Open Education Studies, 2020; 2: 149–158

Research Article

Jamilatu Sumaila, Vera Rosemary Ankoma-Sey, Daniel Asamoah, Frank Quansah* Conducting Research Work as a Requirement for University Undergraduate Studies: Challenges of Distance Education Students in Ghana https://doi.org/10.1515/edu-2020-0112 received May 5, 2020; accepted July 12, 2020. & Mishra, 2015). This implies that whenever there is an issue of concern in education, there is the need to Abstract: As a partial condition for the successful conduct a study to investigate the existence of the problem completion of school, and for certification reasons, and come out with solutions to the problem where undergraduate distance education students in Ghanaian necessary (Amedahe, 2002; Rajasekar, Philominathan, & universities are required to conduct research work. Chinnathambi, 2013). Educational research and research Due to the mode of teaching and learning activities, it in general, promote national development (Baafi- appears such students are at a disadvantage. In this Frimpong, Yarquah, & Milledzi, 2016). Take for example, study, we examined the challenges distance education when students are able to identify educational problems students encounter in conducting their research work and research into it, they are more likely to come out in two universities in Ghana. A cross-sectional survey with solutions which could bring about improvement was conducted using 866 distance education students in practice and developmental changes in educational sampled from the study centres across the country. policies. For this reason, Mafenya (2014) stresses that Results from a confirmatory factor analysis, using 5,000 a country cannot develop meaningfully without the bootstrap samples, revealed challenges from the students, application of scientific research findings. From the view supervisors and the institutions. Based on our results, we of Amedahe (2002), students are required to study and recommend that there should be structured policies by conduct research to discover strategies and guidelines university management and supervisors to relieve students to better understand educational issues, and to develop of the challenges they encounter when conducting their and/or modify the existing theory to improve educational research work. The study also encouraged students to practice. devote the needed time, commitment and motivation to Due to the relevance of educational research, and complete their research work on time. Suggestions for just like any other country, the Ghanaian educational further studies were made based on the findings. enterprise, especially at the tertiary level, places much premium on the conduct of educational research, making Keywords: Student-related challenges; supervisor- research to be inculcated in its curriculum (Mafenya, related challenges; institutional-related challenges; 2014; Neville, 2007). Globally, research work is mandatory distance learners. for the majority of undergraduate and postgraduate students who pursue educational programmes (Ankoma- Sey, Aheto, & Quansah, 2019). Students are to go through 1 Introduction a research experience whether individually or in groups. Following this, students who fail to meet this requirement In education, research is an enquiry into an identified would fail to graduate. Similarly, a larger proportion educational problem of relevance (Creswell, 2014; Pandey of distance education students offering undergraduate programmes in Ghana are also obliged to conduct research *Corresponding author: Frank Quansah, Department of work as a requirement for certification. Education and Psychology, University of Cape Coast, Ghana, Distance education, according to the Commonwealth E-mail: [email protected] Learning (2004), is a teaching and learning platform Vera Rosemary Ankoma-Sey, Jamilatu Sumaila, College of Distance Education, University of Cape Coast, Ghana where course contents are dispatched to learners who are Daniel Asamoah, Department of Education and Psychology, detached, typically, by space and time. The fundamental University of Cape Coast, Ghana concept of distance education is the detachment of learners

Open Access. © 2020 Jamilatu Sumaila et al., published by De Gruyter. This work is licensed under the Creative Commons Attribution alone 4.0 License. 