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COPY RIGHT © 2013 Institute of Interdisciplinary Business Research
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VOL 5, NO 2
STUDENTS’ ATTITUTE TOWARDS M.Ed PROGRAM OF AIOU
Imtiaz Ali (Corresponding Author)
Regional Institute of Teacher Education
Haripur, KPK, Pakistan
Muhammad Rizwan
M.Phil Scholar, University of Haripur, Pakistan
Dr. Rashada Jabeen Rajpoot
Deputy District Education Officer Chicha Watni Punjab, Pakistan
Misbah Anjum Rajpoot
Preston University Islamabad, Pakistan
ABSTRACT
The purpose of the study was to investigate students‟ attitude towards the M.Ed program of
AIOU. The study consisted of 145 students who passed their M.Ed course in semester fall
2011. Survey methodology was employed to collect data through a self- administered
questionnaire. The face and content validity was checked by the experts of provincial
education assessment center (PEACE) Abbottabad. The final version was sent out the selected
sample of the study. The students expressed their positive attitudes toward the regional
services, instructional material and examination/assessment system of AIOU. There was no
significant difference in attitudes gender, residential, marital status of students in the area of
present status of M.Ed program, fee, and tutorial services. Over all it was concluded that rural
students have more positive attitudes‟ as compare to urban students and female students also
have positive attitudes in few aspects of the program.
KEY WORDS: AIOU, M.Ed Program, Students‟ attitude
INTRODUCTION
Distance learning is an achievement of knowledge and abilities through interceded
information and instruction, around all kind of technologies and other types of learning at a
distance (Roblyer & Edwards, 2000). According to Newby, Stepich, Lehman and Russell
(2000) distance learning is "an organized and well designed type of learning process in which
teacher and learners are physically separated.”
With the arrival of new technologies in distance education, it is now flexible learning,
distributed learning, web-based instruction and now distance education teacher examine and
how to fits into the changing educational environment. Now distance education scholars are
searching information technologies from the, hidden curriculum, pedagogy, cost
effectiveness, and the global impact of information and instructional technologies on
collective ways (Vrasidas, & Glass, 2002). According to Peters (2000), distance education
provide a chance for independent self-study even with the use of technologies. Perraton, at al.,
(2002), highlight the importance of distance education in these words, “it is used as an umbrella to
through which teachers reaches in their schools and are in position to achieve opportunities to
keep up to date school record and they can continue their professional study.”
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OPEN UNIVERSITIES
Keegan (1986) stated that with the establishment of the British Open University in
the United Kingdom in 1969 was the beginning of the use of technology and print based
instruction through well designed courses. Later on the concept and model of Open University
has been adopted by many developed and developing countries. In January, 1971 students
began taking admission at the Open University in the United Kingdom and it was to be 'open',
with no entry requirements. Almost all of courses continue to have no entry requirements.
(Open University, 2007).
Distance Learning has over the centuries developed from a self-effacing and
insignificant beginning through correspondence course material to a complete up to date
technology assisted, flexible and learner- centered; self- directed teaching learning (Jegede
2005).
According to Moore, (1989) Open Universities are working to import distance
education in three ways: learner to learner, learner to instructor, learner- based content. Each
interaction type in distance education and emphasizes that learner-learner interaction presents
a new breadth to learning that will be oppressed with the addition of new technologies.
Open Universities have propagated throughout the world but mostly are located in the
developed countries. Other more hard and rural areas are stressing with funding and
infrastructure but many regions are continuing to follow the open and distance mode of
education (UNESCO, 2002). A well modern Open University work with the course designing
and work with correspondence model (Matheos et al., 2007). According to Rashid, M. (1998,
p.46) it is doubtless to say that open type of university is an institution of continuing
education designed for ease of access and extending facilities of formal education to a wider
group of people who have missed the initial opportunity or to whom no such opportunity was
offered. In other words, the university opens its doors to anyone who has the capacity to
follow its courses under certain procedures.
Open universities offers opportunities for student communication with tutors, it allows
open-ended conversation, often regarded as the standard of legal education (Perraton, Creed
and Robinson 2002). Open universities; have provided not only large number of distance
learners but also work with the mechanism for reaching large audiences of teachers working
in distance mode of teaching (Manjulika and Reddy 1996).
