Factors that Contribute to the Academic Performance of Undergraduate Distance Education Students of University Of Cape Coast

Abstract

The purpose of the study was to explore factors that contributed to the academic performance of undergraduate distance education students of University of Cape Coast. Survey was used for the study. Descriptive and inferential statistics were used to analyse research questions and hypothesis. Three hundred and eighty-one respondents were sampled for the study. Perceived school-related factors that contributed to undergraduate student performance of distance education were qualified and experienced teachers, good class size, supervision to check tutors, constant supply of electricity and provision of instructional materials. Perceived tutor-related factors that contributed to undergraduate student performance of distance education were on time reporting, adequate preparation, effective and varied teaching skills while teaching, tutor qualification, interest, passion and motivation, timely feedback and completion of modules in time. Perceived studentrelated factors that contributed to undergraduate student performance of distance education were positive attitude towards tutors, competency and have great study habits, understand lessons taught, complete assignments in time, motivated to learn in groups, and punctual and attend lectures frequently. Student-related factors predicted high academic performance followed by school- related factors, and tutor-related factors. In view of this, it is recommended that College of Distance Education, University of Cape Coast, should be involved in employing qualified and experienced tutors to handle distance education programmes. This would help improve upon the poor performance of College of Distance Education students