The extent to which students at the Lesotho Distance Learning Center (lDTC) make appropriate use of self-instruction materials and workbooks. According to the findings of this study, in general, students use workbooks appropriately.
Motivation for the study
LDTC workbooks on English literature are the most popular (they are also used by teachers and full-time students in schools (Chabane et ai, 2001).
The statement of the problem
In essence, it is hoped that the findings from the respondents would improve student support services, particularly in the use of workbooks. As stated earlier, the purpose of this study is to investigate the extent to which LDTC students use workbooks appropriately.
Structure and direction of the study
LDTC English Literature workbooks
The workbooks for English literature are adapted from the existing published textbooks such as Reaching out (Hemens, 2002) and I am David (Holm, 1989), (M. Khaketla, personal communication, May 14, 03). The stand-alone workbooks cover subjects such as Business Education (BE) and Development Studies (OS).
The structure of LDTC English Literature workbooks
The literature on how distance education students use the workbooks is old and sparse. According to the results, most learning materials are self-contained and do not need to be supplemented with textbook information.
Use of printed materials in Distance Education - the Lesotho literature
Although this study shows that students understand the purpose of the workbooks, it does not address the extent to which they use them. According to the findings of the study, the mothers used the materials quite often; hence they could then make recommendations. This suggests that the users of the materials do make use of them and therefore regard them as important.
This concern also shows that some of the students do not use the textbooks they refer to in the workbook. This means that sometimes the content of the teaching material does not take into account the needs of the students. According to Hills, the systematic approach is important because it promotes the systematic use of teaching-learning materials processes.
Referring to the use of workbooks, this suggests that a student should study according to the recommendations of that provider (as reflected in Figure 1.1).
Concluding remarks
The aim of this thesis is to investigate the extent to which LOTe JC learners use the English Literature workbooks appropriately. From the findings of this study, I also intend to find out whether the learners also make use of the textbooks. In this type of study, the findings also describe the current situation and individual's practices and opinion.
As mentioned earlier, the extent to which the learners use the material appropriately is measured using the indicators taken from some of their handouts and workbooks (see Figure 1.1).
Description of the research sample
Considering the limitations of this dissertation and the inequalities of the populations (in number; the ratio of the two centers is 1:19), I decided to use a technique that would make every part of the population represented (Ghauri et al, 1995 Cohen et al; 2000; Neumann, 2000). As a result, I came up with 40 questionnaire respondents in which the Maseru center was represented by 29 students while 11 represented the Qacha'snek center. However, to compensate for the limitations of these types of questions (not allowing respondents to comment and express themselves in the desired way (Oppenheim, 1992 in Cohen, 2001; Neumann, 1997; Wellington, 2000; Mouton, 2001), open questions were also included.
Of the 22 items in the student questionnaire, 6 were open-ended and required a respondent to justify or support his/her prior answer and also to provide. Because it was not easy to reach my target audience, arrangements were made for me to distribute the questionnaires at one of the student workshops. Student and tutor questionnaires for the Qacha'snek center were distributed and collected by program administrators two weeks later.
As Qachas Nek center is accessible to me, I was not able to reach the workshop as planned.
Validity and reliability
I sent copies of the students' questionnaires to two English language experts, one of whom happens to be the author of the same workbooks on which the study is based. The comments included avoiding ambiguity in the questions as well as following the systematic questionnaire.
Sources of data collection
I also cross-checked some of the information through discussion with some of the officers in charge of the LDTC correspondence training. Still with the intention of making the study valid and reliable (Neumann, 1997), I piloted the questionnaire. According to Cohen et al (2001), the questionnaires, especially in the closed and structured format, must be "piloted and refined so that the final version contains as full a range of possible responses as can reasonably be anticipated" (p. 248).
Furthermore, as argued by Mouton (2001), most errors, such as misunderstanding questions due to their ambiguity, are the result of failure to pre-test the questionnaire. The questionnaire was previously tested on a group with similar characteristics as in the sample (Neumann, 1997), but not part of the sample. Copies of the questionnaire were collected by the researcher immediately after completion.
