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Explaining Academic Achievement in Secondary Teacher Training Programme Through Distance Mode

Year 2009, Volume: 10 Issue: 3, 128 - 145, 01.09.2009

Abstract

The academic performance of the learners is of great concern in every format of education. The promotion of the academic achievement is an integral part of goals to be achieved in higher education. The present investigation has been undertaken to locate the background and personal variables which may best predict the academic performance of secondary teacher trainees in distance education. The findings of the study showed that 72.1% of the variance towards the criterion variable of performance in theory papers was explained by fourteen independent variables (one background variable and thirteen measures of personal characteristics), 63.5% variance in performance in skills in teaching of the trainees was explained by eleven independent variables which included ten variables of personal characteristics and one background variable, and a total variance of 62.8% in their overall academic performance was explained by their nine variables (one background and eight variables of personal characteristics). These findings may be used to improve the services provided to the distance teacher trainees. As guidelines for in-service education planners and educators, the findings of the study can help in redefining goals, needs and approaches to teach, for this group of “double-role” in-service teacher trainee

References

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  • Holmberg, B. (1989). Theory and practice of distance education. New York: Routledge.
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  • McClelland, D. C. (1965). Achievement and entrepreneurship: A longitudinal study. Journal of Personality and Social Psychology, 14, 389-92
  • Merisotis, J. P., & Phipps, R. A. (1999). What's the difference? Outcomes of distance vs. traditional classroom-based learning. Change, 31(3), 12-17.
  • Moore, M. G. (1989). Three types of interaction. The American Journal of
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  • Oxford, R., Young, P., Ito, S., & Sumrall, M. (1993). Factors affecting achievement in a satellite-delivered Japanese language program. American
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  • Roblyer, M. D. (1999). Is choice important in distance learning? A study of student motives for taking Internet-based courses at the high school and community college levels. Journal of Research on Computing Education, (1), 157 – 171.
  • Rovai, A. P. (2001). Classroom community at a distance. A comparative analysis of two ALN-based university programs. Internet and Higher Education, 4, 105-118.
  • Schwittman, D. (1982). Time and learning in distance study. Distance Education, 3(1), 141-156.
  • Smith, R. (2000). The future of teacher education: Principles and prospects.
  • Asia-Pacific Journal of Teacher Education, 28 (1), 7-28. Threlkeld, R. & Brzoska, K. (1994). Research in distance education. In B.
  • Willis (Ed.), Distance education: Strategies and tools (pp. 41-66). Englewood Cliffs, NJ: Educational Technology. Verduin, J. R. and Thomas, C. (1994). Distance Education: guidelines for effective use. (translated by İlknur Maviş). Anadolu University Press.
  • Verduin, J. R., Jr., & Clark, T. A. (1991). Distance education: The foundations of effective practice. San Francisco, CA: Jossey-Bass Publishers.
  • Vermunt, J.D.H.M. (1992). Learning styles and regulation of the learning processes in higher education. Amasterdam/Lisse: Swets & Zeitlinger.
  • Wegerif, R. (1998). The social dimensions of asynchronous learning networks. Journal of Asynchronous Learning Networks, 2(1).
  • Zimmerman, B. J. & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies.
  • American Educational Research Journal, 23, 614 – 628. Zimmerman, B. J. & Risemberg, R. (1997). Self-regulatory dimensions of academic learning and motivation. In G. D. Phye (Ed.) Handbook of academic learning: Construction of knowledge (pp. 105-125). San Diego, CA.: Academic Press.
Year 2009, Volume: 10 Issue: 3, 128 - 145, 01.09.2009

