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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
INTERPRETATION AND DISCUSSION
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
INTERPRETATION AND DISCUSSION
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.
INTERPRETATION AND DISCUSSION
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.
INTERPRETATION AND DISCUSSION
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
Jammu University Kashmir University
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.
INTERPRETATION AND DISCUSSION
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
INTERPRETATION AND DISCUSSION
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.
Jammu University Kashmir University
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.
The results illustrated vide bar graph 4.2.1 (2)
Fig. No. 4.2.1 (2): Bar Graph Representation of item No. 1(2) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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
Jammu University Kashmir University
Jammu University Kashmir University
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.
The results illustrated vide bar graph 4.2.1 (3)
Fig. No. 4.2.1 (3): Bar Graph Representation of item No. 1(3) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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.
The results illustrated vide bar graph 4.2.1 (4)
Fig. No. 4.2.1 (4): Bar Graph Representation of item No. 1(4) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
Jammu University Kashmir University
Jammu University Kashmir University
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.
The results illustrated vide bar graph 4.2.1 (5)
Fig. No. 4.2.1 (5): Bar Graph Representation of item No. 1(5) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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
The results illustrated vide bar graph 4.2.1 (6)
Fig. No. 4.2.1 (6): Bar Graph Representation of item No. 1(6) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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.
The results illustrated vide bar graph 4.2.1 (7)
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
Jammu University Kashmir University
Jammu University Kashmir University
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
were found to be indifferent.
The results illustrated vide bar graph 4.2.1 (8)
Fig. No. 4.2.1 (8): Bar Graph Representation of item No. 1(8) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, 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.
The results illustrated vide bar graph 4.2.1 (9)
Fig. No. 4.2.1 (9): Bar Graph Representation of item No. 1(9) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
Jammu University Kashmir University
Jammu University Kashmir University
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.
The results illustrated vide bar graph 4.2.1 (10)
Fig. No. 4.2.1 (10): Bar Graph Representation of item No. 1(10) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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.
The results illustrated vide bar graph 4.2.1 (11)
Fig. No. 4.2.1 (11): Bar Graph Representation of item No. 1(11) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
Jammu University Kashmir University
Jammu University Kashmir University
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 results illustrated vide bar graph 4.2.1 (12)
Fig. No. 4.2.1 (12): Bar Graph Representation of item No. 1(12) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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
Jammu University Kashmir University
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
DDE, Jammu University and 97% distance learners of CDE, Kashmir University
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.
The results illustrated vide bar graph 4.2.2 (1)
Fig. No. 4.2.2 (1): Bar Graph Representation of item No. 2(1) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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.
Jammu University Kashmir University
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
The results illustrated vide bar graph 4.2.2 (2)
Fig. No. 4.2.2 (2): Bar Graph Representation of item No. 2(2) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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.
The results illustrated vide bar graph 4.2.2 (3)
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
Jammu University Kashmir University
Jammu University Kashmir University
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
were found to be indifferent.
The results illustrated vide bar graph 4.2.2 (4)
Fig. No. 4.2.2 (4): Bar Graph Representation of item No. 2(4) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
5th Statement of table 4.2.2 (5) depicts that 85.4% distance learners of
DDE, Jammu University and 88% distance learners of CDE, Kashmir University
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.
Jammu University Kashmir University
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
The results illustrated vide bar graph 4.2.2 (5)
Fig. No. 4.2.2 (5): Bar Graph Representation of item No. 2(5) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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.
The results illustrated vide bar graph 4.2.2 (6)
Fig. No. 4.2.2 (6): Bar Graph Representation of item No. 2(6) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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.
Jammu University Kashmir University
Jammu University Kashmir University
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.
The results illustrated vide bar graph 4.2.2 (7)
Fig. No. 4.2.2 (7): Bar Graph Representation of item No. 2(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 4.2.2 (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 results illustrated vide bar graph 4.2.2 (8)
Fig. No. 4.2.2 (8): Bar Graph Representation of item No. 2(8) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
The findings of the study in respect to course material are that the
distance learners from DDE, Jammu University and CDE, Kashmir University feel
Jammu University Kashmir University
Jammu University Kashmir University
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.
JAMMU UNIVERSITY KASHMIR UNIVERSITY Statements Score Percentage Score Percentage
S. No.
Personal Contact
Programme
Yes No Ind Yes No Ind Yes No Ind Yes No Ind
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
Item Wise Analysis of Table 4.2.3
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).
Fig. No. 4.2.3 (1): Bar Graph Representation of item No. 3(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 4.2.3 (2) reveals that 92.8% distance learners of
DDE, Jammu University and 89.8% distance learners of CDE, Kashmir University
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
The results illustrated vide bar graph 4.2.3 (2)
Fig. No. 4.2.3 (2): Bar Graph Representation of item No. 3(2) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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
were found to be indifferent.
The results illustrated vide bar graph 4.2.3 (3)
Fig. No. 4.2.3 (3): Bar Graph Representation of item No. 3(3) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
4th Statement of the table 4.2.3 (4) indicates that 90% distance learners of
DDE, Jammu University and 99% distance learners of CDE, Kashmir University
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
Jammu University Kashmir University
Jammu University Kashmir University
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.
The results illustrated vide bar graph 4.2.3 (4)
Fig. No. 4.2.3 (4): Bar Graph Representation of item No. 3(4) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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.
