07. Pan-Commonwealth Forum 7 (PCF7), 2013
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Browsing 07. Pan-Commonwealth Forum 7 (PCF7), 2013 by Subject "Academic Performance"
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PublicationEffects Of Mathematics Innovation And Technology On Students Academic Performance In Open And Distance Learning (ODL)( 2013-11)This study investigated the effect of mathematics innovation and technology on students’ academic performance in open and distance learning. Quasi – experimental research design was adopted for the study. The population for the study consisted of all the 200 level primary education students at the National Open University of Nigeria (Ekiti and Lagos State Chapter). The sample of this study was made of 60 students randomly selected. Four hypotheses were postulated to find out whether, (i) mathematics innovation and technology influences academic performance of open and distance learning students (ii) location and gender disparity influences academics performance of students in mathematics. // The study revealed that mathematics innovation, location, gender and technology influences academic performance of students in mathematics. Based on the findings it is recommended that mathematics innovation and technology should be embraced in Open and Distance Learning so as to enhance better performance of students in mathematics. // Paper ID: 420 -
PublicationImproving Exam Performance Among Low Achievers of 3rd Year B.A.(Hum) Programme offered by Institute of Distance Education, University of Swaziland( 2013-11)This project was undertaken to diagnose difficult course content by students in different low performance courses and to wash out these difficulties with the help of a tutor support as well as help these learners for enhancing their exam performance and thus passing out in low achieving courses. Out of 64 low achievers only 32 being 50% had replied to a Questionnaire for diagnosis of difficult content, expectations from tutors and some other comments in four subjects as below.The students in History had some academic difficulties in H202, H213&H305 courses with some expectations in H202& H305 and some additional comments in H202, H213&H305.Similarly, in Theology & Religious Studies, they had academic difficulties, expectations from the tutor and some other comments in only T3P2 (TRS 303) course. In African Language & Literature, academic difficulty was in AL210,AL300, AL301,AL304, and some expectations from tutors in AL300, AL301, AL304, as well as some other comments were in AL210, AL300, AL301, AL304. But, in English subject, the situation was worse as they expressed academic difficulties in all courses except in Eng 205. The expectations from the Tutors and some special comments had been in all courses except in Eng 206.The concerned tutors had been advised for making difficult content as easy to grasp by present students and future batches too. An urgent orientation of all tutors/ teachers about their role and responsibilities was felt essential. Necessary Audio/ Video support be developed to explain the difficult course content. ‘Learner Association’ by grouping students for the same programme may be helpful for interaction among them. A strong habit must be developed for using Internet by IDE students and their tutors. It would help them to be in contact with each other and from one to another for an academic interaction even after contact sessions. // Paper ID: 323
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PublicationRelationship between Entry Qualification and Academic Performance in Undergraduate Science Courses at the University of Nairobi, Kenya( 2013-11)A number of institutions admit students based on their entry qualification with the scenario of admitting the more qualified students. This is premised on the fact that since learning is a cumulative process, a student admitted with higher entry qualification is expected to be well prepared for the course content than one admitted with lower qualification. In this paper, the researchers explored the relationship between entry qualification and academic performance by comparing the performance of students in the Bachelor of Education (Science) on-campus mode of learning relative to those enrolled in the open and distance learning (ODL) mode at the University of Nairobi. On-campus students are admitted with higher entry qualification than their distance learning counterparts yet the students are taken through the same course content and sit for equivalent examinations. Our data were based on externally moderated examination marks from a sample of 131 on-campus students and 50 distance learning students. Using Pearson Product Moment correlation and Regression, results indicate that there was a significant positive correlation between entry qualification and academic performance in Chemistry and Biology. In Physics, there was almost no linear relationship between entry qualification and academic performance. Results also indicate that the variation explained by entry qualification is below 50.0% and therefore entry qualification is not the best variable to predict academic performance though this parameter should not be ignored in admission exercises. Recommendations include the fact that variables other than entry qualification should form part of admission criteria. // Paper ID: 85