CHAPTER-IV ANALYSIS AND INTERPRETATIONshodhganga.inflibnet.ac.in/bitstream/10603/4470/11/11_chapter...

72

CHAPTER-IVANALYSIS AND INTERPRETATION

“Analysis of the data means categorizing, ordering manipulating and

summarizing of data to obtain answer to the research question” (Kerlinger, 1978).

Data have no meaning unless analyzed and interpreted by appropriate statistical

techniques or by well defined qualitative analysis in order to arrive at certain

valid, reliable conclusion.

After collecting the data, the data is put to analysis. When the data are

collected, tabulated and analyzed it reveals certain facts and meanings which

can be interpreted with respect to the objectives of the study or to test the

hypothesis. If the data collected are appropriate, one is able to draw some

conclusions of the study. Hence, the researcher has to analyze and interpret the

data as accurately as possible.

The process of interpretation is essential in starting what the result shows,

what they mean; it also calls for a critical examination in the light of all limitations

of one’s data.

The analysis and interpretation of the data of present study, has been

reported in the chapter IV. Based on the responses of distance learners in

enrolled in DDE, University of Jammu and CDE, Kashmir University as per the

components of Distance Education enlisted in the Questionnaire prepared by the

investigator (Appendix).

73

QUESTIONNAIRE-I

The results are based on responses of distance learners with respect to different

components of the Questionnaire which presented in different sections as:

Section I: Analysis of Demographic Data

Section II: Item wise analysis

Analysis of Demographic data of UG courses of Jammu University and Kashmir

University.

Item No. I (a): SEX

Table No. 4.1.1 (a): 2 value for Significance of Difference in Number of Males and Females Distance Learners in DDE, Jammu University and CDE, Kashmir University.

Male Female Total 2 Value

University N % N %

21.19**

Jammu

N = 500

105 21% 395 79% 500

Kashmir

N = 500

170 34% 330 66% 500

Total 275 725 1000

Degree of freedom (c-1)(r-1) = (2-1)(2-1) = 1

**Value of 2 (df = 1) at .01 level= 6.63

INTERPRETATION AND DISCUSSION

The variable of sex in this study refers to the male and female distance learners

enrolled with DDE, Jammu University and CDE, Kashmir University. It was found

that in both the universities, female outnumbered males. To determine the

significance of the difference in the number of male and female distance

learners, chi-square test was employed. The results are summarized in Table

4.1.1(a).

The sample of study comprised of (N=500) among those 21% were male

and 79% were female from Jammu University. Whereas, 34% of the total

74

samples (N=500) were male and 66% were female distance learners from

Kashmir University.

It is obvious from the values in the Table 4.1.1(a) that the calculated value

of chi-square (21.19) is greater than the value significant at .01 level of

significance (i.e. 6.63). Thus it entails that number of male and female distance

learners in DDE, Jammu University and CDE, Kashmir University differs

significantly.

The findings of the present study about more female learners than male in

distance education programmes clearly lead to the influence that the distance

education programmes are more preferred by female than male distance

learners because of the fact that some females cannot afford to enroll on a full-

time basis due to family responsibilities, work and other commitments.

The results illustrated vide bar graph: 4.1.1 (a).

Fig. No. 4.1.1 (a) Bar Graph Representation of item No. 1 (a) of total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.

Results of the study that the number of female distance learner in DDE,

University of Jammu and CDE, Kashmir University is more than male distance

learners are in agreement with the previous studies by Dille and Mezak (1991),

Hezel and Dirr (1991), Owen (1992) and Robinson (1992) in their respective

21%

79%

34%

66%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Male Female

Perc

enta

ge o

f Res

pone

nts

Jammu University

Kashmir University

75

studied found the number of females joining the distance education was reported

to be higher than the males.

However, Taylor and Kirkup (1994) studied the enrolment in different

Open Universities and found a mixed trend showing greater percent enrolment of

males than females in certain Universities (and opposite of it for certain other

Universities). Female enrolment was reported as 50% at Open University, United

Kingdom; 26% at Indira Gandhi National Open University, India; 27.4% for Fern

University, Germany; 54.7% at UNED, Spain and 38% at Open University,

Netherland. Kumar (1999) however showed that males outnumbered female

distance learners (32.4% females and 67.60% males). The variations in the

results may be due to the nature of the course study.

On the basis of the results, it may be inferred that the female distance

learner out number male distance learners from DDE, Jammu University and

CDE, Kashmir University. Hence, Hypotheses I “There exists no significant

difference between the number of male and female distance learners in both the

Universities i.e. DDE, Jammu University and CDE, Kashmir University” stands

rejected.

Item No. 1 (b): Are you employed?

Table No. 4.1.1 (b): 2 value for Significance of Difference in Number of Employed and Non-Employed Distance Learners in DDE, Jammu University and CDE, Kashmir University.

Employed Non Employed Total 2 Value

University N % N %

19.39**

JammuN = 500

388 77.6% 112 24.4% 500

Kashmir N = 500

325 65% 175 35% 500

Total 713 287 1000

Degree of freedom (c-1)(r-1) = (2-1)(2-1) = 1

**Value of 2 (df = 1) at .01 level= 6.63

76


The number of employed (engaged with some job) and non-employed (not

engaged with any job) distance learners from both the Universities were counted.

Table 4.1.1.(b) depicts the results of chi-square test which was used to establish

the significance of difference in the number of employed and non-employed

distance learners in the Distance education programmes of DDE, Jammu

University and CDE, Kashmir University.

A considerable part of total sample (N=500) i.e. 77.6. % of the total

sample are reported to be employed while 24.4% of the total sample found to be

not employed from Jammu University, on the other hand 65% of total sample

(N=500) is found to employed while 35% of the total sample observed to be not

employed from Kashmir University.

It also obvious from the values in Table 4.1.1(b) that the calculated value

of 2 (19.39) is greater than the value significant at .01 level of significance (i.e.

6.63). Thus it entails that number of employed and unemployed distance learners

in DDE, Jammu University and CDE, Kashmir University differs significantly.

The findings of the present study about more employed distance learners

than unemployed distance learners in Distance education programmes clearly

lead to the inference that the Distance education programmes are more preferred

by employed because of shortage of time, work and family responsibilities.

The results illustrated vide bar graph: 4.1.1 (b).

Fig. No. 4.1.1 (b): Bar Graph Representation of item No. 1(b) of total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.

77.60%

24.40%

65%

35%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

Employed Non-Employed

Perc

entag

e

Jammu University

Kashmir University

77

The results of the study in respect of variable of employment that the majority of

distance learners enrolled with DDE, Jammu University and CDE, Kashmir

University are engaged with jobs.

The results are consistent with the previous studies conducted on distance

learners by Knaper and Wasylucar (1982) who surveyed that 1283

correspondence learners and found that they were married, in their thirties and

were reported to be full time employed.

Further, Thompson (1998) reported on the basis of the review of the

previous researchers in respect to the dimorphic variables, identified the

characteristics of distance learners, as a distance learner is one who is:

1. Older than the typical Under Graduate Learner

2. Female

3. Either Employed (full time/part time)

4. Married

5. Remote habitation.

From the results, it can be stated that majority of the distance learners

engaged with jobs. Therefore, Hypotheses II “No significant differences exist

between the number of employed and non-employed distance learners from

DDE, Jammu University and CDE, Kashmir University” stands rejected.

Item No. : 1 (C): Salary

Table No. 4.1.1 (c)

Below

5.000

Rs. 5.000

–10,000

Rs.

10,000 –

20,000

Rs. 20,000

Salary above

Not

Responded

Universit

y

N % N % N % N % N %

Jammu 40 8% 80 16% 140 28% 140 28% 100 20%

Kashmir 30 6% 35 7% 190 38% 220 44% 25 5%

Data of item No. 1 (C) of total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir

University.

78

8%

16%

28% 28%

20%

6% 7%

38%

44%

5%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Below Rs.5000 Rs.5000-

Rs.10000

Rs.10000 to

Rs.20000

Rs.20000 and

abov e

Not Respondents

Perc

en

tag

e o

f R

esp

on

den

ts

Jammu

Kashmir


20% of the total sample (N=500) did not respond to this question. Whereas, 8%

had salary below 5000 and 16% had salary ranged between Rs. 5,000 – Rs.

10,000. 28% had salary ranged between Rs. 10,000 – Rs. 20,000 and remaining

28% had salary above Rs. 20,000 enrolled with DDE, Jammu University. On the

other hand ,5% of the total sample (N=500) did not respond to this question

whereas,6% had salary below 5,000 and 38% had salary ranged between Rs.

10,000 - Rs. 20,000 and remaining 44% had salary above Rs. 20,000 and in total

7% had salary ranged between Rs. 5,000 – Rs. 10,000 enrolled with CDE,

Kashmir University.

The results illustrated vide bar graph 4.1.1 (c).

Fig. No. 4.1.1 (c): Bar Graph representation of item No. 4.1.1 (c) of total sample distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.

Results in respect of the variable of salary are that he distance learners from

CDE, Kashmir University have more salary as compared to the distance learners

from DDE, Jammu University.

Jammu University Kashmir University

79

Item No. 1 (d): Total income of the family.

Table No. 4.1.1 (d)

Below

10,000

Rs. 10,000

–15,000

Rs. 15,000

– 20,000

Rs. 20,000

– 25,000

Not

Responded

University N % N % N % N. % N %

Jammu 15 30% 76 15.2% 148 29.6% 199 39.8% 62 12.4%

Kashmir 11 2.2% 64 12.8% 147 29.4% 217 43.4% 61 12.2%

Data of item No. 4.1.1. (d) of total sample (N=500) distance learners of DDE, Jammu university and (N=00) distance learners of CDE, Kashmir

University.


12.4% of the total sample (N=500) did not respond to the question whereas, 30%

had total income of the family below 10,000 and 15.2% had total salary ranged

between Rs. 10,000 – Rs. 15,000. About 29.6% had salary ranged between Rs.

15.000 – Rs. 20.000 and remaining 39.8% had salary Rs. 20,000 – Rs. 25.000

from DDE, Jammu University. On the other hand, 12.2% of the total sample

(N=500) did not respond to the question and 2.2% had total income of the family

below 10.000 and 29.4% had salary ranged between Rs. 15000 – Rs. 20.000

and remaining12.8% had total income ranged between Rs. 10.000 – Rs. 15.000

from CDE, Kashmir University.

The results illustrated vide bar graph 4.1.1 (d).

Fig. No. 4.1.1 (d): Bar Graph Representation of item No. 1 (d) of total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.

0.00%5.00%

10.00%15.00%20.00%25.00%30.00%35.00%40.00%45.00%50.00%

Below

Rs. 10,00

0

Rs. 10,00

0 - 1

5,00

0

Rs. 15,00

0 - 2

0,00

0

Rs. 20,00

0 - 2

5000

Not Res

pond

ed

Perc

entag

e of R

espo

nden

ts

Jammu University

Kashmir University

80

Results reveal that the total income of the families of the distance learners from

DDE, Jammu University and CDE, Kashmir University is almost the same.

Item No. 1 (e): Name of Job

Table No. 4.1.1 (e)

Teacher Business Self employed Others

University N % N. % N % N %

Jammu 250 50% 90 18% 115 23% 45 9%

Kashmir 285 57% 56 11.2% 69 13.8% 90 18%

Data of item No. 1 (e) of total sample of (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir

University.


Fifty percent of the total sample (N=500) were teachers and 18% belong to

business class. About 23% respondents were belonged to self employed class

and the remaining 9% belonged to various other occupations from DDE, Jammu

University while 57% of the total sample (N=500) were teachers and 11.2%

belonged to business class. About 13.8% belonged to self employed class and

the remaining, 18% belong to various other occupations enrolled with CDE,

Kashmir University.

The results illustrated vide bar graph 4.1.1 (e).

Fig. No. 4.1.1 (e): Bar Graph Representation of item No. 1 (e) of total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.

50%

18%

23%

9%

57%

11.20%13.80%

18%

0%

10%

20%

30%

40%

50%

60%

Teacher Business Sel f employed Other s

Jammu

Kashmir


81

The result with respect to the variable name of job, that he majority of distance

learners from DDE, Jammu University and CDE, Kashmir University falls in line

with previous studies conducted on distance learners by Gilliard (1997),

Guernsey (1998) and Smith (2001) on distance education learners and found

that distance education learners were typically older than traditional students.

They tended to have family and job responsibilities that prohibited them from

attending traditional classes.

Item No. 1 (f): Total dependent in the family.

Table No. 4.1.1 (f)

Below 6 Below 5 Below 4 Not

Responded

University N % N % N. % N %

Jammu 55 11% 78 15.6% 69 13.8% 298 59.6%

Kashmir 94 18.8% 84 16.8% 101 20.2% 221 44.2%

Data of item No. 1 (f) of total sample (N=500) distance learners of DDE, Jammu university and (N=500) distance learners of CDE, Kashmir

University.


A sizeable number i.e. 59.6% of the total sample (N=500) of DDE, Jammu

University did not respond to this question .About 11% of the total sample had

below 6 dependents and 15.6% had below 5 dependents13.8% of total sample

has below 4 dependents in the family. On the other hand ,44.2% of the total

sample (N=500) of CDE, Kashmir University did not respond to this question and

18.8% of the total sample had below 6 dependent and 16.8% had below 5

dependents. 20.2 % of the total sample (N=500) below 4 dependents in the

family.

82

The results illustrated vide bar graph 4.1.1 (f)

Fig. No. 4.1.1 (f): Bar Graph Representation of item No. 1 (g) of total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.

With respect to the variable total dependents in the family, the majority of the

distance learners from DDE, Jammu University and CDE, Kashmir University has

below number of dependents in the family and is vey less number of distance

learners from both the Universities have below 6 dependents in the family.

Item No. 1 (g): Category you belong.

Table No. 4.1.1 (g)

General S.T. S.C. O.B.C Minority Not Responded

University N % N % N % N % N % N %

Jammu 375 75% 10 20% 20 40% 28 5.6% 12 2.4% 55 11%

Kashmir 373 75.6% 14 2.8% 20 40% 13 2.6% 5 1% 75 15%

Data of item No. 1 (g) of total sample (N=500) distance learners of DDE, Jammu university and (N=500) distance learners of CDE, Kashmir

University.

59.60%

18.80%

11% 13.80%15.60%20.20%16.80%

44.20%

0%

10%

20%

30%

40%

50%

60%

70%

Below

6

Below

5

Below

4

Not R

espo

nded

Perc

enta

ge

Jammu University

Kashmir University

83

75%

2% 4%

11%

74.60%

4% 2.60% 1%

15%

2.40%5.60%

2.80%

0%

10%

20%

30%

40%

50%

60%

70%

80%

General ST SC OBC Minority Not

Respondents

Perc

enta

ge o

f Res

pond

ents

Jammu

Kashmir


A note worthy percentage i.e. 75% of the distance learners of the total sample

(N=500) enrolled with Jammu University belonged to General category whereas,

20% of the total sample belonged to Schedule Caste, Tribe class and 5.6% of

total sample belonged to other Backwards Class and 2.4% belonged to Minority

Class and forty percent belonged to the Schedule Class.

Remaining 11% did not respond to the question enrolled with DDE,

Jammu University. On the other hand, 74.6% of the total sample (N=500)

belonged to General category and 2.8% of the total sample belonged to

Schedule Caste, Tribe class and 40% of total sample belonged to Schedule

Class. 2.6% of total sample belonged to Other Backward Class and 1% belonged

to Minority Class. Remaining 15% did not respond to the question enrolled with

CDE, Kashmir University.

The results illustrated vide bar graph.

Fig. No. 4.1.1 (g): Bar Graph Representation of item No. 1 (g) of total sample distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.

In favour of the variable category you belong, the findings of the study reveals

that the most of distance learners from DDE, Jammu University and CDE,

Kashmir University are belonged to General Class and only a few distance

learners belonged to Minority Class.


84

Section – IIItem Wise Analysis For Distance Education Programmes of Jammu

University and Kashmir University

ADMISSION

Responses of the distance learners from DDE, University of Jammu and CDE,

Kashmir University with regard to admission are shown in table 4.2.1 which

reveals as under:

Table: 4.2.1 Admission Procedure of Distance Education Programmes of University Of Jammu and Kashmir University.

JAMMU UNIVERSITY KASHMIR UNIVERSITY

Statements Score Percentage Score Percentage

S. No

Admission Procedure

Yes No Ind Yes No Ind Yes No Ind Yes No Ind

1 Do you feel a need to have Guidance in the selection of course?

450 50 - 90 10 - 361 139 - 72.2 27.8 -

2 Do you need to receive form and prospectus by post?

418 82 - 83.6 16.4 - 473 27 - 94.6 5.4 -

3 Do you need information to make choice for admission?

472 58 - 94.4 506 - 485 15 - 97 3 -

4 Do you need to get admission form and prospectus by post?

437 63 - 87.4 12.6 - 499 1 - 99.8 0.2 -

5 Do you need to seek help in getting admission in D.E course?

468 32 4 93.6 6.4 0 490 5 5 98 1 1

6 Do you need to get information about the admission and tuition fees?

436 5 14 87.2 10 2.8 445 40 15 89 8 3

85

7 Do you find economic difficulty in making payment of fees in one page?

348 158 4 69.6 29.6 0.8 365 100 35 73 20 7

8 Do you feel the fee structure of Distance Education Course is high?

238 262 - 47.6 52.4 - 337 155 8 67.4 31 1.6

9 Do you feel that there is a need to pay fees in installments?

495 18 7 95 3.6 1.4 430 55 15 86 11 3

10 Do you feel that distance learner needs fees concession?

467 33 - 93.4 6.6 - 485 13 2 97 2.6 0.4

11 Do you feel that there is a need of scholarship to the meritorious Distance Learners?

470 24 6 94 4.8 1.2 485 15 - 97 3 -

12 Being a distance learner, if you feel any problem which is not listed above, please mention?

468 32 4 93.6 6.4 0.8 490 5 5 98 1 1

Ind* (indifferent)

Item Wise Analysis of the Table 4.2.1

1st Statement of Table 4.2.1 (1) depicts that at the time of admission 90%

distance learners of Jammu University and 72.2% distance learners of Kashmir

University have been reported to be interested in seeking guidance in respect of

selecting the course, whereas 27.8% distance learners enrolled with Kashmir

University. On the other hand, 10 % of the distance learners from Jammu

University were found to be aware with regard to the selection of their course.

86

90%

0

27.8%

010%

72.2%

0%

20%

40%

60%

80%

100%

Yes No Indifferent

Perc

enta

ge

Jammu

Kashmir

16.4%

0 0

83.6%

5.4%

94.6%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Yes No Indifferent

Perc

enta

ge

Jammu

Kashmir

The results illustrated vide bar graph 4.2.1 (1)

Fig. No. 4.2.1 (1): Bar Graph Representation of item No. 1(1) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.

2nd Statement of Table 4.2.1 (2) reveals that at the time of admission

83.6% distance learners of Jammu University and 94.6% distance learners

enrolled with Kashmir University expressed that they would like to receive forms

and prospectus by post, whereas 16.4% and 5.4% of the distance learners of

DDE, Jammu and CDE, Kashmir Universities, respectively have reported that

they needed to get admission form and prospectus by post.



3rd Statement of the table 4.2.1 (3) points out that at the time of admission

94.4% distance learners of DDE, Jammu University and 97% of CDE, Kashmir



87

94.4%

5.6% 0 0

97%

3%0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

Yes No Indifferent

Perc

enta

geJammu

Kashmir

12.6%0 0

87.4%99.80%

0.2%0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

Yes No Indifferent

Perc

enta

ge

Jammu

Kashmir

University need information to make choice for admission, whereas 5.6% and 3%

of distance learners from both the Universities were of different views.



4th Statement of the Table 4.2.1 (4) shows that at the time of admission

87.4% distance learners of DDE, Jammu University and 99.8% distance learners

of Kashmir University need to get information about admission and tuition fees

while 12.6% and 0.2% of distance learners of Jammu and CDE, Kashmir

University, respectively did not need to get information about admission and

tuition fees. On the other hand, 6.4% and 1% distance learners of the Jammu

and Kashmir University respectively were found to be indifferent in this respect.





88

5th Statement reveals that at the time of admission 93.6% distance

learners of DDE, Jammu University and 98% distance learners of CDE, Kashmir

University needed to seek help in getting / seeking admission in distance

education courses, whereas 1% distance learners of Kashmir and 6.4% distance

learners from Jammu Universities did not need to seek help in getting admission

in distance education course. On the other hand, 1% of the distance learners of

the Kashmir University and 0% distance learners of Jammu University were

found to be indifferent in this subject.