The results illustrated vide bar graph 4.2.3 (5)
Fig. No. 4.2.3 (5): Bar Graph Representation of item No. 3(5) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
6th Statement of table 4.2.3 (6) shows that 94% distance learners of DDE,
Jammu University and 98.4% distance learners of CDE, Kashmir University
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
Jammu University Kashmir University
Jammu University Kashmir University
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 results illustrated vide bar graph 4.2.3 (6)
Fig. No. 4.2.3 (6): Bar Graph Representation of item No. 3(6) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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.
The results illustrated vide bar graph 4.2.3 (7)
Fig. No. 4.2.3 (7): Bar Graph Representation of item No. 3(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 4.2.3(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
Jammu University Kashmir University
Jammu University Kashmir University
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 results illustrated vide bar graph 4.2.3 (8)
Fig. No. 4.2.3 (8): Bar Graph Representation of item No. 3(8) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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
Jammu University Kashmir University
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
Item Wise Analysis of Table 4.2.4
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.
The results illustrated vide bar graph 4.2.4 (1)
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,
Jammu University and 91.2% distance learners of CDE, Kashmir University
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
Jammu University Kashmir University
110
The results illustrated vide bar graph 4.2.4 (2)
Fig. No.4.2.4 (2): Bar Graph Representation of item No.4 (2) of the total sample (N = 500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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.
The results illustrated vide bar graph 4.2.4 (3)
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
Jammu University Kashmir University
Jammu University Kashmir University
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.
The results illustrated vide bar graph 4.2.4 (4)
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.
The results illustrated vide bar graph 4.2.4 (5)
Fig. No.4.2.4 (5): Bar Graph Representation of item No.4 (5) of the total sample (N = 500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
49 50
1
72
27
10
10
20
30
40
50
60
70
80
Yes No Indifferent
Jammu
Kashmir
Jammu University Kashmir University
Jammu University Kashmir University
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.
The results illustrated vide bar graph 4.2.4 (6)
Fig. No.4.2.4 (6): Bar Graph Representation of item No.4 (6) of the total sample (N = 500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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.
The results illustrated vide bar graph 4.2.4 (7)
Fig. No.4.2.4 (7): Bar Graph Representation of item No.4 (7) of the total sample (N = 500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
Jammu University Kashmir University
Jammu University Kashmir University
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.
The results illustrated vide bar graph 4.2.4 (8)
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,
Jammu University Kashmir University
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.
JAMMU UNIVERSITY KASHMIR UNIVERSITY
Statements Score Percentage Score Percentage
S. No
Examination Results
Yes No Ind Yes No Ind Yes No Ind Yes No Ind
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
Item Wise Analysis of Table 4.2.5
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.
The results illustrated vide bar graph 4.2.5 (1)
Fig. No. 4.2.5 (1): Bar Graph Representation of item No. 5(1) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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.
The results illustrated vide bar graph 4.2.5 (2)
Fig. No. 4.2.5 (2): Bar Graph Representation of item No. 5(2) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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
Jammu University Kashmir University
Jammu University Kashmir University
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
indifferent opinions.
The results illustrated vide bar graph 4.2.5 (3)
Fig. No. 4.2.5 (3): Bar Graph Representation of item No. 5(3) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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.
Jammu University Kashmir University
118
The results illustrated vide bar graph 4.2.5 (4)
Fig. No. 4.2.5 (4): Bar Graph Representation of item No. 5(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 4.2.5 (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
learners from Jammu University gave indifferent opinions.
The results illustrated vide bar graph 4.2.5 (5)
Fig. No. 4.2.5 (5): Bar Graph Representation of item No. 5(5) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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
Jammu University Kashmir University
Jammu University Kashmir University
119
favour of this statement. Whereas, 4% distance learners from Jammu University
gave indifferent opinions.
The results illustrated vide bar graph 4.2.5 (6)
Fig. No. 4.2.5 (6): Bar Graph Representation of item No. 5(6) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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
Jammu University Kashmir University
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.
JAMMU UNIVERSITY KASHMIR UNIVERSITY Statements Score Percentage Score Percentage
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)
Item Wise Analysis of Table 4.2.6
Statement No. 1 of Table 4.2.6 (1) depicts that 98% distance learners of DDE,
Jammu University and 95.8% distance learners of CDE, Kashmir University
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.
The results illustrated vide bar graph 4.2.6 (1)
Fig. No. 4.2.6 (1): Bar Graph Representation of item No. 6(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 4.2.6 (2) shows that 90% distance learners of DDE,
Jammu University and 91.8% distance learners of CDE, Kashmir University
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
Jammu University Kashmir University
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.
The results illustrated vide bar graph 4.2.6 (2)
Fig. No. 4.2.6 (2): Bar Graph Representation of item No. 6(2) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
Statement No. 3 of table 4.2.6 (3) shows that 93.8% distance learners of
DDE, Jammu University and 97.6% distance learners of CDE, Kashmir University
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.
The results illustrated vide bar graph 4.2.6 (3)
Fig. No. 4.2.6 (3): Bar Graph Representation of item No. 6(3) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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
Jammu University Kashmir University
Jammu University Kashmir University
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.
The results illustrated vide bar graph 4.2.6 (4)
Fig. No. 4.2.6 (4): Bar Graph Representation of item No. 6(4) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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)
The results illustrated vide bar graph 4.2.6 (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
Jammu University Kashmir University
Jammu University Kashmir University
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.
The results illustrated vide bar graph 4.2.6 (6)
Fig. No. 4.2.6 (6): Bar Graph Representation of item No. 6(6) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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.
The results illustrated vide bar graph 4.2.6 (7)
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.
Jammu University Kashmir University
Jammu University 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).
