Influence of Tutors’ Instructional Practices on Students’ Academic Achievement in Distance Education Programme in the University of Cape Coast, Ghana
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Date
2020-06
Authors
Essilfie, Gabriel
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Distance education has become an important complement of providing access to
quality tertiary education. It is used as a means to build capacity worldwide
through the use of technologies, either print, electronic or combination of them.
Despite its prominence, distance education delivery has problems that raise issues
of quality. This study sought to: assess the extent to which tutors‟ direct teaching
practices influence students‟ academic achievement; establish the extent to which
tutors‟ class climate management influence students‟ academic achievement;
assess tutors‟ motivational teaching practices‟ influence on students‟ academic
achievement and assess the usefulness of the modules and its influence on
students‟ academic achievement on the distance education programme of
University of Cape Coast (UCC), Ghana. The study hinged on the constructivist
theory and employed the embedded mixed-method design which is a strand of the
quantitative and qualitative method that integrates into a single study. The study
was conducted in 23 study centres of the College of Distance Education, UCC,
Ghana. The target population for the study was 6,313 made up of 5,644 Diploma
in Basic Education Students, 661 tutors, a Provost, 4 Heads of departments
(HoDs) and 3 Regional coordinators. Proportionate stratified sampling and simple
random sampling procedures were used to select Students and tutors. The Provost,
4 Heads of department, 3 Regional coordinators were selected by purposive
sampling. A sample size of 373 students and 249 tutors were used for the study. A
questionnaire was used to collect quantitative data from tutors and students while
the interview schedule was used to gather qualitative data from the Provost,
Heads of departments and Regional coordinators. Data were analysed using
descriptive and inferential statistics. Results from Standard Multiple Regression
Analysis revealed that tutors‟ direct teaching practices (p=.000<0.05, R2 =
47.5%), class climate management (p=.000< 0.05, R2 = 47.3%) and tutors‟
motivational practices (p = .000<0.05, R2 =.50.0%) were found as significant
predictors, of students‟ academic performance in the Distance Education
Programme in University of Cape Coast. Perceived model usefulness was also
found as a significant predictor of students‟ academic performance at (p =.000 <
0.05, R2 = 21.5%). The implication is that means all these factors can predict
improvement in students‟ academic achievement. Therefore, the study concluded
that tutors‟ instructional practices significantly influenced students‟ academic
achievement at the University of Cape Coast, Ghana. The study further revealed
instructional challenges such as delays in module supply, poor students
preparation before interaction; students‟ misbehaviour during instruction; lack of
resources affecting tuition; and difficulty of making changes to facts and limited
policy information. The study recommends that the Training and Development
Section of the university should train tutors on instructional practices to sustain
delivery skills to improve students‟ academic performance.
Description
A Thesis Submitted in Partial Fulfilment of the Requirements for the Award of the Degree of Doctor of Philosophy (Educational Administration) in the School of Education of Kenyatta University. June, 2020
Keywords
Tutors’ Instructional Practices, Students’ Academic Achievement, Distance Education Programme, University of Cape Coast, Ghana