & Hazarika , Mukut (2009) Awareness and Attitude of the College Students Towards
Open and Distance Learning Journal of All India Association for Educational Research 21, 2, 61-65, Dec. 2009
32
Erkan Tekinarslan, (2008) “Attitudes of Turkish Distance Learners toward Internet based learning: An
investigation depending on Demographical Characterstics” Turkish online journal of distance education .
76
Objectives: The objectives of the study were to analyze whether attitude levels
of Turkish learners in an IBL environment, Distance Education Vocational School of
Adapazari at Sakarya University, Turkey, differ depending on their demographical
characteristics such as age, gender, marital status, parental status, employment status,
grade point average.
Proceedings: The participants of the study were from an IBL environment
Distance Education Vocational school of Adapazari at Sakarya University. The data
were collected through questionnaires that consist of demographical information from
and an attitude scale toward Internet based learning developed by the researcher. A
total of 834 learners voluntarily participated in this study.
Findings: The study revealed that in general the learners had positive attitudes
and feelings towards the general characteristics of IBL and they enjoyed studying in
the IBL environment. There were significant differences between the single and
married learners. Married Turkish distance learners and Turkish distance learners with
children had significantly more positive attitude levels towards on IBL. The male
Turkish distance learners demonstrated significantly more positive attitude towards
the IBL than the female Turkish distance learners.
Ozana Ural (2007)33 Attitudes of Graduate students towards distance education
Educational Technologies and independent learning.
Objectives: to make a survey investigating students’ attitudes towards
educational technologies and independent learning. To examine the thoughts and
33
Ozana Ural ( 2007) “ Attitudes of Graduate students towards distance education. Educational Technologies and
independent learning. Tukish online journal of distance education.Volume:8, Number 4, Article3
77
attitudes of doctoral students toward distance education system, technologies and
independent learning
Proceedings: For the sample of the study, one of the biggest universities
in Turkey regarding the number of students Marmara University was chosen. The
sample of the study was 67 (32 female and 35 male) doctorate students who had
to take obligatory teaching courses and who worked as research assistants at
various universities in the 2006-2007 academic year. Data were collected by a
questionnaire which was designed by the researcher.
Findings: doctoral students were using technology intensively in their
academic and daily lives, but they were reluctant for the lectures and programs
designed in distance education system. Most of the students thought that using
distance education technologies in science lessons could not be useful and
efficient and they have negative attitude towards distance education.
Gujjar Aijaz Ahmed (2007) 34 “A Study of Students Attitude Towards Distance
Teacher Education Program in Pakistan Tukish online journal of Distance Education
Objectives: (a) To describe the distance teacher education programme (B.Ed)
in Pakistan. (b) To evaluate the student’s attitudes about Distance Teacher Education
programme (B.Ed) in Pakistan. (c) To identify the problems of students’ of Distance
Teacher Education Programme (BEd) in Pakistan.
Proceedings: The population of the study consisted of the 2710 students of
B.Ed Programme semester autumn 2004 to autumn 2005 students of final semester
Gujjar Aijaz Ahmed (2007) “ A Study of Students Attitude Towards Distance Teacher Education Progeam in
Pakistand) Tukish online journal of Distance Education, October 2007 ISSN 1302-6488 Volume: 8 Number: 4
Article 12
34
78
studying at Allama Iqbal Open University of Pakistan. The 300 students from Sahiwal
region was considered as sample of the study. A questionnaire on five-point (Likert)
scale was developed with one open ended question at the end of the questionnaire.
Findings: It was found that Distance learners have favorable attitude towards
distance education. 1. Majority of the students agreed that the components of B.Ed.
programme led towards teaching skills, and the Introduction of new teaching
techniques was highly appreciated, the delivery of material was in time, the contents
of the courses were in a logical sequence, the printing quality of material was good
and satisfactory, the material was according to the needs of the distance learners and
the distribution of marks of assignment and final examination was justifiable,
assignments were marked objectively and they were not returned in time. 2. TV
programme were helpful for conceptual and theoretical learning and duration of TV
programmes was adequate and there is a need of TV programmes for each course. 3.
Students indicated that students learnt professional skills from the workshop, the
resource persons, tutors were well prepared for the workshop and were punctual and
division of marks of different aspects of workshop was appropriate and the teaching
practice enhanced the degree of confidence in trainees and the duration of teaching
practice was not suitable.
Olugbenga David Ojo and Felix Kayode Olakulehin (2006)35 “Attitudes and
perceptions of students to open and Distance Learning in Nigeria
Objectives: to assesses the attitudes and perceptions of distance teaching and
35
Olugbenga Ojo David and Felix Kayode Olakulehin (2006) “Attitudes and perceptions of students to open and
Distance Learning in Nigeria Vol.7 no.1, International Review of Research in Open and Distance learning
79
learning by students enrolled in the NOUN and of the National Teachers’ Institute
(NTI) compared to their experiences at conventional universities.
Proceedings: The samples for the study comprised 120 distant learning
students randomly selected from study centers located at the six geo-political zones in
Nigeria. The sample was drawn from students who registered for various postgraduate
diplomas and master degree programmes at the NTI and NOUN study centres. A
structured questionnaire entitled the Students’ Attitude and Perceptions Rating of
Open and Distance Learning Institutions Inventory (SAPRODLII), was developed by
the researchers to gather the required information.
