Chapter 8: Discussion of Research Question Two and Research Question Three
5. RESULTS OF RESEARCH QUESTION ONE 1 Research Question One
5.1.4 Socioeconomic Status
For this study, the following variables were examined under socioeconomic status:
a) Home background.
b) Parent education: Parent Qualification was recoded to different variables (parent education).
O level/SSCE and ND/NCE were recoded as 1 (fairly educated parents), B.Sc./B.A./B.Ed. and
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PGD were recorded as 2 (moderately educated parents), Master’s/M.Sc. and PhD were recorded as 3 (well-educated parents) while none (illiterate) was recoded as 0.
c) PARENTINC/family income.
The researcher then conducted the Spearman‘s correlation coefficient test on each of them to establish if correlation existed.
Table 5.3: Spearman’s Correlation on Socioeconomic Status Variables
ACADPERF Home background Parent Edu Family INC
Spear man's Rho
ACADPERF Correlation Coefficient
1.000 .053 .028 .046
Sig. (2-tailed) . .088 .364 .143
Home background
Correlation Coefficient
.053 1.000 .064* .058
Sig. (2-tailed) .088 . .039 .064
PARENTEDU Correlation Coefficient
.028 .064* 1.000 .057
Sig. (2-tailed) .364 .039 . .069
PARENTINC Correlation Coefficient
.046 .058 .057 1.000
Sig. (2-tailed) .143 .064 .069 .
*. Correlation is significant at the 0.05 level (2-tailed).
a. Listwise N = 1025
Regarding home background, Table 5.3 illustrates that the Spearman’s Rho correlation coefficient r =.053 computed for home background and academic performance (ACADPERF) was positive with significance or p-value = 0.088 which is greater than Alpha = 0.01 or Alpha = 0.05.
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This implies that no significant correlation exists between home background and academic performance (ACADPERF). Interestingly, this result is different when compared to the studies by Abdu-Raheem (2015), Ushie, Owolabi and Emeka (2012) and Asikhia (2010) who found that there was a significant relationship between home background and academic performance of students.
For parent education, Table 5.3 illustrates that the Spearman’s Rho correlation coefficient r = .028 computed for parent education and academic performance (ACADPERF) was positive with significance or p-value = .364 which is greater than Alpha = 0.01 or Alpha = 0.05.
This implies that no significant correlation exists between parent education and academic performance (ACADPERF).
Interestingly, this result is different from previous studies conducted by Chen (2009), Kamau (2013), Graetz (2009) and Pamela and Kean (2010) which found that there was a significant relationship between parents’ education and academic performance of students and background of the students. The reason could be that the above studies were conducted on traditional on-campus students but a contrary finding surfaced under an e-learning setting (distance e-learners).
For family income, Table 5.3 illustrates that the Spearman’s Rho correlation coefficient r = .046 computed for family income and academic performance (ACADPERF) was positive with significance or p-value =0.143 which is greater than Alpha = 0.01 or Alpha = 0.05. This implies that no significant correlation exists between family income and academic performance (ACADPERF). It is interesting to note that this result is different from the study conducted by Farooq et al. (2011) and the reason may be because this was conducted in an Asian country or that a majority of the distance e-learners are self-sponsored.
133 5.1.5 Frequency of Engagement with ICT.
Table 5.4: Spearman’s Correlation Coefficient on Frequency of Engagement with ICT.
ACADPERF FREQICT Spearman's Rho ACADPERF Correlation
Coefficient
1.000 .198**
Sig. (2-tailed) . .000
FREQICT Correlation Coefficient
.198** 1.000
Sig. (2-tailed) .000 .
**. Correlation is significant at the 0.01 level (2-tailed).
a. Listwise N = 1025
Table 5.4 illustrates that the Spearman’s Rho positive correlation coefficient r = .198 computed for frequency of engagement with ICT (FREICT) and academic performance (ACADPERF) was positive with significance of p-value = 0.000 which is less than Alpha = 0.01 or even Alpha = 0.05.
The relationship between frequency of engagement with ICT and academic performance (ACADPERF), yielded a significant correlation of 0.198 (r = 0.198, p = .000, N = 1025) as shown in Table 5.4. This indicated that a positive correlation does exists between frequency of engagement with ICT and academic performance (ACADPERF) of distance e-learners although the strength of the correlation was weak. It is notable that this result is aligned with another study by (Anil and Ozer, 2012) who found a positive correlation between frequent computer use and academic achievement despite the study having been carried out in a developed country.
134 5.1.6 Previous Qualifications.
Table 5.5: Spearman’s Correlation Coefficient on Previous Qualifications
ACADPERF Previous Qualification Spearman's
Rho
ACADPERF Correlation Coefficient
1.000 .038
Sig. (2-tailed) . .225
Previous Qualification
Correlation Coefficient
.038 1.000
Sig. (2-tailed) .225 .
a. Listwise N = 1025
Table 5.5 illustrates that the Spearman’s Rho positive correlation coefficient r = .038 computed for previous qualifications and academic performance (ACADPERF) was positive with significance or p-value = .225 which is greater than Alpha = 0.01 or greater than Alpha = 0.05.
This implies that no significant correlation exists between previous qualifications and academic performance (ACADPERF). Interestingly, this result is different when compared to the studies conducted by Wambugu and Emeke (2012) and Mutonga (2011) who reported that there was a significant correlation between entry qualification and academic performance of on-campus students. And the reason may be that their study focused on traditional on-campus students while the present study focused on distance e-learners.
135 5.1.7 Learning Styles
Table 5.6: Spearman’s Correlation Coefficient on Previous Qualifications
ACADPERF Learning style Spearman's Rho ACADPERF Correlation
Coefficient
1.000 -.010
Sig. (2-tailed) . .744
Learning style
Correlation Coefficient
-.010 1.000
Sig. (2-tailed) .744 . a. Listwise N = 1025
Table 5.6 illustrates that the Spearman’s Rho positive correlation coefficient r = -.010 computed for learning styles and academic performance (ACADPERF) was negative with significance or p- value = .744 which is greater than Alpha = 0.01 or greater than Alpha = 0.05. This implies that no significant correlation exists between learning style and academic performance (ACADPERF).
This result is different when compared to the study by Soghra et al. (2013) who reported that there was a significant relationship between learning style preferences and academic performance of students and the reason could be that this study was conducted in a developed country.