150 Jamilatu Sumaila et al. and instructors by time and distance. In practice, the is assigned to them so they are able to graduate (Project nature of distance education tends to take a different view Work Unit, College of Distance Education- University of from one nation to another. In most advanced countries, Cape Coast, UCC, 2019). With this approach to research distance education is tagged as online interactions and supervision, it is expected that supervisors might have learning with no physical interactions between teachers some difficult times during the entire research process and students (Mafenya, 2014; Musingafi, Mapuranga, due to infrequent face-to-face contacts. Chiwanza, & Zebron, 2015; Nzama, 2013). It must be acknowledged that even in the regular In the Ghanaian space, however, distance education stream, most students have problems in successfully takes a different view; it does involve little online conducting and writing their research work, as earlier interaction and teaching with extensive face-to-face discussed. By extension, it can only be anticipated that contact on some defined times and days. The practice is the distance education students would also have some such that in-person classes (called face-to-face sessions) challenges, perhaps in different areas. In their study, Botha are held on weekends (i.e. Saturdays and Sundays) using (2016) revealed that one of the key reasons for delayed various classroom facilities in senior high schools, colleges graduation (or even drop out) among postgraduate and universities as satellite campuses (i.e. study centres). students in the University of Ghana was the distance Course content, called modules, are given in advance to the from campus and supervisors. Botha (2016) further students to study before meeting their tutors on weekends elaborated that most postgraduate students move away for the face-to-face sessions. These weekend face-to-face from campus during their second year and as result, they interactions are supervised by university staff deployed have less frequent contact hours with their supervisors across various study centres. Quizzes and examinations which in turn impedes the progress of the work. This is are also conducted on weekends where supervisors are not so different from what distance education students sent to the various study centres to monitor the teaching, experience when writing their project work. learning and assessment activities. In another study, Akparep et al. (2017) investigated In recent times, issues surrounding the length of time the ‘blame-game’ in the delayed completion of students’ used by university students in completing their research research work and the subsequent termination of work both at the postgraduate and undergraduate levels programmes by some students. A key finding of their have been a concern for stakeholders in education (Lessing research was that university students in Ghana, especially, & Schultze, 2012; Amehoe, 2014). For Botha (2016), the at the postgraduate level combine their studies with work. high proportions of students who, due to research work This was found to reduce the time they had to work on frustrations, terminate and drop out of their studies their research works resulting in deferred completion in most Ghanaian universities is worrying. Akparep, and certification by their institution. This element is also Jengre, and Amoah (2017) also added that a reasonably found among distance education students who also work large number of undergraduates conducting research as and study simultaneously. Most people engaged in full- a requirement for their studies are not able to graduate time employment prefer distance education irrespective on time such that some stay up to twice the number of of how busy they are (Ankoma-Sey, Quansah, & Aheto, years they should have stayed on the programme or even 2018). It is obvious that time would be a concern when they terminate their studies. are conducting their research work which is a mandatory In the traditional (regular) mode of university requirement. education, research work supervision is a good platform While the conduct of research/project work by for students to conduct their research under a close distance education students is quintessential, studies direction by an on-campus lecturer. It should be pointed have reported other challenges university students, in out that conducting research work as a distance education general, face. From the standpoint of Mapolisa and Mafa student takes a slightly different form. Students are (2016), these challenges emanate from the students assigned supervisors and are required to meet their themselves, their supervisors and the institutions within respective supervisors at the study centres (Ankoma-Sey which they find themselves. In particular, it has been et al., 2019). Ordinarily, meetings are scheduled by both reported by Pearce (2005) using samples from New York parties (students and supervisors) on weekends during that students are scared of carrying out research works face-to-face sessions. In some instances, supervisors do because they see it as high above them. Similarly, Bell their supervision through some online means like emails (2000) and Nzama (2013) found that supervisors in open and WhatsApp. After a successful completion of the and distance learning institutes, in Kenya and the United research work, students present their work and a grade Kingdom, do not get the chance to be involved in baseline Conducting Research Work as a Requirement for University Undergraduate Studies ... 