Setbacks to academic progression of distance learners wisdom

  • Harrison K Hordzi Institute for Educational Development and Extension, University of Education, Winneba, P.O. Box 25, Winneba, Ghana


The introduction of Diploma in Basic Education (DBE) delivered through distance learning appears to be a major way out to upgrade a teaming mass of certificate ‘A” teachers at the basic level of teaching in Ghana. However indications are that many of them are finding it difficult to sail through successfully. To help the learners there is the need to find out the root cause of the problem. Hence, 119 levels 300 Diploma in Basic Education (DBE) distance learners of the Winneba study centre of the University of Education, Winneba were sampled to find out the causes of the problems and how to solve them. The results showed that majority of respondents were between the ages of 30 and 49 years (approximately 80.67%); 56.30% of them were males whilst 43.70% were females. The major problems that prevented majority of them from entering the university before the introduction of the distance learning programme are financial problem, family problems, failed attempts and lack of the required grades, etc. Some of the challenges or problems the distance education students face are difficulty in combining teaching and learning due to lack of time, financial problems leading to inability to pay fees, family and marital problems, etc, and these result in poor academic performance. In all 68.91% of respondents find the courses being offered on the DBE programme to be too many and they proposed that the number is reduced. Forty-two respondents (35.29%) rated the science course being offered as too difficult and the methodology too theoretical (42.86%). They suggested the use of more practical methods of teaching the science and at a slower pace.

IFE PsychologIA Vol. 14(2) 2006: 1-15

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eISSN: 1117-1421