Differences between low and high achieving distance learners in locus of control and metacognition

Abstract

A total of 712 students of the Open University of Hong Kong (OUHK) – sampled from high achievers and low achievers, as defined by their performances in their overall course scores in four consecutive semesters — participated in the study. An instrument, the Survey of Students’ Study Preferences and Habits, developed and validated for the study was also used to collect data from the students who participated. The data collected through this instrument were complemented with in‐depth telephone interviews using a sub‐set of 32 from the main study sample. The analysis of the data, using both qualitative and quantitative methods which included descriptive and inferential statistics, showed very interesting patterns of differences in locus of control and the use of mctacognitivc strategics by low achievers and high achievers. For instance, high achievers rated themselves significantly higher than low achievers (p <. 01) in a number of scales such as confidence with studies, ability to cope well with studying in distance learning mode, and motivation by the need to avoid failure. High achievers indicated a significantly higher use of effective learning strategies than did low achievers (p <.01).