Findings: The study revealed that distance learners in Nigeria were favorably
disposed to Open and Distance Learning institutions. The 120 students who responded
to survey indicated their interest in the unique features that make-up ODL institutions,
such as open access, opportunity for flexible learning, provision of quality learning
materials, the use of multi-media and ICTs, etc. The findings reported also suggested
that those administering and leading Nigeria’s ODL institutions were in an excellent
position to build positively on the favorable perceptions already held by many
distance learning students. They can achieve this through the effective and efficient
management of Nigeria’s ODL institutions
Sahin, Sami , (2006)
36
The relationship between learner characteristics and the
perception of distance learning and satisfaction with Web-based courses Ph.D., Iowa
State University
36
Sahin, Sami , (2006) The relationship between learner characteristics and the perception of distance learning
and satisfaction with Web-based courses Ph.D., Iowa State University
80
Objectives: to investigate the relationships between students' characteristics
and their perception of web-based learning and satisfaction with distance learning in
five Web-based undergraduate biology courses in a Midwestern university. Learners’
characteristics included gender, age, academic major, learning style preferences,
enrollment status, number of Web-based courses taken previously, science perception,
and hours per week worked.
Proceedings: A sample of 279 students was taken for the study. A linear
regression model was executed to identify the predictive ability of distance learning
perception scales on distance learning satisfaction. A factorial ANOVA was used to
identify the effects of students’ demographic characteristics on distance learning
perceptions and satisfaction. A canonical correlation was calculated to measure the
relationship between learning style preferences and students’ perceptions of and
satisfaction with distance learning.
Findings: The results showed that in general students were satisfied with their
web-based courses. There were significant differences in students' perceptions in
relation to gender, age, and academic major. Gender and age were not statistically
significant in terms of their learning style preferences, when academic major was
controlled. The study found that older students (over 21) were significantly more
positive with instructor feedback and personal relevance than were younger students
(18-21). Study hours per week and students’ science perceptions were significant
situational characteristics in Web-based learning. The study found that students’
preference of AC positively correlated with the perceptions of authentic learning and
81
active learning. Concrete Experience (CE) preference negatively correlated with
active learning.
Hannay Maureen , Newvine Tracy (2006)37 Perceptions of distance learning,
comparison of online learning and traditional learning
Objectives: The research question of the study was why did students choose
distance (DL) rather than traditional learning (TL) formats? 2. Were the educational
outcomes different between DL and TL? 3. What were the student perceptions of
overall course quality in DL versus TL?
Proceedings: The data for the study were collected with a 22question survey
developed by the authors. The sample had taken from students enrolled in various
undergraduate criminal justice courses that were taught in an online format.217
students were participated in the study.
Findings: The data indicated that students strongly prefer distance education,
largely because it allows them to balance their other commitments more easily.
Respondents also perceive that they achieve higher quality educational outcomes in
the distance learning environment. Nearly 20% of the students indicated that they
were compelled to take their classes through distance learning because there were
limited offerings of their required courses in the classroom. There were statistically
significant results indicated that students perceive that DL courses are of higher
quality than TL courses.
37
Hannay Maureen , Newvine Tracy (2006) Perceptions of distance learning, comparison of online learning and
traditional learning MERLOT Journal of Online Learning and Teaching / Vol. 2 / No. 1 / March 2006
82
Pant Hema (2005)38 Attitude of distance learners towards multi media approach to
instruction.
Objectives: to examine the attitude of distance learners towards multimedia
approach to instruction.
Proceedings: A stratified random sampling technique was adopted to select the
sample of students who were pursuing various programmes of IGNOU. For sample
selection
the
programmes
were
categorized
into
four
groups,
namely,
Certificate/Diploma Courses, Graduate degree, Post Graduate Diploma and Post
Graduate degree courses. 1200 students were selected for the study. An adapted
attitude scale (Thurstone type) was administered to 1200 students, of which only 243
responded.
Findings: Data analysis revealed a mean attitude score of 7.17, indicated a
favourable inclination of respondents to learn through the multimedia approach.
Learners had revealed that inclination to learn through multimedia approach despite
the inaccessibility of audio video material to them.
Koul Pity (2004)39 A Study of Effectiveness of Distance Education Programme in
Nursing, Ph.D Thesis, Jamia Millia Islamia Univeristy
Objectives: To study the profile of learners, to identify whether target group is
adequately covered. ii) To assess the effectiveness of self-instructional course
material by learners, counselors and programme in charges. iii) To examine the
Pant Hema (2005) “Attitude of Distance leaners Towards Multi Media Approach to Instuction”AAOU Journal,
Vol.1, 2005, 65-72, ISSN 0971-2690.
38
39
Koul Pity ( 2004) A Study of Effectiveness of Distance Education Programme in Nursing, Ph.D Thesis, Jamia
Millia Islamia Univeristy
83
effectiveness of instructional process in relation to, Audio and Video support
Counseling sessions and practical contact sessions Counselors and clinical supervisors
Teleconferencing sessions Assignments and Evaluation iv) To assess performance of
learners in terms of knowledge and skills as expressed by learners and programme in
charges. v) To identify the problems faced by learners while undergoing the
programme.
Proceedings: Structured questionnaires were canvassed to 534 distance
learners, 136 counselors/clinical supervisors and 17 programme in-charges of
IGNOU’s B.Sc. Nursing Programme across the various parts of the country, out of
which 201 distance learners, 85 Academic Counselors/Clinical Supervisors and 13
Programme In-charges responded. Random sampling technique was adopted to select
the learners; purposive sampling to select the counselors/ clinical supervisors and total
enumeration of the sample was used to select the programme in-charges.
Findings: Major findings of the study indicated that the course material was
found to be highly effective by learners, counselors and programme in charges.