6th Statement of table 4.2.1 (6) indicates that at the time of admission

87.2% distance learners of DDE, Jammu University and 89% distance learners of

CDE, Kashmir University expressed economic difficulty in making payment of fee

in one go, whereas 10% and 8% of the distance learners of Jammu and Kashmir

University respectively did not find economic difficulty in making payment of fee

in one go. On the other hand, 2.8% and 3% of students of both universities viz.

Jammu and Kashmir Universities were found to be indifferent with respect to

economic difficulty.

93.60%

6.40%0%1% 1%

98%

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

120.00%

Yes No Indifferent

Perc

enta

ge

Jammu University

Kashmir University

89

87.2%

10%2.8%

89%

8% 3%0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Yes No Indifferent

Perc

enta

geJammu

Kashmir

29.6%

69.6%

0.8%

73%

20%

7%

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%

Yes No Indifferent

Perc

entag

e

Jammu

Kashmir



7th Statement of table 4.2.1 (7) shows that at the time of admission 69.6%

distance learners of DDE, Jammu University and 73% distance learners of CDE,

Kashmir University felt that fee structure of Distance Education Course is high,

whereas 29.6% of Jammu University and 20% of distance learners of Kashmir

University respectively did not feel that fee structure of distance education course

is high. On the other hand, 7% of the distance learners of Kashmir University

were found to be indifferent.


Fig. No. 4.2.1 (7) : Bar Graph Representation of item No. 1(7) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.

8th Statement of table 4.2.1 (8) shows that at the time of admission 47.6%

distance learners of DDE, Jammu University and 67.4% distance learners of



90

52.4%

1.6%

47.6%

0

67.4%

31%

0.0%

20.0%

40.0%

60.0%

80.0%

Yes No Indifferent

Perc

enta

ge

Jammu

Kashmir

95%

11%3%3.6% 1.4%

86%

0%

20%

40%

60%

80%

100%

Yes No Indifferent

Perc

enta

ge

Jammu

Kashmir

CDE, Kashmir University felt that there is a need to pay fee in installment,

whereas 52.4% and 31% of the distance learners from both the universities i.e.

Jammu and Kashmir Universities did not feel that there is a need to pay fee in

installment. On the other hand, 1.6% distance learners of Kashmir University




9th Statement of Table 4.2.1 (9) shows that 95% distance learners of DDE,

Jammu University and 86% distance learners of CDE, Kashmir University

expressed that distance learners need fee concession, whereas 3.6% distance

learners of Jammu University and 11% distance learners of Kashmir University

did not agree with the statement. On the other hand, 3% distance learners from

Kashmir University have indifferent views.





91

93.4%

0.4%6.6% 0

97%

2.6%0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

Yes No Indifferent

Perc

enta

ge

Jammu

Kashmir

94%

4.8% 1.2%

97%

3% 00%

20%

40%

60%

80%

100%

120%

Yes No Indifferent

Perc

enta

ge

Jammu

Kashmir

10th Statement as per Table 4.2.1 indicates that 93.4% distance learners

of DDE, Jammu University and 97% distance learners from Kashmir University

reported that there is a need of scholarship to the meritorious distance learners.

On the other hand, 0.4% of the distance learners of CDE, Kashmir University

were indifferent.



11th Statement of the table 4.2.1 indicates that 94% distance learners of

DDE, Jammu University and 97% distance learners of CDE, Kashmir University

felt that there should be flexibility in age, whereas 4.8% and 3% of the distance

learners from Jammu and Kashmir Universities respectively did not agree with

the statement.





92

6.4% 1%

93.6%

0.8%

98%

1%0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

Yes No Indifferent

Perc

enta

ge

Jammu

Kashmir

Statement 12th of the table 4.2.1 (12) reveals that 93.6% distance learners

of DDE, Jammu University and 98% of Kashmir University were-in a position to

give views, whereas 6.4% distance learners of Jammu University and 1% of

CDE, Kashmir University were not in a position to give views about above

statement.



The findings of the present study state that majority of the distance

learners from the Directorate of Distance Education (DDE), University of Jammu

and Centre of Distance Education (CDE), Kashmir University, requires proper

guidance in selecting the course, sufficient information to make choice for

admissions is required. Majority of the distance learners both from Jammu as

well as Kashmir University distance education institutions wants concession in

course fee. Moreover, learners were also in favour of restructuring the existing

fees structure, paying fees in two installments, introduction of meritorious

scholarship. Some of the distance learners were reported that admission to the

Distance Education Courses, the first priority needs to be given to the rural

population of Jammu and Kashmir residents.

The results fall in line with those in earlier studies. Kanchan Bala (1996),

in a comparative study to investigate to what extent distance education


93

programmes introduced by the Institute of Correspondence Education, University

of Jammu and IGNOU are feasible in Jammu region in respect of their realization

of objectives set out by the two universities in context of admission procedures

reported that admission to various courses are made using counseling and mass

media, viz. radio, TV and newspapers by both the Institutions.

However, Sharma S.R (2000) reported that in the study of Distance

education in Jammu Region reports that scattered habitations and far flung

areas, presence of schedule tribes and mobile groups, militancy and service

resources constraints the state of Jammu and Kashmir is facing difficulties. The

conventional systems of education in the state have not been made able to

provide access particularly to the neglected groups, expand services to keep

pace with population growth and stay abreast of latest developments. Therefore,

a need to examine and develop alternative strategies to provide educational

facilities to the masses and introduce measure to enhance the quality relevance

and efficiency of the distance education system is eminent.

94

COURSE MATERIAL

The responses with regard to course materials of the sample of study are shown

in table 4.2.2.

Table: 4.2.2 Course Curriculum of Distance Education Programmes of University of Jammu and Kashmir University.

JAMMU UNIVERSITY KASHMIR UNIVERSITY Statements Score Percentage Score Percentage

S. No

Course Material Yes No Ind Yes No Ind Yes No Ind Yes No Ind

1 Do you feel need of early receipt of course material?

471 27 2 94.2 5.4 0.4 485 13 2 97 2.6 0.4

2 Do you feel need to get the course material without carrying printing mistakes?

436 64 - 87.2 12.8 - 471 24 6 94.2 4.6 1.2

3 Do you feel need of changing the content of course material?

460 38 2 92 7.6 0.4 474 24 2 94.8 4.8 0.4

4 Do you feel need additional books from the library for the preparationof examination and study notes?

492 8 - 98.4 1.6 - 479 12 14 95.8 2.4 2.8

5 Do you feel need to remove the vague language in the study material?

427 66 9 85.4 13.2 1.8 4440 50 10 88 10 2

6 Do you feel need to change the dispatch procedure of the study material?

459 41 - 91.8 8.2 - 475 25 - 95 5 -

7 Do you feel need to get the books mentioned in the study material?

454 45 1 90.8 9 0.2 451 49 - 90.2 9.8 -

8 Do the distance learners need to return library books before examination?

437 56 7 87.4 11.2 1.4 484 16 - 96.8 3.2 -

Ind* (indifferent)

95

94.2%

5.4%

0.4%

97%

2.6% 0.4%0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

Yes No Indifferent

Perc

enta

ge

Jammu

Kashmir

Item Wise Analysis of Table 4.2.2

Statement No. 1st of table 4.2.2 (1) reveals that 94.2% distance learners from


were in favour of early receipt of course material, while 5.4% of the distance

learners of Jammu University and 2.6% distance learners of Kashmir University

were not in favour of early receipt of course material. On the other hand, 0.4% of

distance learners of Kashmir University were found to be indifferent.



Statement No. 2nd of Table 4.2.3 (2) depicts that 87.2% distance learners

of DDE, Jammu University and 94.2%% distance learners of CDE, Kashmir

University reported the need to get course material without carrying printing

mistakes. While, 12.8% of the distance learners of Jammu University and 4.6%

distance learners of Kashmir University did not in favour of this view. On the

other hand, 1.2% distance learners from University were found to be indifferent.


96

92%

7.6%0.4%

94.8%

4.8% 0.4%0%

20%

40%

60%

80%

100%

Yes No Indifferent

Per

cen

tag

e

Jammu

Kashmir



Statement No. 3rd of table 4.2.2(3) shows that 92% distance learners of

DDE, Jammu University and 94.8% distance learners of CDE, Kashmir University

felt that there is a need of changing the content of course material, whereas 7.6%

and 4.8% of the distance learners of Jammu and Kashmir University did not feel

that the need of changing the contents of Course Material. On the other hand,

0.4% and 0.4% distance learners of Jammu and Kashmir University were found

to be indifferent.


Fig. No. 4.2.2 (3) : Bar Graph Representation of item No. 2(3) of the total sample (N = 500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.

94.2%

1.2%

87.2%

12.8%

04.6%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Yes No Indifferent

Perc

enta

ge

Jammu

Kashmir



97

98.4%

2.8%1.6% 0

95.8%

2.4%0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

Yes No Indifferent

Per

cen

tag

e

Jammu

Kashmir

4th Statement of the table 4.2.2 (4) reveals that 98.4% distance learners of DDE,

Jammu and 95.8% distance learners of CDE, Kashmir University felt the need of

additional books from the library for the preparation of examination, whereas

1.6% and 2.4% learners of Jammu and Kashmir University respectively did not

feel that need of additional books from the library for the preparation of

examination. On the other hand, 2.8% distance learners of Kashmir University




5th Statement of table 4.2.2 (5) depicts that 85.4% distance learners of


felt the need to remove the vague language in the study material, where as

13.2% of distance learners from Jammu and 10% distance learners from

Kashmir University did not feel need to remove the vague language in the study

material. On the other hand, 2% distance learners from Kashmir University were

found to be indifferent.


98

85.4%

13.2%1.8%

88.0%

10.0%2%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Yes No Indifferent

Perc

enta

ge

Jammu

Kashmir

8.2%0 0

91.8% 95%

5%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Yes No Indifferent

Perc

entag

e

Jammu

Kashmir



6th Statement of Table 4.2.2 (6) shows that 91.8% distance learners from

DDE, Jammu and 95% distance learners enrolled with CDE, Kashmir University

expressed the need to change the dispatch procedure of the study material.

Whereas, 8.2% and 5% of the distance learners of the Jammu and Kashmir

Universities respectively did not feel need to change the dispatch procedure of

the study material.



7th Statement of Table 4.2.2 (7) reveals that 90.8% distance learners from

Jammu and 90.2% distance learners from Kashmir University expressed the

need to get the books mentioned in the study material, whereas 9% distance

learners from Jammu University and 10% distance learners from Kashmir

University did not feel the need to get the books mentioned in the study material.



99

90.8%

0.2%10%9%

90%

00.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Yes No Indifferent

Perc

enta

geJammu

Kashmir

87.4%

11.2%1.4%

96.8%

03.2%0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

Yes No Indifferent

Perc

enta

ge

Jammu

Kashmir

On the other hand, 0.2% distance learners from Jammu University were found to

be indifferent.



8th Statement of table 4.2.2 (8) shows that 87.4% distance learners from

DDE, Jammu University and 96.8% distance learners from CDE, Kashmir

University felt the need to return library books before examination, where as

11.2% distance learners from Jammu University were found to be indifferent. On

the other hand, 11.2% distance learners from Jammu University gave indifferent

views.



The findings of the study in respect to course material are that the

distance learners from DDE, Jammu University and CDE, Kashmir University feel



100

that he course material should be revised and modified from time to time. The

distance learners from both the Universities stressed on the removal of printing

mistakes, vagueness in languages and early receipt of course material. They

also need books from library for intense study.

The results of the present study are in agreement with the findings of the

studies by Rowntree (1986), who reported that the self instructional material must

carry out all the functions a teacher carries out in the conventional situation. Self

instructional material helps in guiding, motivating, intriguing expounding,

explaining, provoking reminding asking questions, discussing alternative

answers, appraising each learner’s progress, giving appropriate remedial or

enrichment help and so on.

Further Holemberg (1989) described that Distance study is a self-study,

but the student is not alone. “A kind of conversation in the form of two-way traffic

occurs through the written or otherwise mediated interaction between the

students and the tutors and others belonging to the supporting institution”.

Holmberg further stated that “Conversation is brought about by the presentation

of the study matter. If this is characterized by a personal approach and causes

the students to discuss the contents with themselves”. Such a development can

be brought about by a readable style of presentation.

Gopin Sudhakar, Srinivas Reddy (2002) in a study on student support

services and learner’s responses reported that the student support services

mostly cater to the needs and expectations of students in view of their learning

problems. In distance education learner’s satisfaction is regarded as one of the

major criteria to determine the quality of the services rendered. The study

reports certain needs of distance learners viz; Course material without printing

mistakes, updates of course material every year, examination forms should be

available at every study center; and student queries in subject should be cleared

by phone whenever contacted.

101

PERSONAL CONTACT PROGRAMME

The responses of the sample under study are given in table 4.2.3.

Table: 4.2.3 Personal Contact Programme of Distance Education Programmes of University of Jammu and Kashmir University.


S. No.

Personal Contact

Programme


1 Do the distance learners feel need of getting the hostel during PCP/ Counseling?

229 271 - 45.8 54.2 - 405 75 20 81 15 4

2 Do the distance learners feel need of transport facility to attend PCP/Counseling?

464 34 2 92.8 6.8 0.4 449 46 5 89.8 9.2 1

3 Do the teacher need to use video cassettes while PCP/Counseling?

440 55 5 88 11 1 358 435 7 71.6 27 1.4

4 Whether the teacher needs to keep in view the individual differences during PCP/Counseling?

450 37 13 90 7.4 2.6 495 4 1 99 0.8 0.2

5 Do the distant learners need to take class tests with full preparations?

439 57 4 87.8 11.4 0.8 453 42 5 90.6 8.4 1

6 Do all the students need to appears in Class tests?

470 24 6 94 4.8 1.2 492 8 - 98.4 1.6 0

7 Do the distant learners feel need of result of these tests from examination paint of view?

457 30 13 91.4 6 2.6 451 45 4 90.2 9 0.8

8 Do you feel to enrichment of counseling session by enhancing students interaction?

467 27 6 93.4 5.4 1.2 477 22 1 95.4 4.4 0.2

Ind* (indifferent)

102


1st Statement of the table 4.2.3 (1) depicts that 45.8% distance learners of DDE,

Jammu University and 81% distance learners of CDE, Kashmir University

expressed that distance learners need hostel accommodation available during

PCP / counseling, whereas 54.2% distance learners of Kashmir University

expressed that there is no need of getting hostel during PCP / counseling. On the

other hand, 4% of distance learners of Kashmir University gave indifferent views.

The results illustrated vide bar graph 4.2.3 (1).


2nd Statement of table 4.2.3 (2) reveals that 92.8% distance learners of


felt the need of transport facility. While, 9.2% distance learners from Kashmir and

6.8% from Jammu University were found to be indifferent.

54.2%

81%

4%

45.8%

0

15%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Yes No Indifferent

Perc

en

tag

e

Jammu

Kashmir

Jammu University

Kashmir University

103



3rd Statement of table 4.2.3 (3) shows that 88% distance learners of DDE,

Jammu University and 71.6% distance learners of CDE, Kashmir University

expressed that teachers need to use video cassettes during PCP, where as 11%

and 27% of distance learners of Jammu and Kashmir University respectively did

not express the need to use video cassettes by the teachers during PCP. On the

other hand, 1% and 1.4% distance learners from Jammu and Kashmir University




4th Statement of the table 4.2.3 (4) indicates that 90% distance learners of


were found the teacher need to keep in view in individual differences during PCP/

92.8%

6.8% 0.4%

89.8%

9.2%1%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Yes No Indifferent

Perc

enta

geJammu

Kashmir

88%

27.0%

1.4%11%

1%

71.6%

0%

20%

40%

60%

80%

100%

Yes No Indifferent

Perce

ntage

Jammu

Kashmir



104

counseling, where as 7.4% and 0.8% of the distance learners from Jammu

University and Kashmir University respectively were not agree with the

statement. On the other hand, 2.6% distance learners from Jammu and 0.24

distance learners from Kashmir University gave indifferent views.



5th Statement of the table 4.2.3 (5) shows that 87.8% distance learners of

DDE, Jammu University and 90.6% distance learners enrolled with CDE,

Kashmir University expressed that distance learners need to take class test with

full preparation, where as 11.4% and 8.4% distance learners of Jammu

University and Kashmir University did not feel the need to take class test with full

preparation. On the other hand, 0.8% and 1% distance learners respectively from

Jammu and Kashmir Universities gave indifferent opinion.



6th Statement of table 4.2.3 (6) shows that 94% distance learners of DDE,


99%90%

7.4%2.6%0.8% 0.2%

0%

20%

40%

60%

80%

100%

120%

Yes No Indifferent

Perc

entag

e

Jammu

Kashmir

87.8%

11.4%

0.8%

90.6%

8.4% 1%0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Yes No Indifferent

Perce

ntage

Jammu

Kashmir



105

91.4%

9.0%2.6%6% 0.8%

90.2%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Yes No Indifferent

Perce

ntage

Jammu

Kashmir

expressed that all the students need to appear in class tests, whereas 4.8% of

the distance learners of Jammu University and 1.6% of distance learners from

Kashmir University expressed that there is no need to appear in class test. On

the other hand, 1.2% distance learners from CDE, Kashmir University gave

indifferent views.



The Statement No. 7th of table 4.2.3 (7) shows that 91.4% distance

learners of DDE, Jammu University and 90.2% distance learners of CDE,

Kashmir University shows the need of result of their tests from examination point

of view, whereas 6% and 9% distance learners of Jammu University and Kashmir

University do not agree with the statement. On the other hand, 2.6% and 0.8%

distance learners from Jammu and Kashmir University gave indifferent views.



8th Statement of table 4.2.3(8) indicates that 93.4% distance learners of

DDE, Jammu University, were in favour of enrichment of counseling session by

4.8% 1.2%

94% 98.4%

1.6% 00%

20%

40%

60%

80%

100%

120%

Yes No Indifferent

Perc

enta

ge

Jammu

Kashmir



106

exchanging student interaction, whereas. 95.4% distance learners of CDE,

Kashmir University were in favour of the above statement. About 4.4% distance

learners of Kashmir University of 5.4% distance learners of Jammu University did

not express the need of enrichment of counseling session by exchanging

student’s interaction. On this regard, 1.2% distance learners from Jammu

University and 0.2% distance learners from Kashmir University gave indifferent

views.



The findings of the study are that during the PCP, hostel facility and

transport facility should be provided for making the PCP more effective. Also the

use of Audio Visual Aids, Lectures by experts, announcement of date for PCP at

least 2 months before, preparation of class tests, student – student interaction,

Individual interaction by the teacher should be provided to the distance learners

of DDE, Jammu University and CDE, Kashmir University.

The results are consistent with the previous studies conducted on

Personal Conatc Programmes by Beare (1989), Hilgenberg and Tolone (2000),

Jones (1992), Mc cleary & Egan (1989) who stated that one of the most common

problems of many distance learning courses is the limitation of inadequate

dialogue between teachers and learners and amongst learners themselves.

Similarly, Kirkup and Jones (1996) states that “distance learner needs dialogue

93.4%

5.4% 1.2%

95.4%

4.4% 0.2%0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

Yes No Indifferent

Per

cent

age

Jammu

Kashmir


107

with their teachers and other students in order to consolidate and check their own

learning” (p.278).

However, Kanchan Bala (1996) in a comparative study to investigate to

what extent distance education programmes introduced by the Institute of

Correspondence Education, University of Jammu and IGNOU are feasible in

Jammu region in respect of their realization of objectives set out by the two

Universities in context of contact programmes reported that the Directorate of

Distance Education, Jammu University faces number of problems like transport

facilities, lack of sufficient accommodation for organizing such programmes in

Jammu. However, study centers of IGNOU in Jammu do not face such problems.

108

HOME ASSIGNMENT

The responses with regard to Home Assignment of the sample of the study are

shown in Table 4.2.4.

Table 4.2.4: Home Assignment of Distance Education Programmes of University of Jammu and Kashmir University.

Jammu University Kashmir UniversityS.

No.Home

Assignment Statement

Score Percentage Score Percentage

Yes No. Ind Yes No. Ind Yes No. Ind Yes No. Ind1. Do you feel there

is a need some extra questions in the assignment from the examination point of views?

380 118 2 76 23.6 0.4 335 160 5 67 32 1

2. Do you need extra learning sport to understand study materials for solving assignment?

467 22 11 93.4 4.40 2.2 456 35 9 91.2 7 1.8

3. Do you need extra library facility to prepared the assignment?

466 24 10 93.2 4.8 2 462 37 1 92.4 7.4 0.2

4. Do you need more time for the submission of assignments?

245 250 5 49 50 1 360 135 5 72 27 1

5. Do you need extra help from teachers for preparing the assignments?

413 87 0 82.6 17.4 - 358 117 25 716 23.4

5

6. Do you get your assignments checked properly?

377 119 4 75.4 23.8 0.8 350 100 50 70 20 10

7. Are you satisfied with the process of evaluation of assignment?

485 11 4 97 2.2 0.8 340 160 - 68 32 -

8. Are you satisfied with the awards received for assignment for class tests from the evaluator?

475 13 12 95 2.6 2.4 337 155 8 674 31 1.6

Ind* (indifferent)

109


Statement No.1 of table 4.2.4(1) shows that 76% distance learners of DDE,

Jammu University and 67% CDE, Kashmir University were found to be in the

need of some extra questions in the assignment from the examination point of

view, whereas 23.6% distance learners of Jammu University and 32% of Kashmir

University reported that there is no need of extra questions in the assignment 1%

and 0.4% distance learners of Kashmir and Jammu University respectively gave

indifferent options on this issues.


