Comparative Perspectives of Study Strategies Among High And Low Achievers Distance Learning Students

Year 2009, Volume: 10 Issue: 3, 117 - 127, 01.09.2009

Muhammad Imran Yousuf

Abstract

The main aim of this research is to better understand and draw perceptions of low and high achiever distance learners about their study patterns. The study indicates the areas where significant difference is found among low and high achievers of Allama Iqbal Open University, Pakistan through a self developed questionnaire covering their preferred study location, study times, number of hours spent on study, the difficulties affecting their study patterns and the organization of study strategies in comparative perspective. Greater difficulties were being faced by low achievers in their study. Increased difficulties were encountered by low achievers with study material, volume of study, self-motivation and other factors. There was no significant difference between low and high achievers for their study strategies of studying materials without taking notes and reading aloud. Greater low achievers attempted easy portions of their study material first and took notes simultaneously as compared to high achievers.

Keywords

Distance Learning Students, High Achievers, Low Achievers, Study Strategies, Difficulties For Study.

References

• Bessant, K. (1997). The development and validation of scores on the mathematics information processing scale (MIPS). Educational and Psychological Measurement, 57(5), p.841-857.
• Brundage, D., Keane, R., and Mackneson, R. (1993). Application of learning theory to the instruction of adults. In Thelma Barer-Stein and James A. Draper (Eds.) The craft of teaching adults (pp. 131-144). Toronto, Ontario: Culture Concepts. (ED 362 644).
• Burge, E. (1993). Adult distance learning: Challenges for contemporary practice. In Thelma Barer-Stein and James A. Draper (Eds.) The craft of teaching adults (pp.215- 230). Toronto, Ontario: Culture Concepts. (ED 362 644).
• Eppler, M. & Harju, B. (1997). Achievement motivation goals in relation to academic performance in traditional and nontraditional college students. Research in Higher Education, 38 (5), p.557-573.
• Hough, M. (1984). Motivation of adults implications of adult learning theories for distance education. Distance Education, 5(1), p.7-23.
• Kennett, D., Stedwill, D. & Young, A. (1996). Co-operative learning in a university setting: evidence for the importance of learned resourcefulness. Studies in Higher Education, 21(2), p.177-186.
• Morgan, A. (1991). Research into student learning in distance education. Victoria, Australia: University of South Australia, Underdale. (ED 342371).
• Ryan, A. & Hicks, L. (1997). Social goals, academic goals, and avoiding seeking help in the classroom. Journal of Early Adolescence, 17(2), p.152-181.
• Schuemer, R. (1993). Some psychological aspects of distance education. Hagen, Germany: Institute for Research into Distance Education. (ED 357 266).
• Yamauchi, H. & Li, Y. (1993). Achievement-related motives and work-related attitudes of Japanese and Chinese students.