Audio-video sessions were found to be effective in terms of quality of content
presentation and helped the learners to revise the lesson. However, audio-video
facilities were not accessible to majority of the respondents. Counseling sessions and
practical contact sessions were found to be relevant, useful and effective and helped
the learners to acquire skills relevant to work situation. The numbers of counseling
session and practical contact sessions were found to be inadequate in all specialty
areas. Teleconferencing sessions were informative, satisfactory, and useful and helped
the learners to clarify the unit and clear their doubts. Technical quality and
presentation need to be improved and the sessions more interactive and accessible.
84
Assignments were helped the learners to understand the text and prepare for the
examination. Tutor comments written only on a few assignments were positive and
constructive. There was great delay in receipt of evaluated assignments. Some of the
students stated that they received back the evaluated assignments and/or grades after
the Term End examination. Learners desired more individualized feedback on their
assessment and more interesting study guides and readings for reference. The Term
End examination question papers were found to be of good quality. The situation
about the incomplete grade cards and delayed result was a cause of serious concern
for the learners, counselors and programme in-charges.
There was a significant
increase in knowledge, skills and attitudes of learners after undergoing the B.Sc.
Nursing programme as expressed by learners and programme in-charges.
Villi C. (2003)40 “Study on knowledge, Attitude perception and Expectations (KAPE)
of the Women Learners of Open University”
Objectives: The objectives of the study were (a) The reason for choosing the
open university system (b) The reason for the continuing higher studies(c) The reason
for the choosing the optional subject (d) Source of getting study information (e)
Opinion about contact seminar (f) Expectations and suggestions for improvement (g)
Opinion about the open university system (h) Opinion about entrance test
Proceedings: The sample for this study comprised of 326 women learners of
Madras University. Cluster sampling method was used for selecting the students. The
data were collected through contact seminars
40
Villi C. (2003) “Study on knowledge, Attitude perception and Expectations (KAPE) of the Women Learners of
Open University” Indian journal of Open Learning, 12(1), 95-10019(1): 113-118.
85
Findings: This study showed that, majority of women learners quite a
significant percentage found the open learning system to be a formal system of study,
with not much difference vis-A-vis the conventional system. Newspaper and friends
emerge as the primary sources of information about Open University programmes.
Opinions about the contact seminars indicated the areas of required improvement in
the system
Farah (2002)41 A comparative study of teaching competencies of the teachers trained
through the formal system of education and those through the distance education
system Ph..d thesis, Jamia Millia Islamia University
Objectives: The specific objectives of the study were: 1) To study the
relationship between the presage, process and product variables of teaching
competencies of the teachers trained through the formal education system. 2) To study
the relationship between the presage, process and product variables of the teaching
competencies of the teachers trained through the distance education system.
3)
Comparison of presage variable of knowledge of the teachers trained through the two
different modes. 4) Comparison of the presage variable of attitude of the teachers
trained through the two different modes. 5) Comparison of the process variable of
skills of the teachers trained through the two different modes. 6) Comparison of the
product variable of pupil liking towards the teachers trained through the two different
modes
41
Farah (2002) A comparative study of teaching competencies of the teachers trained through the formal system
of education and those through the distance education system Ph..d thesis, Jamia Millia Islamia University
86
Proceedings: The sample of the study consisted of randomly selected 70
teachers trained through the formal system and other randomly selected 70 teachers
trained through distance system of teacher preparation. In order to compare the
Presage-Presage, process-process, product-product variables of the teaching
competencies of the teachers trained of the teaching competencies of the teachers
trained through the two modes, t-test was used.
Findings: The findings of the study were. 1) A significant relationship between
the skills of the teachers and pupils liking. 2) No significant relationship found
between the knowledge and the attitude of the teachers trained through the distance
mode. 3) A significant relationship between the attitude and skills of the teachers. 4)
A significant relationship between the attitude of the teachers and pupils liking 5)
there was a significant difference in the knowledge of the teachers trained through the
formal education system and those trained through the distance education system. 6)
There was a significant difference in the attitude of the teachers trained through the
formal education system and those trained through the distance education system. 7)
There was no significant difference in the skills used by the teachers trained through
the formal education system and those trained through the distance education system.
8) There was no significant difference in the pupils’ liking for the teachers trained
through formal education system and those trained through the distance education
system.
87
Miyan Anjulasagar (2002) A study of the status and viability of in-service training
programme for primary school teachers through distance mode, Ph.D thesis, Jamia
Millia Islamia University42
Objectives: (a) To study the structure of in-service education programmes
through distance mode (b) To study effectiveness of in-service education programme
via distance mode vis-à-vis those imparted through cascade approach through teachers
perception.(c). To study the need for minimum facilities required to make in service
training through distance mode universal (d) To find out cost effectiveness, time
management and qualitative transaction of in-service training programmes through
distance mode
Proceedings: The study was exploratory survey; data was gathered from the
population using purposive sampling technique. Total sample of the study was 335.
310 in service teachers who had undergone training through distance mode as well as
face to face mode from 3 states Haryana, Himachal Pradesh and Andra Pradesh, 12
resource persons and 13 experts. An interview and questionnaire were used as tools.
The researcher developed two questionnaires for teachers and training personnel.