AIOU was established in 1974 and after its establishment it show a tremendous
progress in the promotion of distance education and now in position to offer courses from
Matric to PhD level. The AIOU is now considering as a Mega University, it is a unique
distance education institute providing education to all age group of people. Now AIOU has
become the largest University of Pakistan in terms of course enrolment and course programs
as it is offering more than 100 programs and imparting education to students exceeding
570,000 in number (Vice Chancellor‟s Report (2004-05). AIOU is the pioneer distance
teaching institution in the Asian Region (AIOU 2003).
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TEACHER TRAININGS THROUGH OPEN UNIVERSITIES
Many open universities throughout the world are working in the promotion of teacher
education. Distance teacher education was first introduced in the training of primary school
teachers in 1983 in organize for the country to meet the shortage of primary school teachers
(Zvobgo, 1986; Gatawa, 1986).
In Kenya unqualified teachers are receiving their professional education in a
correspondence unit at the University of Nairobi and concentrating just on the general
education of prospective teachers (Young et al. 1980; Perraton, 2007).Similarly in Malawi a
open and distance learning approach was used for teacher training from 1997 to 2004 (Lewin
and Stuart 2003, Mulkeen 2010). The open universities are more helpful for initial training.
According to Zhang and Niu (2007). Open universities has provided an apparatus for large-
scale programs of initial teacher training. In Malawi distance teacher education was
introduced at Domasi Teachers College in order to increase access to higher education.
According to Perraton,(2007) “in Tanzania, teachers trained at a distance mode of
learning have a tendency to perform better than those trained usually traditional method on a
number of actions of classroom performance.” He further stated that distance education has
gone some way to establishing a significant and legitimate way of training teachers.
In distance education some time some problems may arise specially in the designing
of teacher education courses or specially shifting courses mode from traditional to distance
mode of learning. According to Quintana, (1996), “distance course designers must address
how teacher educators can observe students applying concepts and what to do so students do
not feel inaccessible and ensure that feedback is suitable”.
Allama Iqbal Open University was established in 1974 as a first open university in
Asia. It provides education through open and distance learning mode which is specifically
targeted at working adults who need to take care of their families as well as to plan their
careers while chasing higher education. AIOU motivates the idea that education should be
made available to all, regardless of time, place and age. The biggest university in the country
with course enrolment of more than 1,806,214, with around 1000 courses being offered. The
university serves the nation with 36 regional campuses and district centers in various parts of
the country to coordinate and facilitate decentralized system of distance education of the
university (Vice Chancellor‟s Report, 1998).
TEACHER EDUCATION PROGRAMS OF AIOU
In 1976, the AIOU started with a few courses of Arabic, a Primary Teachers
Orientation Course and Foundation Courses. After this it started Teacher Education
Programmes like PTC/CT/ATTC for training and orientation of the untrained teachers
working in different government schools (AIOU 1999). Later on, the range of its teacher
education programmes was extended up to B.Ed (General), B.Ed (Arabic), M.A., Education,
M.Ed (in four disciplines), M.A EPM, Diploma TEFL, M.A TEFL and M.Phil (in four
disciplines). The university also started Bachelor and Master‟s Degree Programmes in
Business Administration (MBA and BBA) through the distance learning system, subsidized
by the government to meet the increasing needs of the business community. Recently,
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Business Administration and Computer Programmes have been started and face-to-face
instruction/teaching is provided at the study centers.
AIOU offer many programs from S.S.C to PhD in many discipline. The teacher
education programmes of the AIOU provide an opportunity for teachers to develop their both
content and pedagogical skills (Jumani & Zai, 2009).
Some functional programs have been launched by AIOU. The programs are unique in
nature and according to the contemporary needs of the students. According to Fifth Five years
Plan ( 1978-83, p-156), the AIOU will employ multimedia distance education learning
techniques to offer the in-service training programs or courses for 2000,000 primary and
middle schools teachers. Similarly Education Policy (1998-2010) of Pakistan also highlighted
the role of AIOU for teacher education in these words, “Allama Iqbal Open University which
structure to provide necessary training to a number of non-formal education teachers every
year” (Government of Pakistan, 1998, p.67).
AIOU provide professional skills/trainings its teachers through blended approaches.
Tutorial, workshops, assignments and evaluation system makes AIOU prominent from other
institutes. For these purposes, AIOU hire the most eminent personalities in the field. In the
teacher training programs, AIOU always embedded new trends time to time, which appear in
the field of teacher training. At main campus and now at regional campuses, AIOU provides
basic facilities like multimedia, Internet and Wi-Fi technology. The only aim of AIOU is to
prepare such teachers who can face the challenges of the 21st century with more or less same
pace like developing countries (Jumani et al, 2011).
