Abstract:
The purpose of the study was to explore factors that contributed to the academic
performance of undergraduate distance education students of University of Cape
Coast. Survey was used for the study. Descriptive and inferential statistics were
used to analyse research questions and hypothesis. Three hundred and eighty-one
respondents were sampled for the study. Perceived school-related factors that
contributed to undergraduate student performance of distance education were
qualified and experienced teachers, good class size, supervision to check tutors,
constant supply of electricity and provision of instructional materials. Perceived
tutor-related factors that contributed to undergraduate student performance of
distance education were on time reporting, adequate preparation, effective and
varied teaching skills while teaching, tutor qualification, interest, passion and
motivation, timely feedback and completion of modules in time. Perceived studentrelated
factors that contributed to undergraduate student performance of distance
education were positive attitude towards tutors, competency and have great study
habits, understand lessons taught, complete assignments in time, motivated to learn
in groups, and punctual and attend lectures frequently. Student-related factors
predicted high academic performance followed by school- related factors, and
tutor-related factors. In view of this, it is recommended that College of Distance
Education, University of Cape Coast, should be involved in employing qualified
and experienced tutors to handle distance education programmes. This would help
improve upon the poor performance of College of Distance Education students
