Asian Research Thesis Index

Abstract

This study was conducted to study the prediction of distance learners’  achievements from locus of control and self-efficacy at post graduate level. The study  aimed to predict the achievements from locus of control and self-efficacy. Population of  the study comprised of students (Spring/Autumn 2015) of teacher education programs  (M.A, M.Ed and B.Ed) through distance learning mode. Sample of 1513 distance learners  (for quantitative analysis) was drawn out through disproportionate stratified random  technique. Out of this sample, 5% (38 females and 38 males) respondents were randomly  selected for semi-structured interviews.Two standardized instruments (Nowicki and  Duke Locus of Scale, and General Self-efficacy scale) were adapted. Two interview  guides were developed by the researcher. Achievements were measured in terms of  students’ grades in the semester (Spring/Autumn 2015), life success/distinctions, and co curricular activities. Major findings of the study revealed that distance learners with internal LOC and high SE predicted high achievements and distance learners with  external LOC and low SE exhibit low achievements. Significant positive relationships  between SE, LOC and achievements of DLs emphasizes the importance of these  variables. In this regard, training programs for course developers may be organized in a  way that these may help them to focus on the importance of psychological variables in  during course development. The correlation between internal LOC and high  achievements also emphasizes the need that distance learners may have knowledge  regarding the importance of psychological factors which play significant role in  achievements. In this regard, the arrangement of end of semester reflective exercises may  help DLs to gain knowledge about their LOC. Prediction of DLs achievements from LOC  and SE also provoked the importance of the variables of this study for the authorities of  distance education universities to pay attention towards the enclosure of psychological  factors in curriculum i.e. inclusion of problem solving activities at the end of self assessment exercises, and graded problem solving projects/tasks may prove helpful.

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