The Allama Iqbal Open University has been providing education through distance and
non-formal mode. The goods and services consist partially on educational materials, course
units, study guides, the tutorial and media support. Rashid, M. (1993, p.41) has stated that
distance and non-formal education as provided by the AIOU is cheaper as compared to the
formal system of education., because the formal system is institutionalized and requires full
time teachers which add its cost.
M.Ed (Secondary Teacher Education) Program of AIOU
AIOU offers Admissions in M.Ed (STE) programme. Students are required to must
pass 36 credit hours courses of this program. AIOU M.Ed Secondary Teacher Education is a
three semesters and 36 credit hours program.
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Scheme of studies
Scheme of studies and list of subjects in the M.Ed in Secondary Teacher Education is
listed below:
1st Semester
Course
Code
Courses Title Credit
hours
831 Foundations of Education 03
837 Educational Research 03
838 Curriculum Development & Instructions 03
840 Educational Psychology 03
2nd
Semester
826 Elementary Education 03
827 Secondary Education 03
828 Higher Education 03
829 Teacher Education in Pakistan 03
3rd
Semester
6505 Islamic System of Education 03
6507 Educational Measurement and
Evaluation
03
6552 Textbook Development-I 03
6553 Textbook Development-II 03
OR
849 Thesis 12
Source: AIOU (2013) M.Ed (Secondary Teacher Education): AIOU Islamabad
MAIN COMPONENTS OF M.Ed PROGRAM OF AIOU
AIOU offer its M.Ed program through distance mode of learning. There are some
important components of the program as these are also the essential components of distance
education.
Methods of instruction
Tutorial
According to Rashid (1998, p.70), distance learners need a tutor because they often
study in at their own place far from their class fellow and far from the institution which
prepares their study materials. Furthermore, distance learners often face the problems of
delayed feedback. The processing, organizing, marking and monitoring of student's
assignments often take too long, the minimum turnaround time taking about two weeks. Baath
(1980) also stated the importance of distance tutor as: The distance tutor plays a central role in
providing communication with the student by mail, computer, telephone or face to face.
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In distance mode of learning as the learners are separated geographically at some
distance. The one most important objective of distance education is to facilitate learners at its
own place for this the role of tutor is most important According to Holmberg (1985) distance
learners have benefited with their tutors.
Tutors also organize, assess, give feedback and return students assignments and also
facilitate students in tutorial meetings. Solve students‟ quarries, some time deliver lecture and
keep students records (Bernadette, 1981).
Workshop
In M.Ed program of AIOU workshop is compulsory component. Worship is conducted
at the end of each semester. It provide a discussion to distance education learners as forum
groups designed to motivate the problems and circumstances of the subject being discussed
under the supervision of a resource person. The coordinators explain the objectives of
workshop.
Self Instructional material
At M.Ed level self learning printed text and allied/supplementary material, including the
following items:
• Study guide
• Allied material
• Assignments
• Tutorial schedule
• Assignment forms
District and Regional Coordination Services
AIOU headquarters is in Islamabad; its services are provided a lot through the
Directorate of Regional Services at the main campus and its network of regional campuses
and regional centres are established in various parts of the country.
Admission and Intimation Process
Admission in M.Ed program is granted to the candidates who have obtained at least
2nd class in graduation from any recognized university along with B.Ed in 2nd
division. After
getting admission students are intimated through registered mail and the option of admission
confirmation on university website ( www.aiou.edu.pk) is also available where a student can
check and find out his/her admission status.
Examination/Evaluation Process
Final examination is compulsory component of overall assessment system of a M.Ed
program. Examination helps the student to review his studies and see the course as a whole.
Examinations are taken at the end of the course/program on the set dates, usually at a
convenient centre. If necessary, special arrangement is made in special circumstances, only
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for students with disabilities. The assignments marks are also included in final result. Result is
announced and student is intimated through registered mail as well as through online system.
OBJECTIVES OF THE STUDY
Following were the objectives of the study:
1. To investigate students‟ attitude toward M.Ed program with regard to their level of
gender.
2. To find out students‟ attitude toward M.Ed program with regard to their residence.
3. To explore students‟ attitude toward M.Ed program with regard to their marital status.
4. To find out students‟ attitude toward M.Ed program with regard to their academic
qualification.