The results illustrated vide bar graph 4.2.6 (8)
Fig. No. 4.2.6 (8): Bar Graph Representation of item No. 6(8) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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.
The results illustrated vide bar graph 4.2.6 (9)
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
Jammu University Kashmir University
Jammu University Kashmir University
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.
JAMMU UNIVERSITY KASHMIR UNIVERSITY
Statement Score Percentage Score Percentage
S. No
Student support services
Yes No Ind Yes No Ind Yes No Ind Yes No Ind
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)
Item Wise Analysis of Table 4.2.7
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
The results illustrated vide bar graph 4.2.7 (1)
Fig. No. 4.2.7 (1): Bar Graph Representation of item No. 7(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 4.2.7 (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.
The results illustrated vide bar graph 4.2.7 (2)
Fig. No. 4.2.7 (2): Bar Graph Representation of item No. 7(2) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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
Jammu University Kashmir University
Jammu University Kashmir University
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.
The results illustrated vide bar graph 4.2.7 (3)
Fig. No. 4.2.7 (3): Bar Graph Representation of item No. 7(3) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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.
The results illustrated vide bar graph 4.2.7 (4)
Fig. No. 4.2.7 (4): Bar Graph Representation of item No. 7(4) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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
Jammu University Kashmir University
Jammu University Kashmir University
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.
The results illustrated vide bar graph 4.2.7 (5)
Fig. No. 4.2.7 (5): Bar Graph Representation of item No. 7(5) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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
Jammu University Kashmir University
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
Item Wise Analysis of Table 4.2.8
Statement No. 1 of the table 4.2.8 (1) shows that 90.8% distance learners of
DDE, Jammu University and 97.8% distance learners of CDE, Kashmir University
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.
The results illustrated vide bar graph 4.2.8 (1)
Fig. No. 4.2.8 (1): Bar Graph Representation of item No. 8(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 4.2.8 (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
Jammu University Kashmir University
133
The results illustrated vide bar graph 4.2.8 (2)
Fig. No. 4.2.8 (2): Bar Graph Representation of item No. 8(2) 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. 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.
The results illustrated vide bar graph 4.2.8 (3)
Fig. No. 4.2.8 (3): Bar Graph Representation of item No. 8(3) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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
Jammu University Kashmir University
Jammu University Kashmir University
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
learners from Jammu University gave indifferent opinions.
The results illustrated vide bar graph 4.2.8 (4)
Fig. No. 4.2.8 (4): Bar Graph Representation of item No. 8(4) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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
Jammu University Kashmir University
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.
JAMMU UNIVERSITY KASHMIR UNIVERSITY Statements Score Percentage Score Percentage
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.
The results illustrated vide bar graph 4.2.9 (1)
Fig. No. 4.2.9 (1): Bar Graph Representation of item No. 9(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 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.
The results illustrated vide bar graph 4.2.9 (2)
Fig. No. 4.2.9 (2): Bar Graph Representation of item No. 9(2) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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
Jammu University Kashmir University
Jammu University Kashmir University
137
According to statement No. 3 of table 4.2.9 (3) shows that 95.2% distance
learners from DDE, Jammu University and 80.8% distance learners from CDE,
Kashmir University expressed that study material is stimulating.
The results illustrated vide bar graph 4.2.9 (3)
Fig. No. 4.2.9 (3): Bar Graph Representation of item No. 9(3) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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.
The results illustrated vide bar graph 4.2.9 (4)
Fig. No. 4.2.9 (4): Bar Graph Representation of item No. 9(4) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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
Jammu University Kashmir University
Jammu University Kashmir University
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.
JAMMU UNIVERSITY KASHMIR UNIVERSITY Statements Score Percentage Score Percentage
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)
Item Wise Analysis of Table 4.2.10
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.
The results illustrated vide bar graph 4.2.10 (1)
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
learners from DDE, Jammu University and 82.8% distance learners from CDE,
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.
The results illustrated vide bar graph 4.2.10 (2)
Fig. No. 4.2.10 (2): Bar Graph Representation of item No. 10(2) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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
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.
The results illustrated vide bar graph 4.2.10 (3)
Fig. No. 4.2.10 (3): Bar Graph Representation of item No. 10(3) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
Statement No. 4 of table 4.2.10 (4) shows that 91% distance learners from
DDE, Jammu University and 72.8% distance learners of CDE, Kashmir University
felt satisfaction with counseling.
The results illustrated vide bar graph 4.2.10 (4)
Fig. No. 4.2.10 (4): Bar Graph Representation of item No. 10(4) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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
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.
JAMMU UNIVERSITY KASHMIR UNIVERSITY Statement Score Percentage Score Percentage
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)
Item Wise Analysis of Table 4.2.11
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
The results illustrated vide bar graph 4.2.11 (1)
Fig. No. 4.2.11 (1): Bar Graph Representation of item No. 11(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 4.2.11 (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.
The results illustrated vide bar graph 4.2.11 (2)
Fig. No. 4.2.11 (2): Bar Graph Representation of item No. 11(2) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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
Jammu University Kashmir University
Jammu University Kashmir University
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.
The results illustrated vide bar graph 4.2.11 (3)
Fig. No. 4.2.11 (3): Bar Graph Representation of item No. 11(3) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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.
The results illustrated vide bar graph 4.2.11 (4)
Fig. No. 4.2.11 (4): Bar Graph Representation of item No. 11(4) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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
Jammu University Kashmir University
Jammu University Kashmir University
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
indifferent opinions.
