Effect of Face-to-Face Tutoring on Academic Performance of Distance Learners: Implications for Educational Practice

Arhin, Vera; Ampofo, Samuel Yaw; Segbenya, Moses; Somauh, Beatrice Asante; Minadzi, Vincent Mensah; Dankyi, Lydia Aframea; Agyei, Paul Mensah; Dankyi, Joyce Kwakyewaa; Laryea, John Ekow; Brown, Peter

doi:10.13189/ujer.2021.090319

Cited by 3 publications

(15 citation statements)

References 37 publications

(49 reference statements)

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“…Similarly, hypothesis two was sustained and corroborated with studies of Arhin et al (2021), Buitrago (2017), Durnali (2020) and Radfar (2018), who reported that collaborative learning improved significantly as respondents participated in face-to-face sessions. Therefore, distance learners, who were mostly workers and parents, stand to improve on their academic pursuits if they join learning groups at face-to-face sessions.…”

Section: Discussionsupporting

confidence: 74%

“…Disassa (2020) also found that counselling helped to maintain a holistic development of students and recommended that improved counselling services were provided. However, studies by Arhin et al (2021) and Bakar et al (2020) reported negative perceptions of participants on general services as well as meetings with counsellors. To investigate these phenomena, the current study further hypothesised that:…”

Section: Counselling and Face-to-face Sessionmentioning

confidence: 99%

“…Many elements come together to enhance the successful completion of students who pursue distance education in higher institutions (Arhin et al, 2021;Jena, 2020;Simpson, 2018;Puspıtasarı and Oetoyo, 2018). These elements have become a focus of debate among scholars because most students in distance education experience difficulties due to physical and Elements of face-to-face tutorials 937 psychological distances between the learners, teachers and the institutions (Simpson, 2018;Xiao, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…As reiterated by Somuah et al (2019), distance education students combine study with other roles and institutions need to put in place measures and structures that help students to balance these roles and also be conversant with the relationships built within and between elements that contribute to students' success. Elements such as face-to-face sessions, counselling, self-directed learning, motivation, collaborative learning and critical thinking have been considered by researchers as some of the important elements that affect success of students on distance education (Arhin et al, 2021;Jena, 2020;Fitriwati, 2018;Shirazi andHeidari, 2019, Simpson, 2018). Simpson (2018) further asserts that during face-to-face tutorials, students can interact and interchange knowledge and ideas which could lead to critical thinking, collaborative learning, motivation and give direction to self-learning.…”

Section: Introductionmentioning

confidence: 99%

“…Face-to-face facilitation still plays an integral part in distance education delivery in most developing economies, and Ghana is not an exception. Though most empirical studies, such as studies by Arhin et al (2021) focused on the effect of face-to-face tutorials on the academic performance of distance learners; Konecki (2020) was on motivation and self-directed learning; Chatterjee and Correia (2020) looked at collaborative learning, (just to mention a few), these studies did not consider the relationship between the elements of face-to-face tutorials. Additionally, the analysis of the results of the previous studies was not done with structural equation modelling.…”

Section: Introductionmentioning

confidence: 99%

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Investigating the interconnectedness among elements of face-to-face tutorials in distance education

