Boleswana educational research

Abstract

Distance Education is increasingly being perceived by stakeholders, educators and learners as an effective knowledge system. Wilkes and Burnham (1991), argue that “Good distance teaching practices are fundamentally identical to good traditional teaching practices, and those factors which influence good instruction may be generally universal across different environments and populations”. Diploma in Education by distance mode aims at upgrading all Primary School teachers to the Diploma level. It is expected that the Diploma in Primary Education (DPE) programme will improve teachers’ knowledge skills and competency in primary education at the foundation level. One of the specialist areas is English. Four modules in English are offered for the DPE through Distance Education in Botswana. Each module covers the three main components, namely language, literature and methodology. Even as policy makers continue to build on the knowledge system, distance education in the twenty-first century, data about printed materials for the DPE raise some vital concerns pertaining to efficiency and effectiveness of materials. Among other factors, the materials should suit the needs of the learners, should be challenging and interactive. The purpose of this research paper is, therefore to investigate the effectiveness of this module to learners knowledge and competency in English. Data collection has been through questionnaire and interviews targeting trainers in three Teacher Education Institutions. The findings of the study reveal that the materials are effective to some extent. It has been recommended that module I be reviewed for improved effectiveness.