The results illustrated vide bar graph 4.2.11 (5)
Fig. No. 4.2.11 (5): Bar Graph Representation of item No. 11(5) 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. 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
Jammu University Kashmir University
147
89%
8%3%
87%
9% 4%
0%
20%
40%
60%
80%
100%
Yes No Indifferent
Per
cen
tag
e
Jammu
Kashmir
The results illustrated vide bar graph 4.2.11 (6)
Fig. No. 4.2.11 (6): Bar Graph Representation of item No. 11(6) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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.
Jammu University Kashmir University
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)
Item Wise Analysis of Table 4.2.12
Statement No. 1 of table 4.2.12 (1) shows that 94.2% distance learners of DDE,
Jammu University and 82.8% distance learners of CDE, Kashmir University
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
The results illustrated vide bar graph 4.2.12 (1)
Fig. No. 4.2.12 (1): Bar Graph Representation of item No. 12(1) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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.
The results illustrated vide bar graph 4.2.12 (2)
Fig. No. 4.2.12 (2): Bar Graph Representation of item No. 12(2) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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
Jammu University Kashmir University
Jammu University Kashmir University
150
13.6% distance learners of DDE, Jammu University and 6% of CDE, Kashmir
University were not found to get cooperation during PCP.
The results illustrated vide bar graph 4.2.12 (3)
Fig. No. 4.2.12 (3): Bar Graph Representation of item No. 12(3) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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.
The results illustrated vide bar graph 4.2.12 (4)
Fig. No. 4.2.12 (4): Bar Graph Representation of item No. 12(4) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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
Jammu University Kashmir University
Jammu University Kashmir University
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.
JAMMU UNIVERSITY 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)
Item Wise Analysis of Table 4.2.13
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.
The results illustrated vide bar graph 4.2.13 (1)
Fig. No. 4.2.13 (1): Bar Graph Representation of item No. 13(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 4.2.13 (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.
The results illustrated vide bar graph 4.2.13 (2)
Fig. No. 4.2.13 (2): Bar Graph Representation of item No. 13(2) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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
Jammu University Kashmir University
Jammu University Kashmir University
154
Statement No. 3 of table 4.2.13 (3) shows that 85.8% distance learners of
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.
The results illustrated vide bar graph 4.2.13 (3)
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
Jammu University Kashmir University
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 results illustrated vide bar graph 4.2.13 (4)
Fig. No. 4.2.13 (4): Bar Graph Representation of item No. 13(4) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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.
Jammu University Kashmir University
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)
Item Wise Analysis of Table 4.2.14
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
The results illustrated vide bar graph 4.2.14 (1)
Fig. No. 4.2.14 (1): Bar Graph Representation of item No. 14(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 4.2.14 (2) reveals that 87.6% distance learners of
DDE, Jammu University and 91.6% distance learners of CDE, Kashmir University
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.
The results illustrated vide bar graph 4.2.14 (2)
Fig. No. 4.2.14 (2): Bar Graph Representation of item No. 14(2) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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
Jammu University Kashmir University
Jammu University Kashmir University
158
Statement No. 3 of table 4.2.14 (3) shows that 84.4% distance learners of
DDE, Jammu University and 82.8% distance learners of CDE, Kashmir University
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.
The results illustrated vide bar graph 4.2.14 (3)
Fig. No. 4.2.14 (3): Bar Graph Representation of item No. 14(3) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
Statement No. 4 of table 4.2.14 (4) depicts that 98.2% distance learners of
DDE, Jammu University and 88% distance learners of CDE, Kashmir University
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.
The results illustrated vide bar graph 4.2.14 (4)
Fig. No. 4.2.14 (4): Bar Graph Representation of item No. 14(4) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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
Jammu University Kashmir University
Jammu University Kashmir University
159
The findings of the study are that the distance learners from CDE,
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.
JAMMU UNIVERSITY KASHMIR UNIVERSITY Statement Score Percentage Score Percentage
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)
Item Wise Analysis of Table 4.2.15
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
University were found to be indifferent.
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
The results illustrated vide bar graph 4.2.15 (1)
Fig. No. 4.2.15 (1): Bar Graph Representation of item No. 15(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 4.2.15 (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.
The results illustrated vide bar graph 4.2.15 (2)
Fig. No. 4.2.15 (2): Bar Graph Representation of item No. 15(2) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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
Jammu University Kashmir University
Jammu University Kashmir University
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.
The results illustrated vide bar graph 4.2.15 (3)
Fig. No. 4.2.15 (3): Bar Graph Representation of item No. 15(3) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
The findings of the study are that the distance learners from CDE,
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
Jammu University Kashmir University
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.
JAMMU UNIVERSITY KASHMIR UNIVERSITY Statement Score Percentage Score Percentage
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)
Item Wise Analysis of Table 4.2.16
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)
Fig. No. 4.2.16 (1): Bar Graph Representation of item No. 16(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 4.2.16 (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.
The results illustrated vide bar graph 4.2.16 (2)
Fig. No. 4.2.16 (2): Bar Graph Representation of item No. 16(2) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
Statement No. 3 of the table 4.2.16 (3) shows that 95.6% distance
learners from DDE, Jammu University and 96.8% distance learners from CDE,
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
Jammu University Kashmir University
Jammu University Kashmir University
166
Kashmir University felt that distance education courses enable them to gain
qualification while managing time.
The results illustrated vide bar graph 4.2.16 (3)
Fig. No. 4.2.16 (3): Bar Graph Representation of item No. 16(3) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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.
The results illustrated vide bar graph 4.2.16 (4)
Fig. No. 4.2.16 (4): Bar Graph Representation of item No. 16(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 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
Jammu University Kashmir University
Jammu University Kashmir University
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.