Somuah

Segbenya

Arhin

et al. 2022

IJEM

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PurposeFace-to-face tutorial sessions remain an integral part of the delivery mode of distance education in Ghana. It is sometimes used as the sole mode of delivery of educational content in some distance education institutions. This study, therefore, investigated the interconnectedness of elements of face-to-face tutorials among distance education students.Design/methodology/approachThe study adopted the positivist approach and used descriptive research as a design. Simple random and stratified sampling techniques were used, and a sample of 1,491 students was drawn from a population of 44,001 across all regions of Ghana. Data were collected with a self-administered questionnaire and analysed with descriptive and inferential statistics.FindingsThe study found that collaborative learning, counselling, self-directed learning, motivation and critical thinking had strong interrelationships as elements of face-to-face tutorials.Research limitations/implicationsThis quantitative study was limited to the views of students on the elements of face-to-face tutorials. It was envisaged, however, that the views of the tutors and administrators who conducted the face-to-face tutorials could have enriched the findings of the study. In addition, adopting a mixed design approach where both qualitative and quantitative data were collected from the participants could have given an in-depth and enriched perspective of the current study.Practical implicationsManagement of distance education institutions need to focus on these important elements and their inter-relationships as they might lead to improved academic and social progress among students. In addition, institutions must also organise orientations and seminars for course facilitators and new students on the need to develop commitments towards the elements of face-to-face tutorials as requirement so as to succeed on their course of study.Originality/valueThis is a novel approach that will help improve the understanding of students on the importance of the activities they engage in during face-to-face tutorials. It would also help managers of institutions using face-to-face tutorials to focus on these important elements that might lead to improved academic work among students.

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Section: Discussionsupporting

confidence: 74%

Section: Counselling and Face-to-face Sessionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Investigating the interconnectedness among elements of face-to-face tutorials in distance education

Somuah

Segbenya

Arhin

et al. 2022

IJEM

Self Cite

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Modeling the Determinants of Students’ Satisfaction and Continuance-Intention Toward a Mathematics and Science Distance Education Program

Bervell,

Nyagorme,

Armah

et al. 2024

Sage Open

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A distance education Diploma and Bachelor’s degree in Mathematics and Science programs are faced with low enrollment and graduation rate as well as high attrition of students. The aforementioned challenges are attributed to students’ satisfaction and continuance intention. However, students’ satisfaction and continuance intention toward distance education programs are as a result of certain antecedents. This modeled the determinants of satisfaction and program continuance intention by the distance education students on the math and science programs. Based on this, a quantitative approach based on a census survey was adopted and data collected from 113 students through a questionnaire and analyzed using a structural equation modeling approach based on partial least squares structural equation modeling (PLS-SEM). The results of the study showed that two key antecedents: student-instructor interaction, and study center physical facilities determine program satisfaction of mathematics and science distance students. However, administrative support of the program determined instructional modules; facilitation quality was predicted by both instructional modules and laboratory facilities. Finally, students program continuance intention was predicted by satisfaction of the program. Based on the findings, recommendations were made for policy and practice toward improving students’ satisfaction and promote positive intention in pursuant of mathematics and science education program by distance mode.

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The Effect of Science Kit and Supervision Models on The Implementation and Implications on The Evaluation of Science Practicum Distance Learning

Budiastra

Wicaksono²,

Erlina³

2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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The implementation of science practicum is one of the challenges in the open distance education system. The purpose of this research is to examine the effect of the Kit IPA variable and the pattern of guidance on the implementation and evaluation of Science Practicum activities in Distance Learning. The type of research in this study is an explanatory research with a quantitative approach involving a number of 306 students who have taken the Science Practicum course in the Elementary School Teacher Education program. Respondents' responses were analyzed using a Likert scale and data analysis using the Structural Equation Model (SEM). The results of the data have met the Model Suitability Test (Goodness of Fit Test) which includes: Science Kit and Guidance Patterns have a significant effect on Practicum Implementation. Guidance pattern has a significant effect on practicum evaluation, but Kit IPA and practicum implementation have no significant effect on practicum evaluation. The implication of this research is that it provides the potential for improvement in the implementation of science practicum in distance education due to the needs of the educational community.

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Effect of Face-to-Face Tutoring on Academic Performance of Distance Learners: Implications for Educational Practice

Cited by 3 publications

References 37 publications

Investigating the interconnectedness among elements of face-to-face tutorials in distance education

Investigating the interconnectedness among elements of face-to-face tutorials in distance education

Modeling the Determinants of Students’ Satisfaction and Continuance-Intention Toward a Mathematics and Science Distance Education Program

The Effect of Science Kit and Supervision Models on The Implementation and Implications on The Evaluation of Science Practicum Distance Learning

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