Fig. No.4.2.4 (1): Bar Graph Representation of item No.4 (1) of the total sample (N = 500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.

Statement No. 2 of Table 4.2.4(2) reports that 93.4% distance learners of DDE,


expressed the need of extra learning support to understand the study material for

solving the assignment. On the other hand, 4.4% distance learners of Jammu

University and 7.0% distance learners from Kashmir University expressed that

there is no need of extra learning support to understand the study material for

solving the assignments. About 1.8% distance learners of Kashmir University and

2.2% of Jammu University gave indifferent opinions.

76%

0.40%

32%

23.60%

1%

67%

0%10%20%30%40%50%60%70%80%

Yes N

o

Indiffe

rent

Perce

ntage Jammu

Kashmir


110



Statement No.3 of Table 4.2.4(3) shows that 92.4% distance learners of

CDE, Kashmir University and 93.2% distance learners of DDE, Jammu

University have reported the need of extra library facility to prepare the

assignment, whereas 4.8% distant learners of Jammu University and 7.40%

distance learners from Kashmir University have expressed no need of extra

library facility to prepare the assignments. 2% from Jammu University and 0.2%

of Kashmir University gave indifferent views.


Fig. No.4.2.4 (3): Bar Graph Representation of item No.4 (3) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.

According to statement No.4 of Table 4.2.4(4) 72% distant learners of

CDE, Kashmir University and 49% of DDE, Jammu University expressed the

93.40%

2.20%7%4.40%

1.80%

91.20%

0%10%20%30%40%50%60%70%80%90%

100%

Yes N

o

Indifferent

Perce

ntage

Jammu

Kashmir

93.20%

4.80% 2%

92.40%

7.40%

0.20%

0%10%20%30%40%50%60%70%80%90%

100%

Yes No Indifferent

Jammu

Kashmir



111

82.60%

17.40%

0%5%

23.40%

71.60%

0%10%20%30%40%50%60%70%80%90%

Yes N

o

Indiffe

rent

Jammu

Kashmir

need of more time for the submission of assignments, whereas 50% distant

learners of Jammu University and 27% of Kashmir University did not express the

need of more time for submission of assignments. About 1% of the distant

learners of both the Universities gave indifferent opinion.


Fig. No.4.2.4 (4): Bar Graph Representation of item No.4 (4) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.Statement No. 5 of Table 4.2.4(5) depicts that 82.6% distant learners from DDE,

Jammu University and 71.6% distant learners from CDE, Kashmir University

were found in favour of extra help from the teachers for preparing the

assignment. Whereas, 17.4% distance learners from Jammu University were not

in favour of extra help from the teachers for preparing of the assignments. On the

other hand, 5% of the distance learners from Kashmir University reported to be

different views.



49 50

1

72

27

10

10

20

30

40

50

60

70

80

Yes No Indifferent

Jammu

Kashmir



112

75.40%

23.80%

10%0.80%

20%

70%

0%10%20%30%40%50%60%70%80%

Yes N

o

Indifferent

Jammu

Kashmir

97%

0.80%

32%

2.20%

68%

0%0%

20%

40%

60%

80%

100%

120%

Yes N

o

Indifferent

Jammu

Kashmir

Statement No. 6 of Table 4.2.4(6) shows that 70% distance learners of

CDE, Kashmir University and 75.4% distance learners of DDE, Jammu University

were of the opinion that the assignment should be properly checked by the

teachers, whereas 23.8% distance learners of Jammu University and 20%

distance learners from Kashmir University were of the opinion that the

assignment should be properly checked by the teachers. 0.8% distance learners

of Jammu University and 10% distance learners from Kashmir University gave

indifferent views.



As per statement No. 7 of Table 4.2.4(7), 97% distance learners of DDE,

Jammu University were satisfied with the process of evaluation of assignment,

whereas in case of CDE, Kashmir University this percentage was 68%. About

32% distance learners Kashmir University and 2.2% of Jammu University were

not satisfied with the process of evaluation of assignment. 0.8% distance

learners from Jammu University gave indifferent opinions.





113

2.40%

31%

2.60%

95%

1.60%

67.40%

0%10%20%30%40%50%60%70%80%90%

100%

Yes N

o

Indiffe

rent

Jammu

Kashmir

Statement No.8 of Table 4.2.4(8), depicts that 67.4% distance learners of

CDE, Kashmir University and 95% of DDE, Jammu University were found to be

satisfied with the awards received for assignments/class tests from the

evaluators. On the other hand, 2.6% distance learners of Jammu University and

31% of Kashmir University were not found to be satisfied with the awards

received for assignments/class tests from the evaluators. About 2.4% distance

learners enrolled with Jammu University and 1.6 of Kashmir University gave

indifferent opinions.


Fig. No.4.2.4 (8): Bar Graph Representation of item no.4 (8) of the total sample (N = 500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.

Results of the study reveals that the distance learners from both the

universities i.e. DDE, Jammu University and CDE, University of Kashmir wanted

extra questions in assignments, library facility help from teachers, more time,

properly checking of assignments. The distance learners from DDE, Jammu

University feel more satisfied with the awards of the assignments.

The findings of the study are in line with the previous studies conducted

on home assignment by Holemberg (1983) who stated that “Quick handling with

proper tutor comments on student’s papers has proved essential for student’s

success”. Delbecq and Scates (1989) found at the response of tutors and “turn-

around time” for comments and grading is critical component of student support,


114

with students who receive timely feedback on assignments responding more

positively to the course than those who have to wait for feedback. Egan,

Sebastain & Welch (1991) Threlkeld & Brzoska, (1994) in a study suggested that

timely feedback regarding assignments is a critical component of learner support.

However, Keegan (1990) who reported that sharp cut off dates for tutor

marked assignments, the isolation and individualization of the student’s inability

to offer dialogue are factors which clearly will not meet the needs of all learners.

115

EXAMINATION RESULT

The responses of the Distance Learners with respect to examination result

are given below;

Table: 4.2.5 Examination Results of Distance Education Programmes of University of Jammu and Kashmir University.


Statements Score Percentage Score Percentage

S. No

Examination Results


1 Do you feel need

to your date sheet

well in time?

474 26 - 94.8 5.2 - 451 49 - 90.2 9.8 -

2 Do you feel need

of examination

center

approachable to

you?

490 9 1 98 1.8 0.2 494 4 2 98.8 0.8 0.

4

3 Do you need

improvement in

card delivery

procedure?

471 25 4 94.2 5 0.8 483 17 - 96.6 3.4 -

4 Do you get proper

help from staff to

get hall ticket and

solution of

examination

related your

problems?

448 47 5 89.6 9.4 1 479 11 10 95.8 2.2 2

5 Do you need any

improvement in

the examination

procedure?

410 80 10 82 16 2 358 142 - 71.6 28.4 -

6 Do you need to

have continuity of

exams and date of

examination?

455 25 20 91 5 4 495 5 - 99 1 -

Ind* (indifferent)

116


Statement No.1 of table 4.2.5 (1) reveals that 90.2 distance learners of CDE,

Kashmir University and 94.8% of DDE, Jammu University expressed that date

sheet should be available well in time; whereas 5.2% distance learners of Jammu

University and 9.8% distance learners of Kashmir University were not in this

favour.



According to statement 2 of table 4.2.5 (2) 98% distance learners of DDE,

Jammu University and 98.8% of CDE, Kashmir University were of view that the

examination centre should be approachable. 0.8% distance learners of Kashmir

University and 1.8% distance learners of Jammu University were not in this

favour. 0.4% distance learners of Kashmir University and 0.2% distance learners

from Kashmir University gave indifferent opinions.



94.8%

0 05.2%

90.2%

9.8%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Yes No Indifferent

Perce

ntage

Jammu

Kashmir

98%

0.2%1.8% 0.8%0.4%

98.8%

0%

20%

40%

60%

80%

100%

120%

Yes No Indifferent

Perce

ntage

Jammu

Kashmir



117

94.2%

5% 0.8%

96.6%

3.4% 00.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

Yes No Indifferent

Per

cen

tag

e

Jammu

Kashmir

Statement No. 3 of table 4.2.5 (3) reveals that 94.2% distance learners of DDE,

Jammu University and 96.6% of CDE, Kashmir University were found in favour of

improvement on card delivery procedure, whereas 3.4% distance learners of

Kashmir University and 5% of Jammu University were not found in this favour.

On the other hand, 0.8% of distance learners from Jammu University gave




Statement No. 4 of Table 4.2.5 (4) shows that 89.6% distance learners of

DDE, Jammu University and 95.8% of CDE, Kashmir University were found to

have received proper help from the staff to get hall ticket and solutions to

examinations related problem, whereas 2.2% distance learners of Kashmir

University and 9.4% distance learners from Jammu University were not found to

have proper help from the staff to get hall ticket and solutions to examinations

related problems. On the other hand, 2% distance learners from Kashmir

University and 1% distance learners from Jammu University were reported to be

indifferent.


118



Statement No. 5 of table 4.2.5 (5) reveals that 82% distance learners of DDE,

Jammu University and 71.6% of CDE, Kashmir University expressed the need of

improvement in examination procedure, whereas 28.4% distance learners of

Kashmir University and 16% of Jammu University were of the opinion that there

is no need of improvement in the examination procedure. About 2% distance




As per statement No. 6 of table 4.2.5 (6) 91% distance learners of DDE, Jammu

University and 99% of Kashmir University felt the need to have continuity of

examinations and date of examination and 1% distance learners from CDE,

Kashmir University and 5% distance learners from Jammu University were not in

82%

2%

28.4%16%

71.6%

00%

20%

40%

60%

80%

100%

Yes No Indifferent

Perc

enta

ge

Jammu

Kashmir

9.4%

89.6%

1%

95.8%

2.2% 2%0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

Yes No Indifferent

Perce

ntage

Jammu

Kashmir



119

favour of this statement. Whereas, 4% distance learners from Jammu University

gave indifferent opinions.



Results of the above study reveals that the distance learners from DDE, Jammu

University and CDE, University of Kashmir feel that the need to improve their

communication with respect to the dispatch of date sheet for examination,

University roll numbers, results, etc and wanted the examination centre

approachable to them. Both the institutions need early delivery of detailed marks

card (DMC) and extra help from staff to solve the examination related problems.

5% 4%

99%91%

1% 00%

20%

40%

60%

80%

100%

120%

Yes No Indifferent

Per

cent

age

Jammu

Kashmir


120

EVALUATION

The responses of the Distance Learners with respect to evaluation are

given below;

Table: 4.2.6 Evaluation of Distance Education Programmes of University Jammu and Kashmir Universities.


S. No

Evaluation Yes No Ind Yes No Ind Yes No Ind Yes No Ind

1 Do you need early delivery of study material for the preparationsOf next semester?

490 10 - 98 2 - 479 12 9 958 2.4 1.8

2 Do you feel distant education programs helps in improving the Workings skills and increase the personal growth?

450 50 - 90 10 - 459 31 10 918 6.2 2

3 Do you feel that there is a need of distance education programs to meet the objectives?

469 31 - 93.8 6.2 - 488 10 2 976 2 0.4

4 Do you feel need to make changes in these programs so that these programs toreach to yourexpectation?

444 55 1 88.8 11 0.2 364 136 - 72.8 27.2 -

5 Do you feel need of any change in the distance educational programs so that it will meet all the aims and objectives?

389 104 7 77.8 20.8 1.4 360 140 - 72 28 -

6 Do you feel need any change in the issuance procedure of books fromthe library?

374 118 8 74.8 23.6 1.6 485 15 - 97 3 -

7 Do you feel need of more books in the library?

462 33 5 92.4 6.6 1 489 8 3 97.8 1.6 0.6

121

98%

2.4%2% 0

95.8%

1.8%0%

20%

40%

60%

80%

100%

120%

Yes No Indifferent

Perce

ntage

Jammu

Kashmir

8 Do you feel need of better quality of books in the library?

470 29 1 94 5.8 0.2 486 14 - 97.2 2.8 -

9. Do you feel that there is a need of change of attitude of the library staff?

382 118 - 76.4 23.6 - 425 75 - 85 15 -

Ind* (indifferent)


Statement No. 1 of Table 4.2.6 (1) depicts that 98% distance learners of DDE,


shows that there is a need to early delivery of study material for the preparation

of next semester, whereas 2.4% and 2% of the distance learners of Jammu and

Kashmir Universities, respectively did not show the need of early delivery of

study material for the preparation of next semester. On the other hand, 1.8% of

the distance learners enrolled with Kashmir University gave indifferent opinions.



Statement No. 2 of table 4.2.6 (2) shows that 90% distance learners of DDE,


expressed the need of distance education programme for improving the working

skills and increase of personal growth, whereas 10% and 6.2% of the distance

learners of Jammu and Kashmir University respectively did not express any need

of Distance Education Programme for improving the working skills and increase


122

93.8%

6.2% 0

97.6%

2% 0.4%0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

Yes No Indifferent

Per

cen

tag

e

Jammu

Kashmir

of personal growth. On the other hand, 2% of the distance learners from Kashmir

University were found to be indifferent.



Statement No. 3 of table 4.2.6 (3) shows that 93.8% distance learners of


expressed the need of distance education programmes to meet the objectives.

On the other hand, 0.4% distance learners from Kashmir University gave

indifferent views.



Statement No. 4 of the table 4.2.6 (4) shows that 72.8% distance learners of

CDE, Kashmir University and 88.8% of DDE, Jammu University distance learners

90%

10%2%0

91.8%

6.2%

0%

20%

40%

60%

80%

100%

Yes No Indifferent

Perc

enta

ge

Jammu

Kashmir



123

77.8%

1.4%

20.8%

72%

28%

00.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Yes No Indifferent

Per

cent

age

Jammu

Kashmir

felt that there is a need of change in the distance education programme to meet

the objectives.



Regarding change in the distance education programme to meet all aims

and objectives, 77.8% distance learners of DDE, Jammu University and 72% of

CDE, Kashmir University favored the change in the distance education

programme so that these programmes reach to the expectations of distance

learners. (Statement No. 5)


Fig. No. 4.2.6 (5): Bar Graph

Representation of item No. 6(5) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.

88.8%

0.2%

27.2%

11%

72.8%

00.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Yes No Indifferent

Per

cen

tag

e

Jammu

Kashmir



124

23.6%

1.6%

97%

74.8%

3% 00.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

Yes No Indifferent

Perc

enta

ge

Jammu

Kashmir

92.4%

6.6% 1%

97.8%

1.6% 0.6%0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

Yes No Indifferent

Per

cent

age

Jammu

Kashmir

As per 6th Statement of table 4.2.6 (6) 74.8% distance learners of DDE,

Jammu University and 97% of CDE, Kashmir University opinioned the need of

change in the issuance procedure of books from the library.



7th Statement of the table 4.2.6 (7) indicates that 92.4% distance learners

of DDE, Jammu University and 97.8% of CDE, Kashmir University expressed the

need of more books from the library. Whereas, 6.6% and 1.6% distance learners

from Jammu and Kashmir University did not favour this statement. On the other

hand, 0.6% distance learners from Kashmir and 1% distance learners from gave

indifferent views.


Fig. No. 4.2.6 (7): Bar Graph Representation of item no. 6(7) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.



125

Regarding quality of books in the library 94% distance learners of DDE,

Jammu University and 97.2% of CDE, Kashmir University felt the need of quality

books in the library (Statement No. 8).



9th Statement of the 4.6.9 reveals that 76.4% and 85% distance learners

of DDE, Jammu and CDE, Kashmir Universities were of the opinion that there

should be change of the attitude of library staff.


Fig. No. 4.2.6 (9) : Bar Graph Representation of item No. 6(9) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.

94%

5.8% 0.2%

97.2%

2.8% 00%

20%

40%

60%

80%

100%

120%

Yes No Indifferent

Per

cen

tag

e

Jammu

Kashmir

23.6%

0

85%

0

76.4%

15%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Yes No Indifferent

Per

cen

tag

e

Jammu

Kashmir



126

The findings of the study are that the distance learners from DDE, Jammu

University and CDE, University of Kashmir expressed the need of early

declaration of result. The distance learners from both the Universities feel that

the distance education programmes helps to improve the working skills and

enhances personal growth. Distance learners from both the Universities need

constant change in these programmes so that they will meet out the aims and

objectives and the expectations of the distance learners and their employees.

The distance learners from both the Universities feel satisfied with the methods

of evaluation and marks obtained after evaluation.

The results of the study are consistent with the previous studies by

Brinkerhoff (1983) reported in his study that programme evaluation is defined as

the systematic evaluation of various aspects of the programme development and

training progress to assess their merit. Thorpe (1988) in his study indicated that

Evaluation of distance education programmes finds fundamental similarity with

conventional education. These are aspects of the quality of learning, the

effectiveness of materials and services provided, the suitability of courses for the

needs of the area or the population served.

127

STUDENT SUPPORT SERVICES

The responses of the Distance Learners with respect to student support services

are given below;

Table: 4.2.7 Student support services of Distance Education Programme of University of Jammu and Kashmir University.


Statement Score Percentage Score Percentage

S. No

Student support services


1 Do you need some efforts by support services to have contact Between distance learners and teachers?

469 21 10 93.8 4.2 2 495 5 - 99 1 -

2 Do you need to seek help from institution for telephone facility?

456 40 4 91.2 8 0.8 469 21 - 93.8 4.2 -

3 Do you need to get quick library and media facility?

471 34 5 94.2 6.8 1 489 11 - 97.8 2.2 -

4 Do you feel that there is a need to change the procedure for answering your personal letter and phones?

422 74 4 84.4 14.8 0.8 476 26 - 95.2 5.2 -

5 Are you satisfied with the support services provided by the institution?

475 17 8 95 3.4 1.6 480 15 5 96 3 1

Ind* (indifferent)


Statement No. 1 of table 4.2.7 (1) shows that 99% distance of CDE, Kashmir

University and 93.8% distance learners of Jammu University felt the need to

have contact between distance learners and teacher by making some efforts by

support services, whereas 4.2% distance learners of DDE, Jammu University

and 1% distance learners of Kashmir University did not express the need to have

contact between teacher and distance learners. On the other hand, 2% distance

learners from Jammu University gave indifferent views.

128



Statement No. 2 of table 4.2.7 (2) shows that 91.2% respondents from

DDE, Jammu University and 93.8% respondents from Kashmir University seek

help from institution for telephone facility. Whereas ,4.2% respondents of CDE,

Kashmir University and 8% respondents from DDE, Jammu University were not

in favour of this statement. On the other hand, 0.8% respondents gave indifferent

views.



As per statement 4.2.7 (3), 94.2% distance learners from DDE, Jammu

University and 97.8% distance learners from CDE, Kashmir University felt to

need to get quick library services and media facility. Whereas, 6.8% and 2.2%

93.8%

4.2% 2%

99%

1% 00.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

Yes No Indifferent

Perc

enta

ge

Jammu

Kashmir

8%0.8%

91.2% 93.8%

4.2% 00.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Yes No Indifferent

Perc

enta

ge

Jammu

Kashmir



129

distance learners from Jammu and Kashmir Universities did not agree with the

statement. On the other hand, 1% distance learners from Jammu University gave

indifferent responses.



According to the statement of table 4.2.7 (4), 84.4% and 95.2% distance

learners from DDE, Jammu University and CDE, Kashmir University felt the need

to change the procedure for answering the personal letters and phones.

Whereas, 5.2% distance learners from Kashmir and 14.8% distance learners

from Jammu expressed different views. On the other hand, 0.8% distance

learners from Jammu University gave different views.



As per statement 5 of the table 4.7.5, 4.2.7(5), 95% distance learners from

DDE, Jammu University and 96% distance learners from CDE, Kashmir

94.2

6.81

97.8

2.2 00

20

40

60

80

100

120

Yes No Indifferent

Jammu

Kashmir

14.8%0.8%

95.2%84.4%

5.2% 00.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Yes No Indifferent

Perce

ntage

Jammu

Kashmir



130

University were satisfied with the counseling procedure. Whereas, 3% distance

learners from Kashmir Universities and 3.4% distance learners from Jammu

University expressed unsatisfied. On the other hand, 1.6% and 1% distance

learners from Jammu and Kashmir University gave indifferent.



