ABSTRACTThe study investigated the influence of support services, motivation and approaches to learning on academic performance of undergraduates distance learners, University of Cape Coast Ghana. The study was guided by eight objectives, seven hypotheses and seven research questions. The correlational research design was used for the study. A sample of 854, 300 level students was randomly selected from the Northern, Ashanti and Central regional study centres. This was made up of 530 education students and 324 business students. Eight hundred and fifteen (815) questionnaires were analysed since 39 students answered 50% of the questionnaire. Three sets of instruments were used to collect data for the study and these were the Students Support Services, Motivation and Approaches to Learning Scales. The Pearson Product Moment Correlation Coefficient ®, t-test and analysis of variance (ANOVA) statistical tools were used to analyse the data. The results of the analysis indicated that Learning Modules (r = .071, P =0 .043), Learning Environment (r = .080, P = 0.022), Academic Counselling (r = .078, P = 0.026) and Extrinsic Motivation (r = .078, P = 0.026) positively correlated with academic performance of distance education programmes in Ghana. On the contrary, the analysis revealed that there was no correlation between feedback, peer support, facilitator support and Intrinsic Motivation and academic performance of distance learners on the on the distance education programmes in Ghana.The study revealed that there was no correlation between Deep Approach to Learning, Surface Approach to Learning, Strategic Approach to Learning and Disorganised Approach to Learning and Academic Performance. Significant differences were found to exist in learning modules, learning environment, counselling and motivation with respect to students? assessment of support services. No significant difference was found with respect to peer support and academic performance. In students? assessment of support services by gender, no significant differences were found in feedback, learning environment academic counseling and peer support and academic performance. However, significant differences were found to exist in learning modules and facilitator support. T-test analysis of approaches adopted by students to learning by gender showed no significant differences in deep, strategic and disorganized approaches. A significant difference was established with respect to the surface approach. Among others, it was recommended that, the Centre for Continuing Education should as a matter of urgency employ and deploy more trained counselors to all the Regional Offices. The presence of these counselors will help alleviate some of the counseling needs of the students It is also recommended that the praising efforts in strategic behaviours of facilitators of distance learners should be directed at helping them to focus on their learning goals. Again it is recommended that CCE should ensure that the marked quizzes and assignment scripts of students on both programmes are delivered promptly with comments. It is again recommended that facilitators should see both male and female students as equal competitors on their respective programmes and should therefore offer equal support.
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