ERIC Number: ED327348
Record Type: RIE
Publication Date: 1990-May
Students' Perceptions of High School Correspondence Study.
Howe, Neil D.
This survey examines the perceptions of students enrolled in one or more independent-study courses offered by the Division of Independent Study of the National University Continuing Education Association. The survey's purpose was to determine students' attitudes, opinions, and perceptions toward correspondence instruction and to determine the need for this educational alternative. A review of existing literature shows that negative attitudes toward correspondence instruction improved following the first half of the century and that they are more favorable today. Previous research has generally attempted to learn how well correspondence study served as a delivery system. This research indicates that correspondence achievement was equal to or exceeded that of classroom learning. In the current study, a random sample of 235 students were asked to compare experiences in the regular classroom with those of correspondence instruction. Mail responses were received from 142 correspondence students, ages 14 to 53, representing 13 states. Respondents indicated a general satisfaction with correspondence instruction as offered. Students favored the opportunity to take courses not offered in local schools and liked working at their own pace. A majority said grading was comparable to classroom courses and that correspondence courses were as difficult or more difficult from regularly offered courses. Lacking direct instructor contact was the disadvantage mentioned most often. Students also indicated the turn-around time for lessons was adequate to slow. The study recommends increased funding for correspondence programs, increased use of new technologies by correspondence educators, improved instructional development, and inservice training. The appendixes include the student questionnaire and a list of respondents' individual courses. (TES)
Publication Type: Dissertations/Theses - Masters Theses
Education Level: N/A
Authoring Institution: N/A
Note: M.S. Thesis, Tri College University.