In respect of the students support services, the distance learners from

both the universities, i.e. DDE, Jammu University and CDE, Kashmir University

needs contact between distance learners and teachers, telephone facility, media

facility, answers of personal letters and phones. Results with respect to the

student support services are in line with the previous study by Mills (1991) who

reported that the student service is a fundamental requirement of all good

distance education system where the emphasis must be on the needs of the

student, quality of service, effectiveness. Similarly, Sewart (1993) reported that

the student support services in vital in humanizing the institution and helping the

learner to bond with it. Tait (1995) in study on student support services reported

that the role of telephone and electronic communications provide a variety of

students support to the distance learners. Kailani & Kamal (1998) reported that

student support is essential in distance education as it plays a key role in

determining the success of students and to enrich the process of learning. Gopin

Sudhakar, Srinivas Reddy (2002) in a study on students support services and

learner’s responses reported that the student support services mostly cater to the

needs and expectations of students in view of their learning problems.

95%

3.4% 1.6%

96%

3% 1%0%

20%

40%

60%

80%

100%

120%

Yes No Indifferent

Perce

ntage

Jammu

Kashmir


131

INTERACTIVITY

The responses of the Distance Learners with respect to interactivity were studies

and are given below:

Table: 4.2.8 Interactivity in the Distance Education Programmes of University of Jammu and Kashmir University.

JAMMU UNIVERSITY KASHMIR UNIVERSITY Statement Score Percentage Score Percentage

S. No

Interactivity Yes No Ind Yes No Ind Yes No Ind Yes No Ind

1 Do you feel that the Distance Education Institutions needs to prepareinteractive content based media programs for the Distance Learners?

454 40 6 90.8 8 1.2 489 8 - 97.8 1.6 -

2 Do you feel that the Distance Education Institutions needs to add Audio Visual Programmes and conferencing to facilitate the Distance Learners for the Distance Education Courses?

444 52 4 88.8 10.4 0.8 456 32 - 91.2 6.4 -

3 What do you feel about the existing media programmes in the distance education are in interactive style?

485 11 4 97 2.2 0.8 465 20 - 93 4 -

4 Do you feel that the Distance Education Institution needs to start Vocational/ Professional courses?

469 23 8 93.8 4.6 1.6 485 9 - 97 1.8 -

Ind* (indifferent)

132


Statement No. 1 of the table 4.2.8 (1) shows that 90.8% distance learners of


were of the view that the distance education institutions need to prepare

interaction oriented learning content involving media programme to facilitate the

learners, whereas 8% and 1.6% distant learners from Jammu and Kashmir

Universities did not agree with the statement on the other hand 1.2% distance

learners from Jammu University gave indifferent views.



Statement No. 2 of table 4.2.8 (2) shows that 88.8% distance learners

from DDE, Jammu University and 91.2% distance learners from CDE, Kashmir

University felt the need of adding A.V. programmes, conferencing to facilitate the

distance learners for the distance education courses, whereas 6.4% and 10.4%

distance learners from Jammu and Kashmir University were not in this favour. On

the other hand, 0.80% distance learners from Jammu University gave indifferent

views.

90.8%

1.6%8%1.2%

97.8%

00.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

Yes No Indifferent

Perc

en

tag

e

Jammu

Kashmir


133



According to statement No. 3 of table 4.2.8 (3), 97% distance learners of

DDE, Jammu and 93% distance learners from CDE, Kashmir University felt that

the existing media programmes in the distance education are not interactive style

whereas, 4% and 2.2% distance learners from Kashmir and Jammu University

were not in favour of this statement. On the other hand, 4.6% distance learners

from Jammu University gave indifferent views.



Statement No. 4 of table 4.2.8 (4) depicts that 93.8% and 97% distance learners

from DDE, Jammu and CDE, Kashmir Universities expressed the need that

88.8%

10.4%0.8%

91.2%

6.4% 00.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Yes No Indifferent

Perc

enta

geJammu

Kashmir

97%

0.8%2.2%

93%

4%0

0%

20%

40%

60%

80%

100%

120%

Yes No Indifferent

Per

cent

age

Jammu

Kashmir



134

distance education institution should start vocational/professional courses,

whereas 1.8% distance learners from Kashmir and 4.6% distance learners from

Jammu did not agree with the statement. On the other hand, 1.6% distance




The findings of the study are that the distance learners from CDE,

University of Kashmir and DDE, Jammu University feel that the distance

education institutions need to prepare interactive content based programmes to

facilitate the distance learners through audio-visual programmes, computer

conferencing, etc and should start vocational/ professional courses.

Results with respect to interactivity fall in line with previous studies by

Persons and Catch pole (1987) who reported that “adding telephone counseling

and tutorials, summer school, interactive computer conferencing for distance

learners through distance education courses significantly raises the retention and

academic achievement of students”.

93.8%

1.6%04.6% 1.8%

97%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

Yes No Indifferent

Per

cen

tag

e

Jammu

Kashmir


135

STIMULATION

The responses of the Distance Learners with respect to Stimulation are given below;

Table: 4.2.9 Stimulation of Distance Education Programmes of University of Jammu and Kashmir University.


S.No

Stimulation Yes No Ind Yes No Ind Yes No Ind Yes No Ind

1 Do you feel that the Distance Education Institutions needs to prepare interactive content based media programs for the Distance Learners?

485 13 5 96.4 2.6 1 489 11 - 97.8 2.2 -

2 Do you feel that the Distance Education Institutions needs to add Audio Visual Programs and conferencing to facilitate the Distance Learners for the Distance Education Courses?

435 50 15 87 10 3 446 35 19 89.2 7 3.8

3 What do you feel about the existing media programmes in the distance education are in interactive style?

476 22 2 95.2 4.4 0.8 404 88 8 80.8 17.6 1.6

4 Do you feel that the Distance Education Institution needs to start Vocational / Professional courses?

475 17 8 95 3.4 1.6 460 35 5 92 7 1

Ind* (indifferent)

Item Wise analysis of Table 4.2.9

Statement No. 1 of table 4.2.9 (1) shows that 96.4% distance learners from

DDE, Jammu University and 97.8% distance learners from CDE, Kashmir

136

87%

10%3.8%3%7%

89.2%

0%

20%

40%

60%

80%

100%

Yes No Indifferent

Perc

entag

e

Jammu

Kashmir

University felt the need of study material which may stimulate the distance

learners. Whereas, 2.6% and 2.2% distance learners from Jammu and Kashmir

Universities did not agree with the statement. On the other hand, 1% distant

learners from Jammu University gave indifferent views point.



As per the 2nd statement of table 4.2.9 (2) shows that 87% distance

learners from DDE, Jammu University and 89.2% distance learners from CDE,

Kashmir University felt the need of Audio visual internet assisted material to

support PCP classes, whereas 10% and 7% distance learners from Jammu and

Kashmir Universities did not in favour of this opinion. On other hand, 3% and

3.8% distance learners from Jammu University and Kashmir University gave

indifferent views.



96.4%

2.6% 1% 0

97.8%

2.2%0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

Yes No Indifferent

Perce

ntage

Jammu

Kashmir



137

According to statement No. 3 of table 4.2.9 (3) shows that 95.2% distance


Kashmir University expressed that study material is stimulating.



Statement No. 4 of table 4.9.4 depicts that 95% distance learners from DDE,

Jammu University and 92% distance learners from CDE, Kashmir University felt

satisfaction with the method of studying in Distance Education Programme.



95.2%

17.6%

1.6%0.8%4.4%

80.8%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Yes No Indifferent

Per

cent

age

Jammu

Kashmir

95%

3.4% 1.6%1%7%

92%

0%

20%

40%

60%

80%

100%

Yes No Indifferent

Per

cent

age

Jammu

Kashmir



138

The findings of the study that the distance learners need media based

programmes and audio-visual programmes to facilitate the distance learners are

in line with the previous studies by Persons and Catch pole (1987) who reported

that adding telephone counseling and tutorials, summer school, interactive

computer conferencing for distance learners through distance education courses

significantly raises the retention and academic achievement of students.

139

MOTIVATION

The responses of the Distance Learners with respect to motivation are

given below;

Table: 4.2.10 Motivation Response of Distance Education Progarmme of University of Jammu and Kashmir University.


S. No.

Motivation Yes No Ind Yes No Ind Yes No Ind Yes No Ind

1 Do you feel that

there is a need

of study

material which

may stimulate

the Distance

Learner?

210 228 2 42 45.6 0.4 430 50 20 86 10 4

2 Do you feel

need of Audio-

Visual Internet

assisted

material to

support PCP

classes?

265 232 3 53 46.4 6 414 49 37 82.2 9.8 7.4

3 Do you feel

study material is

stimulating?

460 40 - 92 8 - 362 118 20 72.4 23.6 4

4 Are you

satisfied with

the method of

studying in

Distance

Education

Programs?

455 44 1 91 8.8 0.2 364 111 25 72.8 22.2 5

Ind* (indifferent)


Statement No. 1 of table 4.2.10 (1) shows that 42% distance learners from DDE,

Jammu University and 86% distance learners from CDE, Kashmir University

140

expressed that they feel enjoyment during learning the course they are attending

through distance mode.


Fig. No. 4.2.10 (1): Bar Graph Representation of item No. 10(1) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500)distance learners of CDE, Kashmir University.

As per the statement No. 2 of table 4.1.10 (2) depicts that 53% distance


Kashmir University felt need of extra help from the teacher, whereas 46.4% and

9.8% distance learners from Jammu University and Kashmir Universities did not

favour this statement.



45.6%

0.4%

86%

4.2% 4%10%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Yes No Indifferent

Per

cen

tag

e

Jammu

Kashmir

53%46.40%

6%

82.20%

7.40%9.80%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Yes No Indifferent

Perc

enta

ge

Jammu University

Kashmir University


141

According to statement No. 3 of table 4.2.10 (3) opinioned that 92% distance

learners from DDE, Jammu University and 72.4% distance learners of CDE,

Kashmir University felt satisfied with the pattern of course material and they were

of the view that the course material is motivating.



Statement No. 4 of table 4.2.10 (4) shows that 91% distance learners from


felt satisfaction with counseling.



92%

0

23.6%8% 4%

72.4%

0%20%40%60%80%

100%

Yes No

Indiffe

rent

Per

cent

age

Jammu

Kashmir

91%

0%

22.20%

5.00%8.80%

72.80%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Yes No Indifferent

Perc

enta

ge

Jammu University

Kashmir University


142

The findings of the study shows that the distance learners from both the

universities, i.e. DDE, Jammu University and CDE, Kashmir University feel the

need of Audio Visual Internet assisted material to support the PCP classes. The

majority of distance learners from both the Universities feel that the study

material is stimulating.

The results with respect to Motivation are in consistent with the previous

study by Holemberg (1986), who pointed out that contact with students via print

mode, multimedia, face to face tutorials and counseling promote study pleasure,

motivation and feelings of personal relations.

143

RELEVANCE

The responses of the Distance Learners with respect to relevance of the

distance education programmes were studied and are given below:

Table: 4.2.11 Relevance of Distance Education Programmes of University of Jammu and Kashmir University.


S. No

Relevance Yes No Ind Yes No Ind Yes No Ind Yes No Ind

1 Do you feel that course you are attending will provide you a job?

457 40 3 91.4 8 0.6 368 132 - 73.6 26.4

-

2 Are you feeling the course material has relevance on the Employment market?

250 240 10 50 48 2 451 45 4 90.2 9 0.8

3 Do you get the topics of the syllabus in the study material?

445 40 15 89 8 3 435 45 20 87 9 4

4 List out some of the courses you need to be started in the Distance Education Programs?

482 12 6 96.4 2.4 1.2 489 9 2 97.8 1.8 0.4

5 Do you feel need of extra books for the preparation of the courses?

449 45 6 89.8 9 1.2 464 36 - 92.8 7.2 -

6 Do you feel the course you need has the potential for the Job opportunity?

445 40 15 89 8 3 435 45 20 87 9 4

Ind* (indifferent)


Statement No. 1 of table 4.2.11 (1) depicts that 91.4% distance learners of DDE,

Jammu University and 73.6% distance learners of CDE, Kashmir University felt

that course they are attending will provide them job.

144



Statement No. 2 of table 4.2.11 (2) depicts that 90.2% distance

educational programmes of CDE, Kashmir University and 50% of Jammu

University were of the opinion that the course material has relevance in the

employment market, while 48% distance learners of DDE, Jammu University

were of the opinion that the course material has no relevance in the employment

material. On the other hand, 0.8% and 2% from Kashmir University and Jammu

University gave indifferent views.



Statement No. 3 table 4.2.11 (3) of table 4.2.11 (3) shows that 87% distance

learners of CDE, Kashmir University and 89% of DDE, Jammu University

expressed that they get the topics of the syllabus in the study material, whereas

91.4%

0.60%

26.4%

8%

73.6%

00.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Yes No Indifferent

Per

cent

age

Jammu

Kashmir

48%

90.2%

9%

50%

2% 0.80%0%

20%

40%

60%

80%

100%

Yes No Indifferent

Perc

enta

ge

Jammu

Kashmir



145

8% distance learners of DDE, Jammu University and 9% of CDE, Kashmir

University expressed that they did not get all the topics of the syllabus in the

study material. On the other hand, 3% and 4.0% distance learners from Jammu

and Kashmir University gave indifferent views.



Statement No. 4 of table 4.2.11 (4) indicates that 96.4% distance learners

of DDE, Jammu University and 97.8% of CDE, Kashmir University were capable

to list out the courses to be started in the distance education. Whereas, 1.8%

distance learners of Kashmir University and 2.4% of DDE, Jammu University

were not in a position to list out the courses to be started in the distance

education. About 0.4% and 1.2% distance learners of CDE, Kashmir University

and Jammu University were of indifferent opinions.



89%

9% 4%8% 3%

87%

0%

20%

40%

60%

80%

100%

Yes No Indifferent

Perc

entag

e

Jammu

Kashmir

96.4%

1.20%2.4%

97.8%

0.40%1.8%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

Yes No Indifferent

Perc

enta

ge

Jammu

Kashmir



146

Statement No. 5 of the table 4.2.11 (5) depicts that 89.8% distance

learners of DDE, Jammu University and 92.8% distance learners of CDE,

Kashmir University felt need to extra books for the preparation of the courses.

Whereas, 9% distance learners of DDE, Jammu University and 7.2% distance

learners of CDE, Kashmir University were not in favour of this statement. On the

other hand, 1.2% distance learners enrolled with Jammu University gave




According to statement No. 6 of the table 4.2.11 (6) shows that 89% distance

learners of DDE, Jammu University and 87% distance learners of CDE, Kashmir

University felt that the course they need has the potential for the job opportunity,

whereas 9% and 8% distance learners from CDE, Kashmir University and DDE,

Jammu University did not agree with the statement. On the other hand, 4%

distance learners from Kashmir and 3% distance learners from Jammu gave

indifferent views.

9%1.2%

89.8% 92.8%

7.2% 00.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Yes No Indifferent

Per

cen

tag

e

Jammu

Kashmir


147

89%

8%3%

87%

9% 4%

0%

20%

40%

60%

80%

100%

Yes No Indifferent

Per

cen

tag

e

Jammu

Kashmir



The findings of the study are that the course run by the distance education

institutions has relevance in the job market and the course material has

relevance with the topics of the syllabus. The distance learners need more books

from the library for deep studies and starting of new distance education

programmes.

The results are fall in line with the previous studies by Holemberg (1986),

who reported that the distance teaching supports student motivation; promote

learning pleasure and effectiveness. It needs to be offered in a way to make the

study relevant to the individual learner and his/her needs. Further Srivastava

(1995), in a study highlighted the effectiveness of distance education with regard

to expansion and democratization of higher education in Karnataka state,

reported that relevance of distance education courses as per the learner’s

individual needs is more than conventional education in thirty years.


148

LEARNING PLEASURE

The responses of the Distance Learners with respect to learning pleasure are given below

Table: 4.2.12 learning pleasure responses of Distance Education Programmes of University of Jammu and Kashmir University.

JAMMU UNIVERSITY KASHMIR UNIVERSITY A.P Score Percentage Score Percentage

S. No

Learning Pleasure Yes No Ind Yes No Ind Yes No Ind Yes No Ind

1 Do you feel

enjoyment in

studying during

PCP classes?

471 19 - 94.2 3.8 - 414 86 - 82.8 17.2

-

2 Do you get pleasure

while learning the

course material

supplied by the

D.E?

469 31 - 93.8 6.2 - 448 45 7 89.6 9 1.4

3 Do you get co-

operation form the

teacher and student

during

PCP classes?

432 68 - 86.4 13.6 - 470 30 - 94 6 -

4 Do you feel

pleasure in reading

the books?

451 49 - 90.2 9.8 - 452 48 - 90.4 9.6 -

Ind* (indifferent)


Statement No. 1 of table 4.2.12 (1) shows that 94.2% distance learners of DDE,


expressed enjoyment in studying in PCP classes, whereas 17.2% distance

learners of CDE, Kashmir University and 3.8% of DDE, Jammu University did

not express enjoyment in studying during PCP classes.

149



As per statement No. 2 of table 4.2.12 (2), 89.6% distance learners of

CDE, Kashmir University and 93.8% of DDE, Jammu University expressed

pleasure while learning the course material supplied by Distance education

Institutions. Whereas, 6.2% distance learners of DDE, Jammu University and 9%

CDE, Kashmir University did not express pleasure while learning the course

express pleasure while learning the course material supplied by Distance

Education institutions. On the other hand, 1.4% distance learners from Kashmir

University were of different views.



Statement No. 3 of tables 4.2.12 (3) reveals that 94% distance learners of

CDE, Kashmir University and 86.4% of DDE, Jammu University were found to

get co-operation from the teachers and students during PCP classes, whereas

94.2%

0

17.2%

03.8%

82.8%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Yes No Indifferent

Perc

enta

ge

Jammu

Kashmir

93.8%

6.2%0

1.40%9%

89.6%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Yes No

Perc

enta

ge

Jammu

Kashmir



150

13.6% distance learners of DDE, Jammu University and 6% of CDE, Kashmir

University were not found to get cooperation during PCP.



Statement No. 4 of the table 4.2.12 (4) indicates that 90.2% distance

learners of DDE, Jammu University and 90.4% of CDE, Kashmir University felt

pleasure in reading the books, whereas 9.8% distance learners from Jammu

University and 9.6% distance learners from Kashmir University expressed

different view.



13.6%0 0

86.4%

6%

94%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Yes No Indifferent

Per

cent

age

Jammu

Kashmir

0 09.8%

90.2%

9.6%

90.4%

0.0%

20.0%

40.0%60.0%

80.0%

100.0%

Yes No

Indiffe

rent

Per

cent

age

Jammu

Kashmir



151

The results of the study with respect to learning pleasure are that the

distance learners from both the universities find pleasure in reading the books

and course material supplied by the university, they also get co-operation from

the teacher and students during PCP.

152

COMMUNICATION

The responses of the Distance Learners with respect to communication

are given below:

Table: 4.2.13 Communication responses of Distance learners of University of Jammu and Kashmir University.


STATEMENT Score Percentage Score Percentage

S. No

Communication Yes No Ind Yes No Ind Yes No Ind Yes No Ind

1 The study material

substitutes face to face

interaction or

Communication between

teacher and student?

459 21 20 91.8 4.2 4 480 20 - 96 4 -

2 The Distance Education

course communicates

between student and

student?

398 100 2 79.6 20 0.4 471 29 - 94.2 5.8 -

3 You satisfied with the way

of teaching the Distance

Education Program?

429 71 - 85.8 14.2 - 462 38 - 92.4 7.6 -

4 You satisfied with the way

of support services

provided by the Distance

Education Institution?

477 23 - 95.4 4.6 - 466 34 - 93.2 6.8 -

Ind* (indifferent)


Statement No. 1 of table 4.2.13 (1) depicts that 91.8% distance learners of DDE,

Jammu University and 96% distance learners of CDE, Kashmir University were

of the opinion that study material substitutes face to face interaction between

teachers and students. Whereas, 4.2% of the distance learners of DDE, Jammu

University were of the opinion that study material did not substitute face to face

153

interaction between teachers and students. On the other hand, 4% of the

distance learners of DDE, Jammu University were found to be indifferent.



Statement No. 2, of table 4.2.13 (2) reveals that 79.6% DDE, distance

learners of Jammu University and 94.2% distance learners of CDE, Kashmir

University expressed that distance education course communicate effectively

between students and students, whereas 20% of the distance learners of DDE,

Jammu University expressed that distance education courses do not

communicate between students and students.



4.2% 4% 0

91.8% 96%

4%0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

Yes No Indifferent

Per

cent

age

Jammu

Kashmir

0.40%

79.6%

20.0%

94.2%

5.8% 00.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Yes No Indifferent

Per

cent

age

Jammu

Kashmir



154


DDE, Jammu University and 92.4% distance learners of CDE, Kashmir

University were found to be satisfied with the way of teaching distance education

programme, whereas 14.2% of the distance learners of DDE, Jammu University

and 7.6% of the distance learners of CDE, Kashmir University were not found to

be satisfied with the way of teaching the distance education programme and they

expressed that different types of course should be run in distance education

programmes.


