| dc.description |
Zhang, H., School of Economics and Management, Changzhou Institute of Technology, Changzhou, 213032, China; Apeanti, W.O., Faculty of Science, University of Education, P.O. Box 25, Winneba, Ghana; Georgescu, P., Department of Mathematics, Technical University of Ia?i, Bd. Copou 11A, Ia?i, 700506, Romania; Harvim, P., Faculty of Science, Jiangsu University, Zhenjiang, 212013, China; Lu, D., Faculty of Science, Jiangsu University, Zhenjiang, 212013, China; Li, T., School of Innovation and Entrepreneurship, Changzhou Institute of Technology, Changzhou, 213032, China; Zhang, B., School of Electrical and Information Engineering, Changzhou Institute of Technology, Changzhou, 213032, China |
en_US |
| dc.description.abstract |
We examine the effectiveness and sustainability of the distance teacher education program established by the University of Education, Winneba, Ghana, by investigating the differences in the academic performance of students who are trained in the teacher education program via traditional and distance education modes, respectively, from 2011 to 2015. Close attention is paid to the factors that affect the academic performance of students in the distance mode. Our findings confirm that traditional mode students perform better than their distance mode counterparts in terms of cumulative GPAs. Gender and economic demographics of distance study centers are found to affect the academic performance of distance education students significantly. The policy implications of these findings are discussed and directions of further action are outlined. � 2021 by the authors. Licensee MDPI, Basel, Switzerland. |
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