Analysis of students’ progress and performance

ASSIGNMENTS AND PRACTICALS

The only available analysis of student results dates from 1993-1994. This analysis covering three semesters shows that the average pass percentage in assignments improved from 56% in 1993 to 77% in 1994. The rate of submission of assignments also improved. In practicals, the average pass percentage was quite low in 1993 but increased considerably in 1994 from 48% to 61%. Almost all students passing assignments also pass the practical work.

TABLE 2. Pass percentages in assignments

Course title	Spring 1993	Autumn 1993	Spring 1994
Islamic studies	58	71	80
Pakistan studies	65	77	77
General science	62	58	77
Urdu	-	73	78
Family health and care	45	70	82
English I	58	55	72
Garment making I	48	56	63
Home economics	43	57	76
Garment making II	60	58	43
Sindhi	-	97	96
Arithmetic	60	52	65
English II	59	60	50
Average pass percentage	56	68	77

Source: Pakistan journal of distance education (Islamabad), vol. 13, no. 1-2, 1996, p. 82.

TABLE 3. Pass percentages in practicals

Course title	Spring 1993	Autumn 1993	Spring 1994
Garment making I	48	50	61
Home economics	30	55	80
Garment making II	59	44	40
Average pass percentage	48	49	61

Source: Pakistan journal of distance education (Islamabad), vol. 13, no. 1-2, 1996, p. 84..22

APPEARANCE IN EXAMS

Students who pass the assignments (four per full credit course, two per half-credit) and practical work are eligible to appear in the final examinations. The percentage of students having passed assignments and practical work who went on to sit exams in these subjects for the first time rose steadily during the four semesters from 55% to 86%. However, for the two resit (reappear) chances in exams, the percentage attempting exams was considerably lower.

TABLE 4. Percentage of students appearing in examinations (of those who had already passed the assignments)

Examination	Spring 1993	Autumn 1993	Spring 1994	Autumn 1994
First attempt	55	78	82	86
Reappear	31	30	52	- *
Reappear again	22	23	- *	- *
* = The results of these examinations had not been announced at the time of the study.

Source: Pakistan journal of distance education (Islamabad), vol. 13, no. 1-2, 1996, p. 85.

PERFORMANCE IN EXAMS

Over the four semesters in question, the pass rate for those students making their first appearance in exams fluctuated between 65% and 76%. The pass rate was generally lower for resits by the students in this group (see Table 5). The overall average pass percentage over three semesters (Spring and Autumn 1993, Spring 1994) of students sitting exams for the first time was 68%. In Spring 1993, 38% of those enrolling that semester passed the exam while in Spring 1994, this figure rose considerably to 53%. In terms of absolute numbers, figures rose from 1,006 students passing courses in Spring 1993 to an estimated 3,700 in Spring 1994.

TABLE 5. Pass percentages in examinations (of those presenting themselves for examination)

Examination	Spring 1993	Autumn 1993	Spring 1994	Autumn 1994
First attempt	65	77	66	76
Reappear	55	57	57	- *
Reappear again	78	51	- *	- *
*= Data not available at the time of the study.

Source: Pakistan journal of distance education (Islamabad), vol. 13, no. 1-2, 1996, p. 87..23

RESULTS FOR INDIVIDUAL COURSES

With the exception of a few courses, there was an increase in the pass percentage for assignments each semester (see Table 2). Figures for those passing practicals were lower but also showed an overall average increasing trend. The number of students who failed assignments was very low - less than 5%. However, there was a considerable number of drop-outs. The increasing trend in pass percentage for courses thus indicated a reduction in the number of drop-outs.

There were considerable differences among courses with regard to the average pass percentage in exams over the three semesters (see Table 6). Among the compulsory courses, pass rates in English I and Pakistan Studies were low (well below 50%). The poor performance in English constituted a major cause for dropping out. For the other compulsory courses pass rates were above the average with Sindhi and Urdu achieving very high pass rates.

TABLE 6. Percentage of passes in first-chance examinations (among those who presented themselves for examination)

Course	Compulsory/elective	Cumulative pass
Islamic studies	Compulsory	88
Pakistan studies	Compulsory	41
General science	Compulsory	72
Urdu	Compulsory	94
English I	Compulsory	33
English II	Compulsory	71
Sindhi	Compulsory	99
Arithmetic	Compulsory	72
Family health and care	Elective	94
Garment making I	Elective	56
Garment making II	Elective	82
General home economics	Elective	76
Average	-	68

Source: Pakistan journal of distance education (Islamabad), vol. 13, no. 1-2, 1996, p. 89.

PROBLEMS FACED BY STUDENTS

Completing a study programme through distance education is in itself a considerable challenge for any student. As described earlier in this case study, very many of the WSEP students come from difficult socio-econcomic conditions. A student profile study conducted in 1991 and a study of completers and non-completers of the Matriculation certificate conducted in 1996 (both by the AIOU) indicated a number of problems faced by students enrolling in the WSEP. While many students manage to surmount these difficulties, a large number have been unable to complete the curriculum and obtain their Matriculation certificate. Practical challenges include difficulty in paying fees, the heavy workload and responsibilities of students in their domestic lives, and long distances between students’ homes and study and exam centres. Many students are unable to take full advantage of the distance learning methods since they do not have easy access to audio-visual equipment. Certain courses appear to pose particular difficulties to students. The reasons for this are likely to be complex, relating to both course content and mode of delivery.

A number of problems related to the administration of the programme have also created difficulties for students: instances of poor communication, leading to confusing information and late announcements about exam results and resits; cases of assignments not being marked or being lost which result in students being unable to sit exams.