Seft regulation and cultural orientation on the academic achievement of university students on distance education in Kampala, Uganda.
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Date
2013
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Publisher
Institute for Research & Education
Abstract
Correlated in this study were the variables of self regulation, cultural orientation and academic achievement of university students on distance education in Kampala, Uganda. To test the null hypotheses, the ex post facto, descriptive comparative and descriptive correlation designs were employed. Data were analyzed using frequency and percentage distributions, means, t-test, analysis of variance and Chi-Square. There was no significant difference in the extent of self regulation, degree of cultural orientation and level of academic achievement between gender, type of university and among nationalities thus the null hypotheses were accepted; there was a significant correlation between the extent of self regulation and degree of cultural orientation on the level of academic achievement, therefore the null hypothesis was rejected. In conclusion, the culture fit theory of Kanungo and Jaerger (1990) and its elaboration by Aisha (2007) were validated and proven true through the findings of this study while self regulation and cultural orientation were proven predictors to academic achievement. The recommendations based on the findings of this study addressed to the institutions understudy, to the distance learners and distance education facilitators were in these areas: proactive stance on gender sensitivity, managing cross cultural variations; enhancing learner’s autonomy, cultural orientation and academic achievement.
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Keywords
Distance learning, Distance education, University education, Uganda, culture in education