5. To find out over all students‟ attitude toward M.Ed program.
HYPOTHESES
Following were the hypotheses of the study:
Ho1: There is no significant difference in attitudes among students toward M.Ed program with
regard to their gender.
Ho2: There is no significant difference in attitudes among students toward M.Ed program with
regard to their residence.
Ho3: There is no significant difference in attitudes among students toward M.Ed program with
regard to their marital status.
Ho4: There is no significant difference in attitudes among students toward M.Ed program with
regard to their academic qualification.
Ho5: There is no significant difference in overall attitudes among students toward M.Ed
program.
METHODOLOGY
To find out the attitudes of students toward M.Ed program of AIOU descriptive type of
research i.e. survey type was used an effective way of gathering information to examine the
students attitude toward the various aspect of M.Ed program. The target population in this
study consisted of students who have passed their M.Ed course from AIOU during semester
Fall 2011. Using systematic sampling technique, the questionnaire was distributed to (43)
male students and (102) female students in district Haripur. Respondents responses
subsequently used in the statistical analysis.
A questionnaire was developed to find out the students‟ attitude toward various aspects
of M.Ed program i.e. present status, fee, quality of instructional material, students support
services, workshop, admission and assessment system. The validly of the questionnaire was
achieved by the PEACE experts Abbottabad. The amended questionnaire was sent to the
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sample of the study and descriptive statistics for independent and dependent data was
computed for data. t-test was used at 0.05 to examine if data was significant or not.
RESULTS AND DISCUSION
Table 1 Demographic information of respondents
S.No Aspect Demographic information Percentage
1 Gender Male 29.7
Female 70.3
2 Residence Rural 73.8
Urban 26.2
3 Academic
Qualification
BA/BSc 21.4
MA/MSc 78.6
M.Phil/PhD --
4 Professional
Qualification
PTC --
CT --
B.Ed 100
Other --
5 Job Government 46.9
Semi Government 27.6
Private 20
Nil 5.5
6 Marital Status Married 52.4
Single 47.6
Table.1 shows that out of 145 respondents 29.7% were male and 70.3 % female.
Mostly respondents 73.8% belonged to rural area and only 26 % were from urban area. Large
majority of respondents 78.6% had MA/M.Sc as an academic qualification and only 21.4%
had BA/B.Sc qualification.100% respondents had B.Ed as professional degree. The
respondents 46.9% had government 27.6% had semi government and 20% had private job.
Table. 2 Result of t-test for student’s attitudes toward M.Ed Program with regard to
gender
Aspect Gender Frequency Means t-value p-value
(2-tailed)
Present status of
Program
Male 43 3.12
1.533
.128 Female 102 2.93
Fee of program Male 43 2.56 .202 .840
Female 102 2.45
Quality of Study Guides Male 43 2.72 1.755 .081
Female 102 2.47
Quality of Allied
material
Male 43 2.86 .105 .917
Female 102 2.84
Tutorial Services Male 43 2.09 -3.302 .001
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Female 102 2.69
Regional Office Services Male 43 2.70 4.520 .000
Female 102 2.00
District Coordination
Services
Male 43 2.74 4.772 .000
Female 102 2.07
Workshop of the
Program
Male 43 2.79 1.119 .265
Female 102 2.61
admission and intimation
process
Male 43 2.30 3.490 .001
Female 102 1.79
Examination/Assessment
Process
Male 43 2.79 3.380 .001
Female 102 2.23
Table 2 indicates that the attitude toward the M.Ed program among male students in
general was more positive than that of female students. In addition there was highly
significant difference as the p-value (0.000) between male and female students in the
area/aspect of regional office services and district coordination services while there was
significant difference as the p-value (0.001) in the area of tutorial services, admission and
intimation process and examination/assessment process. Moreover, no significant difference
was found in the area of present status of M.Ed program, fee, quality of study guide and allied
material and workshop.
