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CHAPTER 1

INTRODUCTION

1.1. INTRODUCTION

Higher Education occupies an important place at the apex of educational

pyramid and helps developing the cream of the society, a select group of individuals,

physically, intellectually, emotionally and socially. The importance of higher

education expressed by Pt. Jawahar Lal Nehru (First Prime Minister of India) in his

convocation address at Allahabad University (1947) Quote.

A University stands for humanism, tolerance, for reason for the adventure of

ideas and for the search of truth. It stands for the onward march of the human race

towards even higher objectives. If the universities discharge their duties adequately,

then it will be well with the nation and the people.1

Society's expectations from higher education, however, have not remained the

same always, but have kept changing with differing social concerns, economic

situations and political conditions. India has a long history of organized education.

The British introduced the current system of education with its Western style and

content in the 19th century following recommendations by Lord Macaulay. The

opportunities for higher education in terms of the number of places in universities are

simply not adequate in relation to our needs.

1
Nehru Jawaharlal, (1958). Speeches: 1946-49. New Delhi Government of India vol.1, 333

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The proportion of our population, in the relevant age group, that enters

the world of higher education is about 7 per cent. Large segments of our population

just do not have access to higher education. The Central Government thus had to

revise some of its policies and has permitted Distance Education courses to operate;

thus introducing a dual system of education in India.

To understand the system one has to delve into the past. In the ancient times,

students lived with their teachers in Gurukuls and Ashrams, and received higher

education in general and particular subjects. Three kinds of educational institutions

called Shaakha, Charana and Kshetra existed. The essential characteristic of this

system is learner motivation. Later on during the Buddhist period, higher education

was imparted in Viharas and Sangharamas. The first millennium saw the flourishing

of higher education at the universities of Nalanda University, Takshashila University,

Ujjain University and Vikramashila University, which started from Buddhist

monasteries. Nalanda University, the biggest among these universities, handled all

branches of knowledge and housed up to 10000 students at its peak. Some of the

subjects taught, included law, warfare, theology, art, literature, arithmetic, astronomy,

metaphysics, medical science and logic and students represented all classes of society.

Informal education was imparted through the Pathashalas, Gurukulas and

Madarasas. The Pathasalas, and Gurukulas were informal schools where the students

would stay in the homes of teacher or the Ashrams of Guru and learn from them. The

Madarasas were informal schools established by the Muslim rulers. They basically

taught traditional classical learning and religion. According to a survey made by

William Adam in 1830, nearly one million such schools existed in Bengal and Bihar

alone. For formal school system, a survey conducted by the government of the

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Madras Presidency in 1823-24 indicated that there were 13,000 schools and 740

colleges at roughly the same historical period.

India inherited a system with great educational disparities between males and

females, upper and lower classes, economically advantaged and disadvantaged

groups, and urban and rural population. Tremendous expansion had taken place since

independence. After Independence in 1947, education became the responsibility of the

State. The State referred to each of the 28 administrative regions of India with people

who shared similar culture, language and habits. The State has a different level of

governance compared to the Central Government, which refers to the Government

elected by the people of various states, and which manage the important portfolios of

the country. The Central Government is based in Delhi, the capital of India, and has

the responsibility to coordinate and specify standards for education. In this regard, the

University Grants Commission (UGC) was established by an act of Parliament in

1956. The UGC framed regulations on minimum standards of education. It also

received grants from the Central Government and allocated and dispersed it.

This state of affairs continued until 1976 when the Kothari Commission was

formulated. The Commission recommended that education is the responsibility of

both the State and Central government and so the State planned and formulated the

educational policy and the Center represented by the Ministry of Human Resources,

Department of Education.

In the current system, all the Universities offer four principal levels of

qualification; undergraduate (UG) or Bachelors, post-graduate (PG) or masters,

M.Phil or Pre-doctoral, and PhD or Doctoral.

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India accounts for a quarter of the developing worlds population and has the

third largest higher education system in the world. As a small proportion of the

relevant age group around 13% is enrolled in higher education in India, compared to

the developed countries about 54.6% (as per enrollment in higher education by

regions 2001-02 in %)2. While the world average of the Gross enrolment Ratio in

higher education is around 26.7%, the average of the developed countries is

approximately 57.7% but Indias gross enrolment ratio in higher education is 12.4 %

(as per 2006-07 data)3. A fairly reasonable number of the students are highly

motivated and academically talented, but could not pursue higher education mainly

due to various geographic, social and economic reasons. There are an ever increasing

number of mature learners, including working people, who are looking for

opportunities for higher education and all indications, are that the demand for initial

education and continuing education.

To achieve the goals of democracy, it should have to provide equal

opportunities for education to all categories of individuals. Formal education system

couldnt full fill above purpose. The Open learning system was initiated mainly to

cater to higher education needs of large number of clientele who could not take

advantage in the formal system of education due to different reasons like employment,

marital status, family responsibilities, distance, and expenses incurred with traditional

education. It has been initiated in order to augment opportunities for higher education,

as an instrument of democratizing education and to make life long process. It has

2
University Grant Commission, New Delhi (2006) Higher education in India. Emerging issues related to access,
inclusiveness and quality www.ugc.ac.in/oldpdf/chair_sdt/chairman_nehru_lecture.pdf

3
Government of India , Report to the people on education Ministry of Human Resources Development (2009 -
10) mhrd.gov.in Documents & Reports

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emerged as a new system to meet the new demands of education in Open and

Distance Learning which has emerged as powerful tool in education.

Distance education is a non-formal education which combines in itself the new

communication and education technologies in order to cater to a large section of the

community. The scope of distance education is very wide. It has not only proved cost-

effective but also has the right potential to reach out the large segment of the

unreached marginalized and the needy.

Open and distance learning has grown within a more general expansion of

education. Since 1960 there has been rapid expansion of social and educational

sectors in both the developed and developing countries. Distance education and open

learning presents a different picture of endurance and sustenance which proves that it

has been enriching human life since its emergence. Commonwealth of Learning,

(2007) studied the development of the Indian state open universities and concluded

that

ODL (open and distance learning) has vast potential in a country like India

with millions of young aspirants eager to receive higher education and with

conventional universities and colleges simply not being in a position to accommodate

them. The infrastructure for the expansion of open universities is fairly good in the

country, especially the mega open University, Indira Gandhi National Open

University (IGNOU) willing to help the State Open Universities4.

4
Rajagopalan, T. A Study of the Development of the State Open Universities in India: Consultants Report.
Commonwealth of Learning, 2007. http://www.col.org/colweb/ site/pid/5100.

