Enhancing Scholastic Attainment of B.Ed Students in Distance Education through Heutagogy

Abstract

The purpose of this study was to explore teachers' perceptions and experiences of heutagogical approaches in their learning journey and to assess the impact of heutagogy on teachers’ scholastic attainment within the context of distance education. For this purpose a well-defined 5 point Likert comprised 18 items was developed on base of five domains of exploration, creativity, collaboration, connectivity, sharing, and reflection. Each domain featured three items, systematically arranged in sequence to ensure clarity and minimize participant confusion. Thirty teachers who obtained their bachelor's degree from Allama Iqbal Open University Islamabad were randomly selected from the districts of Malakand and Dir (Lower). These individuals were chosen among those who secured employment in either public or private schools. The data collected was meticulously tabulated to facilitate the derivation of statistical values necessary for analysis. To accomplish this task, the latest version of SPSS was employed, allowing for efficient processing and calculation of the data. The resultant statistical values generated by SPSS are presented in the subsequent table, poised for further interpretation.  The findings revealed several factors that significantly influence students' scholastic attainment. It was concluded that holistic approach is essential, particularly for those engaged in distance learning, to enhance scholastic attainment effectively.