The Factors Predicting Academic Achievement of Ankara University Distance Education Students

Senel S., KUTLU Ö.

JOURNAL OF MEASUREMENT AND EVALUATION IN EDUCATION AND PSYCHOLOGY-EPOD, cilt.6, sa.2, ss.177-193, 2015 (ESCI) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 6 Sayı: 2
  • Basım Tarihi: 2015
  • Dergi Adı: JOURNAL OF MEASUREMENT AND EVALUATION IN EDUCATION AND PSYCHOLOGY-EPOD
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.177-193
  • Anahtar Kelimeler: academic achievement, distance education, student characteristics, ANKUZEM
  • Ankara Üniversitesi Adresli: Evet

Özet

The aim of this study was to determine the factors predicting academic achievement of Ankara University Distance Education students. The study group of the research consists of 302 first grade students from Ankara University Distance Education Center (ANKUZEM) 2010-2011 associate degree programs. Data were formed in four groups respectively "individual characteristics", "characteristics related with family and working environment", "characteristics related with usage of information and communication technologies" and "characteristics related with education". Data were analyzed by stepwise multiple regression analysis. According to the results, individual characteristics as "age", "working in a full time job" and "being divorced" were found as predictors of students' academic achievement. Additionally, characteristics related with family and working place as "number of family members living with", "mothers' full time working" and "mothers' graduation type" were other variables predicting academic achievement of students. The characteristics related with education; graduation from "college" and "vocational high school", "studying with different methods", "choosing distance education as a university degree", "studying for getting a degree" are also predictors of academic achievement of students. The characteristics of students related with usage of information and communication technologies were not predictors of academic achievement of students.