MODE OF STUDY AND STUDENTS’ ENGLISH LANGUAGE ACHIEVEMENT

Okoli Alexander Chukwudi
Publisher: JOTERD {"id":5,"volume_name":"Vol 5 Number 1","created_at":null,"updated_at":null,"url":"volumes\/5.jpg"} (1): 1: doi: 1 Published in 2017

This study investigated the influence of student’s mode of study on their achievement in English Language at Federal College of Education (Technical), Umunze, Anambra State, Nigeria. The study adopted an ex-post-facto design. Results of students in English language courses in both regular and distance learning modes numbering 4607 and 599 respectively over a period of four sessions were analyzed using the t-test and chi-square statistics. The findings were that significant difference existed in the English Language achievements of students, and that academic grades obtained by students in each of the sessions under study were significantly dependent on mode of study. Students in distance learning mode performed better in three sessions: 2008/2009, 2009/2010 and 2010-2011 while students in regular mode performed better only in 2011/2012 academic sessions. It was therefore concluded that the notion of superiority of regular mode over distance learning mode of study is unfounded and should be jettisoned. The study recommended among others, that institutions should continue to promote distance learning mode of study to absorb people who could not make it through the regular mode. Key words: Mode of study, Regular, Distance learning, Achievement, English language

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