Abstract:
The conceptual frameworks that underpinned the study were Maslow's
hierarchy of motivational needs and McLuhan's theory of technological
determinism.
The study examined the problems faced by teachers pursuing tertiary
programmes through Distance Education in Ghana, with particular "reference to those
of University of Cape Coast. The purpose was to find out how the teachers had
accepted the distance education programme, as well as the usefulness of course
materials to the students, how the students financed their education and whether the
fees charged were affordable to the students. Additionally, the study sought to find
out the students' support services and students' feedback systems put in place and
how students perceived the performance of course tutors. Also investigated were
how students combined their normal teaching with their studies and how the
teaching practice of students was supervised.
The survey, a descriptive type of research was adopted with a sample size
of 354, comprising 324 students, 4 centre coordinators and 26 course tutors. The
questionnaire was the main instrument employed to collect data from the
respondents. A return rate of 95% was achieved. The instruments used for the
analysis of the data were t-test and ANOVA in the SPSS package.
The major findings indicated that teachers "had accepted the distance
education programme. The majority of them (students) financed their education
from their salaries. Some of them, however, took loans from their bankers to finance their education. The students found the fees to be affordable. They were of
the view that the Ghana Education Service should pay part of the cost they bear on
their education to serve as an incentive to motivate more teachers to enroll in the
distance education programme as this will go a long way to solve the problem of
shortage of teachers in the classrooms. The students requested that they be given
the opportunity to access the SSNIT loan scheme.
The students support services and feedback systems, in place were
unstructured and ineffective. The students considered course tutors to be
knowledgeable, as they employed varied methods in their lessons. The tutors gave
enough reinforcements, involved the students in the lessons and made lessons lively.
Most of the students found it difficult to combine their normal teaching work with
their studies and this was affecting the teaching, studies and social life. Supervision
of students teaching practice was yet to start; the two methods that the organisers
plan to use for the supervision of the teaching practice are peer/micro teaching and
observation of the teaching of the students in their normal classroom setting.
The study concluded with recommendations for strengthening students
support services and feedback systems. Other areas for further research were also
recommended.
