Self-regulation and cultural orientation on the academic achievement of university students on distance education in Kampala, Uganda
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Date
2012
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Publisher
Kampala International University(KIU)
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 with these aspects sought for in the specific objectives: (1) sociodemographic
characteristics of the respondents in terms of gender, age, nationality,
religion, course of study and present course enrolled in; (2) extent of self regulation;
(3) degree of cultural orientation; ( 4) level of academic achievement; (5) significant
differences in the extent of self regulation, degree of cultural orientation and level of
academic achievement between gender, among nationalities, and between type of
university the students were enrolled in; (6) significant correlations between the
level of academic achievement and gender, among nationalities and between the
type of university; between the extent of self regulation and degree of cultural
orientation on the level of academic achievement. The study employed the ex post
facto, descriptive comparative and descriptive correlation designs. The major
findings were as follows: in terms of socio-demographic characteristics, 54.8% were
male; 90.6% belonged to the early adulthood stage of life (20-39 years); 52.5%
were Ugandans; 37.7% were enrolled in Social Sciences; 50.3% were Catholics and
57.2% were enrolled in the private university understudy. The extent of self
regulation was satisfactory (mean=2.97); while the degree of cultural orientation
was also satisfactory (mean=2.94); the level of academic achievement was above
average/good (35.1 %). On significant differences, 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 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
Self Regulation, Cultural Orientation, Academic Acheivement, Distance Education, Uganda