The results illustrated vide bar graph 4.2.16 (5)
Fig. No. 4.2.16 (5): Bar Graph Representation of item No. 16(5) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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
Jammu University Kashmir University
168
The results illustrated vide bar graph 4.2.16 (6)
Fig. No. 4.2.16 (6): Bar Graph Representation of item No. 16(6) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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.
The results illustrated vide bar graph 4.2.16 (7)
Fig. No. 4.2.16 (7): Bar Graph Representation of item No. 16(7) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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
Jammu University Kashmir University
Jammu University Kashmir University
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.
The results illustrated vide bar graph 4.2.16 (9)
Fig. No. 4.2.16 (9): Bar Graph Representation of item No. 16(9) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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
Jammu University Kashmir University
170
The results illustrated vide bar graph 4.2.16 (10)
Fig. No. 4.2.16 (10): Bar Graph Representation of item No. 16(10) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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
indifferent opinions.
The results illustrated vide bar graph 4.2.16 (11)
Fig. No. 4.2.16 (11): Bar Graph Representation of item No. 16(11) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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
Jammu University Kashmir University
Jammu University Kashmir University
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.
The results illustrated vide bar graph 4.2.16 (12)
Fig. No. 4.2.16 (12): Bar Graph Representation of item No. 16(12) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
13th Statement of table 4.2.16 (13) shows that 86.2% distance learners of
DDE, Jammu University and 82% distance learners of CDE, Kashmir University
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.
Jammu University Kashmir University
172
The results illustrated vide bar graph 4.2.16 (13)
Fig. No. 4.2.16 (13): Bar Graph Representation of item No. 16(13) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
14th Statement of table 4.2.16 (14) reveals that 91% distance learners of
DDE, Jammu University and 75% distance learners of CDE, Kashmir University
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.
The results illustrated vide bar graph 4.2.16 (14)
Fig. No. 4.2.16 (14): Bar Graph Representation of item No. 16(14) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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
Jammu University Kashmir University
Jammu University Kashmir University
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
DDE, Jammu University and 77.6% distance learners of CDE, Kashmir University
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.
The results illustrated vide bar graph 4.2.16 (15)
Fig. No. 4.2.16 (15): Bar Graph Representation of item No. 16(15) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
16th Statement of table 4.2.16 (16) reports that 99.2% distance learners of
DDE, Jammu University and 94% distance learners of CDE, Kashmir University
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.
The results illustrated vide bar graph 4.2.16 (16)
Fig. No. 4.2.16 (16): Bar Graph Representation of item No. 16(16) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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
Jammu University Kashmir University
Jammu University Kashmir University
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 results illustrated vide bar graph 4.2.16 (17)
Fig. No. 4.2.16 (17): Bar Graph Representation of item No. 16(17) of the total sample (N=500) distance learners of DDE, Jammu University and (N=500) distance learners of CDE, Kashmir University.
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
Jammu University Kashmir University
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/-
English Self Developed
3 3000/- English Not Running
3. B.Ed. 2 8500/-
English Self Developed
14 Months
12225/- English SIM Mode
4. L.L.B (Academic)
2 5900/-
English Self Developed
2 6225/- English SIM Mode
5. M.Ed. 1 8500/-
English Self Developed
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/-
English Self Developed
2 6225/- English SIM Mode
8. M.A (Hindi)
2 6540/-
Hindi Self Developed
N.A N.A N.A N.A
9. M.A (Sociology)
2 8940/-
English Self Developed
N.A N.A N.A N.A
10. M.A (Fisheries)
3 90000/-
English Self Developed
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/-
English Self Developed
2 10225/- English SIM Mode
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).
Table 4.2.18 (2): 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 = 53 47.78 8.49 5.62**
CDE, Kashmir UniversityN = 92
**Significant at .01 level (2.58)
It is also obvious from the values in Table 4.2.18(2) that the calculated
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).
Table 4.2.18 (3): 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 = 894 27.94 2.72 10.27**
CDE, Kashmir UniversityN = 511
**Significant at .01 level (2.58)
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).
Table 4.2.18 (4): 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 = 177 50.24 3.66 13.72**
CDE, Kashmir UniversityN = 373
**Significant at .01 level (2.58)
It is also obvious from the values in Table 4.2.18(4) that the calculated
value of C R (13.72) 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.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).
Table 4.2.18 (5): 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 = 170 33.48 5.45 6.14**
CDE, Kashmir UniversityN = 106
**Significant at .01 level (2.58)
It is also obvious from the values in Table 4.2.18(5) that the calculated
value of C R (6.14) 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.Com course run at DDE, Jammu University and
CDE, Kashmir University differs significantly.
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
present at CDE, Kashmir University.
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
present at CDE, Kashmir University.
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
DDE, Jammu University and CDE, Kashmir University” stands rejected.
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,
Jammu University and CDE, Kashmir University” stands rejected.
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
Jammu University Kashmir University
Men Women Total Appd.
Pass Pass %age
Men Women Total Appd.
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
PASS PERCENTAGE (2007 – 08)
For calculating the pas 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 4.2.19 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
CDE, Kashmir University.
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
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).
Table 4.2.19 (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 = 460 65.24 1.91 34.15**
CDE, Kashmir UniversityN = 2931
**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 (34.15) 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 4.2.19(2), it is clear that the pass percentage of LL.B.
(Academic) course of DDE, Jammu University is 20.54%, whereas of
CDE, Kashmir University is 78.26%. Thus, there is large difference in the
pass percentage of distance learners enrolled with DDE, Jammu
189
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(2).