Table. 3 Result of t-test for student’s attitudes toward M.Ed Program with regard to
residence
Aspect Residence Frequency Means t-value p-value
(2-tailed)
Present status of
Program
Rural 107 3.04 1.559 .121
Urban 38 2.84
Fee of program Rural 107 2.62 2.906 .004
Urban 38 2.34
Quality of Study Guides Rural 107 2.58 .884 .378
Urban 38 2.45
Quality of Allied
material
Rural 107 3.05 4.735 .000
Urban 38 2.29
Tutorial Services Rural 107 2.46 -1.037 .302
Urban 38 2.66
Regional Office Services Rural 107 2.21 -.029 .977
Urban 38 2.21
District Coordination
Services
Rural 107 2.20 -1.771 .079
Urban 38 2.47
Workshop of the
Program
Rural 107 2.69 .662 .509
Urban 38 2.58
admission and intimation
process
Rural 107 1.85 -2.328 .021
Urban 38 2.21
Examination/Assessment
Process
Rural 107 2.41 .383 .702
Urban 38 2.34
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Table 3 indicates that the students attitude toward the M.Ed program with regard to
residence have no significant difference in the areas/aspects of present status, quality of study
guide ,tutorial services, regional services, district coordination services, workshop, admission
and examination process of M.Ed program. In addition there was highly significant difference
between rural and urban students in the area of quality of allied material. The p-value (0.000)
is smaller than (0.05) and mean score of rural and urban students was (3.05) and (2.29)
respectively while there was significant difference in the area of fee, where the p-value
(0.004) is smaller than (0.05) and mean score of rural and urban students was (2.62) and
(2.34) respectively. Majority of the mean scores of the table also shows that students who
were from rural areas have positive attitude or perception toward M.Ed program of AIOU as
compare to urban students.
Table. 4 Result of t-test for student’s attitudes toward M.Ed Program with regard to
marital status
Aspect Marital
status
Frequency Means t-value p-value
(2-tailed)
Present status of
Program
Married 76 3.07 1.516 .132
Single 69 2.90
Fee of program Married 76 2.36 -5.047 .000
Single 69 2.75
Quality of Study Guides Married 76 2.74 3.165 .002
Single 69 2.33
Quality of Allied
material
Married 76 2.99 1.948 .053
Single 69 2.70
Tutorial Services Married 76 2.20 -4.077 .000
Single 69 2.86
Regional Office Services Married 76 2.39 2.680 .008
Single 69 2.00
District Coordination
Services
Married 76 2.46 2.976 .003
Single 69 2.06
Workshop of the
Program
Married 76 2.41 -3.729 .000
Single 69 2.94
admission and intimation
process
Married 76 1.93 -.161 .872
Single 69 1.96
Examination/Assessment
Process
Married 76 2.36 -.501 .617
Single 69 2.43
Table 4 indicates that the students attitude toward M.Ed program with regard to their
marital status have no significant difference in the areas/aspects of present status, quality of
allied material, regional services, admission and examination process of M.Ed program. In
addition there was highly significant difference between married and unmarried students in
the area of fee, tutorial services and workshop of M.Ed gram. In all these cases the mean
scores (2.75, 2.86 and 2.94) of unmarried students were higher than that of married students.
This proved that unmarried students have more positive attitude toward M.Ed program as
compare to married students. Moreover there was significant difference in the areas of quality
of study guide and district coordination services.
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Table. 5 Result of t-test for student’s attitudes toward M.Ed Program with regard to
academic qualification
Aspect Academic
qualification
Frequency Means t-value p-value
(2-tailed)
Present status of
Program
BA/B.Sc 31 3.10 1.042 .299
MA/M.Sc 114 2.96
Fee of program BA/B.Sc 31 2.39 -1.948 .053
MA/M.Sc 114 2.59
Quality of Study Guides BA/B.Sc 31 2.29 -2.044 .043
MA/M.Sc 114 2.61
Quality of Allied
material
BA/B.Sc 31 2.39 -3.298 .001
MA/M.Sc 114 2.97
Tutorial Services BA/B.Sc 31 2.42 -.558 .578
MA/M.Sc 114 2.54
Regional Office Services BA/B.Sc 31 1.94 -1.901 .059
MA/M.Sc 114 2.28
District Coordination
Services
BA/B.Sc 31 1.94 -2.554 .012
MA/M.Sc 114 2.36
Workshop of the
Program
BA/B.Sc 31 2.77 .782 .436
MA/M.Sc 114 2.63
admission and intimation
process
BA/B.Sc 31 1.97 .172 .863
MA/M.Sc 114 1.94
Examination/Assessment
Process
BA/B.Sc 31 1.94 -3.107 .002
MA/M.Sc 114 2.52
Table 5 shows that the students attitude toward the M.Ed program with regard to their
academic qualification have no significant difference in the areas/aspects of present status,
fee, quality of study guide, tutorial, regional services, district coordination services, workshop
and admission process of M.Ed program. In addition there was significant difference between
students have bachelor qualification and students have master qualification in the area of
quality of allied material where p-value 0.001 is smaller than 0.05 and students have master
degree showed positive attitude toward M.Ed program with mean score ( 2.97) as compare to
students have bachelor degree with mean score (2.39). In case of examination/ assessment
process there was also significant difference between students have master and bachelor
degree where p-value 0.002 is smaller than 0.05 and mean score ( 2.52) of master degree
holder students was higher than bachelor degree holder students mean score (1.94) . This
proved that master degree holder students have more positive attitude toward M.Ed program
of AIOU.