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1.2. NEED OF THE STUDY

The education system in India is undergoing a rapid change which is

comparable to International standards and with the increasing demand of Indians in

Educational arena internationally, we have to increase the infrastructure to educate

more to more students for national and international markets. Hence education should

be accessible to people at large especially at the bottom of the socio-economic

pyramid so as to meet the goals of social justice. Education is an important ally in the

role of social and economic development. The formal classroom system alone is

unable to cope with the situation. Distance education will never replace the traditional

classroom but it does provide a suitable alternative. The convenience distance

education affords to students helps for its rapidly growing enrollments. Research is

therefore needed to make distance education and open learning system an effective

and meaningful alternative mode. Distance education has come to be recognized as an

effective alternative system of providing education at all levels and to a varied

clientele. The important feature of distance education is its minimized opportunity

cost and can study through the distance mode while in employment in any field. This

mode of education also helps in raising employment opportunities in many ways since

it helps to develop study habits and attitudes. It reaches the learners where they are

even in remote place. It is a great equalizer of educational opportunity. Distance

Education can satisfy the educational needs of learners with different social and

occupational backgrounds. The changing needs and aspirations of anticipated learner

groups in particular and society in general can influence the planning and

management of distance education system with a view to making the system socially

responsive. Therefore research is needed to identify the needs of existing distance

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learners as well as future target group keeping in view the general course of socio-

economic development of the country.

Jegede Olugbemiro (1999)5studied the Priorities in Open distance education

research: Opinions of experts and practitioners within common wealth and the study

have indicated that distance education experts around the Commonwealth countries

are of the opinion that they do not have anywhere near adequate level of information

from research, and need to embark on more research in all areas of distance

education. Nembiakkim and Mishra (2010) 6studied distance education research

attitude and barriers and conclude that respondents were positively disposed towards

research in distance education, and believed in the need for more research, that is

quantitative and collaborative. Distance learners belong to heterogeneous background

in terms of age, experience, socio-cultural, educational and occupational backgrounds

sustaining their motivation to continue with courses till completion. They may be

employed, unemployed, retired, single, married, house wives, physically disabled

having varied social and financial problems. Their learning activity being part time, it

takes place in leisure hours, in the evenings, and on holidays; they are irregular in

their studies (Sharma, 2008)7.The lack of learning skills is one of the major causes for

dropout and failure(Villi, 1999)8. In designing an effective Learner Support System,

the Institution should be familiar with the students home and community

environments, communitys attitudes to education, availability of peers that can render

5
Jegede, O. J. (March, 1999). Priorities in open and distance education research: Opinions of experts and
practitioners within the Commonwealth. Paper prepared for the Pan Commonwealth Forum on Open Learning,
Bandar Seri Begawan, Brunei. 1 6 March.

6
Nembiakkim Rose and Mishra Sanjaya (2010) Distance Education Research: Attitudes and Barriers .
Indian Journal of Open Learning, 2010, 19(3), 215-222
7
Sharma R.A (2008) Distance education, published by Interantional publishing house, Meeurt
8
Villi C. (1999) Learning Habits of Post graduate Learners in Distance Education Indian Journal of Open
Learning 8(2),197-199

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academic assistance and a lot more other related issues (Nyondo 2003)9. Economic,

technological and social changes and the changes in the system of values entail a

system of continuing education where by the individual can upgrade himself/herself

from time to time. In distance education adult is able to return to education when

he/she feels the needs. Education is therefore changing from institution centered

activity to a student centered one. As distance education is learner centered, The

Educational Planners, Policy Makers, Distance educators, should be fully aware of the

background characteristics of the learners, their needs, attitude towards distance

education, interest, motivation expectation, study habits, problem of the learners who

are studying in the Open University System (Biswas 1999) 10. More over Socio

economic status, Study habits and attitude towards distance learning play a very

important role in bringing about the better academic achievement.

According to Moore In course with little transactional distance the learners

receive information, directions and guidance through online dialogue with their

instructors and through instructional materials that allow modification to suit their

individual needs, learning style and pace (Moore 2003)11. Distance education has

many positive factors, such as flexibility and more personalized learning, but

students attitude, study habits and academic achievement play a crucial role in this

type of learning. Student who prefer independent study have a more favorable attitude

towards distant learning. They can work in their own time and their own place., In

view of the importance of Learner characteristics in the success of the system, the
9
Nyondo Andrew Chola (2003). Open and Distance Learning Practice at the Papua New Guinea University of
Technologywww.col.org
10
Biswas, P.K(1999) Freshers in IGNOU: A study of their awareness, interest and motivation, Indian journal of
open learning 8(3) 273-282

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Moore G Michael & Anderson William (2003) Hand book of Distance education published by Lawrence
Erlbaum Associates books.google.com Education Distance & Online Education

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researcher was inclined to study the learners characteristics by focusing on certain

variables like socio economic status, study habits, attitude towards distance learning

and academic progress of students from graduate level to post-graduate level through

Distance education with their S.E.S, Study habits and Attitude towards Distance

Education.

1.3. STATEMENT OF THE PROBLEM

The present investigation has been designed to explore distance learners

socio economic status, study habits and attitude towards distance education in

relation to their academic achievement.

1. 4. TERMS DEFINED

Distance Learner: Distance learners are those who get enrolled in a distance

teaching institution, study independently at a distance with the help of the specially

designed self instructional materials. O Leary (2000)12 defined distance learners as

usually serious, disciplined, conscientious, and demanding.

Socio Economic Status: A social status is an indication of ones position of respect,

prestige and influence in the social structure apart from his personal attributes

(Maclver R. M & Page 1937)13.The Economic endeavor entails Cherishing of things

because of their material value (Spranger, 1928)14. In this study, Socio Economic

status means ranking of an individual by the society he lives in terms of his material

belongings and cultural possessions along with the degree of respect, power and
12
O Leary M (2000). Distance Learning and Libraries, online 24 (4), 94-97
13
Maclver, R.M C.H (1937). The text book of society. An introductory analysis. New York: Farrar and
Rinehart
14
Sparanger E (1928). Labensformen, Translated into English Under the Title-Types of man. Niemyer:
halle Germany

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influence. Socio economic status is based on income education level, occupational

level and social status in the community.

Study Habits: Study habit is a habit that is done on a scheduled regular and planned

manner. According to Crow and Crow (1992) 15, the effective habits of study include

plan/place, a definite time table and taking brief of well organized notes. Study habit

is the tendency of a student to learn in a systematic and efficient way, when

opportunity is given. In this study, study habits of the individual cover mainly the

reading habits, learning techniques, time schedule, memory, Physical conditions and

examinations, evaluation etc as assessed by the study habit inventory developed by

Palsane and Sharma

Attitude towards Distance education: Allport (1935)16 defined attitude is a mental

and neural state of readiness, organized through experience, exerting a directive

influence upon the individual response to all objects and situations with which he/she

is related. In this study, Attitude shows an evaluative personal reaction in a favorable

or unfavorable way to different elements of distance education. Viz; self-instructional

materials, assignment responses, counseling sessions, student support services etc

developed by Anil Kumar

Academic Achievement: Crow and Crow (1969)17, defined Academic achievement

as the extent to which a learner is profiting from instructions in a given area of

learning i.e., achievement is reflected by the extent to which skill or knowledge has

15
Crow, R.D. and A. Crow, (1992) Educational Psychology. American Book Co., N.Y., USA.

16
Allport. W (1935) Attitude in C. Murchenson (Ed) Handbook of Social Psychology. Worcester Mess Clarke
University Press
17
Crow, L.D. and Crow., 1969, Adolescent development and adjustment, Mc Grow Hill Book Company, United
States

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been imparted to him. In this study, Academic Achievement is the level of

accomplishment attained in curricular subjects as a result of teaching and learning

process and is measured in terms of the marks obtained at the examination.

