Motivating factors that affect enrolment and student performance in an ODL engineering programme

The present study was carried out to determine the motivating factors for enrolling in an engineering study programme in open and distance learning (ODL) and the factors that affect the students’ performance. The study was conducted with two convenient samples of students following distance learnin...

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Autores principales:	Pushpa Ranjani Dadigamuwa, Nihal Saman Senanayake
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2012
Materias:	distance learning engineering performance motivating factors Sri Lanka Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/c41512b8122f4ae18d0bc30f878782b3
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id	oai:doaj.org-article:c41512b8122f4ae18d0bc30f878782b3
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spelling	oai:doaj.org-article:c41512b8122f4ae18d0bc30f878782b32021-12-02T19:20:07ZMotivating factors that affect enrolment and student performance in an ODL engineering programme10.19173/irrodl.v13i1.10341492-3831https://doaj.org/article/c41512b8122f4ae18d0bc30f878782b32012-01-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1034https://doaj.org/toc/1492-3831 The present study was carried out to determine the motivating factors for enrolling in an engineering study programme in open and distance learning (ODL) and the factors that affect the students’ performance. The study was conducted with two convenient samples of students following distance learning courses in engineering technology, conducted by the Open University of Sri Lanka and leading to the award of diploma or degree in Engineering Technology. One sample consisted of students who failed to qualify for sitting the year-end examination and the other consisted of successful students. The study showed that many students opt to follow the programme without knowing the relevance of the study programme for them. Most of the students (53%) had taken the courses believing that they could obtain a recognized degree. The students with secondary education qualifications in the mathematics stream were found to be successful, provided that they had selected the ODL programmes with an understanding of the nature of the ODL system, the percentages being 61 with 4 passes, 75 with 3 passes, and 20 with 2 passes at the General Certificate in Education (Advanced Level) examination. All successful students were of the opinion that the course delivery methods should be improved, especially face-to-face teaching, laboratory classes, and assignments. Pushpa Ranjani DadigamuwaNihal Saman SenanayakeAthabasca University Pressarticledistance learningengineeringperformancemotivating factorsSri LankaSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 13, Iss 1 (2012)
institution	DOAJ
collection	DOAJ
language	EN
topic	distance learning engineering performance motivating factors Sri Lanka Special aspects of education LC8-6691
spellingShingle	distance learning engineering performance motivating factors Sri Lanka Special aspects of education LC8-6691 Pushpa Ranjani Dadigamuwa Nihal Saman Senanayake Motivating factors that affect enrolment and student performance in an ODL engineering programme
description	The present study was carried out to determine the motivating factors for enrolling in an engineering study programme in open and distance learning (ODL) and the factors that affect the students’ performance. The study was conducted with two convenient samples of students following distance learning courses in engineering technology, conducted by the Open University of Sri Lanka and leading to the award of diploma or degree in Engineering Technology. One sample consisted of students who failed to qualify for sitting the year-end examination and the other consisted of successful students. The study showed that many students opt to follow the programme without knowing the relevance of the study programme for them. Most of the students (53%) had taken the courses believing that they could obtain a recognized degree. The students with secondary education qualifications in the mathematics stream were found to be successful, provided that they had selected the ODL programmes with an understanding of the nature of the ODL system, the percentages being 61 with 4 passes, 75 with 3 passes, and 20 with 2 passes at the General Certificate in Education (Advanced Level) examination. All successful students were of the opinion that the course delivery methods should be improved, especially face-to-face teaching, laboratory classes, and assignments.
format	article
author	Pushpa Ranjani Dadigamuwa Nihal Saman Senanayake
author_facet	Pushpa Ranjani Dadigamuwa Nihal Saman Senanayake
author_sort	Pushpa Ranjani Dadigamuwa
title	Motivating factors that affect enrolment and student performance in an ODL engineering programme
title_short	Motivating factors that affect enrolment and student performance in an ODL engineering programme
title_full	Motivating factors that affect enrolment and student performance in an ODL engineering programme
title_fullStr	Motivating factors that affect enrolment and student performance in an ODL engineering programme
title_full_unstemmed	Motivating factors that affect enrolment and student performance in an ODL engineering programme
title_sort	motivating factors that affect enrolment and student performance in an odl engineering programme
publisher	Athabasca University Press
publishDate	2012
url	https://doaj.org/article/c41512b8122f4ae18d0bc30f878782b3
work_keys_str_mv	AT pushparanjanidadigamuwa motivatingfactorsthataffectenrolmentandstudentperformanceinanodlengineeringprogramme AT nihalsamansenanayake motivatingfactorsthataffectenrolmentandstudentperformanceinanodlengineeringprogramme
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Motivating factors that affect enrolment and student performance in an ODL engineering programme

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