Table 4.2.19 (2): 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 = 73 57.72 7.82 7.38**
CDE, Kashmir UniversityN = 92
**Significant at .01 level (2.58)
It is also obvious from the values in Table 4.2.19(2) that the calculated
value of C R (7.38) 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 L.L.B. (Academic) course run at DDE, Jammu
University and CDE, Kashmir University differs significantly.
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
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(3).
Table 4.2.19 (3): 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 = 163 30.99 4.52 6.85**
CDE, Kashmir UniversityN = 466
**Significant at .01 level (2.58)
190
It is also obvious from the values in Table 4.2.19(3) that the calculated
value of C R (6.85) 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.A (Urdu) course run at DDE, Jammu University
and CDE, Kashmir University differs significantly.
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
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(4).
Table 4.2.19 (4): 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 = 205 25.95 5.05 5.13**
CDE, Kashmir UniversityN = 101
**Significant at .01 level (2.58)
It is also obvious from the values in Table 4.2.19(4) that the calculated
value of C R (5.13) 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.Com course run at DDE, Jammu University and
CDE, Kashmir University differs significantly.
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
learners enrolled with DDE, Jammu University and CDE, Kashmir
University. To see the significance of difference in the pass percentages of
191
both Universities, C R test has been employed. The result has been
presented in table 4.2.19(5).
Table 4.2.19 (5): 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 = 336 26.90 4.34 6.19**
CDE, Kashmir UniversityN = 103
**Significant at .01 level (2.58)
It is also obvious from the values in Table 4.2.19(5) that the calculated
value of C R (6.19) 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.A. (English) course run at DDE, Jammu
University and CDE, Kashmir University differs significantly.
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
present at CDE, Kashmir University.
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
present at CDE, Kashmir University.
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:
The pass percentage of B.A (Arts) course of DDE, Jammu University is
reported to be 26.96% and that of B.Com is 21.21%, whereas also due to
some circumstances these courses are not run by CDE, Kashmir University
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,
Jammu University and CDE, Kashmir University” stands rejected.
LLB Academic Course has pass percentage 20.54% for DDE, Jammu
University, whereas 78.26% is for CDE, Kashmir University. Therefore,
Hypotheses IV “A significant difference do not exist between the pass
percentage of the distance learners enrolled with L.L.B. (Academic) course of
DDE, Jammu University and CDE, Kashmir University” stands rejected.
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,
Jammu University and CDE, Kashmir University” stands rejected.
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
Jammu University Kashmir University
Men Women Total Appd.
Pass Pass %age
Men Women Total Appd.
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
PASS PERCENTAGE (2008 – 09)
For calculating the pas 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 4.2.20, 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).
Table 4.2.20 (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 = 478 44.18 2.14 20.64**
CDE, Kashmir UniversityN = 2861
**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 (20.64) 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.
196
4. From Table 4.2.20(2), it is clear that the pass percentage of L.L.B.
(Academic) course of DDE, Jammu University is 22.72%, whereas of
CDE, Kashmir University is 79%. 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 4.2.20(2).
Table 4.2.20 (2): 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 = 22 56.28 22.84 4.38**
CDE, Kashmir UniversityN = 43
**Significant at .01 level (2.58)
It is also obvious from the values in Table 4.2.20(2) that the calculated
value of C R (4.38) 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 L.L.B. (Academic) course run at DDE, Jammu
University and CDE, Kashmir University differs significantly.
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,
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 4.2.20(3).
197
Table 4.2.20 (3): 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 = 275 26.46 3.82 6.92**
CDE, Kashmir UniversityN = 449
**Significant at .01 level (2.58)
It is also obvious from the values in Table 4.2.20(3) that the calculated
value of C R (6.92) 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 M.A (Urdu) course run at DDE, Jammu University
and CDE, Kashmir University differs significantly.
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
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 4.2.20(4).
Table 4.2.20 (4): 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 = 153 50.63 5.38 9.41**
CDE, Kashmir UniversityN = 180
**Significant at .01 level (2.58)
It is also obvious from the values in Table 4.2.20(4) that the calculated
value of C R (9.41) is greater than the value significant at .01 level of
significance (i.e.2.58). Thus it entails that the pass percentage of distance
198
learners enrolled with the M.Com course run at DDE, Jammu University and
CDE, Kashmir University differs significantly.
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,
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 4.2.20(5).
Table 4.2.20 (5): 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 = 704 38.10 6.29 6.05**
CDE, Kashmir UniversityN = 62
**Significant at .01 level (2.58)
It is also obvious from the values in Table 4.2.20(5) that the calculated
value of C R (6.05) 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 M.A. (English) course run at DDE, Jammu
University and CDE, Kashmir University differs significantly.
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
CDE, Kashmir University.
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:
The pass percentage of B.A (Arts) course of DDE, Jammu University is
reported to be 32.93% and that of B.Com is 36.84%, whereas also due to
some circumstances these courses are not run by CDE, Kashmir University
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.
LLB Academic Course has pass percentage 22.72% for DDE, Jammu
University, whereas 79% is for CDE, Kashmir University. Therefore,
Hypotheses IV “A significant difference do not exist between the pass
percentage of the distance learners enrolled with L.L.B. (Academic) course of
DDE, Jammu University and CDE, Kashmir University” stands rejected.
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
Jammu University Kashmir University
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)
Item Wise Analysis of Table 4.3.1
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
Jammu University Kashmir University
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.