1.5. SIGNIFICANCE OF THE STUDY

The study will have immense importance for the educational planners and

policymakers as there is a dire need to revitalize distance education on sound research

findings, because the distance education sub sector has been a neglected area in India.

Learner and learning are the heart of distance education system. Scriven (1991) 18

analysed the articles in the first 10 years of distance education in Australia and found

21% articles focused on learner and learner support. Coldeway (1995) 19 analysed

Canada journal of distance education and found only 19.5%of the articles were

focused on learners and learning. Koble and Bunker (1997) 20 determined that only

17% of 117 articles published in American Journal of distance education in its first 8

years focused on learners, learning and leaner support. The analysis of research in

three journals illustrates several concerns that one relates to limited focus on learners

and learning in distance education. Zawachi Ritcher (2009)21 reviewed 695 articles

published in 5 prominent distance education journals from 2000-2008 and found

16.3% articles were focused on learners characteristics. The authors concluded that
18
Scriven, B. (1991). Ten years of Distance Education. Distance Education, 12, 137-145.

19
Coldeway, D. (1995, May). A research agenda for distance education: Setting targets for learners and learning.
Paper presented at the Third Research Symposium in Distance Education, University Park, PA
20
Koble, M. A., & Bunker, E. L. (1997). Trends in research and practice: An examination of the American Journal
of Distance Education 1987 to 1995. American Journal of Distance Education, 11(2), pp. 19-38.

21
Zawachi Olaf Ritcher (2009)Research areas in Distance education: A Delphi Study The International
Review of Research in Open and Distance Learning, Vol 10, No 6 (2009)

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the distance education research was strongly dominated by issues related to

instructional design and individual learning process whereas, other important areas

(e.g., innovation and change management or intercultural aspects of distance learning)

are dreadfully neglected.

In India system of distance education is about four decades old. All the

research in distance Education was included in the Fifth Survey i.e. from 1974-92. In

the fifth survey of educational Research (1997)22 the studies in open Distance

Education dealt with enrolment trends and courses growth, development and social

relevance, needs and characteristics of learners, development and production of

course material, instructional strategies and methodology, economics of Distance

education and evaluation of the system, covering period from 1971-1992. Eleven data

based studies covering the period of 1993 to 2000 has been covered in the Sixth

Survey of Education Research. In the last five decades very few researchers have been

carried out distance education and majority of researchers in are at project form. The

researchers conducted in India at the doctoral level focused on distance education in

the country as whole or institution wise on its economy. Some researches conducted

in India also reveal comparison of enrolment trends and academic achievement. A

number of institution related, course related, socio economic related, disposition

related and perception related variables are associated with student persistence, and

drop out, this is obviously an area which DTIs will need to do lot more investigation

(Panda 2005)23 It is evident from review of studies that learners characteristics to

22
Koul Lokesh(1997) Fifth Survey of Educational Research, Open and Distance Learning, Trend Reports: New
Delhi, NCERT

23
Panda Santosh (2005) Higher education at a distance and National development: Reflections on the
Indian Experience, Distance education, Vol;26, No.2, Academic Research Library

12
success in distance learning system have been neglected with a few exceptions such

as those conducted by Gautam R (1990), Kumar (1999).24

The above account reveals that very fragmentary work has been done on

learners characteristics in distance in education and hence present work has been

taken to specifically answer the following questions.

1. Is there any significant difference on the measure of socio-economic status

between graduate students and post-graduate students of Distance Education

system when differences on sex and marital status are taken into

consideration?

2. Is there any significant difference on the measure of study habits between

graduate and post-graduate students of Distance Education system when

differences on sex and marital status are taken into consideration?

3. Is there any significant difference on the measure of Attitude towards Distance

learning between graduate and post-graduate students when differences on sex

and marital status are taken into consideration?

4. Is there any significant relationship of the academic achievement with socio

economic status, study habits and attitude towards Distance learning of the

students of Distance Education system?

1.6. OBJECTIVES OF THE STUDY

24
Koul Lokesh(2000) Sixth Survey of Educational Research, Open and Distance Learning Trend Reports: New
Delhi, NCERT

13
To get answers to the questions raised above with empirical evidence they

were broken down into the following specific objectives that this study proposed to

achieve:

1. To study significance difference in the socio-economic status of graduate

students and post-graduate students of distance learners with certain

background variables. (sex and marital status).

2. To study significance difference in the study habits of graduate and post-

graduate students of Distance learners with certain background variables. (sex

and marital status).

3. To study significance difference in the Attitude towards Distance Learning of

graduate and post-graduate students of distance learners with certain

background variables. (sex and marital status).

4. To study relationship of the academic achievement with socio-economic

status, study habits and attitude towards Distance learning of the students of

Distance Education system

It is assumed that the possible answers of the above four objectives will

provide a major channel of research in the field of Distance Education as to whether

the academic progress of students from graduate level to post-graduate level through

Distance education has anything to do with their S.E.S, Study habits and Attitude

towards Distance Education or not ?

1.7. HYPOTHESIS

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The Following null hypothesis is formed

1. No significant difference may be observed in socioeconomic status of graduate

and post graduate distance learners with certain back ground variables (sex

and Marital status).

2. No significant difference may be observed in study habits of graduate and post

graduate distance learners with certain back ground variables (sex and Marital

status).

3. No significant difference may be observed in attitude towards distance

learning of graduate and post graduate distance learners with certain back

ground variables (sex and Marital status).

4. No significant association may be observed of academic achievement with

socio-economic status, study habits and attitude towards distance learning.

1.8. GENESIS OF DISTANCE EDUCATION

Tracing the genesis of distance education it was found that some early forms

of this innovative system of teaching and learning were the instructive letters in the

Old Testament i.e. (Significant role in Roman Catholic Church right from the Epistles

of St. Paul) and some other works in early Greek and Roman history. The history of

modern correspondence instruction began in 1840 with Isaac Pitmans Shorthand

course for distance students through the Penny Post in the U.K. Some researchers

have argued that forerunners of distance education of today goes to private teacher of

English taught composition by post providing two-way communication in 1833,

which is the predominant characteristic of distance education. In 1856, a School of

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Modern language was established by Langenscheidt and Toussaint in Germany started

teaching foreign languages through correspondence. The first efforts to organize

correspondence instruction were made USA in 1873 and it has been more extensive

than in any other country. In Europe, pioneering work was done in Germany and

Sweden by establishment of Fern Lehr institute in Berlin and Hermods in Sweden in

1890.

With the onset of the twentieth century, a number of correspondence

instruction schools were set up through out Europe. In Russia, in early 1960s more

students studied through correspondence courses than regular classroom instruction in

colleges and universities as correspondence study became the main form of study at

the University level. In Japan, over a million students are studying through

correspondence course. In Australia and New Zealand, correspondence instruction

came to be used in the compulsory school system to teach children who had never

been to a classroom. In England a number of private correspondence colleges were set

up to coach students for various school and university examination.

The establishment International Council for Distance Education (ICDE)

promoted the wide spread acceptance of correspondence courses. In 1938, Mr. J.W.

