Abstract
PurposeThe purpose of this study aims to compare the academic performance and types of learning strategies used by APEL and regular entry undergraduates. It also explored the relationship between the academic performance and the types of learning strategies utilised by these two groups of undergraduate.Design/methodology/approachThis quantitative study involved 400 undergraduates from an open distance learning (ODL) institution. A correlational research design was used in this study. Data were collected through archival data and questionnaire. Independent t-test and Pearson’s correlation analyses were performed using SPSS.FindingsRegular entrants were found to perform slightly better than APEL entrants. There is no significant difference between the types of learning strategies used by APEL and regular entrants. For both groups, the higher performers adopted time and study environment management as well as effort regulation strategies. Besides this, there was no correlation between cognitive skills and peer learning with their academic performance. Meta-cognitive self-regulation and help-seeking which were found to affect the regular entrants’ academic performance did not correlate with those of APEL entrants.Research limitations/implicationsThis study was conducted within only one institution. The generalisation of findings may therefore be limited. Future studies could be conducted to include students from several institutions.Practical implicationsTime management training could be provided to students. Additional support, like foundation courses and supplementary readings, could be provided to APEL entrants to support their learning.Originality/valueThe findings would be beneficial to ODL institutions who offer APEL entry to understand the academic performance and learning strategies used by APEL entrants relative to regular entrants.
Highlights
The open distance learning (ODL) mode of study was introduced to allow Malaysians to develop themselves professionally while still working to contribute to the economy
An independent sample t-test was conducted to compare the academic performance of Accreditation of Prior Experiential Learning (APEL) and regular entry students
There was a significant difference in the scores for regular [M:2.38, SD: 1.23] and APEL entry students [M:2.12, SD:1.35; t(700) 5 4.587, p 5 0.000]
Summary
The open distance learning (ODL) mode of study was introduced to allow Malaysians to develop themselves professionally while still working to contribute to the economy. It was created with the aim of upgrading and expanding the pool of Malaysia’s human resources which was part of the 11th Malaysia Plan to develop its human capital through lifelong learning (Economic Planning Unit, 2015). The access to higher education via Accreditation of Prior Experiential Learning (APEL) was created through the collaboration between the Malaysian Ministry of Education and the Malaysian Qualification Agency (MQA). We will be focusing on APEL-A only
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