Abstract

References

  • Alderman, M. K. (1999). Goals and goal setting. Motivation for achievement: possibilities for teaching and learning. New Jersey: Lawrence Erlbaum Associates.
  • Calder, J., & McCallum, A. (1998). Open and flexible learning in vocational education and training. London: Kogan Page.
  • Candy, P. C. (1991). Self-direction for lifelong learning. San Francisco: Jossey Bass.
  • Cooke, D. K., Sims, R. L., & Peyrefitte, J. (1995). The relationship between graduate student attitudes and attrition. The Journal of Psychology, 129, 688.
  • Dzakiria, H., Razak, A.A., & Mohammad, A.H. (2004). Improving distance courses: Understanding teacher trainees and their learning styles for the design of teacher training courses and materials at a distance. Turkish Online
  • Journal of Distance Education, 5 (1). Fredericksen, E., Pickett, A., & Shea, P. (2000). Student satisfaction and perceived learning with on-line courses: Principles and examples from the SUNY learning network. Journal of Asynchronous Learning Networks, 4(2).
  • Retrieved November12, 2005, from http://www.aln.org/alnweb/journal/jaln-vol4issue2.htm.
  • Gadzella, B. M. (1995). Differences in academic achievement as a function of scores on hemisphericity. Perceptual and Motor Skills, 81, 153-154.
  • Garrison, D.R. (1990). An analysis and evaluation of audio teleconferencing to facilitate education at a distance. The American Journal of Distance Education, 4(3), 16-23.
  • Haythorntwaite, C., Kazmer, M. M. & Robins, J. (2000). Community development among distance learners: Temporal and technological dimensions. The Journal of Computer-Mediated Communication, 6(1).
  • Holmberg, B. (1986). Growth and structure of distance education. Kent, England: Croom Helm.
  • Holmberg, B. (1989). Theory and practice of distance education. New York: Routledge.
  • Knowles, M. (1980). The modern practice of adult education: From pedagogy to andragogy (2nd ed.). Englewood Cliffs, NJ: Prentice Hall/Cambridge.
  • Koc, M. (2005). Individual learner differences in web-based learning environments: From cognitive, affective and social-cultural perspectives.
  • Turkish Online Journal of Distance Education, 6(4). Latanich, G, Nonis, S. A., & Hudson, G. I. A . (2001). Profile of today's distance learners: An investigation of demographic and individual difference variables of distance and non-distance learners. Journal of Marketing for
  • Higher Education, 11 (3), 1-16. Martinez, A. (2002). Distance learning and teacher education. Karen‘s
  • Linguistic Issues. Retrieved September 15, 2005 from http://www3.telus.net/ linguisticsissues/longdistance.html
  • McClelland, D. C. (1965). Achievement and entrepreneurship: A longitudinal study. Journal of Personality and Social Psychology, 14, 389-92
  • Merisotis, J. P., & Phipps, R. A. (1999). What's the difference? Outcomes of distance vs. traditional classroom-based learning. Change, 31(3), 12-17.
  • Moore, M. G. (1989). Three types of interaction. The American Journal of
  • Distance Education 3(2), 1 – 6. Moore, M.G. (1998). Introduction to Distance Learners in Higher Education. In C.
  • Gibson, Distance Learners in Higher Education. Atwood Publishing. Moore & Kearsley, (1996). Distance education: A systems view. New York: Wadsworth.
  • Moore, M. G., & Kearsley, G. (2005). Distance education: A systems view (2nd ed.). Belmont, CA: Wadsworth.
  • Oxford, R., Young, P., Ito, S., & Sumrall, M. (1993). Factors affecting achievement in a satellite-delivered Japanese language program. American
  • Journal of Distance Education, 7(1), 11-25. Pachnowski, L. M. and Jurczyk, J. P. (2000, February). Correlating self- directed learning with distance learning success. Paper presented at the annual meeting of the Eastern Educational Research Association, Clearwater,
  • FL. ERIC Document No. 441000.
  • Roblyer, M. D. (1999). Is choice important in distance learning? A study of student motives for taking Internet-based courses at the high school and community college levels. Journal of Research on Computing Education, (1), 157 – 171.
  • Rovai, A. P. (2001). Classroom community at a distance. A comparative analysis of two ALN-based university programs. Internet and Higher Education, 4, 105-118.
  • Schwittman, D. (1982). Time and learning in distance study. Distance Education, 3(1), 141-156.
  • Smith, R. (2000). The future of teacher education: Principles and prospects.
  • Asia-Pacific Journal of Teacher Education, 28 (1), 7-28. Threlkeld, R. & Brzoska, K. (1994). Research in distance education. In B.
  • Willis (Ed.), Distance education: Strategies and tools (pp. 41-66). Englewood Cliffs, NJ: Educational Technology. Verduin, J. R. and Thomas, C. (1994). Distance Education: guidelines for effective use. (translated by İlknur Maviş). Anadolu University Press.
  • Verduin, J. R., Jr., & Clark, T. A. (1991). Distance education: The foundations of effective practice. San Francisco, CA: Jossey-Bass Publishers.
  • Vermunt, J.D.H.M. (1992). Learning styles and regulation of the learning processes in higher education. Amasterdam/Lisse: Swets & Zeitlinger.
  • Wegerif, R. (1998). The social dimensions of asynchronous learning networks. Journal of Asynchronous Learning Networks, 2(1).
  • Zimmerman, B. J. & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies.
  • American Educational Research Journal, 23, 614 – 628. Zimmerman, B. J. & Risemberg, R. (1997). Self-regulatory dimensions of academic learning and motivation. In G. D. Phye (Ed.) Handbook of academic learning: Construction of knowledge (pp. 105-125). San Diego, CA.: Academic Press.
There are 37 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Mamta Garg This is me

Sudesh Gakhar This is me

Publication Date September 1, 2009
Submission Date February 27, 2015
Published in Issue Year 2009 Volume: 10 Issue: 3

Cite

APA Garg, M., & Gakhar, S. (2009). Explaining Academic Achievement in Secondary Teacher Training Programme Through Distance Mode. Turkish Online Journal of Distance Education, 10(3), 128-145.