Browsing by Subject "Academic Performance"
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PublicationA Study on Learner Retention and Academic Performance using Student Data and Technologies Towards Building a Resilient Open Education System and Innovative Solution( 2022-09)PCF10 Sub-theme: Inspiring Innovations // This study on learner retention and academic performance is designed to utilize the rich learners’ database towards improving the education services offered by the Open University Malaysia. The objectives of this research are: (i) to identify possible trends in learner retention and academic performance; (ii) to identify possible factors that could influence learner retention and academic performance; and (iii) to develop an infographic system. The research requires mining of learners’ data and data analysis. During the first phase of data mining and data integration, a number of issues had to be resolved by involving different departments at the university. Data identification, data cleaning and coding was done to enable the achievement of the targeted objectives. The move to the use of ‘big data’ promotes transformation of institutional research projects at the university. Research methods employed also varies from previous survey method to graphical analysis, explorations, and improvement of data structures. Identification of students at risks in terms of retention and academic performance enables the university to make evidence-based decision making and provide targeted solutions. While, the transformation in institutional research offers numerous opportunities, there are also numerous challenges. Findings are presented using selected evidences with attention to the transformation in the research method and the benefits offered by such transition. The proposed transformation, and possible innovations of the mechanisms through which quality education services can be offered are discussed. Depicted findings along with the transformation that are in place could facilitate efficient evidence-based decision-making processes at the university. Use of machine learning and analytics software in research are being explored at present to develop auto-detection of the impact of an introduced solution, predictive modelling (retention, and academic performance) and real-time data visualization. Concurrent research efforts are also in place to promote innovations in: i) pedagogical processes, (ii) learning environment (process), (iii) education learning materials (product), and (iv) administration processes supporting the learners. // Paper ID 7980 -
PublicationApplying Benchmarking for Better Performance of Open Universities( 2023-03-21)Introductory remarks by Dr Sanjaya Mishra, Director: Education at the UNESCO IITE Webinar Series on Harnessing Technology to Transform Education held on 21 March 2023.
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PublicationAssessing the Effectiveness of the Counselling Services at the Namibian College of Open Learning (NAMCOL)( 2019-09)The Namibian College of Open Learning (NAMCOL), a state owned Open and Distance Learning (ODL) introduced counselling services as part of its learner support system in 2017. NAMCOL appointed counsellors in the northern, southern, central and northeastern regions to offer both individual and group counselling sessions. Each counsellor was assigned to one Block tuition centre. The academic tutoring and counselling sessions are offered during the school holidays. This study was conducted to assess the quality and effectiveness of the counselling services NAMCOL provides to its learners. // Focus group interviews was held with 9 learners during the tutorial sessions. Individual interview sessions was held with seven counsellors and three Head of Centres. Activity theory was used as a framework to analyse the collected data from the perspectives of the learners, counsellors and Head of Centres. // While the findings of the study showed that the learners who received counselling found the services helpful, a number of factors which hindered its effectiveness were identified. Firstly, not all the counsellors that were appointed were adequately qualified and trained to be professional counsellors. The counsellors were further not provided with a private office to conduct the counselling and that hindered learners from attending the sessions. Counselling sessions were allocated the same time slots as the classes which resulted in learners choosing to attend the classes instead of the counselling sessions. The limited time set aside for counselling prevented the counsellors from following-up with the learners to determine their progress after their first session. Some learners were not aware of the counselling sessions that were offered indicating that the marketing of the services was not adequate. A level of mistrust between learners and counsellors was identified. Learners indicated that unless they were reassured that what they shared would be kept in confidence, they would not be comfortable attending the sessions. A lack of understanding of the value of counselling and the cultural stigma of seeking counselling was also identified as a barrier to learners seeking counselling. // Since the psycho-social support that counselling provides is as critical as the academic support learners need to be successful, it is the recommendation of this study that NAMCOL provides regular counselling services to its learners and not just during the block tuition sessions. This study further recommends that learners be made aware of the counselling services that NAMCOL provides and the role counselling plays in their academic performance, appoint professional trained and experience counsellors, and allocate designated private spaces for the counselling session and ensure learners that information shared during a counselling session will be treated strictly confidential. // Paper ID 194
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PublicationBoys' Underperformance in Education: Revisiting the Issue in the Commonwealth( 2017-11)Every child, regardless of gender, has the right to an education that offers not only academic learning but also training in the skills they will need to be successful in their particular environment. However, as recent statistics indicate, a significant percentage of children are still unable to access good quality education and so are denied its associated benefits. While a majority of these children are girls, concerns about boys’ underperformance in schools have also been raised. This report follows up on a 2006 report that addressed the factors that are crucial to understanding boys’ underperformance in Commonwealth countries (Jha & Kelleher, 2006), and aims to: document the changes in participation and performance of boys in Commonwealth countries since 2006, examine factors that continue to contribute to boys’ underperformance, and summarise lessons learned from various interventions in different countries during the past ten years.