Findings: The study revealed that teachers who were master trainers cluster
resource coordinators had good relation at DIET (District Institute of Education and
Training) level. Teachers did not like the conduct of teleconferencing programme on
holidays. Most of the teachers, experts, resource person had reported good physical
conditions at training centre. Majority of sample had reported improper functioning of
42
Miyan Anjulasagar (2002) A study of the status and viability of in-service training programme for primary
school teachers through distance mode, Ph.D thesis, Jamia Millia Islamia University www.vidhyanidi.org.in
88
library. The sample had favored use of self learning material by them. In
teleconferencing, No technical facilities arranged in advance. The teachers were
unable to listen to the questions asked by other DIET teachers it difficult to relate
answers given by panelist sitting at IGNOU studio. Regarding the quality of
programme it was revealed that strength of teleconferencing had been understood by
all teachers, resource persons, experts.
Kumar Anil (1999).43 Open University Distance Learners Attitude towards Distance
Education.
Objectives: 1. To compare the attitude of first-degree level distance learners
towards distance education in various subgroups based on background variables. 2.
To examine the extent of dependence between academic performance and attitudes of
distance learners towards distance education at first-degree level 3. To predict
academic performance of first-degree level distance learners on the basis of their
academic self-concept, study habits and attitude towards distance education.
Proceedings: The population for the study was identified as the distance
learners who were undergoing the Bachelors' Degree Programme (BDP) of the
IGNOU Regional Centre, Delhi. The final sample for the study consists of 318
distance learners of the IGNOU Regional Centre, Delhi.
Findings: Married students possessed significantly higher positive attitude
towards distance education when compared with unmarried ones. No significant
difference in the attitude was observed among distance learners varying on the other
43
Kumar Anil (1999). Open University Distance Learners’ Attitude Towards Distance Education. Perspectives in
Education. Vol. 15(3), 165-173
89
nine background variables of gender, age, locale, social class, academic stream,
educational level, employment status, and experience in distance learning and
discontinuity in studies. Significant differences in attitude existed with regard to the
parts of attitude towards admission procedures and self instructional materials for
distance learners of different marital status. Attitude differences were also found in
respect of the part of counseling sessions for the subgroups based on academic stream.
Singh Bhoodev and Chaturvedi H.C (1996)44 “Intelligence and Attitude of Off
campus and On campus students towards education” Indian journal of open learning
Vol.5, No.1
Objectives: to compare the intelligence and attitude of off campus and on
campus students towards education
Proceedings: The sample of the study consisted of 1000 (500 off campus and
500 on campus) students randomly selected from among those studying in the
undergraduate and Post-graduate classes of Allahabad and Faizabad regions. The
sample of off campus students include the students who were enrolled for Indira
Gandhi National Open University's Degree and Diploma courses and the students who
joined correspondence courses at under-graduate and post-graduate levels of that area.
The sample of on campus students include the regular students of degree and postgraduate classes of the selected regions. The tools used for the study were Ravens'
Progressive Matrices developed by Raven (1987). Attitude Towards Education Scale
developed by Chopra (1982)
44
Singh Bhoodev and Chaturvedi H.C (1996) “Intelligence and Attitude of Off campus and On campus students
towards education” Indian journal of open learning Vol.5, No.1
90
Findings: The findings revealed that the off campus students had a better
attitude to education in comparison to the on campus students. Off campus students of
rural culture scored higher on intelligence test than their urban counterparts.
Significant differences were also found between off campus and on campus students
with respect to intelligence and attitude towards education when both the variables
were considered together. Learners' curiosity to increase their qualifications develops
in them a positive attitude towards education. The distance learners, it was found, that
they were very much interested to increase their qualifications and knowledge. The
second most important thing observed by the investigators was that only in those
studying through distance education the seeds of attitude towards education, curiosity
to learn, study habits etc., were alive.
Gautam, Renu (1990)45 A study of success in the distance learning system in relation
to some key learned and institutional variables. Ph.D Edu. Kurukshetra University.
Objectives: (a) To try put the learners orientation Inventory and draft
proformae and tools (b) to identify characteristics and reasons for joining
correspondence courses (c) To study the self images of distance learners, profiles of
distance learners and their attitude towards distance education (d) to evaluate the
effectiveness of institutional components and to conduct the participant evaluation of
the quality of institutional material (e) to find out the reasons for drop outs (f) to
predict success in distance learning and (g) to conduct some case studies.
45
Gautam, Renu (1990)45 A study of success in the distance learning system in relation to some key learned and
institutional variables. Ph.D Edu. Kurukshetra University.
91
Proceedings: For data collection the researcher developed a number of tools,
Viz. a tool for learners characteristics, for self image, for learning strategies,
interpersonal relations, learner’s orientation, institutional components, participant
evaluation of the quality of institutional material, attitude towards distance education
and reasons for dropping out. The statistical techniques used for data analysis were
frequency counts, mean, SD, percentage, product-moment correlation, partial
correlation and regression equation.
The findings: both learner variables and institutional variables contributed
positively to the success of distance learning at the B.Ed level. The success of
distance learning system had been found to be intimately associated with the course
material, two way interactions between tutor/organization and learner, the personal
contact programme, the assignment system and the system of evaluation. The learners
enrolled in B.ED through correspondence programme had been found to give a good
account of themselves in the university examination in theory papers.
2.5. STUDIES RELATED TO ACADEMIC ACHIEVEMENT
Iain McPhee, Soderstrom Tor
(2012)46 Distance, online and campus higher
education: reflections on learning outcomes, Research Paper
Objectives: The purpose of the paper was to discuss performance in
postgraduate education in Sweden and Scotland. Drawing on two cases, the paper
considers three themes: differences in students’ performance by study mode,
46
Iain McPhee, Söderström Tor ,(2012) Distance, online and campus higher education: reflections on learning
outcomes, Research Paper, campus-Wide Information Systems, Vol. 29 Iss: 3, pp.144 - 155
92
differences in students’ performance by length of study, and finally comparing
performance by study mode between modules in Scotland with an entire programme
in Sweden.