Fig. No. 4.2.13 (3): Bar Graph Representation of item No. 13(3) of the totalsample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.

Statement No. 4 of table 4.2.13 (4) shows that 95.41% of the distance

learners of DDE, Jammu University and 93.2% of the distance learners of CDE,

Kashmir University were found to be satisfied with the way of support services

provided by the Distance Education Institution. Whereas, 4.6% distance learners

from Jammu University were found not to be satisfied with the way of support

services provided by the Distance Education Institution.

14.2%0 0

85.8%92.4%

7.6%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Yes No Indifferent

Per

cent

age

Jammu

Kashmir


155

95.4%

4.6% 0 0

93.2%

6.8%0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

Yes No Indifferent

Per

cen

tag

e

Jammu

Kashmir



The findings of the study are that the distance learners from DDE, Jammu

University and CDE, University of Kashmir feel that the study material substitute

face to face interaction and distance education courses communicates between

student and student. The distance learners from both the universities feel

satisfaction with the way of support services provided by distance education

institutions.

Results of the study are in consistent with the previous study by Holmberg

(1989) who described distance education is a self study. It is a kind of

conversation in the form of two-way traffic occurs through the written or otherwise

mediated interaction between the students and the tutors and others belonging to

the supporting institution. Holmberg further stated that “Conversation is brought

about by the presentation of the study matter. If this is characterized by a

personal approach and causes the students to discuss the contents with

themselves”. Such a development can be brought about by a readable style of

presentation.


156

CONSISTENCY

The responses of the Distance Learners with respect to consistency of the

programmes are given below

Table: 4.2.14 Consistency response of Distance Education Programmes of University of Jammu and Kashmir University.

JAMMU UNIVERSITY KASHMIR UNIVERSITY STATEMENT Score Percentage Score Percentage

S. No

Consistency Yes No Ind Yes No Ind Yes No Ind Yes No Ind

1 There is a need of

change of structure of

D.E course?

438 52 10 87.6 10.4 2 446 54 - 89.2 10.8 -

2 There is a need of extra

courses in the D.E

programs?

438 62 - 87.6 12.4 - 458 42 - 91.6 8.4 -

3 In your opinion, what

type of courses the D.E

Institution should run?

422 78 - 84.4 15.6 - 414 86 - 82.8 17.2 -

4 You are satisfied with the

courses run at D.E

Institution?

491 8 - 98.8 1.6 - 440 60 - 88 12 -

Ind* (indifferent)


Statement No. 1 of table 4.2.14 (1) depicts that 87.6 of the distance learners of

DDE, Jammu University and 89.2% of the distance learners of CDE, Kashmir

University expressed the need of change of structure of distance education

course, whereas 10.4% and 10.8% of the distance learners of DDE, Jammu and

CDE, Kashmir University respectively did not express the need of change of

structure of distance education course.

157

0 0

87.6%

12.4%

91.6%

8.4%

0.0%

20.0%40.0%

60.0%80.0%

100.0%

Yes No

Indif

fere

nt

Per

cen

tag

e

Jammu

Kashmir



Statement No. 2 of table 4.2.14 (2) reveals that 87.6% distance learners of


expressed the need of extra course in the Distance Education Programme,

whereas 12.4% and 8.4% of the distance learners of DDE, Jammu University

and CDE, Kashmir University did not express the need of extra course in the

distance education programme.



87.6%

2% 010.4%

89.2%

10.8%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Yes No Indifferent

Per

cent

age

Jammu

Kashmir



158



were found to know the type of course the distance education institution should

run, where as 15.6% a 17.20% of the distance learners from both the universities

were found to be unaware of the type of course that distance education should

run.



Statement No. 4 of table 4.2.14 (4) depicts that 98.2% distance learners of


expressed that new technologies needs to be adopted, whereas 1.6% of the

distance teachers from Jammu University expressed that new technologies may

be adopted.



84.4%

0 015.6%

82.8%

17.2%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Yes No Indifferent

Perc

enta

ge

Jammu

Kashmir

98.2%

012%

01.6%

88%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

Yes No Indifferent

Perc

enta

ge

Jammu

Kashmir



159


University of Kashmir and DDE, Jammu University needs change in the structure

of distance education programmes mostly in respect of support services and

need of extra courses in distance education programmes. The distance learners

from both the universities feel satisfied with the courses run by distance

education institutions.

Results are in respect of the study by Potter (1998) who reported that if

DE institutions are concerned about student success and making education more

accessible, attention must be paid to support services that help reduce

situational, institutional and dispositional barriers.

160

FLEXIBILITY

The responses of the Distance Learners with respect to flexibility of the

programmes are given below:

Table: 4.2.15 Flexibility responses of Distance learners of University of Jammu and Kashmir University.


S. No

Flexibility Yes No Ind Yes No Ind Yes No Ind Yes No Ind

1 Do you feel that the

course you are

attending is flexible?

467 33 - 93.4 6.6 - 460 35 5 92 7 1

2 Are you satisfied

with the existing

style of teaching/

learning?

413 87 - 82.6 17.4 - 367 118 15 73.4 23.6 3

3 Do you feel that

there is a need to

curtail PCP/

Counseling / Exams

as per the need of

learner?

446 52 - 89.2 10.4 - 488 10 2 97.6 2 0.4

Ind* (indifferent)


Statement No. 1 of table 4.2.15 (1) shows that 93.4% distance learners of DDE,

Jammu University and 92% distance learners of CDE, Kashmir University were

found to know that the course the students are attending is flexible, whereas

6.6% and 7% of the distance learners of DDE, Jammu and CDE, Kashmir

University respectively were not found to know that course the students are

attending is flexible. On the other hand, 1% distance learners of CDE, Kashmir


161

82.6%

0 3%17.4%

73.4%

23.6%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Yes No Indifferent

Perc

en

tag

e

Jammu

Kashmir



Statement No. 2 of table 4.2.15 (2) shows that 82.6% and 73.4% distance

learners of DDE, Jammu and CDE, Kashmir University respectively were found

to be satisfied with existing style of learning and teaching, whereas 17.4% of the

distance learners of DDE, Jammu University and 23.6% of the distance learners

of CDE, Kashmir University were not found to be satisfied with existing style of

learning and teaching.



93.4%

6.6%0 1%

92%

7%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Yes No Indifferent

Per

cen

tag

e

Jammu

Kashmir



162

Statement No. 3 of table 4.2.15 (3) reveals that 89.2% distance learners of

DDE, Jammu University and 97.6 distance learners of CDE, Kashmir University

felt the need to curtail PCP examinations as per the need of learners, whereas

10.4% and 2% of the distance learners of Jammu and Kashmir University

respectively respectfully did not express the need of curtail PCP examination as

per the need of learners.




University of Kashmir and DDE, Jammu University feel satisfied with the existing

style of teaching/learning but need to curtail or want flexibility in PCP/counseling,

exams as per the need of the learner.

The results fall in line with the previous study by Keegan (1990)

who stated that sharp cut off dates for tutor marked assignments, rigidity of

learning content and materials and inflexibility learning structures are all common

in distance education systems and these are factors which clearly will not meet

the need of all learners.

Further, Verma. R (1994) reported that, the system lacks flexibility and is

dominated by rigidities as in case of the formal system, poor lab and library

facilities are provided to promote distance learning.

Whereas, Powar (2002) indicated that the keywords in higher education

today are; autonomy, flexibility, innovation, quality and partnership which are

lacking in distance education.

10.4%00.40%

89.2% 97.6%

2%0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

Yes No Indifferent

Perc

enta

ge

Jammu

Kashmir


163

SOCIAL AND ECONOMIC NEEDS

The responses of the Distance Learners with respect to social and economic

needs are given below:

Table: 4.2.16 Social and Economic needs of Distance learners of University of Jammu and Kashmir University.


S. No S&E Needs Yes No Ind Yes No Ind Yes No Ind Yes No Ind1 Do you feel need of

gaining qualification through distance mod for enhancing your status on the society?

482 18 - 96.4 3.6 - 451 49 - 90.2 9.8 -

2 Do you feel that qualification acquired through distance educationcourses can help you to earn livelihood?

462 38 - 92.4 7.6 - 485 15 - 97 3 -

3 Do you feel that distance education courses enable you to gain qualification while managing time?

478 22 - 95.6 4.4 - 484 16 - 96.8 3.2 -

4 Do you feel need of distance education courses for the learner’s living in the rural and urban areas?

492 8 - 98.4 1.6 - 495 5 - 99 1 -

5 Do you feel need of distance education courses suits to the learner facing transport problems?

361 139 - 72.2 27.8 - 358 141 1 71.6 28.2 0.2

6 Do you feel need of distance education courses for the married women who cant attend regular institutions for further education?

473 27 - 94.6 5.4 - 488 11 1 97.6 2.2 0.2

7 Do you feel need to distance education courses for the different age working people?

492 8 - 98.4 1.6 - 452 49 4 90.4 8.8 0.8

8 Do you feel need to distance education courses may suits to the people with lack of resources?

485 15 - 97 3 - 492 4 4 98.4 0.8 0.8

164

9 Do you feel need of distance education courses for the healthy growth and development of the society?

468 32 - 93.6 6.4 - 469 17 4 93.8 5.4 0.8

10 Do you feel need of distance education courses for under employment Learners?

479 21 - 95.8 4.2 - 390 106 4 78 21.2 0.8

11 Do you feel need of distance education courses to increase the income status of the distant learners?

487 13 - 97.4 2.6 - 471 69 1 94.2 13.8 0.2

12 Do you feel need of distance education courses for reaching the mass?

489 1 - 97.8 2.2 - 389 105 - 77.8 21 -

13 Do you feel need of distance education courses for increasing the Income status of the poor learners?

431 54 - 86.2 10.8 3 410 100 - 82 20 -

14 Do you feel need of distance education courses suits to the seasonally employed persons?

455 45 - 91 9 - 375 117 - 75 23.4 -

15 Do you feel the need of education through distance education courses can Prove boon for socially backward class?

426 74 - 85.2 14.8 - 388 76 - 77.6 15.2 -

16 Do you feel the need of education through distance education courses for the learners having communication accessibility?

496 4 - 99.2 0.8 - 470 14 - 94 2.8 -

17 Do you feel the need of education through distance education courses can prove useful for the learners having lack of opportunities?

479 21 - 95.8 4.2 - 500 - - 100 - -

Ind* (indifferent)


First statement of table 4.2.16 (1) depicts that 96.4% distance learners of DDE,

Jammu University and 90.2% distance learners of CDE, Kashmir University have

165

been found to be interested in gaining qualification through distance modes for

enhancing status in the society. Whereas, 3.6% distance learners from DDE,

Jammu University and 9.8% distance learners from CDE, Kashmir University

were not in favour of learning through distance mode.

The results illustrated vide bar graph 4.2. 16 (1)


Statement No. 2 of table 4.2.16 (2) reports that 92.4% distance learners of

DDE, Jammu University and 97% distance learners from CDE, Kashmir

University expressed that qualification acquired through distance education

course can help to earn livelihood. On the other hand, 3% distance learners from

CDE, Kashmir University and 7.6% distance learners from DDE, Jammu

University were reported to be indifferent.



Statement No. 3 of the table 4.2.16 (3) shows that 95.6% distance


92.4%

7.6%0 03%

97.0%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

Yes No Indifferent

Perc

entag

e

Jammu

Kashmir

92.4%

7.6%0 03%

97.0%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

Yes No Indifferent

Perc

entag

e

Jammu

Kashmir



166

Kashmir University felt that distance education courses enable them to gain

qualification while managing time.



Statement No. 4 of table 4.2.16 (4) depicts that there is a need of distance

education courses for the learners living in the rural and urban areas. In this

regard 98.4% distance learners from DDE, Jammu University and 99% distance

learners from CDE, Kashmir University were reported to be in favour of this

statement whereas, 1.6% from DDE, Jammu University and 1% distance

learners from CDE, Kashmir University were found not to be in favour of this

statement.



Statement No. 5 of the table 4.2.16 (5) shows that 72.2% distance

learners from DDE, Jammu University and 71.6% of CDE, Kashmir University felt

95.6

4.40

96.8

3.20

0

20

40

60

80

100

120

Yes No Indifferent

Jammu

Kashmir

98.4%

1.6% 0 01%

99%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

Yes No Indifferent

Perc

enta

ge

Jammu

Kashmir



167

need of distance education courses suits to learners facing transport problems.

Whereas, 27.8% distance learners from DDE, Jammu University and 28.2%

distance learners from CDE, Kashmir University were found not in this favour.

On the other hand, 0.2% from Kashmir University was reported to be of different

opinions.



6th Statement of the table 4.2.16 (6) indicates that as per survey

conducted of the married women distance learners, 94.6% respondents of DDE,

Jammu University were found to be in favor of distance education course as they

cannot attend formal institutions for further education. Whereas, in case of CDE,

Kashmir University, 97.6% married women favored distance education

programme. About 5.4% distance learners from DDE, Jammu University and

2.2% distance learners from CDE, Kashmir University were found not to be in

favour of this statement. On the other hand, 0.2% distance learners from CDE,

Kashmir University were reported to be of indifferent views.

72.2%

00.20%

27.8%

71.6%

28.2%

0.0%10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%

Yes No Indifferent

Per

cent

age

Jammu

Kashmir


168



As per 7th Statement of the table 4.2.16 (7) reports that 98.4%

respondents of DDE, Jammu University and 90.4% respondents from CDE,

Kashmir University shows need of distance education course for different age

working people, while 1.6% respondents of DDE, Jammu University and 8.8%

respondents from CDE, Kashmir University were found to be not in favour of

above statement. On the other hand, 0.80% distance learners from Kashmir

University gave different views.



94.6%

00.20%5.4% 2.2%

97.6%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

Yes No Indifferent

Per

cen

tag

e

Jammu

Kashmir

98.4%

1.6% 00.80%

90.4%

8.80%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

Yes No Indifferent

Per

cen

tag

e

Jammu

Kashmir



169

9th Statement of table 4.2.16 (9) reports that 93.8% distance learners from

CDE, Kashmir University and 93.6% distance learners from DDE, Jammu

University were found in the need of distance education courses for the healthy

growth and development of the society, whereas 5.4% respondents from

Kashmir University and 6.4% respondents from DDE, Jammu University were

found not in favour of this statement. On the other hand, 0.8% respondents from

CDE, Kashmir University were found to of indifferent view point.



10th Statement of table, 4.2.16 (10), reveals that 95.8% distance learners

of DDE, Jammu University and 78% distance learners of CDE, Kashmir

University reported to feel the need of distance education courses for under

employment learners, whereas 4.2% respondents from DDE, Jammu University

4.2% respondents from CDE, Kashmir University were reported to be not in

favour of the statement. On the other hand, 0.8% respondents shows to be

having indifferent views.

93.6%

00.80%6.4%

93.8%

5.4%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Yes No Indifferent

Per

cen

tag

e

Jammu

Kashmir


170



11th Statement of table 4.2.16 (11) shows that 97.4% distance learners

from CDE, Kashmir University and 94.2% distance learners from DDE, Kashmir

University reported to express the need of distance education courses to

increase the income status of the distance learners. Whereas, 13.8%

respondents from CDE, Kashmir University and 2.6% distance learners from

DDE, Jammu University were of different opinions. On the other hand, 0.2%

distance learners from CDE, Kashmir University were reported to be having




95.8%

0

21.2%

0.80%4.2%

78%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

Yes No Indifferent

Per

cent

age

Jammu

Kashmir

97.4%

013.8%

0.20%2.6%

94.2%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

Yes No Indifferent

Per

cent

age

Jammu

Kashmir



171

97.8%

0

21.0%

02.2%

77.8%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

Yes No Indifferent

Perc

en

tag

e

Jammu

Kashmir

12th Statement of the table 4.2.16 (12) reveals that 97.8% distance

learners of DDE, Jammu University and 77.8% distance learners CDE, Kashmir

University reported to express the need of distance education courses for

reaching the unreached people. Whereas, 2.2% distance learners from DDE,

Jammu University and 21% distance learners from CDE, Kashmir University

were reported to be not in favour of this statement.



13th Statement of table 4.2.16 (13) shows that 86.2% distance learners of


reported to felt the need of distance education courses for increasing income

status of the poor learners. Whereas, 10.8% respondents from DDE, Jammu

University and 20% respondents from CDE, Kashmir University were of different

view.


172



14th Statement of table 4.2.16 (14) reveals that 91% distance learners of


were found to express that the distance education courses suits to the seasonal

employed persons. Whereas, 9% from Jammu University and 23.4% distance

learners form DDE, Jammu University and 23.4% distance learners from CDE,

Kashmir University were of different opinions.



86.2%

3% 010.8%

82%

20%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Yes No Indifferent

Per

cen

tag

e

Jammu

Kashmir

91%

0

23.4%

09%

75%

0%

20%

40%

60%

80%

100%

Yes No Indifferent

Per

cen

tag

e

Jammu

Kashmir



173

85.2%

14.8%

0 0

15.2%

77.6%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Yes No Indifferent

Perc

enta

ge

Jammu

Kashmir

15th Statement of table 4.2.16 (15) shows that 85.2% distance learners of


reported to express that the distance education courses can prove boon for

socially backward class. Whereas, 14.8% distance learner from DDE, Jammu

University and 15.2% distance learners from CDE, Kashmir University expressed

different views.



16th Statement of table 4.2.16 (16) reports that 99.2% distance learners of


reported to express the need of education through distance courses for the

learners having communication accessibility. Whereas, 0.8% distance learners

form DDE, Jammu University and 2.8% distance learners from CDE, Kashmir

University were found to be of different views.



99.2%

0.8% 0 02.8%

94%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

Yes No Indifferent

Perc

enta

ge

Jammu

Kashmir



174

17th Statement of table 4.2.16 (17) also reveals that 95.8% distance

learners of DDE, Jammu University and 100% distance learners from CDE,

Kashmir University expressed that education through distance education courses

can prove useful for the learners having lack of opportunities. Whereas, 4.2%

distance learners from DDE, Jammu University expressed other views.



The findings of the study reveals that the distance learners from DDE,

Jammu University CDE, University of Kashmir feel that there is a need of courses

in distance education which can help in earning livelihood, enhance their status

in the society, enable the distance learners to gain qualification while managing

time, facilitate the learners to learn avoiding transport difficulty, boon for people

living in rural areas, reaching the unreached people, increase the income status,

suits to married women are in lying in previous study by Holemberg (1989), who

reported that distance learning like any kind of learning, can serve different ends,

but distance learning appears mainly to serve those who cannot / don’t want to

make use of classroom teaching. Demanding professional commitments and

family responsibilities of many adults often make attending a conventional, full-

time, face-to-face course with fixed time tables a rather unrealistic, proposition

and the reasons why adult choose distance education are primarily “the

convenience, flexibility and adaptability of his mode of education to suit individual

student’s needs.

95.8%

4.2% 0 00%

100%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

Yes No Indifferent

Per

cent

age

Jammu

Kashmir


175

However, Reddy.V. and Manjulika, S. (1996) in a study stated that

Distance education is an important instrument of social and economic change

and is an investment for better future. Distance education is an innovative flexible

system of imparting education to varied target groups at different stages. The

students of distant mode face many problems namely; unattractive curriculum,

frequent changes in the syllabus, lack of hostel facilities, lack of encouragement

for women student, poor quality of study material, lack of material, lack of trained

personnel in distance education administrative sector, lack of establishment of

guidance cell in the distance education institution and poor academic

environment of study centers.

176

FEE STRUCTURE AND METHOD OF INSTRUCTION

Table 4.2.17: Details of Programmes Running at DDE, University of Jammu & CDE of Kashmir University.

S. No.

Name of Programme

Jammu University Kashmir UniversityDuration(in Year)

Fees (Rs.)

Medium of

Instruct-ion

Self Developed

or Self Instruct-

ional Mode (SIM)

Duration(in

Year)

Fees (Rs.)

Medium of

Instruct-ion

Self Developed

or Self Instruct-

ional Mode (SIM)

1. B.A (Arts)

3 9300/-

English Self Developed

3 3000/- English Not Running

2. B.Com 3 9300/-


3 3000/- English Not Running

3. B.Ed. 2 8500/-


14 Months

12225/- English SIM Mode

4. L.L.B (Academic)

2 5900/-


2 6225/- English SIM Mode

5. M.Ed. 1 8500/-


14 Months

12225/- English SIM Mode

6. M.A (Urdu)

2 6540/-

Urdu Self Developed

2 6225/- Urdu SIM Mode

7. M.Com 2 5780/-



8. M.A (Hindi)

2 6540/-

Hindi Self Developed

N.A N.A N.A N.A

9. M.A (Sociology)

2 8940/-


N.A N.A N.A N.A

10. M.A (Fisheries)

3 90000/-


N.A N.A N.A N.A

11. M.A (Economics)

N.A N.A N.A N.A 2 6225/- English Self Developed

12. M.Sc. (Math)

N.A N.A N.A N.A 2 10225/- English SIM Mode

13. M.A (English)

2 6540/-



Table 4.2.17: Shows the details of the various programmes running at University of Jammu and University of Kashmir.