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PublicationCorrelates of Academic Achievement for Master of Education Students at Open University Malaysia( 2010-11)The study employed Chi-Square statistics and odds ratios to test the association between students’ academic performance and their demographic profile. Additionally a logistic regression routine was used to predict the factors contributing to students’ academic performance. The predictor variables assessed for association with academic performance were gender, age and learning centre. The criterion variable was the CGPA attained for a minimum of five MEd courses (taken over a minimum of two semesters) and a maximum of eight courses (taken over a two-year period). At OUM, the cut-off point for awarding a ‘pass’ is a CGPA of at least 3.00. Students with an ‘incomplete’ or ‘deferred’ status were not included in the sample.
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PublicationDo Tablets and Aptus Contribute to Improved Learning Outcome? Results from an Applied Research Project in Swat Region, Pakistan( 2016-04)This is a report of findings from the Project for Innovative Delivery of Education Using Mobile Technology, Pakistan. It contains an analysis of results of activities under collaborative project of the Commonwealth of Learning and the Reach Out to Asia (ROTA) department of Qatar Foundation. It was prepared under the supervision of Professor Mohamed Ally, senior research advisor, and Mr. Raffat Khaqan, consultant on this project. // Widespread use of affordable mobile technology is an important development in the present times. Leaders of all nations are committed to achieving “inclusive and equitable quality education and promote lifelong learning opportunities for all”, which is Goal 4 of the Sustainable Development Goals (SDGs). In this regard with the increasing use and accessibility of mobile technology, trials were carried out in using mobile learning to increase access to education in Swat, Pakistan. The project was implemented during January to March 2016 in Allama Iqbal Public School and College Kanju Swat, Pakistan. Grades 8, 9, and 10 were involved in this project. The mobile learning project involved the use of mobile technology to deliver learning materials to students to provide flexibility of access of electronic learning materials. The Aptus system is portable and was designed to allow children to connect to digital learning platforms and access course materials without the need for grid electricity or internet access. This ideal situation was found in an area like Swat where there is limited or no access to the internet and unreliable supply of electricity. Moreover, the costs of the Aptus system and the tablet computers are reasonable which makes it a good choice for large scale implementations.
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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
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PublicationEffects of Students’ Course Materials Page Views on Academic Performance in Online Courses( 2022-09)PCF10 Sub-theme: Inspiring Innovations // Students’ reading of the course materials had never been measured because no data was available. It was assumed that students who performed better in their learning would have read their course materials more compared to those who performed poorly. The Singapore University of Social Sciences (SUSS) provided course materials in electronic forms in textbooks and study guides. The purpose of this study, based on data from the Academic Year 2020, was to find out was there a correlation between students’ reading of the course materials and their performance in 10 online courses. A quantitative approach was used in the study. It was found that a very weak positive relationship, r (0.151), existed for students who read the e-textbooks while there was almost no relationship, r (0.084), for students who read the study guides when correlated with their performance. Furthermore, a statistical significance existed in the medians of e-textbook and study guide usages between those students who passed the online courses compared to those who failed. This significance could also be found in students’ grade-bands. This study will be of interest to institutions with data available on students’ readership behaviour. It is relevant to the sub-theme of “inspiring innovations” as it involves data analytics for online learning. // Paper ID 4644
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PublicationEffects of Videotape Instructions on Primary School Pupils Achievement in Social Studies Owerri, Nigeria( 2010-11)Learning is an activity that starts at birth and continues throughout lifetime in classrooms and training centres. Facilities and personnel are employed to provide education for classroom learning, which aims at preparing students to contribute meaningfully to the society they live. However, empirical studies in Nigeria involving video- taped instructional strategy have been limited to the teaching and learning of science-based subjects. This study therefore, attempts to determine the effect of video-tape instruction on teaching of social studies in Nigeria Primary Schools. // A total of 102 students in two intact classes were the study participants. Three null hypotheses were formulated and tested. Four instruments namely: video-tape recorder of lesson used for the study, pupils’ attitudinal scale, the social studies achievement test (SSAT); and Teachers’ Guide for conventional teaching were used for the study. // The results revealed there was significant main effect of treatment on students’ achievement. Also, it showed that there was significant main effect of treatment on student’s achievement in social studies. (F(1,97) = 145.474’ P<.05). There was a significant main effect of treatment on the attitude of pupils to social studies (F(1,97) = 127.877 P<.05). However, there was no significant main effect of gender on pupil academic achievement in primary social studies (F(1,97) = 0.839, P>.05). There was also no significant main effect of gender on pupils’ attitude to social studies (F(1,97) = 0.640; P>.05). There was no significant 2-way interaction effect of treatment and gender on pupils’ attitude (F(1,97) = 2.041; P>.05). // Based on these findings, government should equip public primary schools with necessary hardware and software facilities, primary school teachers should be encouraged to uptake the challenge of using this strategy and learn how to use it through in-service training. Above all, seasonal educationists should develop video instrumental packages to be used in schools.
