Factors related to Student Unsuccessfulness in Engineering Programmes in Distance Education

Abstract

This study was conducted to ascertain the reasons for unsuccessfulness among students enrolling for the engineering (technology) study programme in distance learning conducted by the Open University of Sri Lanka. The profile of the students, their awareness about distance learning methodology, reasons for selecting distance learning courses, their appraisal of the course delivery, and level of support given by the faculty were investigated through a survey conducted among students who followed courses at levels 1 and 2. According to the study it was revealed that the majority of those students who had passed a GCE (A/L) examination were found to be either willing to continue or undecided whether to abandon or continue studies. Non-familiarity with the distance learning method, lack of time, and a high course fee were the major reasons for deciding to give up studying. Language difficulty and the difficulty of the course material were rated below other factors influencing dropping out. Most students (87%) reported securing employment and gaining knowledge as the reasons for selecting the particular study programme in distance learning. Only 13% had joined because of persuasion by others. As far as course delivery was concerned, 86% of students needed more face-to-face teaching - reflecting the fact that they had not made up their minds to do self-study which is a characteristic of distance learning. Further, 78% stated that even the limited face-to-face classes were not conducted to the satisfaction of the students. In conclusion, it was evident that students joined the programme with an understanding of the content of the programme but they seemed to find difficulty in coping especially with the distance learning methods. As far as delivery was concerned there were no major complaints about the course material, but the more significant factor was the way the faculty staff and visiting academics conducted the limited face-to-face classes. Therefore, making students as well as all tutors and lectures who undertake to guide the students thoroughly aware of the distance learning methods at the time of enrolment was concluded to be necessary.