Gibson established the ICDE and who was for many years the Director of High school

Correspondence Instruction at Victoria, British Columbia in Canada. Acting as a

coordinating body, ICDE strives to promote knowledge of and improvement in

open/distance education throughout the world.

1.9. DISTANCE EDUCATION IN INDIA

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The evolution of distance education in an organised form in India has been in

two stages. The first stage was correspondence education by conventional universities

(dual mode distance teaching universities) and the second, distance education by open

universities (single mode distance teaching universities).In India, by 1960, only 4

universities were offering some sort of distance education.

The Post independence in India the Ministry of education has appointed

various commissions for improving higher education system. The government

apprehends that quantitative expansion of conventional colleges and classroom based

higher education had its limitations. It couldnt accommodate the ever-increasing

demand of higher education. During the third five year plan, the demand for higher

education was so high that the conventional university systems faced with a gigantic

pressure. The magnitude of problem is clearly reflected in the following observation

of the Education Commission:

The Third Plan larger facilities are being provided for diverting students to

vocational and technological education. However, the problem is one of large

dimensions and, even after taking into account these facilities. The number of those

seeking admissions to the courses of higher education in arts, science and commerce

will be large and suitable criteria for selection have to be adopted. In addition to the

provision in the Plan for expansion of facilities for higher education, proposals for

evening colleges, correspondence courses and the award of external degrees are at

present under consideration.(3rd five year Planning commission of India, Chapter

29)25

25
Government of India, Third five Year Plan- New Delhi, Planning commission.nic.in(1960-65)

17
The Planning commission of India (1960) made a significant observation in

the 3rd five year plan that proposals for evening colleges, correspondence courses.

Thus, the Government of India appointed a committee on correspondence courses and

evening colleges in 1961 under the chairman ship of D.S Kothari. The committee

recommended the introduction of correspondence courses and as a result University

of Delhi started correspondence courses in 1962 as a pilot project. The third planning

commission took note of the success of the correspondence courses launched by the

University of Delhi and recommended the adoption of those courses at University

level.

Similarly the education commission of India (1964-66) supported the idea of

introducing correspondence courses at University level. The committee was of the

view that the program should be extended as widely as possible. It saw the

correspondence courses as the only economic mean to provide higher education to

those who could not get access to it. It recommended the strengthening of this system.

The U.G.C set out guidelines for opening correspondence courses in Universities all

over India and came forward to offer liberal financial assistance to Universities

willing to adopt the UGC guidelines for opening correspondence courses. This led to

the strong demand in various quarters about the need for the establishment of a

University which could coordinate the work of all directorates of the country. After

these developments, many Universities started establishing Institutes of

correspondence courses and continuing education. Many State universities during the

period (1970-80) started Institutes/Directorates of correspondence education which

gave a thrust to distance education.

In India, the effort of Open University was initiated in 1970; the UGC and the

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Indian national commission for cooperation with UNESCO organized a seminar for

discussing about Open University. The seminar recommended establishment of Open

University in India. In 1974, The Government of India appointed an eight member

working group under the chairmanship of Sri G. Pathasarathy vice chancellor of

Jawaharlal Nehru. The committee recommended that an Open University at the

national level be established. The report of committee was accepted by Government

and draft bill was prepared but it was not pursued. However, at the state level on the

recommendations of a committee under the chairmanship of Prof G Ram Reddy, the

then University Grants Commission Chairman, the legislature of Andra Pradesh

enacted the Andhra Pradesh Open University Act in 1982.

The first state level Open University was established in Andra Pradesh in 1982

to provide access to higher education to the adult population of the state, for

upgrading their functional capacities and improving quality of their life in the context

of broader social and political objectives of equalization of educational opportunities

and emergence of a new concept of life long education.

In 1982, a committee under the chairmanship of Dr. Mrs. Madhuri R shah the

then UGC Chairperson, recommended that steps should be taken for establishing an

Open University at the National level. Consequently the Government of India, in

September (1985) decided to set up Indira Gandhi National Open University at the

National level.

The National Policy (1986) recognizing the importance of distance education

in India, emphasized on the establishment of national Open University. It was posted

that The open university system has been initiated in order to augment opportunities

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for higher education and as an instrument of democratizing education 26.

In the past few decades, the distance education has not only flourished in the

sense of growth of new institutions but has also broadened its scope by offering wide

variety of courses. The main objective in the tenth plan was to raise the enrollment in

higher education for the age group of 18-23 years from 6 per cent to 10 per cent by

the end of the plan period. The open and distance learning system has demonstrated a

growth rate of 20% during the 10th five year plan and accounted for 25 percent of the

total enrollment in the higher education sector. The strategies would focus on

increasing access, quality, and adoption of state specific strategies and liberization of

higher education system. Tenth plan would focus on distance education, convergence

of formal non formal distance and IT education institutions (Aggarwal J.C 2009,

p.17)27. The Planning Commission of India has set the target of 15% GER at the end

of the 11th Five Year Plan. In order to achieve this target, tremendous amount of

expansion of higher education would be necessary. Open and Distance Learning

(ODL) may be a supplementary approach to fulfill the target through its more flexible

and liberal yet quality programmes. Yashpal Committee (2008)28also recommended

the focus of distance education shall be to provide opportunity of education to people

at educationally disadvantaged situations such as living in remote and rural areas,

adults with no or limited access to education of their choice etc

In India, at present there are about 197 distance education institutions,

26
Government of India, National Policy on Education 1986, New Delhi: Ministry of Human Resources
Development, 1986
27

Aggarwal J.C. (2009) Recent Developments and Trends in Education published by Shipra Publications, Delhi

28
Government of India (2008) Report of The Committee to Advise on Renovation and Rejuvenation of Higher
Education Ministry of Human Resources Development

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comprising One Mega University (Indira Gandhi Ntional Open University), 13 State

Level University and 183 Dual Mode Universities. At the state level, distance

learning universities namely Dr. Baba Sahib Ambedkar Open University,

Ahmedabad (BAOU); Dr. B.R. Ambedkar Open University, Hyderabad; (BRAOU)

Karnataka State Open University, Karnataka (KSOU); Madhya Pradesh Bhoj Open

University, Madhya Pradesh (MPBOU); Nalanda Open University, Bihar (NOU) ;

Netaji Subhas Open University, Kolkata (NSOU); Pt. Sundarlal Sharma Open

University, Chattisgarh (PSSOU) ; Tamil Nadu Open University, Tamil Nadu

(TNOU); U.P. Rajarshi Tandon Open University, Uttar Pradesh (UPRTOU);

Yashwantrao Chavan Mahashtra Open University, Mahrashtra (YCMOU);

Vardhaman Mahaveer Open University, Kota (VMOU); Uttarakhand Open

University, Uttarakhand (UOU), Krishna Kanta Handique State Open University,

Guwahati Assam(KKSOU)29. All these universities offered different types courses

of different levels like certificate, diploma, PG Diploma courses, graduate, post

graduate level, and Ph.d and doctoral level

1.10. DISTANCE EDUCATION COUNCIL

The Distance Education Council (DEC), was established in 1991 under section

16(7) read with Section 5(2) of the IGNOU Act, 1985. As per Clause(2)(a) of the

Statute 28, the DEC is responsible for the promotion, coordination and maintenance of

standards in the Open and Distance Learning system in the country. In view of the

growing number of distance education programmes offered by state open universities

and conventional universities, the task of coordination, maintenance of standards and

funding has been assigned to Distance Education Council. The DEC among its various

29
Distance Education Council, New Delhi www. Dec.ac.in

21
responsibilities has to take such measures as are necessary, consistent with the objects

of the University to provide an innovative, flexible and open system of University

Education, for the promotion including introduction and continuation, of courses and

programmes which conform to the standards prescribed by the DEC, to maintain such

standards in the institutions offering distance education programmes and to prevent,

through such measures as are considered appropriate, institutions from offering

courses and programmes which do not conform to the standards laid down by the

Council. In order to achieve coordination in the distance education system in the

country, the distance Education council has initiated activity in credit transfers and

common grading patterns (www. dec.ac.in).