The results illustrated vide bar graph: 3.2.17 (3).
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
Jammu University Kashmir University
Jammu University Kashmir University
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.
The results illustrated vide bar graph: 4.3.1(5).
Fig. No. 4.3.1(5): Bar Graph Representation of Statement No. 5 of total sample (N=10) Distance Educators of DDE, Jammu University and (N=10) Distance Educators of CDE, Kashmir University.
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
Jammu University Kashmir University
Jammu University Kashmir University
Statement No. 6 of the table 4.3.1 shows that 90% and 80% distance
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.
The results illustrated vide bar graph: 4.3.1(6).
Fig. No. 4.3.1(6): Bar Graph Representation of Statement No. 6 of total sample (N=10) Distance Educators of DDE, Jammu University and (N=10) Distance Educators of CDE, Kashmir University.
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.
The results illustrated vide bar graph: 4.3.1(7).
Fig. No. 4.3.1(7): Bar Graph Representation of Statement No. 7 of total sample (N=10) Distance Educators of DDE, Jammu University and (N=10) Distance Educators of CDE, Kashmir University.
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
Jammu University Kashmir University
Jammu University Kashmir University
Statement No. 8 of the table 4.3.1 shows that 40% and 50% distance
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.
The results illustrated vide bar graph: 4.3.1(8).
Fig. No. 4.3.1(8): Bar Graph Representation of Statement No. 8 of total sample (N=10) Distance Educators of DDE, Jammu University and (N=10) Distance Educators of CDE, Kashmir University.
Statement No. 9 of the table 4.3.1 shows that 70% and 80% distance
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.
The results illustrated vide bar graph: 4.3.1(9).
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
Jammu University Kashmir University
Jammu University Kashmir University
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
University were found to be indifferent.
The results illustrated vide bar graph: 4.3.1(10).
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.
Statement No. 11 of the table 4.3.1 reveals that 30% and 20% distance
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.
The results illustrated vide bar graph: 4.3.1(11).
Fig. No. 4.3.1(11): Bar Graph Representation of Statement No. 11 of total sample (N=10) of Distance Educators of DDE, Jammu University and (N=10) Distance Educators of CDE, Kashmir University.
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
Jammu University Kashmir University
Jammu University Kashmir University
Statement No. 12 of the table 4.3.1 shows that 80% and 70% distance
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.
The results illustrated vide bar graph: 4.3.1(12).
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.
Statement No. 13 of the table 4.3.1 reveals that 80% and 90% distance
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.
The results illustrated vide bar graph: 4.3.1(13).
Fig. No. 4.3.1(13): Bar Graph Representation of Statement No. 13 of total sample (N=10) of Distance Educators of DDE, Jammu University and (N=10) Distance Educators of CDE, Kashmir University.
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
Jammu University Kashmir University
Jammu University Kashmir University
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.
The results illustrated vide bar graph: 4.3.1(14).
Fig. No. 4.3.1(14): Bar Graph Representation of Statement No. 14 of total sample (N=10) of Distance Educators of DDE, Jammu University and (N=10) Distance Educators of CDE, Kashmir University.
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.
The results illustrated vide bar graph: 4.3.1(15).
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
Jammu University Kashmir University
Jammu University Kashmir University
Statement No. 16 of the table 4.3.1shows that 100% and 90% distance
educators from DDE, Jammu University and CDE, Kashmir University
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.
Statement No. 17 of the table 4.3.1 shows that 50% and 60% distance
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.
The results illustrated vide bar graph: 4.3.1(17).
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
Jammu University Kashmir University
Jammu University Kashmir University
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
educators from DDE, Jammu University and CDE, Kashmir University
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.
The results illustrated vide bar graph: 4.3.1(18).
Fig. No. 4.3.1(18): Bar Graph Representation of Statement No. 18 of total sample (N=10) of Distance Educators of DDE, Jammu University and (N=10) Distance Educators of CDE, Kashmir University.
Statement No. 19 of the table 4.3.1 reveals that 60% and 70% distance
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.
The results illustrated vide bar graph: 4.3.1(19).
Fig. No. 4.3.1(19): Bar Graph Representation of Statement No. 19 of total sample (N=10) of Distance Educators of DDE, Jammu University and (N=10) Distance Educators of CDE, Kashmir University.
40%
0%
70%60%
0%
30%
0%10%20%30%40%50%60%70%80%
Yes No indifferent
Per
cent
age
Jammu
Kashmir
Jammu University Kashmir University
Jammu University Kashmir University
Statement No. 20 of the table 4.3.1 shows that 60% and 80% distance
educators from DDE, Jammu University and CDE, Kashmir University
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.
The results illustrated vide bar graph: 4.3.1(20).
Fig. No. 4.3.1(20): Bar Graph Representation of Statement No. 20 of total sample (N=10) of Distance Educators of DDE, Jammu University and (N=10) Distance Educators of CDE, Kashmir University.
Statement No. 21 of the table 4.3.1 shows that 80% and 70% distance
educators from DDE, Jammu University and CDE, Kashmir University
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.
The results illustrated vide bar graph: 4.3.1(21).
Fig. No. 4.3.1(21): Bar Graph Representation of Statement No. 21 of total sample (N=10) of Distance Educators of DDE, Jammu University and (N=10) Distance Educators of CDE, Kashmir University.
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
Jammu University Kashmir University
Jammu University Kashmir University
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
Jammu University Kashmir University
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)
Item Wise Analysis of Table 4.4.1
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.
The results illustrated vide bar graph: 4.4.1(1).