Proceedings: The empirical setting from Scotland builds on an evaluation of
online and on-campus study groups with exactly the same module syllabus. The
Swedish setting was also based on an evaluation of distance and on-campus study
groups with exactly the same module syllabus. The data compiled in both countries
arise from student performance scores and grades.
Findings: The results indicated that students in both countries foremost used
the virtual learning environment (VLE) as a forum for accessing information, to
access asynchronous postings in the forums and access streaming-synchronous online
lectures which are also accessed asynchronously in the VLE. The results showed that
there were no differences between the grades or test scores between campus students
with face-to-face education and distance students with electronically (VLE) mediated
education.
Radovan Marco (2011) 47 “The relation between Distance students motivation, their
use of learning strategies and Academic Success
Objectives: The objective of the study was to explore distance students’
perception of motivation and use of SRL strategies and the ways in which SRL
influences their academic success.
47
Radovan Marco (2011) “ The relation between Distance students motivation, their use of learning strategies and
Academic Success The Turkish Online Journal of Educational Technology – January 2011, volume 10 Issue 1
93
Proceedings: The sample of the study was 319 distance learning students. The
Motivated Strategies for Learning Questionnaire (MSLQ), developed by Pintrich and
colleagues (Pintrich, Smith, Garcia and Mc Keachie, 1991), is a self-report, Likerttype (1 = strongly disagree to 7 = strongly agree) instrument designed to measure
students’ motivational orientations and their use of different learning strategies.
Findings: The results showed that the importance of motivational factors, such
as intrinsic goal orientation, task value and self-efficacy on the one hand, and effort
regulation strategies on the other. When studying in a distance-learning course,
students who set themselves more intrinsic goals, value their learning, believe in their
ability to successfully accomplish academic demands and can handle distractions and
maintain concentration finished more exams, accomplish them faster and achieved
higher test scores. The study showed that motivational and strategic determinants had
a significant impact on academic performance.
Omondi Bowa (2011)48 the relationship between learner characteristics and academic
performance of distance learners: the case of external degree programme of the
University of Nairobi
Objectives: The general objective of the study was to find out the extent to
which learner characteristics affect academic performance of learners in the Bachelor
of Education (Arts) external degree programme of the University of Nairobi. The
specific objective was to find out the extent to which age, gender, marital status, size
48 Omondi Bowa (2011)The relationship between learner characteristics and academic performance of distance
learners: the case of external degree programme of the University of Nairobi Journal of Continuing, Open and
Distance Education Volume 1, Issue 2, June 2011
94
of family, educational background and income status of the learner influence the
grades attained in examinations.
Proceedings: The study targeted 3,278 students of the External Degree
programme of the University of Nairobi, A total of 212 students were drawn from all
strata, to represent learners in the programme. A questionnaire was used to collect
information from learners in the sample. Secondary data was also obtained from the
school‘s examinations records for information on academic performance of the
students in the sample. Descriptive and inferential statistical methods were then used
to analyze the data.
Findings: The findings were that learner characteristics consisting of age,
family size, entry academic qualification and supplementary income had a significant
relationship with academic performance of learners in the course. There was a
significant negative correlation between age of student and semester examination
grades with a higher age associated with lower examination grades. The study also
found a weak, negative correlation between family size and semester examination
grades with large family size associated with low semester examination grades. There
was a weak negative correlation between family size and coursework grades with
large family size associated with low coursework grades. The study also found a
significant positive correlation between entry academic qualification and academic
performance with higher entry academic qualifications being associated with higher
semester examination grades. The study also found a significant negative correlation
between academic performance and supplementary income earned from small-scale
business activities, with higher supplementary income associated with lower
coursework grades.
95
Oladejo M A (2010)49 Socio-demographic Variables and Distance Learners’
Academic Performance at the University of Ibadan, Nigeria
Objectives: The objectives of this study was to find out (a) To what extent
would the selected factors namely age, gender, disability status, employment status
and marital status, when taken together, predict the academic performance of distance
learners at the Distance Learning Centre, University of Ibadan, Nigeria?(b) What are
the relative contributions of each of the factors to the prediction of the academic
performance of distance learners at the Distance Learning Centre, University of
Ibadan, Nigeria
Proceedings: The study adopted the descriptive research design of the ‘ex-post
facto’ type. Participants in this study were distance learners at the Distance Learning
Centre, University of Ibadan, Nigeria. The selected factors included in the study as
predicting academic performance were students’ socio-demographic variables namely
age, gender, disability status, employment status and marital status. Data were
collected through self-designed validated questionnaire. Students’ results were
collected at the records office of the Institution to measure the academic performance
The findings: The findings revealed that all the selected students’ sociodemographic factors namely age, gender, disability status, employment status and
marital status determined the academic performance of distance learners at the
University of Ibadan with varied degrees. Age and disability status made significant
49
Oladejo Maruff Akinwale (2010) ‘Socio-demographic Variables and Distance Learners’ Academic
Performance at the University of Ibadan, Nigeria European Journal of Scientific Research ISSN 1450-216X Vol.46
No.4 (2010), pp.540-553
96
contributions to distance learners’ academic performance. Gender has no significant
difference on academic performance.