1.11. THEORETICAL APPROACH OF DISTANCE EDUCATION:

The term distance education is known by a variety of names: Correspondence

Education, Open education, Open Learning, Home study, Independent study,

External Study, Off-Campus study etc.

The distance education is defined by various authors in various ways. The first

theorizing attempt to show corresponding teaching as form of guided didactic

conversation (Holmberg 1960), industrial production (Peter 1967), and as system

method (wedmeyer 1971). Wedmeyer redefined distance education as independent

study.

Wedmeyer (1977)30 has used the terms Open learning, distance education and

independent study in his works. He defines independent study as Independent study

consist of various forms of teaching learning arrangements in which teachers and

30
Wedmayer C.A (1977). Independent study. In A.S Knowles (Ed), The International Encyclopedia of
Higher Education, Boston 5,2114-2132

22
learners carry out their essential tasks and responsibilities apart from one another,

communicating in variety of ways. Its purposes are to free on-campus or internal

learners from inappropriate class placing or patterns, to provide off-campus or

external learners with the opportunity to continue learning in their own environments,

and developing in all learners the capacity to carry on self directed learning, the

ultimate maturity required of the educated persons.

Dohmen (1977)31 defines distance education as a systematically organized

form of self study in which student counseling, the presentation of learning material

and securing and supervising of students success in carried out by a term of teachers,

each of whom has responsibilities. It is made possible at a distance by mean of media

which can cover long distances.

Peter Otto (1973)32 defines distance education as a method of imparting

knowledge, skills and attitudes which is rationalized by the application of division of

labour and organizational principles as well as by the extensive used of technical

media, specially for the purpose of reproducing high quality teaching material which

makes it possible to instruct great numbers of students at the same time wherever they

live. It is an industrialized form of teaching and learning.

33
Moore (1973) defined distance education as the family of instructional

methods in which the teaching behaviors are performed apart from learning behaviors,

including those that in a contiguous situation would be performed in the learners

31
Dohmen, G. (1977). Quoted Keegan, D. (1991). Foundations of distance education 2 nd (ed). London: Routledge
Limited.
32
Peters, O. (1973). Distance teaching and industrial production. A comparative interpretation in outline. in
Sewart, d; Keegan, D.; and Holmberg, B. (eds). Distance education: international perspectives, London: Croom
Helm.
33
Moore, M. G. (1973). Towards a theory of independent learning. Journal of Higher Education, 44 (12), 661679.

23
presence, so that communication between the teacher and learner must be facilitated

by print, electronic, mechanical or other devices.

Distance study is self-study, but the student is not alone. As Holmberg (1989) 34

describes it, "A kind of conversation in the form of two-way traffic occurs through the

written or otherwise mediated interaction between the students and the tutors and

others belonging to the supporting institution". Holmberg goes on to state that,

"conversation is brought about by the presentation of the study matter if this is

characterized by a personal approach...and causes the students to discuss the contents

with themselves".

1.12. CHARACTERSTICS OF DISTANCE EDUCATION

In 1980 Desmond Keegan published in the first issue of leading theories of

distance education and subsequently modified in 1986. Keegans definition is based

on analysis of four accepted definitions proposed by Holmberg (1977), Peter (1973),

and Moore Law of France (1973). From these analyses of theories Keegan (1986) 35

concluded seven principal characteristics of distance education.

1. Separation of teacher and student: The Quasi- permanent Separation

of teacher and Learner through out the period of the learning process.

2. The influence of an education organization: Distance education is an

institutional kind of educational system in planning and preparation of

learning materials and in the provision of student support services.


34
Holmber B (1989) Theory and Practise of Distance Education, London: Routledge and Keegan Paul
35
Keegan D J (1986) The foundations of distance education, (as cited in Rumble Greville (1986) The planning
and management of distance education). London, Croom Helm

24
3. Use of technical media: Distance education makes use of print and

various technical media like radio, audio, television, video, telephone, email,

computer etc to carry out the content and bridge the distance between teacher

and learners.

4. The provision of two way communication: It is two way

communications as the student is able to respond through assignment

responses or other media like teleconferencing using telephone, computer and

television, therefore can receive feedback. The students thus enter into a

dialogue with the institution.

5. Group Learning: Quasi permanent absence of a learning group

throughout the period of the learning process. Learners are usually taught as

individuals not in groups, with the possibility of occasional meeting for both

didactic and socialization process.

6. An industrialized form of education: It is specific answer to specific

need. It is developed industrial society that has created a need for a more

capsular kind of education.

7. The privatization of learning: Privatization means that distance

system takes the student from the learning group and places him/her a more

private situation.

1.13. PHYSIOLOGICAL PERSPECTIVE OF ADULT LEARNING

The researchers see the adult learning process as far more complex than a

simple relationship of certain sensory functions to learning ability. For example, Knox

25
(1977)36 cites seven modifiers of adult learning performance:

1. Condition - physical health, sensory impairment (eyesight, hearing and so

forth)

2. Adjustment a personal and a social adjustment to the learning situation

enhance learning performance

3. Relevance learning occurs more readily when learning tasks are meaningful

to the learner

4. Speed learning is enhanced when adult learners can proceed at their own

pace

5. Status socio economic level and formal education are associated with adult

learning. For instance, amount of formal education generally relates positively

to participation in continuing education activities.

6. Age older and younger adults may learn differently because of generational

differences in experiences and values.

7. Out look degree of open or closed mindedness and personal outlook affect

how adult face learning situations.

36
Knox, A. B. (1977). Adult development and learning: A handbook on individual growth and competence in the
adult years. San Francisco, CA: Jossey-Bass Publishing.

26
1.14. CHARACTERISTICS OF DISTANCE LEARNERS

37
Kaye and Rumble (1981) reviewed student characteristics at distance

teaching universities in 10 different countries. According to them the distance learners

were an age range of 20-40 years; majority studying on a part-time basis; men

generally outnumber women; study is primarily carried out at home; high levels of

motivation; the majority of students are from less privileged social groups; Students

studying voluntarily (as opposed to those in compulsory in service courses) tend to be

from urban areas

Age: The most important characteristic of distance learner is age. Most of the research

indicates that distance learner student are adults, or adulthood ranges from 18 years to

80 year or more. The different age groups of distance learners would pose serious

pedagogic questions to instructional designers who need to consider the learning

styles of different individuals as well as the different age groups.