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PublicationExploring Support Provision and Resources Strategies for Academic Performance Achievement Improvement of Tourism Management Students( 2022-09)PCF10 Sub-theme: Fostering Lifelong Learning // This paper focuses on developing possible strategies for improving the academic performance achievement of tourism management students in institutions of higher learning. The study is significant to close match the existing gaps between academic grades awards and set standards for employment. The research employs participatory action research and survey feedback approach in a mixed-method premise entailing qualitative and quantitative methods. Data are presented, coded and analyzed using thematic analysis on Microsoft Excel Spread Sheet, bar charts and PSPP statistical analysis free software tool comprising simple percentages and means. The study discovers that the tourism management education process (support provision and resources) significantly impacts output (degree awards). In collaboration with the research participants, possible support provision and resources strategies developed for improving degree awards of TM students include the regular invitations of guest speakers from the tourism industry and related sectors, local and international exchange programs for the students, etc. // Paper ID 2068
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PublicationImpact of Open Textbook Adoption at Antigua State College( 2017-06-20)A research report on adoption of OER at Antigua State College, Antigua and Barbuda. Indicates moderate saving for the learners and improved leanring due to use of OER.
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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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PublicationIn Pursuit of Quality: UNISWA Lecturer’s Perception on the Academic Performance of Conventional and Distance Education Students( 2010-11)UNISWA students doing the B.A. degree in Humanities, which is offered in both the conventional and the distance education mode, proceed to become high school teachers in the country. As the quality of education that these prospective teachers receive will have a bearing on the quality of education that the high school students will receive, questions regarding the quality of education given using the DE mode have become common. This study was conducted to investigate the views of the lecturers in the Faculty of Humanities as regards their perceptions on the academic performance of the DE students vis-a-vis the ones in the conventional system. // Questionnaires were designed and sent to all the lecturers in all Departments in the Faculty of Humanities to solicit their views on this. Over 90% of the staff responded to the survey and the results were analyzed using frequency tables. The major finding of the study was that the IDE students’ performance in assignments, tests and the final examination was perceived to be below that of the conventional students by 59%, 64% and 68% of the respondents, respectively. The study recommends that further research needs to be conducted to determine if the perceptions of the lecturers are indicative of the situation on the ground. Such a study would compare the scores of the two groups of students on their assignments, tests and examinations to determine if indeed the scores of the students in the conventional system are significantly better than those of the students in the DE system.
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PublicationAn Investigation of the academic performance of distant and conventional students studying Commerce at the University of Swaziland( 2010-11)An approach to the early diagnosis of academic problems on courses for Distance Education (DE) students at the University Of Swaziland (UNISWA) is proposed. The first stage involved the analysis of the academic performance of three cohorts of Diploma of Commerce students to identify problem courses. This was followed up by brief interviews with staff exploring potential explanations based on Mayes’ (1995) conceptual framework. Finally recommendations to improve the courses can be made. // The findings showed that in general the DE students’ academic performance was significantly below that of their FT equivalents. From the data and the interviews it would appear that for the worse cases this poor performance could be explained by a combination of factors. First, many of the printed modules were out of date, and consequently face-to-face time was being used nearly entirely to provide additional lectures at the expense of tutorials. Second, the DE students did not receive any practicals for a number of key courses. And third, the students themselves neither wanted nor were fully prepared to undertake DE courses. This latter effect diminished over the years. // The continually reviewing and updating of printed modules is a slow and expensive business, but clearly if not undertaken creates very significant disadvantages for the DE student. One solution is to move more material online where it is easier to update, but access technology in Swaziland is still poor so web-based solutions are still some way off. In the meantime, lecturers are being encouraged to create supplementary handouts for students, and being positively encouraged not to use too much of their face-to-face time for ‘catch-up’ and updating lectures. // The overall approach seemed successful and there are plans to continue to use it to identify and rectify problems. One future development is to use the University’s computerised marking system to assist the analysis. This should make the task easier and less time consuming.
