Abstract:
The purpose of the study was to assess the challenges facing students pursuing
distance education at the University of Education, Winneba. The study focused on the
satisfaction level of Distance Education to student, affordability of the programme,
student support services and feedback systems, and the problem student encounter on
the distance problem. The study was conducted at three study centres; namely Ho,
Hohoe and Dambai. The population of the study comprised students, coordinators and
administrators in the study areas. A combination of sampling techniques was used,
Simple random sampling and stratified sampling was utilized to select a sample of
150 respondents. Mixed methods were used to collect quantitative and qualitative data
from student, coordinators and administrators using questionnaires and interview
respectively. Data was analyzed using descriptive statistics (Mean and Standard
Deviation) and thematic approach was used to draw pattern in the interview data. The
study found out that inadequate feedback from course tutors, inadequate modules,
inadequate support system, delayed modules and inadequate motivation of tutors were
the major challenges facing the University of Education, Winneba (UEW) distance
education programs. The findings further revealed that a huge gap existed between the
level of importance the students placed on the various support systems and the rate at
which they were able to access the support systems. The study also found that most of
the non-motivation of the students about studying distance education was because of
lack of support services, poor face-to-face communication, unsatisfactory counselling
services, non-availability of course materials and internet facilities as identifies during
the study. Therefore, the study recommended that, adequate support system services
should be provided for students to ensure effective teaching and learning so as to
boost students’ morale and improve upon the quality of education on the distance
programme.
Description:
A Thesis in the Department of Educational Administration and Management,
Faculty of Educational Studies, Submitted to the School of
Graduate Studies in Partial Fulfillment
of the Requirements for the Award of the Degree of
Master of Philosophy
(Educational Administration and Management)
in the University of Education, Winneba,