Gender: Gender is another important factor in understanding and providing the

necessary support to distance learners. The difficulties faced by women as a

disadvantaged gender as a whole and the socially, economically and educationally

backward women in popular.

Social Status: The diversity of distance learners in India would include social

differences in both class and caste. Caste system in India has been playing a negative

role in democratizing education and developing a democratic, scientific, secular and

37
Kaye A R, Rumble G (eds.) 1981 Distance Teaching for Higher and Adult Education. Croom Helm, London

,pp 35-38

27
equalitarian view among people. Distance learning in order to attain its goal has to

break the educational barrier of the people along with their social barriers. The

thinking of the people has to change with a dignity for all the courses in education

whether from distance or contemporary education. The Government as well as

private sector should demolish the social prejudices and promote learning in socially

backward classes, particularly in women then only we can achieve social status.

Economic Status: The economic diversification is also a major factor which causes

hindrance in the education system; although distance education has brought down the

cost of education and financial assistance, scholarships and loans help the

poor/economically weaker section to full fill their educational achievement. In house

facility for doing courses should be provided for further enhancement of education.

Educational Status: Social status and economic status will lead to a better

educational status of an individual and family. India has all the recourses for a Hi tech

marketing and counseling of target population for distance learning. Once they

understood the importance of education it become easy to impart knowledge breaking

all barriers of social, economic or educational status or individual or society class or

religion.

Geographical location: Geographical location was a hindrance in the part but with

the growth of transportation it has become easy for leaner to visit the study centers for

support system.

According to first hand book published by IGNOU 38, the characteristics of distance

learners are:
38
IGNOU Nature and characteristics of distance education, webserver.ignou.ac.in/institute/handbook 1/section
%201.pdf

28
Those who could not opt (go) for higher education just after schooling, but

want to take higher education at a later stage.

Those who have had higher education for some years but would like to

continue their education for improvement of their knowledge and

advancement in career.

Those who have discontinued their studies for one reason or the other and

want to have a second chance.

Those who want to make their education life long affair.

Those living in adverse situations (geographical, social, economic an like)

who are not free to attend regular schools/colleges/universities.

Those who would like to pursue their studies without disturbing their normal

and daily routine.

Those who cant attend regular schools/colleges/universities due to physical

constraints

Koul & Bhatt (1989)39 describes three categories of learners in distance

learning system. The first category is that of learners who have confidence in their

ability to work on their own. They are confident enough to think that they can succeed

without any guidance from the counselor. The second category of distance education

learners are the ones who actually need talking to. Having someone to help in solving

39
Koul B.N and Bhatt Anita (1989) IGNOU Handbook-3, Academic Counseling, New Delhi, Division
of Distance Education, IGNOU,6-7

29
their problems gives them reassurance about the system as well as builds a little more

confidence in them. The third categories of learners, who fall between the above two

types, are the ones who are really sitting on the wall. If only they run into intractable

problems they approach the counselor for help.

1.15. INDIRA GANDHI NATIONAL OPEN UNIVERSITY

Indira Gandhi National Open University (IGNOU) Act, 1985 was enacted with

the following two prime objectives, among others.

To provide opportunities for higher education to a large segment of

population, especially disadvantaged groups living in remote and rural areas,

adults, housewives and working people and.

To encourage Open University and Distance Education Systems in the

educational Pattern of the country and to coordinate and determine the

standards in such systems.

It serves the educational aspirations of over 2.6 million students in India and

36 other countries through 21 Schools of Studies and a network of 62 regional

centres, around 3,000 learner support centres and 67 overseas centres. The University

offers about 445 certificate, diploma, degree and doctoral programmes, with a

strength of nearly 420 faculty members and academic staff at the headquarters and

regional centres and about 36,000 academic counselors from conventional institutions

of higher learning, professional organizations, and industry among others. Besides

there are 28 FM radio stations and 6 television channels.

Instructional System

30
The University provides multi-channel, multiple media, teaching/learning

packages for instruction and self-learning. The different components used for

teaching/learning include self-instructional print and audio-video materials, radio and

television broadcasts, face-to-face counseling/tutoring, laboratory and hands-on

Experience, teleconferencing, video conferencing, interactive radio counseling,

interactive multimedia CD-ROM and Internet based learning, and the use of mobile

phones for instant messaging. For courses in streams like sciences, computer

Sciences, nursing, medical sciences, education and engineering and

technology, arrangements have been made to enable students to undertake intensive

practical classes/practice teaching at select study centers/work centres/programme

centers. While the traditional distance education delivery through print and study

centre supports being strengthened, the University is strengthening the development

of interactive multimedia content and learner support through video-conferencing and

web-based platforms, by utilizing both the EduSat and the Internet.

Evaluation System

At IGNOU, a three-tier system of evaluation is followed: self-evaluation,

through devices built into the course material; continuous evaluation, through any

combination of theory-based assignments, practical assignments, log books and

contact programmes; term-end evaluation, through examinations, which are

conducted at more than 600 centres all over the country and overseas twice a year,in

June and December. In case of postgraduate programmes with a project component,

the evaluation methodology also includes a viva-voce. Proportionate weightage is

given to the various components for calculation of the final grade. Also, regarding the

31
summative evaluation, IGNOU now offers the scheme of On-Demand Examination

for a few programmes to provide an opportunity for learners to take up the

examination when they feel they are ready for it. Learners who successfully complete

the prescribed credits in a particular programme are awarded certificates/diplomas/

degrees at the Convocation, which is usually held in February/March of every year at

the University Campus, and at select regional centres simultaneously through the

teleconferencing mode. (www.ignou.ac.in)

1.16. SWAMI VIVEKANAND SUBHARTI UNIVERSITY

Swami Vivekanand Subharti University established by Government of Uttar

Pradesh under Swami Vivekanand Subharti University Uttar Pradesh Act 2008. The

University has started distance education programmes at undergraduate and post

graduate levels with effect from the academic year 2009-10 in various disciplines. The

main aim of Directorate of Distance Education in SVSU is to impart the higher

education to distance remote areas and up to weakest category of people and service

class persons, who are unable to join regular courses and want to pursue quality

higher education

Instructional System

The instructional system of Swami Vivekananda Subharti University comprises six

components, viz, self learning material, continuous internal assessment, Theory

Training class, Practical exposure class, Professional project work and Internship and

industry integrated learning.

Evaluation

32
The SVSU University follows the following evaluation system:

Continuous evaluation through personal contact programme, assignment work,

viva & group discussion and personality development programme.

Annual examination will be conducted by the University.

Evaluation of practical, wherever prescribed by Examiners appointed by


SVSU.
Evaluation of professional project report, wherever prescribed will be

submitted to DDE.