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PublicationLearners' Perception on the Quality of Learners' Support Services for Improved Academic Performance( 2022-09)PCF10 Sub-theme: Building Resilience // Most dual mode institutions are faced with issues of quality characteristics when dealing with Learners' Support Services (LSS). Hence, this study investigated learners' perception on the quality of LSS in an Open and Distance Learning Institute, Southwest, Nigeria. Four research questions and one hypotheses guided this study. Descriptive research design was adopted for this research. The population for this study was 16,821 learners of the Institute. Simple random sampling technique was used to randomize 250 learners based on their years of study. A validated structured questionnaire was used as the instrument for data collection which was physically administered and retrieved from the learners. The research questions were tested using mean and standard deviation. A mean criterion of 2.50 and above was accepted while a mean below 2.50 criterion was rejected. The study revealed that learners rated learners’ support services very low in providing cognitive, affective and systemic support. Also, the LSS provided is not adequate and not readily available for their academic needs and so they rarely utilize the LSS. The study recommends that relevant and easily accessible library services should be made available to the learners. Support services should be made flexible for learners to utilize at their convenience. // Paper ID 5666
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PublicationA Meta-Analysis of the Effect of Parental Involvement on Students’ Academic Achievement( 2020-11-20)This study aims to examine the effect of parental involvement on students’ academic achievement at pre-school, elementary and secondary levels by using the meta-analysis method with respect to home-based and school-based parental involvement strategies. Data consisted of 55 independent research studies in English published between 2010 and 2019, and accessed through ERIC, Academic Search Complete, Science Direct, Wiley Online Library, and PsycNet databases. Findings revealed that the effect of parental involvement on academic achievement was positive but small. Parental expectations had the biggest effect on academic achievement and parental control had a negative and small effect. The mean effect of parental involvement on students’ academic achievement does not differ significantly according to moderator variables of education level, measurement type or measurement area but differs by developmental level of the country. The results are discussed using available related meta-analysis studies in the literature.
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PublicationNew Media Trends Among ODL Students in Pakistan and Their Impact on Learning( 2016-11)This research study aimed at exploring the new media trends among the open and distance learning students in Pakistan and the ultimate effects of excessive usage of various media outlets on educational learning, life pattern and social capital of the students. The study also tested the Time Displacement Hypothesis of Robert Putnam (1995), which postulates that the heavy usage of media causes the decline in the time spent in other important activities like learning, interpersonal communication, social and physical activities, and which ultimately erodes the social capital of users. The sample size was 500 students of various educational levels studying in AIOU, Islamabad, Pakistan and the data was collected through a survey with the help of a self-administered questionnaire. The regression model has been implied to explore the relationship between new media trends/activities of the students and their affects on educational learning, life pattern, physical activities, exercise and social capital. The results show that the study has not predicted any displacement effect of the use of internet on social capital and educational learning of the university students in Pakistan. These findings do not support the popular view that heavy users of internet are more isolated and less connected to society than the non-users. However, the study supports the Uses and Gratification theory of Katz, Blumler, & Gurevitch (1974), which says that the media users are active and no more passive and they use various media outlets to best gratify their social and psychological needs. // Paper ID 269
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PublicationPerception of Learners on Electronic Examination in Open and Distance Learning Institutions: A Case Study of National Open University of Nigeria( 2010-11)This study is aimed at evaluating the perception of the students of NOUN on the e-examination. It is believed that at the end of this paper, the students’ view of e-examination would be made known and it would be a good reference point for other open and distance institutions especially in the developing countries where the use of the computer may not be comprehensive among all the students population. Also, the findings would be found useful to planners and managers of Open and Distance Learning (ODL), especially towards a plan of a new ODL institution.
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PublicationPromoting Positive Education through Constructivist Digital Learning Heutagogy: An Intervention Outcome( 2022-07-19)The present day school system curtails children’s natural growth and interferes with their freedom to explore. It is here that teachers have an opportunity to engage meaningfully with the student community, and make them and society aware of the importance to explore and become self-determined and autonomous learners. Sustained engagement of students in an online class is only possible with continuous efforts from teachers. Constructivist Digital Learning Heutagogy could be the effective solution to break the monotony in online classes, and also to break away from teacher-centric classes and to bring about constructive engagement among the learners in online classes. Online education has very much changed the needs of education. Today we need an education system which is self-driven and facilitated by a teacher or a more knowledgeable other. The study throws light on CDLH (Constructivist Digital Learning Heutagogy) Model. Four-week training (how to teach with the use of the CDLH Model) was given to TGT mathematics teachers and then an intervention at six months will be provided by the same mathematics teachers to their students to assess the psychological indicators like Positive Emotions (Expression, Emotion Management, Expressing Gratitude), Academic Achievement (Focus and Persistence), Learning Engagement (Love of Learning) and Positive Relationship (Peer Relationships and Empathy) taught by the CDLH Model. CDLH model has been validated and tested for reliability (PLS SEM software) in the pilot test conducted. Results revealed that learning through constructivist Digital Learning Heutagogy supported academic achievement, learning engagement and positive emotions, whereas it also showed that the peer relationship was not supported by the intervention. Very importantly it helped to break the monotony of the class.
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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