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
Jammu University Kashmir University
The results illustrated vide bar graph: 4.4.1(2).
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.
The results illustrated vide bar graph: 4.4.1 (3).
Fig. No. 4.4.1(3): Bar Graph Representation of Statement No. 3 of total sample (N=10) of Administrative Staff of DDE, Jammu University and (N=10) Administrative Staff of CDE, Kashmir University.
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
Jammu University Kashmir University
Jammu University Kashmir University
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.
The results illustrated vide bar graph: 4.4.1(4).
Fig. No. 4.4.1(4): Bar Graph Representation of Statement No. 4 of total sample (N=10) of Administrative Staff of DDE, Jammu University and (N=10) Administrative Staff of CDE, Kashmir University.
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.
The results illustrated vide bar graph: 4.4.1(5).
Fig. No. 4.4.1(5): Bar Graph Representation of Statement No. 5 of total sample (N=10) of Administrative Staff of DDE, Jammu University and (N=10) Administrative Staff of CDE, Kashmir University.
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
Jammu University Kashmir University
Jammu University Kashmir University
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).
Fig. No. 4.4.1(6): Bar Graph Representation of Statement No. 6 of total sample (N=10) of Administrative Staff of DDE, Jammu University and (N=10) Administrative Staff of CDE, Kashmir University.
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.
The results illustrated vide bar graph: 4.4.1(7).
Fig. No. 4.4.1(7): Bar Graph Representation of Statement No. 7 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
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
Jammu University Kashmir University
Jammu University Kashmir University
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).
Fig. No. 4.4.1(8): Bar Graph Representation of Statement No. 8 of total sample (N=10) of Administrative Staff of DDE, Jammu University and (N=10) Administrative Staff of CDE, Kashmir University.
Statement No. 9 of the table 4.4.1 shows that 100% and 90% of the
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.
The results illustrated vide bar graph: 4.4.1(9).
Fig. No. 4.4.1(9): Bar Graph Representation of Statement No. 9 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%10%
0%
90%
0%
20%
40%
60%
80%
100%
120%
Yes No indifferent
Per
cen
tag
e
Jammu
Kashmir
Jammu University Kashmir University
Jammu University Kashmir University
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.
The results illustrated vide bar graph: 4.4.1(10).
Fig. No. 4.4.1(10): Bar Graph Representation of Statement No. 10 of total sample (N=10) of Administrative Staff of DDE, Jammu University and (N=10) Administrative Staff of CDE, Kashmir University.
Statement No. 11 of the table 4.4.1 shows that 100% and 90% of the
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.
The results illustrated vide bar graph: 4.4.1(11).
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
Jammu University Kashmir University
Jammu University Kashmir University
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.
The results illustrated vide bar graph: 4.4.1(12).
Fig. No. 4.4.1(12): Bar Graph Representation of Statement No. 12 of total sample (N=10) of Administrative Staff of DDE, Jammu University and (N=10) Administrative Staff of CDE, Kashmir University.
Statement No. 13 of the table 4.4.1 reveals that 100% and 90% of the
administrative staff from DDE, Jammu University and CDE, Kashmir
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.
The results illustrated vide bar graph: 4.4.1(13).
Fig. No. 4.4.1(13): Bar Graph Representation of Statement No. 13 of total sample (N=10) of Administrative Staff of DDE, Jammu University and (N=10) Administrative Staff of CDE, Kashmir University.
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
Jammu University Kashmir University
Jammu University Kashmir University
Statement No. 14 of the table 4.4.1 reveals that 60% and 50% of the
administrative staff from DDE, Jammu University and CDE, 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.
The results illustrated vide bar graph: 4.4.1(14).
Fig. No. 4.4.1(14): Bar Graph Representation of Statement No. 14 of total sample (N=10) of Administrative Staff of DDE, Jammu University and (N=10) Administrative Staff of CDE, Kashmir University.
Statement No. 15 of the table 4.4.1 shows that 70% and 60% of the
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.
The results illustrated vide bar graph: 4.4.1(15).
Fig. No. 4.4.1(15): Bar Graph Representation of Statement No. 15 of total sample (N=10) of Administrative Staff of DDE, Jammu University and (N=10) Administrative Staff of CDE, Kashmir University.
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
Jammu University Kashmir University
Jammu University Kashmir University
Statement No. 16 of the table 4.4.1 depicts that 50% and 40% of the
administrative staff from DDE, Jammu University and CDE, Kashmir
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.
The results illustrated vide bar graph: 4.4.1(16).
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.
Statement No. 17 of the table 4.4.1 shows that 100% and 90% of the
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.
The results illustrated vide bar graph: 4.4.1(17).
Fig. No. 4.4.1(17): Bar Graph Representation of Statement No. 17 of total sample (N=10) of Administrative Staff of DDE, Jammu University and (N=10) Administrative Staff of 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
Jammu University Kashmir University
Jammu University Kashmir University
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.
The results illustrated vide bar graph: 4.4.1(18).
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.
Statement No. 19 of the table 4.4.1 shows that 50% and 60% of the
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.
The results illustrated vide bar graph: 4.4.1(19).
Fig. No. 4.4.1(19): Bar Graph Representation of Statement No. 19 of total sample (N=10) of Administrative Staff of DDE, Jammu University and (N=10) Administrative Staff of CDE, Kashmir University.
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
Jammu University Kashmir University
Jammu University Kashmir University
Statement No. 20 of the table 4.4.1 shows that 60% and 70% of the
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.
The results illustrated vide bar graph: 4.4.1(20).
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
Jammu University Kashmir University
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.