Report on internship & i8ndustry integrated learning wherever prescribed will

be submitted to DDE.(www.subhartidde.com)

1.17. UTTAR PRADESH RAJARSHI TANDON OPEN UNIVERSITY

U.P Rajarshi Tandon Open University established by Government of Uttar Pradesh

under U.P Rajarshi Tandon Open University Uttar Pradesh Act No. 10, 1999. It is a

state University. The first academic session of the U.P Rajashri Tandon Open

University was inaugurated by the then Governor of Uttar Pradesh in 1999. The main

aim of university is to provide access to higher education for large segments of

population and, in particular, disadvantaged groups such as those living in remote and

rural areas including working people, homemakers and other adults who wish to

upgrade or acquire knowledge through studies. The University makes efforts to

promote acquisition of knowledge in a rapidly developing and changing society and

continually offer opportunity for upgrading knowledge, training and skills in the

context or innovations, research and discovery in all fields of human endeavor. The

university is open to all irrespective of caste, creed or sex and its jurisdiction is all of

Uttar Pradesh. Courses offered include first-degree program, postgraduate courses,

33
general diploma courses, certificate courses, computer courses and vocational courses.

The university has study centers spread all over Uttar Pradesh and in few parts of

Uttaranchal.

Instructional System

Uttar Pradesh Rajarshi Tandon Open University have a Central Library

contains a lager volume of Books, Journals, News Papers and Magazines and it

opened for use of faculty members, supporting staff, researchers and students of the

university. It has five Regional Centers possess their own libraries with effective,

useful and comprehensive collection to serve the students and counselors mainly

through study centers falling under their authority. The Library is providing Internet

surfing facilities. E-documents collection and online journals are receiving special

emphasis. The library contains necessary infrastructure like Computer Lab etc. (www.

uprtou.ac.in)

1.18. SOCIO ECONOMIC STATUS AND ACADEMIC ACHIEVEMENT

Socio economic status refers to ranking of an individual by the society he lives

in terms of his material belongings and cultural possessions along with the degree of

respect, power and influence. Socioeconomic status (SES) has long been known as a

good predictor of academic achievement. A central conclusion of the Coleman Report

(1966) 40was that family background accounted for the majority of the variation in

student achievement. Since then, researchers have continued to demonstrate the

importance of the relationship between family background and student achievement.

Many studies were conducted in relationship of Socio Economic Status and Academic

40
Coleman, James S., et.al. (1966), Equality of Educational Opportunity, Washington, DC: US

34
Achievement. There was significant relationship between SES and academic

achievement of school children. (Nuthana P.G. 2007, Parida Sucharita, 2003)41. Singh

(1996) found that high SES was positively related with achievement. But study

conducted by Panda Manoranjan, (1998)42 found that there was no significant

relationship between SES and Academic Achievement of students studying in

different categories of schools. Vince Diaz(2008) 43found that socio economic status is

the best predictor of academic achievement.

Studies on the socio- economic and academic background of distance learners

in India reveal significant facts regarding Distance Education System in the country.

The age majority of correspondence students were between 16 and 35 years. (Anand

1979, Gomathi 1982, Khan 1982, Pillai and Mohan 1983, Sahoo 1985, and UGC

1986)44. While most of the lower age group (16-25years) candidates opted for
41
Nuthana p.g. 2007 Gender analysis of academic achievement among high school students, Dissertation,
Univeristy of Agricultural Science www.etd.uaed.edu

Parida, Sucharita 2003, Effect of Socio-Economic Status, School Environment and Medium of Instruction on the
Mental Abilities and Academic Achievement of School Children Utkal University, Bhubaneshwar, Research
abstracts www.edunet.nic.in

42
Panda, Manoranjan 1998, A Study of the relationship between socio- economic status and achievement of
class,IX students Utkal University, Bhubaneshwar, Research abstract, www.edunet.in

43
Vince Diaz (2008) Relationships between District Size, Socioeconomics, Expenditures, and Student
Achievement in Washington Spring 2008
44
Anand S (1979) University without walls, New Delhi, Vikas Publishing House PVT Ltd

Gomathi A (1982) A critical Study of the participants evaluation of selected post graduate courses of the
correspondence education programme of Madhurai Kamaraj University, Unpublished Ph.D Thesis, Education,
University of Madras

KhanI (1982) Suitability of teaching English through correspondence courses as offered by some Indian
Universities at the first degree level, unpublished Ph.D Thesis, Dissertation, Utkal University

Pillai, J.K and Mohan S (1983) Impact and Performance of Correspondence Education Programme of M.K.
University, Mimie. Department of Education M.K University, Madhurai

Sahoo P.K (1985) A study of correspondence Education in an Indian Univeristy, Unpublished Ph.D Thesis, M.S
University of Baroda, Baroda

35
undergraduate courses (Khan 1982, Sahoo 1985, UGC 1986), and most candidates of

the upper age group (20-60 years) enrolled in post graduate courses (Sahoo 1985). A

majority of students were married, hailed from upper castes, with moderate economic

position and around one third of them were employed (Singh 1980, 1983 and Dewal

1982)45. Panda and Panda (1986) 46found that the socio-economic status of learners

has significant positive effect on academic achievement of distance learners.

1.19. STUDY HABITS AND ACADEMIC ACHIEVMENT

Study habits refer to whether students study at the same time each day,

whether they shut off radio, television while reading and whether they paraphrase and

write down what they have read during the practical instructions. It is defined as the

devotion of time and attention to acquire information or knowledge especially from

books or in other words its the pursuit of academic knowledge by a detailed

investigation of a subject or situation (Oxford Dictionary &Thesaurus of English

Language, 2003)47.

The importance of study habits in students life plays a major role in their

academic achievement, because without studies no one can be succeeded. Study

habits typically denotes the degree to which the student engages in regular acts of

45
Singh J (1980) Researchers on Distance Education at School level, Unpublished research report, NCERT, New
Delhi

Singh J (1983) A study of the correspondence education programme of the Board of Secondary Education
Rajastjan, Unpublished research Report, NCERT, New Delhi

Dewal O.S (1982) Profile of Registrants- an Enquiry into Variables Relating to Students of Correspondence
Institutions at the secondary level, Open School, CBSE, New Delhi

46
Panda, S.K and Panda, B.N(1986) Distance Education, Social status and Personality adjustment, Indian
Educational Review,

47
Oxford Dictionary & Thesaurus of English Language. (2003).Oxford: Oxford University Press

36
studying that are characterized by appropriate studying routines (e.g., reviews of

material) occurring in an environment that is conducive to studying. Learners

learning character is characterized by his study habits. Good (1973) 48define the term

study habits as: The students way of study whether systematic, efficient or

inefficient etc. Going by this definition it literally means that good study habit

produces positive academic performance while inefficient study habit leads to

academic failure. Khurshid F (2012)49 found that there was positive correlation

between study habits and academic achievement of university students. Robinson

(2000)50 found that certain bad study habits result in poor academic performance

whereas certain good study habits result in high academic performance. Deb Madhu

(1990)51 found that there was significant relation ship between study habits and

academic achievement of undergraduate home science final year students.

The studies conducted by researchers in distance education shows that Open

University students keep a time schedule for learning (Raja and Rao, 1993) 52.