Ojokheta, K. O (2010)50 A Path-analytıc study of some correlates predıctıng
persıstence and student’s success in dıstance educatıon ın Nıgerıa
Objectives: The major objectives of the study were; (a) to
investigate the
predictors that help enhance persistence and students success in Distance Education in
Nigeria. (b) To
examine the extent to which the predictors, if taken collectively,
would enhance distance learner’s effective learning as well as the relative
contributions of each predictor. (c) Determine the pathways and their coefficients
through which the predictors help motivate distance learners to achieve effective
learning and (e) Determine if the proportion of the contribution of the predictors was
through direct impact and or indirect impact.
Proceedings: The participants of this study comprised distance learners from
200-400 levels in two distance teaching institutions – the Distance Learning Institute
(DLI) University of Lagos and Distance Learning Centre (DLC) University of Ibadan.
The total sample size of the study was 1,245 with DLI having 732 and DLC 513.
Findings: The findings revealed that learners learning environment and student
support services were the strongest predictors for predicting persistence and success
of distance learners in distance learning programme. Other important predictors were
the tutor’s responses pattern, learners’ perception of the course materials, the structure
the study of the study centers, and the technical media used in disseminating the selfinstructed learning content.
50
Ojokheta, k. O(2010) A Path-analytıc study of some correlates predıctıng persıstence and student’s success In
dıstance educatıon ın Nıgerıa “Turkish online journal of distance education-Tojde january 2010 issn 1302-6488
volume: 11 number: 1 article 11
97
Sukati C.W.S., Magagula M. Cisco, Chandraiah Esampally, Simelane S. Hamilton,
Sithole M. Moses (2010) 51Conventional Versus Distance Education Revisited: Does
Mode Matter? Indian Journal of Open Learning
Objectives: The objectives of the study were Does the mode of study (distance
or face-to-face) influence the performance of students in any of the subjects done in
the B.A. Humanities degree? 2) Which mode of study performs better? 3) Does the
influence of mode of study on performance depend on the year of study?
Proceedings: The study used a quasi-experimental design and quantitative
techniques. The target population was the first year students in the B.A. Humanities
degree who were enrolled in IDE and in the full-time Faculty of Humanities (FOH) in
the academic year 1996/1997. The data collected indicated the performance of each
student in each subject and in each year, the overall academic performance of each
student at the end of each year, and data on the performance of each student at the
Cambridge O’ Level examination (which was the entry examination).
The findings: The findings showed that overall there were no significant
differences in the performance of the students in the full time programme and of those
in the distance education programme.
Sanghai Sandhya, Garg Suresh (2009)52 Evaluation of Bachelor of Education
Programme of IGNOU: An Appraisal by the Beneficiaries
51
Sukati C.W.S., Magagula M.Cisco, Chandraiah Esampally, Simelane S.Hamilton, Sithole M. Moses
(2010)
conventional versus distance education revisited:Does mode matter? Indian journal of open learning, 2010, 19(1),
3-221 University of Swaziland, Swaziland2 Dr. B.R. Ambedkar Open University, Hyderabad, India
52
Sanghai Sandhya, Garg Suresh (2009) Evaluation of Bachelor of Education Programme of IGNOU: An
Appraisal by the Beneficiaries Indian Journal of Open Learning, 2009, 18(3), 149-165
98
Objectives: to Know Learner profile (age, gender, social status, rural/urban
status, qualifications); · Growth and development of the programme; · Problems faced
by student-teachers in their learning; · Quality and status of course content vis-à-vis
National Curriculum Framework for Quality Teacher Education, 1998; Effectiveness
of skill development strategies; and · Expectations of student-teachers and their
achievements.
Proceedings: Research tool in the form of structured, semi-structured and
unstructured questionnaire was administered on student-teachers through multiple
channels of communication. The population for the evaluation of B.Ed programme
comprises all the Programme Study Centres (PSCs) activated by IGNOU all over the
country. Their number was 66 (as per the Programme Guide for the B.Ed programme)
for the year 2004. In all, 858 student-teachers (which is 61% of the total enrolment at
the centres) responded.
Findings: The respondents figured as about 64% respondents across the
regions were females. 75% student-teachers in the sampled population were from
urban areas, 24% came from rural and 1% enrolled from tribal areas. The findings
revealed that B. Ed. programme of IGNOU was well designed; it provides a judicious
mix of theoretical and practical inputs. The printed study materials developed in
English medium were of high quality. However, student-teachers perceive the
workload to be heavier than that conceptualized by programme designers and
developers. The success rate was very high (above 90%) in all courses.
99
Stacey Lynn Rimmerman (2005)53 Personality type and learning style predicted
performance in distance education Environment, Ph.D Thesis, University of West
Florida
Objectives: to investigate student learning style and personality type as
possible predictors of student performance in distance education. The secondary
purpose of the study was to identify contingent relationships between the two
independent variables: (a) personality type and (b) learning style.
Proceedings: The participants were undergraduate students enrolled in a
community college Art Humanities course in the Visual Arts Department at the
Pensacola Junior College (PJC) in Florida main campus. Thirty-four participants from
3 sections of Art Humanities completed online the Myers-Briggs Type Indicator and
the Learning Styles Inventory.
Findings: The findings showed that no statistically significant predictive effect
between personality type and student performance in distance education 2. There was
no statistically significant predictive effect between learning style and student
performance in distance education. 3. There was no statistically significant predictive
effect between personality type and learning style on student performance in distance
education.
Hulya Ergul (2004)
54
Relationship between student characteristics and Academic
Achievement in distance education and Application on Students of Anadolu
University.