1. S.No.1 of Table 4.2.1 7 shows that the fee structure for B.A (Arts) for

DDE, Jammu University is 9300/- for 3 years and medium of Instruction is

English. The self developed material is posted to the learners by post or

given by hand. Whereas, B.A (Arts) Courses are not running at CDE,

Kashmir University.

2. S.No.2 of Table 4.2 17 expresses that the fee structure for B.Com Course

for DDE, Jammu University is 9300/- for 3 years i.e. (3100/- per year) and

method of Instruction is English, whereas these courses are not running at

177

CDE, Kashmir University. The self developed material is posted to the

learners by post or given by hand, whereas B.Com Course is not present

at CDE, Kashmir University.

3. S.No.3 of Table 4.2 17 reveals that 2 year B.Ed. Course is run by both the

Universities and medium of instruction is English but the fee structure for

B.Ed. Course is 8500/- for DDE, Jammu University, whereas fee structure

for CDE, Kashmir University is 12,225/-. The self developed study

material is sent to due by post. Students whereas the self instructional

mode is present at CDE, Kashmir University.

4. S.No.4 of Table 4.2.17 shows that L.L.B (Academic) 2 year course run by

DDE, Jammu University has fee structure 5900/- and medium of

instruction is English, whereas L.L.B (Academic 2 year course run by

CDE, Kashmir University has fee structure 6,225/- and medium of

instruction is also English. Self developed study material is sent to the

students by DDE, Jammu University whereas self instructional mode is

working at CDE, Kashmir University.

5. M.Ed. Course run by DDE, Jammu University has fee structure 8500/-

and duration is 1 year but M.Ed. Course run by CDE, Kashmir University

has fee structure 12,225/- and duration is 14 months. The medium of

instruction is English at both the Universities.

6. Table 4.2.17 shows the fee structure for M.A (Urdu) for DDE, Jammu

University is 6540/- and medium of instruction is Urdu, whereas fee

structure for CDE, Kashmir University is 6,225/- and also medium of

instruction is Urdu. The self developed study material is sent to the

students by Jammu University on the other hand SIM is present at CDE,

Kashmir University.

7. M.Com 2 years Course has fees structure for DDE, Jammu University is

5780/- and Medium of Instruction is English, whereas fee structure for

CDE, Kashmir University is 6,225/-. Here also self developed study

material is sent to students by DDE, Jammu University whereas SIM is

present at CDE, Kashmir University.

178

8. M.A (Hindi) 2 years course run by DDE, Jammu University has fee

structure 6540/- and Medium of Instruction is Hindi. Here also self

developed study material is sent by the University whereas M.A (Hindi)

Course is absent at CDE, Kashmir University.

9. M.A (Sociology) course is only present at DDE, Jammu University with fee

structure 8940/- and Medium of Instruction is English, whereas CDE,

Kashmir University do not run this course by distance mode. The self

developed study material is sent to the students by DDE, Jammu

University.

10. S.No.10 of Table 4.2.17 shows that the 3 years M.A (Fisheries) course run

by DDE, Jammu University has fee structure 90,000/- and Medium of

Instruction is English here also self developed study material is sent to the

students via post whereas this course is absent at CDE, Kashmir

University.

11. M.A (Economic) course is running at CDE, Kashmir University with fee

structure 6,225/- and medium of Instruction is English. Self developed

material is sent by CDE, Kashmir University to the students whereas this

course is absent at DDE, Jammu University.

12. S.No.12 of Table 4.2.17 reveals that M.Sc. (Math) 2 years course present

at DDE, Kashmir University has fee structure 10,225/- and medium of

Instruction is English. Self Instructional mode is present as method of

instruction, whereas this course is absent at DDE, Jammu University.

13. M.A (English) 2 years course run by Jammu & Kashmir University has fee

structure 6540/- and 10,225/- and has medium of instruction is English

respectively. The self developed study material is sent to the students by

DDE, Jammu University whereas SIM is present at CDE, Kashmir

University.

The findings of the study with respect to fee structure are that like the fees

structure for the courses like B.A (Arts) and B.Com are three years at DDE,

Jammu University is Rs.3100/- per years. These courses are not run by CDE,

Kashmir University due to some unavoidable reasons. The fees structure for

179

B.Ed. and M.Ed. courses is Rs.8500/each for full course and Rs12, 225/each for

course for DDE, Jammu University and CDE, Kashmir University. The fee

structure for M.A (Urdu) is Rs.540/- at Jammu University and Rs.6225/- at

Kashmir University. L.L.B. (Academics) has fee structure Rs.5900/- at DDE,

Jammu University whereas, at CDE, Kashmir University it is Rs.6225/-.

180

PASS PERCENTAGE

Table 4.2.18: Examination Result for (2006-2007) years of Jammu & Kashmir Universities.

S. No.

Name of Programme

Jammu University Kashmir UniversityMen Women Total

Appd.Pass Pass

%ageMen Women Total

Appd.Pass Pass

%age1. B.A (Arts) 516 635 1151 270 23.45 - - - - -

44.83% 55.16% - - - - -2. B.Com 34 47 81 18 22.22 - - - - -

41.97% 58.02% - - - - -3. B.Ed. 298 362 660 303 45.90 1687 1333 3020 2140 70.86

45.15% 54.84% 55.86% 44.13%4. L.L.B 32 21 53 15 28.30 70 22 92 70 76.08

(Academic) 60.37% 39.62% 76.08% 23.91%5. M.Ed. 208 696 894 275 30.76 315 196 511 320 58.70

23.26% 77.85% 61.64% 38.35%6. M.A (Urdu) 122 55 177 81 45.76 273 100 373 360 96

68.92% 31.07% 73.19% 26.80%7. M.Com 50 120 170 23 13.52 76 30 106 50 47

29.41% 70.58% 71.69% 28.30%8. M.A (English) 130

49.05%135

50.94%265 57 21.50 N.A. N.A. 1st Batch started from

(2006-07)9. M.A (Hindi) 0 315 315 83 26.34 N.A. N.A. N.A. N.A. N.A.

100%

10. M.A 119 208 407 244 59.95 N.A. N.A. N.A. N.A. N.A.(Sociology) 48.89% 54.10%

11. M.A (Fisheries) 50 50 8 5 62.5 N.A. N.A. N.A. N.A. N.A.80.43% 19.56%

12. M.A N.A. N.A. N.A. N.A. N.A. 49 47 96 46 48(Economics) 51.04% 48.95%

13 M.Sc. (Math) N.A. N.A. N.A. N.A. N.A. 52 40 92 46 5056.52% 43.47%

181

PASS PERCENTAGE (2006 – 07)

For calculating the pass percentages for both the universities, the result of

each course run by DDE, Jammu University and CDE, Kashmir University

was taken into account.

1. From Table 4.2.18, it is clear that the pass percentage of B.A. (Arts) of

DDE, Jammu University is 23.45%, whereas this programme is not

running at CDE, Kashmir University from last five years.

2. Table 4 .2.18 shows that the pass percentage of B.Com. Course of

DDE, Jammu University is 22.22%, whereas B.Com is not running at

CDE, Kashmir University from last five years.

3. From Table 4.2.18, it is clear that the pass percentage of B.Ed. Course

run by DDE, Jammu University is 45.90%, whereas of CDE, Kashmir

University is 70.86%. Thus, there is large difference in the pass

percentage of distance learners enrolled with DDE, Jammu University

and CDE, Kashmir University. To see the significance of difference in

the pass percentages of both universities, C R test has been

employed. The result has been presented in table 4.2.18(1).

Table 4.2.18 (1): Comparison of Pass Percentage of Distance Learners of DDE, Jammu University and CDE, Kashmir University.

University Mean Difference

S.ED OR σD %

C R - Value

DDE, Jammu UniversityN = 660 24.96 2.02 12.35**

CDE, Kashmir UniversityN = 3020

**Significant at .01 level (2.58)

It is also obvious from the values in Table 4.2.18(1) that the calculated

value of C R (12.35) is greater than the value significant at .01 level of

significance (i.e. 2.58). Thus it entails that the pass percentage of distance

learners enrolled with the B.Ed. course run at DDE, Jammu University and

CDE, Kashmir University differs significantly.

4. From Table 4.2.18(2), it is clear that the pass percentage of LL.B.

(Academic) course of DDE, Jammu University is 28.3%, whereas of

182

CDE, Kashmir University is 76.08%. Thus, there is large difference in

the pass percentage of distance learners enrolled with DDE, Jammu

University and CDE, Kashmir University. To see the significance of

difference in the pass percentages of both Universities, C R test has

been employed. The result has been presented in table 4.2.18(2).



S.ED OR σD %

C R - Value





value of C R (5.62) is greater than the value significant at 0.01 level of

significance. (i.e. 2.58). Thus it entails that the pass percentage of distance

learners enrolled with the L.L.B. (Academic) course run at DDE, Jammu

University and CDE, Kashmir University differs significantly.

5. From Table 4.2.18(3), it is clear that the pass percentage of M.Ed. course

of CDE, Kashmir University is 58.70%, whereas for DDE, Jammu

University is 30.76%. Thus, there is large difference in the pass

percentage of distance learners enrolled with DDE, Jammu University and

CDE, Kashmir University. To see the significance of difference in the pass

percentages of both Universities, C R test has been employed. The result

has been presented in table 4.2.18(3).



S.ED OR σD %

C R - Value




183

It is also obvious from the values in Table 4.2.18(3) that the calculated value

of C R (10.27) is greater than the value significant at .01 level of significance.

(i.e.2.58). Thus it entails that the pass percentage of distance learners

enrolled with the M.Ed. course run at DDE, Jammu University and CDE,

Kashmir University differs significantly.

6. From Table 4.2.18(4), it is clear that The pass percentage of M.A. (Urdu)

for DDE, Jammu University is 45.76%, whereas of CDE, Kashmir is 96%..

Thus, there is large difference in the pass percentage of distance learners

enrolled with DDE, Jammu University and CDE, Kashmir University. To

see the significance of difference in the pass percentages of both

Universities, C R test has been employed. The result has been presented

in table 4.2.18(4).



S.ED OR σD %

C R - Value






significance. (i.e.2.58). Thus it entails that the pass percentage of distance

learners enrolled with the M.A (Urdu) course run at DDE, Jammu University

and CDE, Kashmir University differs significantly.

7. From Table 4.2.18(5), it is clear that the pass percentage of M.Com. For

DDE, Jammu University is 13.52%, whereas for CDE, Kashmir University

is 47%. Thus, there is large difference in the pass percentage of distance

learners enrolled with DDE, Jammu University and CDE, Kashmir

University. To see the significance of difference in the pass percentages of

184

both Universities, C R test has been employed. The result has been

presented in table 4.2.18(5).



S.ED OR σD %

C.R - Value







learners enrolled with the M.Com course run at DDE, Jammu University and


8. Table 4.2.18 shows the pass percentage of M.A. (English) for DDE,

Jammu University is 21.50%, whereas in CDE, Kashmir University, the

first batch started from 2006.

9. From 4.2.18 it is clear that the pass percentage of M.A. (Hindi) for

DDE, Jammu University is26.34%, whereas M.A. (Hindi) course is not


10. Table 4.2.18 depicts that the pass percentage of M.A. (Sociology) is

59.95% for DDE, Jammu University, whereas M.A. (Sociology) is not


11. It is clear from the table 4.2.18 that the pass percentage of M.A.

(Fisheries) is 62.50% for DDE, Jammu University, but M.A. (Fisheries)

course is not present at CDE, Kashmir University.

12. From table 4.2.18, it is concluded that the M.A. (Economics) course is

not present at DDE, Jammu University whereas pass percentage for

M.A. (Economics) is 48.00% at CDE, Kashmir University.

185

13. The table 4.2.18 shows the pass percentage of M.Sc. (Math) is 50.00%

for CDE, Kashmir University, whereas M.A. (Math) is not present at

DDE, Jammu University.

To wrap up the results with regard to the pass percentage during the year

2006 – 07 for various courses run at DDE, Jammu University and CDE,

Kashmir University, it may be inferred that:

The pass percentage of B.A (Arts) course of DDE, Jammu University is

reported to be 23.45% and that of B.Com is 22.22%, whereas also due to

some circumstances these courses are not run by CDE, Kashmir University

for the last 5 years. The pass percentage for B.Ed. Course for DDE, Jammu

University was 45.90% and that of CDE, Kashmir University is 70.86%.

Hence, Hypotheses III shows that there is no significant differences exist in

pass percentage of distance learners enrolled with B.Ed. course of DDE,

Jammu University and CDE, Kashmir University” stands rejected.

LLB Academic Course has pass percentage 28.3% for DDE, Jammu

University, whereas 76.08% is for CDE, Kashmir University. Therefore,

Hypotheses IV “A significant difference does not exist between the pass

percentage of the distance learners enrolled with L.L.B. (Academic) course of


M.Ed. Course run by DDE, Jammu University has pass percentage

30.76% and CDE, Kashmir University has 58.70%. So, Hypotheses V “No

significant differences exist in pass percentage of M.Ed. course of DDE,


The pass percentage for M.A (Urdu) course is reported to be 45.76%

for DDE, Jammu University and 96% for CDE, Kashmir University. On the

basis of conclusion drawn, Hypotheses VI ” There exist no significant

differences in pass percentage of distance learners enrolled with M.A (Urdu)

course of DDE, Jammu University and CDE, Kashmir University” stands

rejected.

M.Com Course has pass percentage for (2006-2007) is 13.52% for

DDE, Jammu University and 47% for CDE, Kashmir University. On the basis

of afore mentioned results, Hypotheses VII “A significant difference do not

186

exist in the pass percentage of distance learners enrolled with M.Com course

of DDE, Jammu University and CDE, Kashmir University” stands rejected.

M.A (English) has pass percentage 21.50% for DDE, Jammu University

whereas the 1st Batch of this course in CDE, Kashmir University was started

from (2006-2007). M.A (Hindi), M.A (Sociology), M.A (Fisheries) Courses are

found to be running only at DDE, Jammu University with pass percentage

26.34%, 59.95% and 48% and these course are absent at CDE, Kashmir

University, whereas M.A (Economics) and M.Sc. (Math) Courses are present

only at CDE, Kashmir University with pass percentages 48% and 50%

respectively and these courses are not running at DDE, Jammu University.

187

Table 4.2.19: Examination Result for (2007-2008) years of Jammu & Kashmir Universities.

S. No.

Name of Programme


Men Women Total Appd.

Pass Pass %age


Pass Pass %age

1. B.A (Arts) 505 693 1198 323 26.96 - - - - -42.15% 57.84% - - - - -

2. B.Com 29 37 66 14 21.21 - - - - -43.93% 56.06% - - - - -

3. B.Ed. 160 300 460 119 25.86 1575 1356 2931 2672 91.134.78% 65.2% 53.73% 46.26%

4. L.L.B (Academic) 56 17 73 15 20.54 52 40 92 72 78.2676.71% 23.28% 56.25% 43.47%

5. M.Ed. Result awaited 268 200 468 303 64.757.26% 42.73%

6. M.A (Urdu) 72 91 163 53 32.51 304 162 466 296 63.544.17% 55.82% 65.23% 34.76%

7. M.Com 30 175 205 28 13.65 97 4 101 40 39.614.63% 85.36% 96.03% 3.96%

8. M.A (English) 136 200 336 40 11.9 76 27 103 40 38.840.47% 59.52% 73.78% 28.21%

9. M.A (Hindi) 58 339 397 70 17.63 N.A. N.A. N.A. N.A. N.A.85.39% 14.60%

10. M.A (Sociology) 634 634 190 29.96 N.A. N.A. N.A. N.A. N.A.100%

11. M.A (Fisheries) 63 350 6 3 50 N.A. N.A. N.A. N.A. N.A.64.65% 35.34%

12. M.A (Economics) N.A. N.A. N.A. N.A. N.A. 56 60 116 50 43.10%48.27% 51.72%

13 M.Sc. (Math) N.A. N.A. N.A. N.A. N.A. 57 37 94 54 57.4%60.6% 39.36%

188


For calculating the pas percentages for both the Universities, the result of



1. From Table 4.2.19 it is cleared that the pass percentage of B.A. (Arts) of

DDE, Jammu University is 26.96%, whereas this program is not running

at CDE, Kashmir University.

2. Table 4.2.19 shows that the pass percentage of B.Com. Course of DDE,

Jammu University is 21.21%, whereas this programme is not running at


3. From Table 4.2.19(1), it is clear that the pass percentage of B.Ed.

Course runs by DDE, Jammu University is 25.86%, whereas of CDE,

Kashmir University is 91.1%. Thus, there is large difference in the pass



the pass percentages of both Universities, C R test has been




S.ED OR σD %

C.R – Value









4. From Table 4.2.19(2), it is clear that the pass percentage of LL.B.


CDE, Kashmir University is 78.26%. Thus, there is large difference in the

pass percentage of distance learners enrolled with DDE, Jammu

189


difference in the pass percentages of both Universities, C R test has been




S.ED OR σD %

C.R – Value









5. Table 4.2.19 depicts that the pass percentage of M.Ed. course of CDE,

Kashmir University is 64.7%, whereas of result for M.Ed. course for DDE,

Jammu University (Pass percentage) is still awaited.

6. From Table 4.2.19(3), it is clear that the pass percentage of M.A. (Urdu)

for DDE, Jammu University is 32.51%, whereas of CDE, Kashmir is

63.5%.Thus, there is large difference in the pass percentage of distance







S.ED OR σD %

C.R – Value




190






7. From Table 4.2.19(4), it is clear that the pass percentage of M.Com. for

DDE, Jammu University is13.65%, whereas for CDE, Kashmir University is

39.6%. Thus, there is large difference in the pass percentage of distance







S.ED OR σD %

C.R – Value









8. From Table 4.2.19(5), it is clear that the pass percentage of M.A. (English)

for Jammu University is 11.9%, whereas for the Kashmir University is

38.8%. Thus, there is large difference in the pass percentage of distance



191





S.ED OR σD %

C.R – Value







learners enrolled with the M.A. (English) course run at DDE, Jammu


9. As per Table 4.2.19, it is concluded that the pass percentage of M.A.

(Hindi) is 17.63%, whereas M.A. (Hindi) course is not present at

Kashmir University.

10. Table 4.2.19 shows that the pass percentage of M.A. (Sociology) is

29.96% for DDE, Jammu University, whereas M.A. (Sociology) is not


11. It is clear from Table 4.2.19 that the pass percentage of M.A. (Fisheries)

is 50% for DDE, Jammu University but M.A. (Fisheries) course is not


12. Table 4.2.19 depicts that the M.A. (Economics) course is not present at

DDE, Jammu University, whereas pass percentage for M.A.

(Economics) is 43.10% at CDE, Kashmir University.

13. From Table 4.2.19, it is clear that the pass percentage of M.Sc. (Math)

is 57.4% for CDE, Kashmir University, whereas M.A. (Math) is not

present at DDE, Jammu University.

192

To conclude the results with regard to the pass percentage during the year

2007 – 08 for various courses run at DDE, Jammu University and CDE,

Kashmir University, it can be said that:




from 5 years facts. The pass percentage for B.Ed. Course for DDE, Jammu

University is reported to be 25.86% and that of CDE, Kashmir University is

91.1%. Hence, Hypotheses III “There is no significant differences exist in

pass percentage of distance learners enrolled with B.Ed. course of DDE,



University, whereas 78.26% is for CDE, Kashmir University. Therefore,

Hypotheses IV “A significant difference do not exist between the pass



M.Ed. Course run by CDE, Kashmir University has pass percentage

64.7% and for DDE, Jammu University result is awaited.

The pass percentage for M.A (Urdu) course is reported to be 32.51% for

DDE, Jammu University and 63.5% for CDE, Kashmir University. On the basis

of conclusion drawn, Hypotheses VI "There exist no significant differences in

pass percentage of distance learners enrolled with M.A (Urdu) course of DDE,


M.Com Course has pass percentage for is 13.65% for DDE, Jammu

University and 39.6% for CDE, Kashmir University. In the light of above stated

results, Hypotheses VII “A significant difference do not exist in the pass

percentage of distance learners enrolled with M.Com course of DDE, Jammu

University and CDE, Kashmir University” stands rejected.