Srivastava et.al (2007)53 observed that most of the distance learners do not read the

48
Good, C.V. (ed). (1973). Dictionary of Education, (3rd ed.). New York: McGraw Hill Book Company
49
Khurshid Fauzia (2012) Relationship between Study Habits and Academic Achievement among Hostel Living
and Day Scholars University Students British Journal of Humanities and Social Sciences 41 January 2012, Vol.
3 (2)

50
Robinson, H. H. (2000). Effective study. New York: Harper and Brothers.

51
Madhu Deb and Grewal, Hridai Pal (1990) Relationship between study habits and academic achievement of
undergraduate home science final year students. Indian Educational Review, Vol.25(3):71-74

52
Raja Mouli,C and Rao P.K (1993). Study habis of distance learners, Kakatiya Journal of Distance
Education 2(2), 39-51
53
Srivastava Manjulika et.al (2007) How did they study at a distance ? Experiences of IGNOU
graduates, International journal of distance education technologies, Vol.5, issue 3

37
relevant study materials before attending counseling sessions and suggested that an

induction programme should therefore be made compulsory for all entrants. Goamthi

(1982) revealed that there existed a significant relationship between the achievment of

M.A, and M.Com. Distance learners and work on study materials, textbook studies;

participation in seminars and contact programmes; radio broadcast programmes, study

centre activities and effective role of instructors. Morgans (1993)54 work exclusively

deals with two approaches of learning i.e. Surface and deep. The approaches are

context specific and directly relate to the quality of learning outcomes. Students with

surface approach to their learning are concerned with the intention of completing the

learning task requirements, students with deep approach to learning are more

concerned with the intention to understand the deeper meaning embedded in the

learning tasks and their relationship with their task. Macdonald and Scott (1997) 55

found that undergraduate students find it difficult to read academic texts and this

affect their success. Koymens (1992)56 study concluded that there are no important

differences in terms of learning and study strategies of the studetns in conventional

system compared to an open learning system. Ahsan (2005)57 study habits of distance

learners reveals Students who do not have competent reading skills and study habits

may face problems in the DE system. Distance learners may have to countenance an

unfamiliar situation in the events of their lack of pre-joining awareness about the DE

54
Morgan A (1993) Improving your students Learning, London: Kogan Page
55
Macdonald-Ross, Michael and Scott Bernard. (1997) A postal survey of OU students reading skills,
Open learning Vol.12. No.2(29-40)
56
Koymen U.S. (1992) Comparison of learning and study stregies of traditional and open learning
system students in Tukey, Distance education, Vol.13, No1, (108-117)
57
Ahsan Q.M Galib , Miraj S.M Ahmood (2005) Analyzing study habits of Distance learners : A case study of
Bangladesh Open University. Indian Journal of Open learning 2005,59-69

38
58
system. Villi (1999) emphasized that the learning habits of the distance learners,

having such great educational importance deserved careful investigation. Kumar

(1999)59 reveals that a low positive but significant relationship (r = 0.27) was exits

between academic performance and study habits of first-degree distance learners.

According to Chastain & Thurbor (1989) 60 there are many different types of

effective studying techniques. One popular study technique is called the SQ4R

method. The S and Q stand for Survey and Question, and the 4R stands for

Read, Recite, Relate and Review. This method is taught in many introductory

psychology courses and is a good way to prepare for tests in almost any course. There

exists little difference in outcomes when one considers level of satisfaction it also

reports that students are more satisfied with asynchronous distance learning

(Computer conference and voice mailing) and students perform better when the

structure of instruction matches their preferred learning style (Moore 2007, pp 153)61.

1.20. ATTITUDE TOWARDS DISTANCE LEARNING AND ACADEMIC

ACHIEVEMENT

One of the important issues in distance education understands how students

react to learning in a class where members are separated by time and space. Attitude

toward learning is an important factor in eventual academic success. An attitude is

58
Villi C. (1999) Learning Habits of Post graduate Learners in Distance Education Indian Journal of Open Learning
8(2),197-199
59
Kumar Anil (1999) Learner performance in Distance education Published by Common wealth
publishers, New Delhi

60
Chastain,G., & Thurber, S.(1989). The chameleon effect: The perception-behaviour link and social interaction.
Journal of Personality & Social Psychology, 76(6), 893-910.

61
Moore G Michael (2007) Hand book of Distance Education, Google book online

39
usually defined as a disposition to respond favorably or unfavorably to an object,

person, institution or event. Attitude is a system which can either have positive or

negative involving emotions and feelings with reference to social objects and issues.

Distance education can be adult oriented if some of the principles of adult education

pedagogies are taken into account that place in the participants in the foreground from

the start. They can show the degree of activation, application, and empathy on the part

of teachers that is regarded as desirable, and the important part played by the

subjectivity, identity, and autonomy of adult students-who after all are the crucial

element in the process. If we succeeded in transferring just a hint of this attitude to

distance education, we would have achieved something (Otto peter 1998)62. There is

clear empirical support for the connection between attitude and performance. Bernt
63
and Bugbee (1993) reviewed the literature specifically to relate to attitude to

performance in distance courses and conclude that while ability is more critical factor

in achievement among younger students, additional, motivational and personality

factors may contribute more differences in achievement among older students. Sarwar

(2004) 64found that there was direct relationship between study attitudes and academic

performance of students.

The learners continuing with DE courses had expressed positive attitude

towards the system. In comparison with the male students, the female students had

62
Otto Peters (1998)Learning and Teaching in Distance Education: Pedagogical Analyses and interpretation in an
international perspective, published by Kogan page, Routledge falmer, Google book online

63
Bernt F.M and Bugbee AC (1993) Study practices and attitudes related to academic success in a
distance learning programme. Distance education,14, 97-113

64
Sarwar, Muhammad (2004) Relationship of study attitude and academic performance of students at
secondary level in Punjab. PhD thesis, University of Arid Agriculture, Rawalpindi

40
expressed more favorable attitude towards it (Sahoo and Bhatt 1987) 65. Around half of

the teacher and student respondents in Khans (1982) study expressed positive opinion

towards DE, where as the remaining half were either neutral or negative about it.

Kumar (1999)66 reveals a low positive and significant relationship (r=0.24) existed

between academic performance of first-degree distance learners and their attitude

towards distance education.

1.21. LIMITATIONS OF THE STUDY

1. The study is limited to the learners in distance education of U.P state only.

2. The study has been conducted amongst the distance learners belonging to

professional courses. Other technical, general and certificate courses not

included in the study.

3. As the size of the population of students is very large and scattered all over the

region, the investigator has taken 600 Students randomly from selected

universities

4. At graduate level, both groups graduate and undergraduates are included

5. Achievement of students is confined only to terminal examination marks

1.22. DELIMITATION OF THE STUDY:

The study is confined to following de-limitations:

65
Sahoo P.K and Bhatt V.D.(1987) A Study of attitude of students towards correspondence
education Journal of Indian education
66
Kumar Anil (1999) Open University Distance Learners attitude towards distance education.
Perspectives in Education Vol.15 (3), 165-173.

41
1. The study is de limited to three universities, IGNOU (study centre under the

region of Noida), Directorate Subharti Distance education, SVSU and UP

Rajarshi Tandon Open University.

2. The investigator is delimited to her study to the northern region of India,

comprising the following areas only Meerut, Gautam Budh Nagar, Baghpat,

Ghaziabad, Modinagar

3. Among the Professional courses, only education and management stream are

considered as the subject of present study.

42

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