Authors: Emmanuel Kofi Gyimah1 & Josephine Sam-Tagoe2 & Vera Arhin3 & Peter Brown4 & Benjamin Eduafo Arthur5 & John Eddiebright Buadu6 & Sarah Anyagre7 & John Ekow Laryea8 & Samuel Yaw Ampofo9 & Lydia Aframea Dankyi10 & Vera Ankomah-Sey11 & Vincent Mensah Minadzi12 & Felix Kumedzro13 & Daniel Augustus Arko14 & Abednego Kofi Bansah15 & Kow Wie-Addo16 & Felix Senyametor17 & Clara Akuamoah-Boateng18
1Department of Education, College of Distance Education, University of Cape Coast, Ghana
2Department of Education, College of Distance Education, University of Cape Coast, Ghana
3Department of Education, College of Distance Education, University of Cape Coast, Ghana
4Department of Education, College of Distance Education, University of Cape Coast, Ghana
5Department of Education, College of Distance Education, University of Cape Coast, Ghana
6Department of Education, College of Distance Education, University of Cape Coast, Ghana
7Department of Education, College of Distance Education, University of Cape Coast, Ghana
8Department of Education, College of Distance Education, University of Cape Coast, Ghana
9Department of Education, College of Distance Education, University of Cape Coast, Ghana
10Department of Education, College of Distance Education, University of Cape Coast, Ghana
11Department of Education, College of Distance Education, University of Cape Coast, Ghana
12Department of Education, College of Distance Education, University of Cape Coast, Ghana
13Department of Education, College of Distance Education, University of Cape Coast, Ghana
14Department of Education, College of Distance Education, University of Cape Coast, Ghana
15Department of Education, College of Distance Education, University of Cape Coast, Ghana
16Department of Education, College of Distance Education, University of Cape Coast, Ghana
17Department of Education, College of Distance Education, University of Cape Coast, Ghana
18Department of Education, College of Distance Education, University of Cape Coast, Ghana
Abstract: The study examined factors influencing students’ choice of programme of study at the College of Distance Education, University of Cape Coast. The study adopted the pragmatist’s approach from the positivist perspective. Specifically, the study used descriptive research design. Simple random sampling techniques were used to draw a sample of 2324 students at all levels from the 63 study centers (those offering education programmes) across all regions of Ghana. Data collection instruments were self-administered questionnaire. Survey data was analysed using descriptive statistics, specifically, frequencies and percentages. The study discovered that students’ personal interest for a particular programme, ambition or aspiration in life and credibility of the institutional certificate influence their choice of selection of a programme of study at UCC-CoDE. It was recommended that management of the College of Distance Education and all institutions running distance learning programmes should tailor curriculum of academic programmes to meet the interest and aspirations of applicants.
Keywords: Distance Education, Curriculum Implementation, Facilitation
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International Journal of Social Sciences & Educational Studies
ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), December 2018, Vol.5, No.2