M.A (English) has pass percentage 11.9% for DDE, Jammu University,

whereas the pass percentage in M.A (English) at CDE, Kashmir University is

38.8%. On the basis of the afore mentioned results, Hypothesis VIII "There is

no significant difference in pass percentage of distance learners enrolled with

M.A (English) Course of DDE, Jammu University and CDE, Kashmir

University" stands rejected.

193

M.A (Hindi), M.A (Sociology), M.A (Fisheries) Courses are found to be

running only at DDE, Jammu University with pass percentage 17.63%,

29.96% and 50% and these course are absent at CDE, Kashmir University,

whereas M.A (Economics) and M.Sc. (Math) Courses are present only at

CDE, Kashmir University with pass percentages 43.1% and 57.4%

respectively and these courses are not running at DDE, Jammu University.

194

Table 4.2.20: Examination Result for (2008-2009) years of Jammu & Kashmir University.

S. No.

Name of Programme



Pass Pass %age


Pass Pass %age

1. B.A (Arts) 561 696 1257 414 32.93 - - - - -44.63% 55.36% - - - - -

2. B.Com 46 30 76 28 36.84 - - - - -60.52% 39.47% - - - - -

3. B.Ed. 378 100 478 176 36.82 1595 1266 2861 2293 8179.07% 21.73% 55.74% 44.25%

4. L.L.B (Academic) 12 10 22 5 22.72 25 18 43 34 79 54.54% 45.45% 58.13% 41.86%

5. M.Ed. Result awaited 595 125 720 540 7582.63% 17.36%

6. M.A (Urdu) 147 68 275 95 34.54 325 124 449 273 61 68.37% 31.62% 72.38% 27.61%

7. M.Com 53 100 153 50 32.67 150 30 180 150 83.3 34.64% 65.35% 83.33% 16.7%

8. M.A (English) 510 194 704 220 31.25 50 12 62 43 69.3572.44% 27.55% 80.64% 19.35%

9. M.A (Hindi) 157 300 457 63 13.78 N.A N.A N.A. N.A N.A34.35% 65.64%

10. M.A (Sociology) 400 488 888 483 54.39 N.A N.A N.A. N.A N.A45.04% 54.95%

11. M.A (Fisheries) 5 0 5 4 80 N.A N.A N.A. N.A N.A100% 0%

12. M.A (Economics) N.A N.A N.A. N.A N.A 30 15 45 28 6266.66% 33.33%

13 M.Sc. (Math) N.A N.A N.A. N.A N.A 74 10 84 10 1288.09% 11.90%

195


For calculating the pas percentages for both the Universities, the result of



1. From Table 4.2.20, it is clear that the pass percentage of B.A. (Arts) of

DDE, Jammu University is 32.93%, whereas this program is not

running at CDE, Kashmir University.

2. Table 4.2.19 shows that the pass percentage of B.Com. Course of

DDE, Jammu University is 36.84%, whereas this program is not

running at CDE, Kashmir University.

3. From Table 4.2.20(1), it is clear that The pass percentage of B.Ed.

Course runs by DDE, Jammu University is 36.82%, whereas of CDE,

Kashmir University is 81.00%.

Thus, there is large difference in the pass percentage of

distance learners enrolled with DDE, Jammu University and CDE,

Kashmir University. To see the significance of difference in the pass

percentages of both Universities, C R test has been employed. The

result has been presented in table 4.2.19(1).



S.ED OR σD %

C R - Value









196

4. From Table 4.2.20(2), it is clear that the pass percentage of L.L.B.


CDE, Kashmir University is 79%. Thus, there is large difference in the

pass percentage of distance learners enrolled with DDE, Jammu


difference in the pass percentages of both Universities, C R test has been




S.ED OR σD %

C R - Value









5. The pass percentage of M.Ed. course of CDE, Kashmir University is

75.00%, whereas of result for M.Ed. course for DDE, Jammu University

(Pass percentage) is still awaited.

6. From Table 4.2.20(3), it is clear that the pass percentage of M.A.

(Urdu) for DDE, Jammu University is 34.54%, whereas of CDE,

Kashmir is 61%.Thus, there is large difference in the pass percentage

of distance learners enrolled with DDE, Jammu University and CDE,


percentages of both Universities, C R test has been employed. The

result has been presented in table 4.2.20(3).

197



S.ED OR σD %

C R - Value






significance (i.e.2.58). Thus it entails that the pass percentage of distance



7. From Table 4.2.20(4), it is clear that the pass percentage of M.Com for

DDE, Jammu University is 32.67%, whereas for CDE, Kashmir

University is 83.3%.Thus, there is large difference in the pass



the pass percentages of both Universities, C R test has been




S.ED OR σD %

C R - Value







198



8. From Table 4.2.20(5), it is clear that the pass percentage of M.A. (English)

for DDE, Jammu University is 31.25%, whereas for the CDE, Kashmir

University is 69.35%.Thus, there is large difference in the pass percentage

of distance learners enrolled with DDE, Jammu University and CDE,


percentages of both Universities, C R test has been employed. The result

has been presented in table 4.2.20(5).



S.ED OR σD %

C R - Value







learners enrolled with the M.A. (English) course run at DDE, Jammu


9. The pass percentage of M.A. (Hindi) is 13.78% for DDE, Jammu

University, whereas M.A. (Hindi) course is not present at CDE, Kashmir

University.

10. The pass percentage of M.A. (Sociology) is 54.39% for DDE, Jammu

University, whereas M.A. (Sociology) is not present at CDE, Kashmir

University.

11. The pass percentage of M.A. (Fisheries) is 80% for DDE, Jammu

University but M.A. (Fisheries) course is not present at CDE, Kashmir

University.

199

12. The M.A. (Economics) course is not present at DDE, Jammu

University, whereas pass percentage for M.A. (Economics) is 62% at


13. The pass percentage of M.Sc. (Math) is 12% for CDE, Kashmir

University, whereas M.A. (Math) is not present at DDE, Jammu

University.

On the basis of the results, the pass percentage during the year 2008 – 09 for

various courses run at DDE, Jammu University and CDE, Kashmir University,

it may be stated that:




from 5 years facts. The pass percentage for B.Ed. Course for DDE, Jammu

University is reported to be 36.82% and that of CDE, Kashmir University is

81%. Hence, Hypotheses III “There is no significant differences exist in pass

percentage of distance learners enrolled with B.Ed. course of DDE, Jammu

University and CDE, Kashmir University” stands rejected.


University, whereas 79% is for CDE, Kashmir University. Therefore,

Hypotheses IV “A significant difference do not exist between the pass



M.Ed. Course run by CDE, Kashmir University has pass percentage

75% and for DDE, Jammu University result is awaited.

The pass percentage for M.A (Urdu) course is reported to be 34.54%

for DDE, Jammu University and 61% for CDE, Kashmir University. On the

basis of conclusion drawn, Hypotheses VI ” There exist no significant

differences in pass percentage of distance learners enrolled with M.A (Urdu)

course of DDE, Jammu University and CDE, Kashmir University” stands

rejected.

M.Com Course has pass percentage for is 32.67% for DDE, Jammu

University and 83.3% for CDE, Kashmir University. In the light of these result,

Hypotheses VII “A significant difference exists in the pass percentage of

200

distance learners enrolled with M.Com course of DDE, Jammu University and

CDE, Kashmir University” stands rejected.

M.A (English) has pass percentage 31.25% for DDE, Jammu

University, whereas the pass percentage in M.A (English) at CDE, Kashmir

University is 69.35%.

M.A (Hindi), M.A (Sociology), M.A (Fisheries) Courses are found to be

running only at DDE, Jammu University with pass percentage 13.78%,

54.39% and 80% and these course are absent at CDE, Kashmir University,

whereas M.A (Economics) and M.Sc. (Math) Courses are present only at

CDE, Kashmir University with pass percentages 62% and 12% respectively

and these courses are not running at DDE, Jammu University.

Present study reveals that the pass percentage of B.Ed., LLB

(Academics), M.Ed., M.A (Urdu), M.Com, of CDE, Kashmir University is on

higher side as compare to DDE, Jammu University. The pass percentage of

B.Com course is on higher side for DDE, Jammu University as compare to

CDE, Kashmir University where the under graduate courses are not running.

201

QUESTIONNAIRERESPONSES FROM DISTANCE EDUCATORS

Responses of Distance Educators of Jammu and Kashmir Universities

respectively with regard to Distance Education Programmes are shown in

Table 4.3.1.

TABLE 4.3.1.

Responses from Distance Educators of University of Jammu and Kashmir University.

S.No.

Responses from Distance Educators


Statement Scores Percentage Scores PercentageYes No Ind. Yes No Ind. Yes No Ind. Yes No Ind.

1. Do you feel that there is a need to change the counseling procedure of distance education programmes?

8 2 0 80 20 0 7 3 0 70 30 0

2. Do you feel that the students of distance education courses are mostly engaged in jobs?

7 3 0 70 30 0 7 3 0 70 30 0

3. Do you feel that distance education programmes should be launched which have job market?

10 0 0 100 0 0 9 1 0 90 10 0

4. Do you feel that the study material provided by the institution is sufficient for detailed study to pass the exams?

10 0 0 100 0 0 9 1 0 90 10 0

5. Do you feel that there is need to enrich the study material provided by the distance education institutions to the distance learners?

6 2 2 60 20 20 7 2 1 70 30 0

6. Do you feel that the duration of PCP i.e. (20 days) is sufficient for distance education programmes in teacher education?

9 1 0 90 10 0 8 1 1 80 10 10

7. Do you feel that the time period for PCP should increase?

4 5 1 40 50 10 5 5 0 50 50 0

8. Do you feel that the study material contains/covers all the topics of the syllabus?

4 3 3 40 30 30 5 4 1 50 40 10

9. Do you feel that there is a need to further enrich the content of distance education courses?

7 2 1 70 20 10 8 1 1 80 10 10

10. Do you feel that distance educator should keep in mind the individual differences during his/her teaching to the distance learners?

10 0 0 100 0 0 7 2 1 70 20 10

11. Do you feel that lecture method is suitable for teaching distance learners during PCP?

3 5 2 30 50 20 2 1 1 20 70 10

12. Do you feel that strength of distance learners is high in the class?

8 2 0 80 20 0 7 2 1 70 20 10

13. Do you feel satisfied with the number of study hours during PCP?

8 1 1 80 10 10 9 1 0 90 10 0

14. Do you feel that the response of students in the class is good?

9 1 0 90 10 0 10 0 0 100 0 0

15. Do you feel that the distance education programmes should introduced A.V. aids, computer etc.?

10 0 0 100 0 0 9 1 0 90 10 0

16. Do you feel that the problems of distance learners should be solved on-line?

10 0 0 100 0 0 9 1 0 90 10 0

17. Do you feel that there is a need to increase the number of questions in the assignment?

5 5 0 50 50 0 6 3 1 60 30 10

18. Do you feel that questionsasked in the assignment are important from examination point of view?

7 3 0 70 30 0 9 1 0 90 10 0

19. Do you feel that library has sufficient books?

6 4 0 60 40 0 7 3 0 70 30 0

20. Do you feel that the students are satisfied with the awards given by you in assignments?

6 3 1 60 30 10 8 2 0 80 20 0

21. Do you feel that there is a need to enhance the infrastructure of distance education programmes?

8 2 0 80 20 0 7 2 1 70 20 10

Ind* (indifferent)


Statement No. 1 of the table 4.3.1.reports that 80% of the distance educators

from DDE, Jammu University and 70% distance educators from CDE,

Kashmir University felt to change the counseling procedure of distance

education programmes, whereas 20% of the distance educators from DDE,

Jammu University and 30% teachers from CDE, Kashmir University were

reported of different view, on the other hand.

The results illustrated vide bar graph 4.3.1 (1).

Fig. No 4.3.1 (1): Bar Graph Representation of Statement No. 1 of total sample (N=10) Distance Educators of DDE, Jammu University and (N=10) Distance Educators of CDE, Kashmir University.

80%

0%

30%20%

0%

70%

0%

20%

40%

60%

80%

100%

Yes No indifferent

Per

cent

age

Jammu

Kashmir


Statement No. 2 of the table 4.3.1 shows that 70% and 70% distance

educators from DDE, Jammu University and CDE, Kashmir University

reported to feel that the students of distance education courses were engaged

in Jobs, whereas 30% and 30% distance educators were of different opinion.

The results illustrated vide bar graph: 3.2.17 (2).

Fig. No. 4.3.1 (2): Bar Graph Representation of Statement No. 2 of total sample (N=10) Distance Educators of DDE, Jammu University and (N=10) Distance Educators of CDE, Kashmir University.

Statement No. 3 of the table 4.3.1 reports that 100% and 90% distance

educators from DDE, Jammu University and CDE, Kashmir University felt that

more distance education programmes needs to be launched which have job

market. On the other hand, 10% distance educators were reported to be of

indifferent view.


Fig. No 4.3.1 (3): Bar Graph Representation of Statement No. 3 of total sample (N=10) Distance Educators of DDE, Jammu University and (N=10) Distance Educators of CDE, Kashmir University.

30%

0%

70%70%

0%

30%

0%10%20%30%40%50%60%70%80%

Yes No indifferent

Per

cent

age

Jammu

Kashmir

100%

0% 0% 0%10%

90%

0%

20%

40%

60%

80%

100%

120%

Yes No indifferent

Per

cent

age

Jammu

Kashmir



Statement No. 4 of the table 4.3.1 depicts that 100% and 90% distance

educators from DDE, University of Jammu and CDE Kashmir University found

to be of the view that the study material provided by their respective institution

is sufficient for detailed study to pass the exams, whereas 0% and 10%

distance educators from both the universities were of another opinion.

The results illustrated vide bar graph: 4.3.1(4).

Fig. No. 4.3.1(4): Bar Graph Representation of Statement No. 4 of total sample (N=10) Distance Educators of DDE, Jammu University and (N=10) Distance Educators of CDE, Kashmir University.

Statement No. 5 of the table 4.3.1 reveals that 60% and 70% distance

educators from DDE, Jammu University and CDE, Kashmir University found

to of the view that there is a need to enrich the study material provided by

both the distance education institutions, whereas 20% and 20% distance

educators were found to be of different opinion. On the other hand 20% and

10% distance educators from both the universities were found to be

indifferent.



100%

0% 0% 0%10%

90%

0%

20%

40%

60%

80%

100%

120%

Yes No indifferent

Perc

enta

ge

Jammu

Kashmir

20% 20%

60%

10%20%

70%

0%10%20%30%40%50%60%70%80%

Yes No indifferent

Perc

enta

ge

Jammu

Kashmir




educators from both the universities reported to feel that the duration of PCP

i.e. (20 days) is sufficient for distance education programmes in teacher

education, whereas 10% and 10% distance educators from both the

universities were of different opinions. On the other hand, 10% teachers from

CDE, Kashmir University were reported to be of indifferent view point.



Statement No. 7 of the table 4.3.1 reports that 40% and 50% distance

educators from DDE, Jammu University and CDE, Kashmir University found

to feel that the time period for PCP should be increased, whereas 50% and

50% distance educators were found to disagree with the statement. On the

other hand, 10% distance educators from DDE, Jammu University was found

to be indifferent.



90%

10%0%

10%10%

80%

0%

20%

40%

60%

80%

100%

Yes No indifferent

Pere

cent

age

Jammu

Kashmir

50%

10%

50%

40%

0%

50%

0%

10%

20%

30%

40%

50%

60%

Yes No indifferent

Perc

enta

ge

Jammu

Kashmir




educators from both the universities reported to feel that the study material

contain / cover all the topics of the syllabus, whereas 30% and 40% distance

educators from both the universities were of different view. On the other hand,

30% and 10% distance educators from DDE, Jammu University and CDE,

Kashmir University were found to be indifferent.




educators from both the universities felt that there is a need to further enrich

the content of courses whereas, 20% and 10% distance educators from both

the universities i.e. DDE, Jammu University and CDE, Kashmir University

were of different opinion. On the other hand, 10% and 10% of distance

educators from both the universities were found to be indifferent.


Fig. No. 4.3.1(9): Bar Graph Representation of Statement No. 9 of total sample N=10) Distance Educators of DDE, Jammu University and (N=10) Distance Educators of CDE, Kashmir University.

30%

50%

40%

30%

40%

10%

0%

10%

20%

30%

40%

50%

60%

Yes No indifferent

Perc

enta

ge

Jammu

Kashmir

70

20

10

80

10 10

0

10

20

30

40

50

60

70

80

90

Yes No Indifferent

Jammu

Kashmir



Statement No. 10 of the table 4.3.1 reveals that 100% and 70% of

distance educators from both the universities were reported to feel that the

distance education should keep in mind the individual differences during his /

her teaching. On the other hand, 10% distance educators from CDE, Kashmir



Fig. No. 4.3.1(10): Bar Graph Representation of Statement No. 10 of total sample (N=10) of Distance Educators of DDE, Jammu University and (N=10) Distance Educators of CDE, Kashmir University.


educators from both the universities felt that lecture method is suitable for

teaching distance learners during the PCP classes, whereas 50% and 70%

distance educators from both the universities were of different opinion. On the

other hand 20% and 10% distance educators from both the universities were

found to be indifferent.



100%

20%10%

0% 0%

70%

0%

20%

40%

60%

80%

100%

120%

Yes No indifferent

Perc

enta

ge

Jammu

Kashmir

50%

20%20%30%

10%

70%

0%

20%

40%

60%

80%

Yes No indifferent

Per

cent

age

Jammu

Kashmir




educators from both the universities found to feel that strength of distance

learners is high in the class, whereas 20% and 20% distance educators were

of different opinion. On the other hand, 10% from CDE, Kashmir University

were reported to be indifferent.


Fig. No. 4.3.1 (12): Bar Graph Representation of Statement No. 12 of total sample (N=10) of Distance Educators of DDE, Jammu University and (N=10) Distance Educators of CDE, Kashmir University.


educators from both the universities were reported to be satisfied with the

number of study hours during PCP, whereas 10% and 10% distance

educators disagree with the statement. On the other hand, 10% distance

educators from DDE, Jammu University were reported to be indifferent.



80%

20%

0%10%

20%

70%

0%

20%

40%

60%

80%

100%

Yes No indifferent

Per

cent

age

Jammu

Kashmir

10% 10%

90%80%

10%0%

0%

20%

40%

60%

80%

100%

Yes No indifferent

Perc

enta

ge

Jammu

Kashmir



Statement No. 14 of the table 4.3.1 depicts that 90% and 100%

distance educator from DDE, Jammu University and CDE, Kashmir University

were reported to feel that student response in the class is good whereas, 10%

and 0% distance educators from DDE, Jammu University were reported to be

of the of different opinion.



Statement No. 15 of the table 4.3.1 shows that 100% and 90%

distance educators found to feel that the distance education programme

should introduced A.V. aids, Computer etc., whereas 10% distance educators

from CDE, Kashmir University were of different opinion.


Fig. No. 4.3.1(15): Bar Graph Representation of Statement No. 15 of total sample (N=10) of Distance Educators of DDE, Jammu University and(N=10) Distance Educators of CDE, Kashmir University.

10%0%

100%90%

0%0%0%

20%

40%

60%

80%

100%

120%

Yes No indifferent

Per

cent

age

Jammu

Kashmir

100%

0% 0%10%

0%

90%

0%

20%

40%

60%

80%

100%

120%

Yes No indifferent

Per

cen

tag

e

Jammu

Kashmir



Statement No. 16 of the table 4.3.1shows that 100% and 90% distance


respectively were reported that the problems of distance learners should be

solved online. Whereas, 10% distance educators from CDE, Kashmir

University was of different opinion.

The results illustrated vide bar graph : 4.3.1(16).

Fig. No. 4.3.1(16).: Bar Graph Representation of Statement No. 16 of total sample (N=10) of Distance Educators of DDE, Jammu University and (N=10) Distance Educators of CDE, Kashmir University.


educators from DDE, Jammu University and CDE, Kashmir University were

found to feel that there is a need to increase the number of questions in the

assignment, whereas 50% and 30% distance educators from both the

universities were of different opinion. On the other hand, 10% distance

educators from CDE, Kashmir University was found to be indifferent.


Fig. No 4.3.1 (17): Bar Graph Representation of Statement No. 17 of total sample (N=10) of Distance Educators of DDE, Jammu University and (N=10) Distance Educators of CDE, Kashmir University.

100%

0% 0%10%

0%

90%

0%

20%

40%

60%

80%

100%

120%

Yes No indifferent

Perc

enta

ge

Jammu

Kashmir

50%

0%

60%

50%

10%

30%

0%

10%

20%

30%

40%

50%

60%

70%

Yes No indifferent

Perc

enta

ge

Jammu

Kashmir



30%

0%

90%

70%

0%10%

0%

20%

40%

60%

80%

100%

Yes No indifferent

Per

cen

tage

Jammu

Kashmir

Statement No. 18 of the table 4.3.1 depicts that 70% and 90% distance


respectively felt that questions asked in the assignment are important from

examination point of view, whereas 30% and 10% distance educators were

reported to be of different opinion.




educators from DDE, Jammu University and CDE, Kashmir University were

found to be of the opinion that their institutional libraries have sufficient books

for the learners, whereas 40% and 30% distance educators respectively were

reported to be indifferent.