151 research which makes them lack the necessary experience not surprising that each year the proportion of students to supervise students’ work. who are capable of completing their research on time Other supervisor-related challenges as reported by keeps decreasing. Data from the project work unit of the Mapolisa and Mafa (2016) in Asia include lack of interest College of Distance Education, University of Cape Coast, in research and delayed feedback from supervisors to showed that about 41% of the students complete their students. Other scholars have also reported delays from research work on time, an additional 16% are able to meet supervisors and, in some instances, these supervisors deadline extensions, and the rest of them normally have were found not to spend quality time with the students delayed graduation. For some students, they terminate they supervise (Nyawaranda, 2005; Shumba, 2004). their programme because of their inability to complete Student challenges such as inadequate funding, their research/project work (Project Work Unit, College of computer illiteracy, family and time problems also affect Distance Education- University of Cape Coast, UCC, 2019). the conduct of their research work (Manchishi, Ndhlovu, This is a concern, and as such, a study of this nature would Phiri, & Thomson, 2018; Mapolisa & Mafa, 2016). Again, provide comprehensive knowledge of the situation. In this institutional-related challenges including lack of internet study, we explore the challenges that affect these students services, the inadequacy of research course content, in conducting their research work. and inadequate library resources negatively impact the The development of undergraduate distance education undergraduate students’ ability to conduct research (Alsied students includes attaining competencies and skills in & Ibrahim, 2017; Mapolisa & Mafa, 2016). Thondhlana, conducting and writing a research report. In addition to Mawere, and Weda (2011) also reported in Zimbabwe that this, the frustrations distance education undergraduate institutional factors such as lack of research materials students go through in writing their research work also and imposing research topics on students affect distance have a significant impact on their psychological state and education students’ conduct of research work. Besides, completion of the programme. A study of this nature is there are also few meetings with students, little interest in significant with regards to providing some understanding students’ research issue, and little or no direction from the of the challenges of the undergraduate distance education supervisors. These failings have been found as challenges students’ face in this stage of their education. The students face in writing their research work/projects (Bell, findings of the study would be beneficial to stakeholders 2000; Anderson, Day, & MacLaughlin, 2006; Mapolisa & in education to enable them to know of the various Mafa, 2016). challenges that undergraduate distance education Judging from the research literature on the challenges students face in the conduct of their research. These of distance undergraduates in conducting their research/ challenges when known would serve as a policy guideline project work, it is evident that several studies have been for stakeholders of education and especially authorities conducted in Asia, the United Kingdom and other parts of of distance education in the country to devise a means to Africa such as Kenya and Zimbabwe. However, it appears address these challenges. The findings of the study would in the empirical literature, especially in Ghana, that the also inform supervisors and institutions of the need to put challenges students face in conducting their research mechanisms in place to assist students in conducting and work have not been fully explored. A study of this nature facilitating their research projects. is essential, particularly, due to the differences in the way distance education is run in various countries. The way and manner in which distance education, and for 1.1 The Purpose and Scope of the Study that matter research supervision, is carried out in Ghana deviates from other countries where previous studies have The overarching aim of this study is to examine the been conducted. challenges that affect distance education undergraduate It is also worthwhile to highlight that research students in conducting their research work, which is work supervision in distance education is carried out a requirement for graduation, in two universities in concurrently with weekend face-to-face interactions. Ghana: the University of Cape Coast and the University of This might increase the workload of distance education Education, Winneba. Precisely, the authors sought to: students, particularly those who are actively employed 1. explore the student-related challenges distance and married with children- this category of people form education undergraduate students face in conducting a larger proportion of distance education students’ their research work, population (Ohene & Essuman, 2014; Agbofa, 2012). It is 152 Jamilatu Sumaila et al.