53
Stacey Lynn Rimmerman (2005) Personality type and learning style predicted performance in distance
education Environment Ph.D Thesis, University of West Florida
100
Objectives: to determine the self-efficacy beliefs for distance education,
achievement goals, and self-regulation abilities of students, which are some of the
characteristics motivating students of distance education, and to suggest a relationship
between these characteristics and academic success.
Proceedings: Participants were 124 freshmen students who enrolled in
Anadolu University’s distance learning programs.
Findings: The results indicated that demographic characteristics like age,
gender and employed/unemployed were not significantly correlated with academic
achievement. There was significantly and positive correlation between academic
achievement and self efficacy beliefs of distance education. There was not significant
relationship between self regulation and academic achievement.
Biswas (2001)
55
Learning Strategies and Academic Performance: A Study of the
Successful Distance Learners of PGDDE programme of IGNOU
Objectives: The objectives of the study was to investigate whether: i) age, sex
and previous educational qualifications of the PGDDE learners have any effect on
their present academic performance; ii) physical conditions during the study (place,
physical posture and disturbance)have caused any effect on academic performance;
iii) the amount of time spent during study has shown any effect on academic
54
Hulya Ergul (2004) Relationship between student characteristics and Academic Achievement in distance
education and Application on Students of Anadolu University. Turkish Online Journal of Distance Education-TOJDE April
2004 ISSN 1302-6488 Volume: 5 Number: 2
55
Biswas Prabir kumar (2001) Learning Strategies and Academic Performance: A Study of the Successful
Distance Learners of PGDDE programme of IGNOU Indian Joumal of Open Learning, 2001, 10(2), 21 1-220
101
performance; and iv) reading techniques adopted by the learners have caused any
effect on their academic performance.
Proceedings: A sample of 150 successful distance learners of the PGDDE
programme of IGNOU were randomly selected for this study. A structured
questionnaire consisting of 44 items was developed to collect data in relation to the
objectives of the study. 92 filled questionnaires were analyzed for this study.
Findings: Age, sex and previous academic qualifications had no effect on the
present academic performance of the learners of PGDDE. Some disturbance at home
faced by the learners during study did not affect their academic performance. Total
hours of study, specific learning skills adopted (reading technique, note making while
studying etc.), number of activities (SAQs) attempted during study etc. have shown
some positive effect on the academic performance of the distance learners.
Nanda Renu (1997)56 A study of non formal education programmes in the Jammu
region. Ph.D Edu. University of Jammu
Objectives: to find out the academic acheivment of students of formal and non
formal school education programmes in Jammu region, to explore status and
management of non-formal education programmes with special reference to
enrollment, number of centers, infrastructure, role of instructors and supervisors,
factors which are helpful or create hindrances in the promotion of non-formal
education
56
Nanda Renu (1997) A study of non formal education programmes in the Jammu Region.Ph.D Edu. University
of Jammu.
102
Findings: The findings of study indicated that the academic achievement of
students enrolled in non-formal programmes was better than the formal education
students. Lack of proper training of instructors and supervisors, shortage of buildings
and teaching materials, and less salary of teachers were the main hindrances in the
promotion of non-formal education programmes. Early marriage of girls and non
availability of instructional materials were the main reasons of drop out from the nonformal system.
Das Mamta (1992)57 Approaches to learning and academic performance of students in
traditional and open universities. A comparative study. Ph.D Edu. Jawaharlal Nehru
Univ.
Objectives: (a) To identify the relationships among learner, content and
context characteristics and approaches to learning of students in open and traditional
universities, and to find out the predictability of such approaches, and (b) to identify
relationships among learner, content and context characteristics and academic
performance of students in open and traditional universities and to find out the
predictability of such approaches to learning and of academic performance of students
in open and traditional universities.
Proceedings: The sample for the study comprised students undergoing a
course in Diploma in Management studies in one Open University (IGNOU) and two
traditional universities. The tools used were (a) a shortened version of an internal
external control scale (b) a modified version of an approaches to studying inventory
57
Das Mamta (1992)57 Approaches to learning and academic performance of students in traditional and open
universities. A comparative study. Ph.D Edu. Jawaharlal Nehru University.
103
and a student perceptions scale. An ex-post facto research design was adopted in the
conduct of the study.
The findings: The major findings include students in Open University
significantly differ from students in traditional university in terms of learner, content
and context characteristics. Learner, content and context characteristics significantly
correlate with approach to learning and academic performance of students both in
traditional and open universities. Academic performance which slightly correlates
with approaches to learning could reliably predicted by using learner, content, content
characteristics and approaches to learning of both in open and traditional universities
as predictors.
2.6. RELEVANCE OF REVIEW TO THE PRESENT STUDY
Distance education open the doors of higher education for those who missed
their education because of educational and socio economic in equalities and to meet
the ever increasing demand for higher education. The research review included
research work done on socio economic status, study habits, attitude towards distance
education, and academic achievement done in distance education. Each study has
some direct and in direct relationship of the present work, but considerably small
number of research has direct link to the present study. Overall distance education has
attracted a good number of researchers in foreign countries where as a less number of
Indian scholars have focused their attention on this vital aspect. In India, researchers
just started thinking and undertaking studies in this field.