This pilot test was conducted at the beginning of the academic year (February), when most of the students who came to the center were new and only came for registration.
Limitations of the study
However, the constant rate at which they wanted certain terms and instructions clarified taught me that the questionnaires needed refinement. Essentially, the pre-test practice and comments from experts taught me to refine my measurement tool. The final version was processed after consideration of changes and refinements resulting from the comments of the resource persons and responses from the pre-test.
Also, due to financial and other constraints, I could not conduct a study that would be generalizable to all users of the LDTC English Literature workbooks. In the letter I requested to liaise with the relevant offices of the organization during the process of the project. I got a positive response and therefore I worked very closely with the department heads of the Continuing Education and Evaluation and Research Units.
Some questions that required respondents to express themselves were also explained and, where possible, indicated.
Concluding remarks
This chapter attempts to analyze and interpret the data that was collected to measure the extent to which LOTC students use English literature workbooks. Also, answers (from the Maseru and Qacha'snek centers) and interpretations of the findings will be presented simultaneously for comparison. In order to substantiate some elements of the content and students' responses, the researcher had some informal conversations with officials in charge of correspondence and material production.
Also, to check the students' responses, some of the information was obtained from the tutors from both centers using a questionnaire. Except for one teacher from Maseru who has 5 years of experience with LDTC, the others have less experience with LDTC. One of the respondents for the Maseru center is under 15 years old, two are aged 15-17 years and four of them are between 17-19 years old.
In both centers, most of the participants are not employed, but regularly do their homework.
Findings
Given this view, it is clear that because most students understand the purpose of workbooks, they use them accordingly. The findings also show that most students from the Qacha'snek center do not refer to pictures and illustrations (see Figure 4.2). Students were also asked if they follow the main steps of using the workbook (item no. 8 of the student questionnaire - Table 4.5).
Most students also know why it is important to follow the directions in the workbooks. They also confirm that most students understand the content of the lesson (item no. 10 of the teachers' questionnaires). The difficulty sheet is often empty", stated one of them (points no. 14 of the tutors' questionnaire).
For example, one of the tutors noticed that students sometimes make general statements: II I don't understand lesson 2."
Extent of using the workbooks
- The theoretical framework
- Gapsl anomalities/deviations
- Concluding remarks
- Recommendations
Students may be confused by the titles of the workbooks, which are similar to the setbooks they have been extracted from. Students may skip other lessons or chapters because they do not understand the content of the particular chapter they are working on. Apparently, some of the students are not aware that they have to write in the workbooks.
Also, in response to the question about the importance of textbooks (item no. 20 of the students' questionnaire), some of the students commented that textbooks help them understand the whole story even before reading the workbooks. Students from both centers know and understand very well the purpose of the workbooks. Even tutors say that students are very clear about the importance of workbooks.
It is clear from the titles of the textbooks/set books and the workbooks that they are different texts.
Constructivism and the design of learning environments: context and authentic activities for learning.' In Duffy, M., Lowyck, J. Effects of learning styles on the grades of college freshmen.' Research in Higher Education, 32 (2). Student support in distance education at the off-campus study center, University Sains xxx (1) Malaysia.' International Journal of Adult Education, XXX1, (1).
Research and development of materials: How adequate is the Lesotho Distance Teaching Center's childcare booklet?' Papers presented at the 2nd NADEOSA National Conference. Research in Distance Education – Past, Present and Future.' http://www.nettskolen.com/pub/artikkel.xsq/?artid=139. One of the guards at the concentration camp, who hates David very much and addresses him only as "the man", organizes David's escape.
Although David is a bit reluctant at first as he suspects he is trapped, he finally agrees.
Appendix iv
Appendix v
OCCUPATION 1 civil servant
You would say that you usually understand a lesson before moving on to the next one. Check each activity in the appropriate column to indicate how often you do it. Please help me with my research into the 'use' of LDTC workbooks by completing this questionnaire.
The aim of this study is to investigate to what extent distance learners make use of the printed self-teaching material. Did you get an opportunity to participate in the training on the 'use' of LDTC workbooks. If you answer 'yes', how would you rate their understanding of the 'use' of workbooks.
