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ERIC Number: ED562465
Record Type: Non-Journal
Publication Date: 2015-Jul
Pages: 6
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: N/A
Goal Setting, Decision-Making Skills and Academic Performance of Undergraduate Distance Learners: Implications for Retention and Support Services
Tanglang, Nebath; Ibrahim, Aminu Kazeem
International Association for Development of the Information Society, Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Las Palmas de Gran Canaria, Spain, Jul 21-24, 2015)
The study adopted an ex-post facto research design. Randomization sampling technique was used to select 346 undergraduate distance learners and the learners were grouped into four, High and Low Goal setter learners and High and Low Decision-making skills learners. The instruments for data collection were Undergraduate Academic Goal Setting Scale (UAGSS), Undergraduate Decision-making Skills Scale (UADMSS) and Semester Examination Course Result Grades in four courses. The instruments were validated with face and content validity and a test re-test administered after three weeks. The obtained alpha value were 0.77 and 0.84 while, Semester Examination Course Result Grades for the four courses that formed the academic performance (Use of English and Communication skills 1, Use of English and Communication skills 11, History and Philosophy of Science and the Good Study Guides) were moderated by External examiners appointed by the Senate of the University. t-test for unequal samples and Pearson Moment Correlation Coefficient statistical method were used to analyse the data. The findings indicated statistically significant difference between high and low goal setter undergraduate distance learners academic performance (t = 4.01 < 0.000), statistically significant difference between high and low decision-making skills undergraduate distance learners academic performance (t = -3.35.93 < 0.001), statistically significant positive relationship between high goal setter undergraduate distance learners and high decision-making skills undergraduate distance learners academic performance (0.297<0.000) and statistically significant negative relationship between low goal setter undergraduate distance learners and low decision-making skills undergraduate distance learners academic performance (-0.307< 0.000). Recommendations were made towards learners' retention and provision of support services. [For the full proceedings, see ED562095.]
International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Nigeria (Lagos)