The study of the socio economic status of distance learners reveals that SES is
the part of their study in general. None of the investigators made an effort to study
104
SES in particular. Many of studies review of literature reveals that Distance learners
belong to lower income group(Rao V, 2010; Rao, 2004; Islam A , 2011; Saxena,
2000), where as in other studies Socio economic status of distance learners were
positive and higher than conventional University students (Mehta, 2011; Garg M,
2011; Alana et. al, 2002). Further there was significance difference in socio economic
status of on campus trainees and distance trainees and found their relationship with
academic performance in skill teaching (Garg, 2011). Studies prove that Reason for
drop out of formal system was socio economic factors; investment in distance
education can eliminate this problem (Nyondo 2001). Some studies indicate that
Open and distance learning improved the socio economic status of learners and there
was no significant difference between earning effect on distance learners and non
distance learners (Wai, 2009; Wong, 2008; lukose, 2000). By related review of
literature of SES following conclusion can be drawn. Most of the studies shows
distance learners belong to lower income group where as some studies shows positive
SES. Hardly any study has been reported to find out significance difference in
graduate and post graduate distance learners and relationship between SES and
academic achievement.
Studies reviewed regarding study habits reveal clear picture that study habit is
a significant factor of predicting academic performance and there was significant
relationship between study habits and academic performance (Ige, 2009; Kumar,
1998). Good study habits, learning strategies helped distance learners to successfully
complete their studies (Guo, 2012; Nair S, 2012; Richardson J, 2010; Srivastava et. al,
2007). Distance learners study habits include “Recalling silently”, “reading when they
get time” and studied late at night before the examination (Villi, 1999). Non formal
education students were significantly better in study habits than Formal education
105
students (Naeemulla et.al 2011). The study of Asseffa (2006) reveals that
environmental variables affect the study habits of distance learners. Ahsan et.al.
(2005) explored the study habits of distance learners and found that Unmarried
students devoted more time for study as compared to married students. An over all
conclusion drawn from the above discussion reveals that few investigators had tried to
find out the relationship between study habits and academic performance, but there is
no reported research evidence showing the difference between study habits of
graduate and post graduate of distance learners.
Attitude of distance learners towards distance education has been treated as
one of the criteria in success of distance education. A considerable amount of research
has been conducted to study the relationship between attitudes towards distance
learning with background variables. The studies of (Halder, 2012; Udegbe, 2012)
revealed that there was no significant difference between attitudes of distance learners
with background variables. , where as other studies found there were significant
difference between attitude towards distance learning with background variables.
(Gogoi,et.al, 2009; Erkan, 2008; Sahin, 2006; Kumar, 1999).
Further there was
significant difference in the attitude of teachers trained through distance education
system and those trained through formal system (Farah, 2002; Singh et.al, 1996).
However the study of (Villi 1999) found that open learning system to be a formal
system of study, with not much difference vis-A-vis the conventional system. Many
researchers’ studies show a positive and favorable attitude towards distance learning
(Jung, 2012; Young, 2011; Osei, 2010; Adoye et.al, 2010; Gujjar A, 2007;
Olugbenga, 2006; Hannay et.al, 2006; Koul, 2004; Miyan A, 2002; Gautam R, 1990).
Further a positive and favorable attitude towards multi media approach (Gaba et.al,
2010; Ekran, 2008; Pant H, 2005), However the studies of (Oteng, 2011; Ozana,
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2007) reveal that distance learners have negative attitude towards distance education.
The review suggested that there is no study showing the difference between attitude
of graduate and post graduate of distance learners. The present study is there fore an
attempt toward filling up this research gap.
Studies though there are few in number emphasize the importance of academic
achievement of distance learners. All three variables of SES, SH, ATDE influence the
achievement of distance learners. Learning environment, intrinsic goals and student
support was the strongest predictor for predicting academic performance (Ravodan,
2011; Ojokheta, 2010). Some studies reveal that there was significant relationship
between learners characteristics and academic achievement.(Omondi, 2011; Oladejo,
2010) but some study reveals that there was no significant relationship between
demographic characteristics , personality type and academic achievement (Stacey,
2005; Hulya,2004; Biswas, 2001). Few investigators reveal that performance of Open
University students significantly differ from students in traditional university students
(Iain, 2012; Sukati, 2010; Nanda R, 1997; Das Mamta, 1992). The study of Saghai et
al (2010) reveals that success rate was very high in B.ed Course.
2.7. SIMILARITIES AND DIFFERENCES OF PRESENT STUDY WITH
PREVIOUS STUDIES
The Review of literature revealed that there are very few studies related to the
Present Study. One of the previous studies was found that difference in socio
economic status of on campus trainees and distance trainees and their relationship
with academic performance in skill teaching. In the present study was done to
ascertain difference between socio economic status of graduate and post graduate
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distance learners and their relationship with academic achievement. Further some of
the Previous Studies were found having relationship to Academic Performance and
Study habits of the Distance Learners with background variables. The present study
was done to ascertain difference in study habits of Graduate and Post Graduate
distance learners and relationship with Academic Achievement. Some of the previous
researches compared and signified the relationship between Academic Performance
and Attitude towards distance learning with background variables, but the present
study was done to ascertain the difference in Attitude towards distance education of
Graduate and Post Graduate distance learners and relationship with Academic
Achievement. In the present study Academic achievement was taken to the percentage
of marks in the University examination.
The review further strikingly reveals that no attempt was made by any
researcher to find out the difference between 1.Socio economic status of graduate and
post graduate distance learners with back ground variables of gender and marital
status 2. Study habits of graduate and post graduate distance learners 3.Attitude
towards distance learning of graduate and post graduate distance learners. 4. In Indian
context all study conducted by taking only one open university, None of the
investigators made an effort to study these variables by taking more than one open
universities. 5. No investigator has studied socio economic status, study habits and
attitude towards distance learning together. 6. None of the investigator made an effort
to in depth study using these variables. The present study is there fore an attempt
toward filling up this research gap.
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