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Table. 6 Students over all attitude and perception toward M.Ed program
S. No Item Means Standard deviation
1 Present status of Program 2.99 .667
2 Fee of program 2.54 .513
3 Quality of Study Guides 2.54 .790
4 Quality of Allied material 2.85 .908
5 Tutorial Services 2.51 1.021
6 Regional Office Services 2.21 .904
7 District Coordination Services 2.27 .835
8 Workshop of the Program 2.66 .899
9 admission and intimation process 1.94 .831
10 Examination/Assessment Process 2.39 .952
Table 6 reflects the overall perception of students toward M.Ed program of AIOU. The
mean score (2.99) and (2.85) in the area of present status of program and quality of allied
material where students have their positive attitude and they consider that present status of
this program is not so difficult and not so easy and it is usual and acceptable and allied
material which is component of allied material is suitable at this level of program. In the areas
of fee, study guides, tutorial and workshop of M.Ed, the students showed normal attitude not
so positive and not so negative. But in case of admission/intimation process, regional services,
district coordination services and examination where means scores (1.94), (2.21), (2.27) and
(2.39) respectively proved that students were not satisfied with theses aspects of M.Ed
program.
CONCLUSIONS
It was concluded that majority of (70.3%) respondents were female and mostly (74%)
were from rural area. Majority of the respondents (79%) had their academic qualification as a
MA/M.Sc. There were (47%) government servants and only (20%) had private jobs.
It was also concluded that in general male student‟s attitude toward M.Ed program
as compare to female students was more positive. There was highly significant difference as
p-value was smaller (0.000) at (0.05) between male and female students‟ perception in the
area of regional services and district coordination services and there was significant difference
in the area of tutorial services, admission, and intimation and assessment process. Gender
wise there was no significant difference was found in the area of present status of M.Ed
program, fee structure, quality of instructional material and workshop.
Majority of means scores of table 3 indicates that students who were from rural area
had positive attitude‟ and perception toward M.Ed program as compare to urban area students.
The students‟ attitude toward M.Ed program was also find out with regard to their
marital status. Both married and unmarried have same view in the area of presnt staus of the
program, quality of allied material, regional services and examination/assessment system. On
the other hand the mean scores (2.75, 2.86 and 2.94) of unmarried students were higher as
compare to married students and there was highly significant difference in the areas of fee,
tutorial services and workshop. This proved that unmarried students had positive attitude‟
toward M.Ed program as compare to married students.
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The students‟ attitude toward M.Ed program as compare to their academic
qualifications in the areas of present status, fee, quality of allied material, tutorial system,
regional services, district coordination services and workshop had no significant difference
both had same views. But in case of examination/assessment process the means score (2.52)
of students had master degree was higher than bachelor degree students and this proved that
there was significant difference and students who had master degree had positive attitude‟ as
compare to bachelor degree.
Overall it was concluded that in the areas of present status of M.Ed program and quality
of allied material students have their positive attitudes. But in case of admission/intimation
process, regional services, district coordination services and examination/assessment where
mean scores
(1.94), (2.21), (2.27), and (2.39) respectively proved that students were not satisfied with
these aspect of M.Ed program.
Recommendations
On the basis of conclusions drawn from findings of the study following
recommendations are made.
It was recommended that admission and intimation process may be improved and
students have both SMS and registered dock intimation facility.
It is further recommended that M.Ed program should be designed according to the needs
and opportunities are available to both married and unmarried students.
All means of publicity are utilized so that both rural and urban students can get benefit
at their own local areas.
It is recommended that at this level of program the regional services should be
improved and students‟ workshops and tutorial services are arranged at their nearest study
center.
The examination/assessment process may be revised and there is need to increased the
timing of M.Ed papers up to 4 hours and workshop marks should be included in their final
result.
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