40%

0%

70%60%

0%

30%

0%10%20%30%40%50%60%70%80%

Yes No indifferent

Per

cent

age

Jammu

Kashmir





respectively were reported to feel that their students seem to be satisfied with

the awards given by them in assignments, whereas 30% and 20% were of

different opinion. On the other hand, 10% distance educators from DDE,

Jammu University were found to be indifferent.





reported to feel that there is a need to enhance the infrastructure of distance

education programmes, whereas 20% distance educators were found to be

of different opinion. On the other hand, 10% distance educators from CDE,

Kashmir University was found to be indifferent.



30%

10%

80%

60%

0%

20%

0%

20%

40%

60%

80%

100%

Yes No indifferent

Perc

enta

ge

Jammu

Kashmir

80%

20%

0%10%

20%

70%

0%

20%

40%

60%

80%

100%

Yes No indifferent

Perc

enta

ge

Jammu

Kashmir



213

The results with respect to expert’s opinions are that there is a need to

change the counseling procedure of distance education. Since, majority of

distance learners enrolled for different programmes are engaged either in

private or public sector jobs. Besides, the distance education institutions need

to launch learner friendly programmes to cater to the need of job market. In

respect of study material, the distance educators from both the universities

reported to be of the view that there is a need to enrich the content of study

material, whereas the distance educators from DDE, Jammu University feel

that their study material is sufficient for the passing of exams as compare to

CDE, Kashmir University. The distance educators from DDE and CDE of both

the universities feel that the timings, venue for PCP (i.e. 20 days) are not

sufficient for distance education programmes for teacher education

programmes. It has been further reported that the time duration of period for

PCP need to be enhanced further to cover the entire course. The experts from

DDE’s of both the universities reveal that there is need to further enrich the

content of distance education course materials in respect of language, style

and content matter. The distance educators further express that the distance

educator should keep in mind the individual differences during teaching-

learning process. Lecture method mostly adopted by the resource persons

engaged during the P.C.P is not sufficient. It has also been reported by the

experts that the strength of distance learners at higher level of education

demands interactivity, flexibility, multiple learning experience to cultivate

learning environment during the PCP to strengthen student support service

sessions. The distance educators from both the Universities expressed the

need to introduce of A.V, aids, multimedia gadgets and computers. The

distance educators of DDE, Jammu and CDE, Kashmir Universities are of due

opinion that the assignment’s questions need to be asked from examination

point of view. Distance educators of both the universities i.e. Jammu and

Kashmir University express the need to increase the questions in the

assignment. The distance educators from DDE, Jammu University do not feel

satisfied with the awards assigned to their assignments as compare to the

CDE, Kashmir University. The distance educators from CDE, Kashmir

University feel that their library has sufficient books, whereas the distance

educators from DDE, Jammu University feel that there is a need of more

214

books in the library for the distance learners to make their notes. Most of the

distance learners of both the DDI’s of both universities express that there is

need to enhance the infrastructure of distance education institutions and the

quality of distance education programmes.

215

QUESTIONNAIRERESPONSES FROM ADMINISTRATIVE STAFF

Responses from Administrative Staff of Jammu and Kashmir Universities with

regard to Distance Education Programmes as shown in Table 4.4.1.

TABLE 4.4.1: Responses from Administrative Staff of University of Jammu and Kashmir University.

S.No.

Responses from Administrative Staff


Statement Scores Percentage Scores PercentageYes No Ind. Yes No Ind. Yes No Ind. Yes No Ind.

1. Do you feel that the number of administrative staff is sufficient?

3 6 1 30 60 10 3 7 0 30 70 0

2. Do all the staff know well about the distance education programme practices?

5 5 0 50 50 0 6 4 0 60 40 0

3. Do you have early information about the various activities of distance education programmes?

8 1 1 80 10 10 7 2 1 70 20 10

4. Do the clerical staff have fixed time period in the office?

2 7 1 20 70 10 1 9 0 10 90 0

5. Do you feel that you are transferred when you know about your work completely?

8 1 1 80 10 10 7 3 0 70 60 0

6. Do you make satisfy your distance learners when they come to you?

10 0 0 100 0 0 9 1 0 90 10 0

7. Do you feel that your are over loaded with work at office?

7 3 0 70 30 0 6 3 1 60 30 10

8. Do you give answers to the questions asked by the distance learners on telephone?

10 0 0 100 0 0 9 1 0 90 10 0

9. Do you send course material to all the distance learners carefully?

10 0 0 100 0 0 9 1 0 90 10 0

10. Do you keep the enrollment number of the students carefully?

10 0 0 100 0 0 9 1 0 90 10 0

11. Do you send roll number to the distance students well in time?

10 0 0 100 0 0 9 1 0 90 10 0

12. Do you send date sheet to the students well in time?

10 0 0 100 0 0 7 2 1 70 20 10

13. Do you behave politely and solve the problems of distance learners?

10 0 0 100 0 0 9 1 0 70 10 0

14. Do you know properly about PCP’s, course material, home assignments, admission procedure programmes of distance education?

6 4 0 60 40 0 5 5 0 50 50 0

15. Do you office is provided with computers?

7 3 0 70 30 0 6 4 0 60 40 0

16. Do you keep your record in computer?

5 5 0 50 50 0 4 6 0 40 60 0

17. Do you send the detail marks cards well in time

10 0 0 100 0 0 9 1 0 90 10 0

18. Do you intimate your distance learners 20 daysbefore the exams?

7 3 0 70 30 0 6 3 1 60 30 10

19. Are you satisfied with your office work?

5 5 0 50 50 0 6 4 0 60 40 0

20. Do you feel need of any change in your office work?

6 4 0 60 40 0 7 3 0 70 30 0

Ind* (indifferent)


Statement No. 1 of Table 4.4.1 shows that 30% and 60% administrative staff

from DDE, Jammu University and CDE, Kashmir University reported that the

number of clerks working DDE, University of Jammu and CDE, University of

Kashmir were reported to be sufficient, whereas 60% and 70% from both the

universities were of different opinions. On the other hand 10% from DDE,

Jammu University were found to be indifferent.


Fig. No. 4.4.1(1): Bar Graph Representation of Statement No. 1 of total sample (N=10) of Administrative Staff of DDE, Jammu University and (N=10) Administrative Staff of CDE, Kashmir University.

Statement No. 2 of table 4.4.1 reveals that 50% and 60% of the

administrative staff of both DDE, University of Jammu and CDE, University of

Kashmir have knowledge about the distance education programme and

practices, whereas 50% and 40% administrative staff from both the

universities reported to be of different opinion.

30%

10%

70%60%

0%

30%

0%10%20%30%40%50%60%70%80%

Yes No indifferent

Perc

enta

ge

Jammu

Kashmir



Fig. No4.4.1 (2): Bar Graph Representation of Statement No. 2 of total sample (N=10) of Administrative Staff of DDE, Jammu University and (N=10) Administrative Staff of CDE, Kashmir University.

Statement No. 3 of Table 4.4.1 reports that 80% and 70% of the

administrative staff from the both the DDE, University of Jammu and CDE,

University of Kashmir were of the view that they have early information about

the various activities of distance education programmes, whereas 10% and

20% of the administrative staff from both the universities were reported to be

of different opinion. On the other hand, 10% and 20% of the administrative

staff from both the universities were found to be indifferent.



Statement No. 4 of Table 4.4.1 shows that 20% and 10% of the clerical

staff from DDE, Jammu University and CDE, Kashmir University respectively

were of the view that the clerical staff has fixed time period in the office,

50% 50%

0% 0%

40%

60%

0%

10%

20%

30%

40%

50%

60%

70%

Yes No indifferent P

erce

ntag

e

Jammu

Kashmir

80%

10%10% 10%20%

70%

0%

20%

40%

60%

80%

100%

Yes No indifferent

Perc

enta

ge

Jammu

Kashmir



whereas 70% and 90% of the clerical staff from DDE, University of Jammu

and CDE, Kashmir University were of different opinion. On the other hand,

10% of the clerical staff from DDE, Jammu University was found to be

indifferent.



Statement No. 5 of table 4.4.1 reveals that 80% and 70% of the

administrative staff from DDE, Jammu University and CDE, Kashmir

University respectively reported to feel that they are transferred when they

know about their work completely, whereas 10% and 30% of the

administrative staff from both the universities were of different opinion. On the

other hand, 10% of the administrative staff from DDE, Jammu University

reported to be indifferent.



20%10%

90%

70%

0%10%

0%

20%

40%

60%

80%

100%

Yes No indifferent

Perc

enta

ge

Jammu

Kashmir

80%

10%

30%

10%0%

70%

0%

20%

40%

60%

80%

100%

Yes No indifferent

Perc

enta

ge

Jammu

Kashmir



Statement No. 6 of the table 4.4.1 depicts that 100% of the

administrative staff from DDE, Jammu University and 90% of the

administrative staff from CDE, Kashmir University felt that they made their

students satisfied when they come to them, whereas 10% of the

administrative staff from CDE, Kashmir University felt that there are some de-

formalities in the administration so that they cannot make their students

satisfied.

The results illustrated vide bar graph : 4.4.1(6).


Statement No. 7 of the table 4.4.1 shows that 70% and 60% of the

administrative staff from both the universities reported to feel that they are

overloaded with work at office, whereas 30% and 30% of the administrative

staff were of different opinion. On the other hand, 10% of the administrative

staff was found to be indifferent.



100%

0% 0%10%

0%

90%

0%

20%

40%

60%

80%

100%

120%

Yes No indifferent

Perc

enta

ge

Jammu

Kashmir

70%

30%

10%0%

30%

60%

0%10%20%30%40%50%60%70%80%

Yes No indifferent

Per

cent

age

Jammu

Kashmir



Statement No. 8 of table 4.4.1 depicts that 100% and 90% of the

administrative staff from DDE, University of Jammu and CDE, University of

Kashmir agreed with the statement that they give answers to the questions

asked by the students on telephone, whereas 10% of the administrative staff

from DDE, Jammu University were of different opinion.

The results illustrated vide bar graph.4.4.1 (8).



administrative staff from both the universities were of the view that they send

course material to all the distance learners carefully, whereas 10% of the

distance learners from CDE, Kashmir University were of different opinion.



100%

0% 0%10%

0%

90%

0%

20%

40%

60%

80%

100%

120%

Yes No indifferent

Per

cen

tag

e

Jammu

Kashmir

100%

0% 0%10%

0%

90%

0%

20%

40%

60%

80%

100%

120%

Yes No indifferent

Per

cen

tag

e

Jammu

Kashmir



Statement No. 10 of the table 4.4.1 reveals that 100% and 90% of the

administrative staff from both the universities were of the view that they keep

the enrolment number of the students carefully, whereas 10% of the

administrative staff from CDE, Kashmir University were of different opinion.




administrative staff from DDE, University of Jammu and CDE, University of

Kashmir were of the view that they send the roll numbers to the distance

learners well in time. At the same time about 10% administrative staff from

CDE, Kashmir University was found to be indifferent.


Fig. No. 4.4.1 (11): Bar Graph Representation of Statement No. 11 of total sample (N=10) of Administrative Staff of DDE, Jammu University and (N=10) Administrative Staff of CDE, Kashmir University.

100%

0% 0%10%

0%

90%

0%

20%

40%

60%

80%

100%

120%

Yes No indifferent

Per

cen

tag

e

Jammu

Kashmir

100%

0% 0% 0%10%

90%

0%

20%

40%

60%

80%

100%

120%

Yes No indifferent

Per

cen

tag

e

Jammu

Kashmir



Statement No. 12 of the table 4.4.1 depicts that 100% and 70% of the

administrative staff of DDE, University of Jammu and CDE, Kashmir

University admitted that they send date sheet to the distant students well in

time whereas, 20% of the administrative staff from CDE, Kashmir University

were of different opinion.





University respectively were of the view that they behave politely and solve

the problems of distance learners, whereas 10% i.e. very small number were

of different opinion.



100%

0%

20%10%

0%

70%

0%

20%

40%

60%

80%

100%

120%

Yes No indifferent

Per

cent

age

Jammu

Kashmir

100%

0% 0%10%

0%

90%

0%

20%

40%

60%

80%

100%

120%

Yes No indifferent

Perc

enta

ge

Jammu

Kashmir





University felt that they know properly about PCP’s, course material, home

assignments, admission procedure programme of distance education

programmes, whereas 40% and 50% from DDE, Jammu University and CDE,

Kashmir University were found to be of different view.




administrative staff from DDE, University of Jammu and CDE, Kashmir

University felt the need of computers in their office, whereas 30% and 40% of

the administrative staff from both the universities were of different opinion.



60%

0%

50%

40%

0%

50%

0%

10%

20%

30%

40%

50%

60%

70%

Yes No indifferent

Per

cen

tag

e

Jammu

Kashmir

70%

0%

40%30%

0%

60%

0%10%20%30%

40%50%60%70%80%

Yes No indifferent

Per

cen

tag

e

Jammu

Kashmir



Statement No. 16 of the table 4.4.1 depicts that 50% and 40% of the


University respectively were found of the view that they keep their record in

computer, whereas 50% and 60% of the administrative staff from both the

universities i.e. DDE, University of Jammu and CDE, Kashmir University were

found to be of another view.


Fig. No4.4.1 (16): Bar Graph Representation of Statement No. 16 of total sample (N=10) of Administrative Staff of DDE, Jammu University and (N=10) Administrative Staff of CDE, Kashmir University.


administrative staff from both the universities admitted that they send the

detail marks cards well in time to all the distant students ,whereas 10% of the

administrative staff were of different opinion from CDE, Kashmir University.



50%

0%

60%

50%

40%

0%0%

10%

20%

30%

40%

50%

60%

70%

Yes No indifferent

Per

cen

tag

e

Jammu

Kashmir

100%

0% 0%10%

0%

90%

0%

20%

40%

60%

80%

100%

120%

Yes No indifferent

Per

cen

tag

e

Jammu

Kashmir



Statement No. 18 of the table 4.4.1 of the table 3.2.18 shows that 70%

and 60% of the administrative staff from DDE, University of Jammu and CDE,

Kashmir University admitted that they inform their distance education students

20 days before the exams, whereas 30% and 30% of the administrative staff

were of different opinion. On the other hand, 10% of the administrative staff

from CDE, Kashmir University was found to be indifferent.


Fig. No. 4.4.1(18).: Bar Graph Representation of Statement No. 18 of total sample (N=10) of Administrative Staff of DDE, Jammu University and (N=10) Administrative Staff of CDE, Kashmir University.


administrative staff of DDE, Jammu University and CDE, Kashmir University

respectively reported to feel satisfied with their office work, whereas 50% and

40% of the administrative staff were of different opinion.



70%

30%

0%10%

30%

60%

0%10%20%30%40%50%60%70%80%

Yes No indifferent

Per

cen

tag

e

Jammu

Kashmir

50%

0%

60%

50%

0%

40%

0%

10%

20%

30%

40%

50%

60%

70%

Yes No indifferent

Per

cen

tag

e

Jammu

Kashmir




administrative staff of DDE, University of Jammu and CDE, University of

Kashmir respectively, reported to feel the need of change in their office work.

Whereas, 40% & 30% of the administrative staff from DDE, Jammu University

and CDE, Kashmir University were of different view.


Fig. No. 4.4.1(20).: Bar Graph Representation of Statement No. 20 of total sample (N=10) of Administrative Staff of DDE, Jammu University and (N=10) Administrative Staff of CDE, Kashmir University.

The results with respect to the administrative staff from DDE, Jammu

University and CDE, Kashmir University feel that the number of administrative

staff is insufficient and requires training of distance education methodology.

The staff is of the view point that they know about distance education

programme, practices and various activities of distance education

programme, but feels enrichment by Orientation programmes. The

administrative staff from the DDE of Jammu and CDE, Kashmir Universities

feels that they should have not fixed time period in the office. The

administrative staff from both the Universities feels that they try to satisfy their

learners on phones and personally when they visit to DDE’s. The

administrative staff from both the universities expresses that they try to send

the course material, roll numbers, enrolment numbers and date sheet, marks

cards well in time. The administrative staff from both the universities admits

that they behave politely and solve the problems of distance learners when

they come to them. The administrative staff from both the universities wants

that they should be provided with computers for faster working. The

administrative staff from DDE, Jammu University expresses that they are

overloaded with the work and transfer policy/procedure of their office works as

compare to the administrative staff from CDE, Kashmir University.

40%

0%

70%

60%

0%

30%

0%10%20%30%40%50%60%70%80%

Yes No indifferent

Perc

enta

ge

Jammu

Kashmir


227

PROFILE OF DISTANCE LEARNERS ENROLLED IN UNDER GRADUATE AND POST GRADUATE COURSES IN DDE, UNIVERSITY OF JAMMU

DEMOGRAPHIC PROFILE

79% females and 20% males. 72% employed and 28% unemployed. Most of them i.e. 28% has salary in between about Rs. 20,000. 39.8% i.e. most of them has income in between Rs. 20,000 –

Rs. 25,000. Most of them 50% were teacher. Most of them i.e. 15.6% has below 5 dependents. 75% belong to general class.

PROGRAMME PROFILE

Distance learners of DDE, Jammu University were reported to be more aware with regard to admission process, Fee structure, payment of fees in one installment and fee concession.

Jammu University aims at diversifying and proliferating quality educational opportunities to the learning community to share knowledge and skills for the welfare of mankind. In nutshell both the institutions aspires for quality, excellence and surveillance with the spirit to service the mankind to spread knowledge to the citizen of India and the people of J&K State.

The fees structure of Jammu University is approximately same as compared to fees structure of Kashmir University except for B.Ed. and M.Ed. courses.

Distance learners of DDE, Jammu University remarked for the removal of the use of vague language in the study material, change in the dispatch procedure of the study material.

Distance learners of DDE, Jammu University opinioned that during PCP teacher should keep in mind the individual difference while teaching and also need to use A.V. aids, proper evaluation of response sheet should also be there.

Distance learners of DDE, Jammu University expressed that early delivery of study material and change of issuance of books from library.

The method of instruction at Jammu University is Self Developed study material.

Distance learners of DDE, Jammu University opinioned that for stimulation, motivation and relevance the use of computers and overhead projector should be there.

Distance learners of DDE, Jammu University expressed that they feel enjoyment in studying the material, reading the books and they are satisfied with existing style of learning and system of teaching.

Distance learners of DDE, Jammu University were reported to be gaining qualification through distance mode to enhance the status of students in the society. For married women, workers distance education programme is boon for them.

Significantly differ pass percentage from CDE, Kashmir University.

228

PROFILE OF DISTANCE LEARNERS ENROLLED IN UNDER GRADUATE AND POST GRADUATE COURSES IN

CDE, KASHMIR UNIVERSITY

DEMOGRAPHIC PROFILE

66% females and 34% males. 66% employed and 34% unemployed. Most of them i.e. 44% has salary in above Rs. 20,000. 43.4% i.e. most of them has income in between Rs. 20,000 – Rs.

25,000. Most of them 57% were teachers. Majority of them 78.8% has below 6 dependent in the family. Most of them i.e. 74.6% belong to general class.

PROGRAMME PROFILE

Distance learners of CDE, Kashmir University were less aware with regard to admission procedure, Fee structure, payment of fees in on installment and fee concession.

Kashmir University aims at diversifying and proliferating quality educational opportunities to the learning community to share knowledge and skills for the welfare of mankind. In nutshell both the institutions aspires for quality, excellence and surveillance with the spirit to service the mankind to spread knowledge to the citizen of India and the people of J&K State.

The fees structure of CDE, Kashmir University is same as that of DDE, Jammu University, whereas the fees structure for B.Ed. and M.Ed. course is more costly in CDE, Kashmir University.

Distance learners of CDE, Kashmir University opinioned that study material should be revised.

The method of instruction in CDE, Kashmir University is SIM (Self Instructional Mode).

Distance learners viewed that Home Assignment should have extra questions.

Distance learners opinioned that they should give proper feed back to support their learning needs.

Distance learners of CDE, Kashmir University expressed that their study material is insufficient, incomplete, inadequately printed, lacking method of delivery and feedback.

Distance learners expressed to improve the quality of existing programmes.

Distance learners of CDE, Kashmir University are satisfied with the existing style of teaching and learning but less than Jammu University.

Distance learners of CDE, Kashmir University were reported to be gaining qualification through distance mode for enhancing the status of students in the society. For working people, aged people and for married the distance education programmes are boon.

Significantly differ pass percentage from DDE, Jammu University.

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