2. investigate the supervisor-related challenges distance work/project, it is important to consider the individual education undergraduate students face in carrying student and his/her immediate environment (such as out their research work, and the institution, family, supervisors, siblings, parents, 3. examine the institutional-related challenges distance workplaces relationship, etc.) within which the research education undergraduate students face in conducting is conducted. For this reason, the ecological systems their research work. theory exposes us to critically view the challenges distance education students face in conducting their research work as a phenomenon that is influenced by a 1.2 Bronfenbrenner’s Ecological Systems wide variety of factors emanating from the immediate Theory environments of students such as the aforementioned. We argue that any negative influence from these agents that Bronfenbrenner (1995) theorised that the immediate form the immediate environment of students may hinder environment of an individual is made up of four their meaningful conduct of their research work/project. layers (microsystem, mesosystem, exosystem and For instance, as part of the immediate environment of macrosystem) which interact in various ways as far as students and in particular the exosytem, decisions made the total development of the individual is concerned. The by the institutions or supervisors regarding the conduct microsystem explains the patterns of events, roles and of research work/project which students have no control interpersonal interactions which provide experience to of, can affect the way they go about that kind of research persons in a specific situation. The microsystem forms a work/project. set of structures which expose the developing individual For some time now, the Bronfenbrenner’s ecological to direct contact and influences (Bronfenbrenner, 1995). systems theory has been largely applied in the field of The microsystem includes family, students and parents, education. Howard and Johnson (2000), in Australia, administrators of the school, teachers and the community adopted this theory to investigate the factors which are (Johnson, 2008). To Bronfenbrenner (1995), the considered significant in improving resilience in school mesosystem emphasises the linkages and relationships among primary school learners emphasising the role of between the microsystems. For instance, the mesosystem the school, family and community. The Bronfenbrenner’s of a single school can be looked at from the perspective ecological systems theory has also been adopted to study of the interaction between students and parents (two the transition of (a) children from home to formal schooling structures of microsystems). The expectations of students in the US (Rimm-Kaufman, & Pianta, 2000; Tudge, Odero, in the conduct of research work, for example, can be Hogan, & Etz, 2003), and (b) nursery children from directly and indirectly influenced by the school climates the classroom to the school playground (Smith, 2002). (i.e. supervisors and institutional facilities). When Stivaros (2007) also adopted this theory to understand the students face difficulties in conducting their research ecological perspective of children’s school experiences work and fail to complete their education, it bestows a and educational outcomes in England. In all these studies, direct or indirect pressure on the school, parents and one thing is obvious; there is the development of an students. individual. In the case of this study, the research work is a In furtherance, the exosystem denotes the larger development process where these students attain certain social system as well as events, decisions, policies and skills and abilities to prepare them for the world of work. contingencies which the developing individual has no The point is that by their interaction with the various control of or influence on (Bronfenbrenner, 1995). From the systems available (e.g., supervisor, peers, institution’s school’s situation, the exosystem is made up of structures library), students develop these competencies. such as state regulations, laws and district mandates which affect the students and the entire school positively or negatively (Johnson, 2008). Lastly, the macrosystem depicts the societal milieu which comprises the pattern 2 Methods of lifestyles, opportunities, values, beliefs, resources, and customs of the individuals in the society (Bronfenbrenner, 2.1 Participants 1995). Referring to the aim of this research which sought The study surveyed (cross-sectional) 866 (response to examine the challenges undergraduate distance rate of 94.9%, n=822) distance education final year education students face in conducting their research students from two universities in Ghana (i.e. University Conducting Research Work as a Requirement for University Undergraduate Studies ... 153 of Cape Coast, UCC [n=417, 50.7%] and the University of 2.3 Data Collection Education, Winneba [n=405, 49.3%]). The selection of these two public universities was based on the fact that An ethical clearance letter was first obtained from the they have similar distance education systems and the College of Distance Education, University of Cape Coast largest distance education student population. It must be and distributed to the gatekeepers of the population of made clear that not all final year students were eligible interest. The centre coordinators were also included. This to participate in the study. That is, not all programmes enabled the researchers to get the needed assistance and on distance learning, especially in the University of Cape cooperation from the centre coordinators of the various Coast, are mandated to carry out research work: such centres. At each centre, the aim of the research was students take a course in replacement for research work. expounded to the respondents, assured them of anonymity In this study, only distance education students who and confidentiality, and encouraged them to respond were working on their research work were identified and freely and, of course, to do that as honestly as possible. sampled to participate in the study. In each institution, a The questionnaires were administered to the participants multi-stage sampling procedure was employed to select in the designated centres with the help of four trained students from study centres across the country. The data collection assistants. The questionnaires were then majority of the students were females (n=443, 53.9%) administered to the participants and instructions on how while 46.1% (n=379) males. About 71% (n=584) were to respond to the items were carefully explained. There married with the remaining 28.9% (n=238) being single. was enough time for them to respond to the items and the A greater proportion of the participants reported that they questionnaires were retrieved immediately. had male supervisors (n=699, 85%) whereas 15% of them During the data collection, ethical consideration had female supervisors (n=123). (such as ethical clearance, informed consent, protection of vulnerable participants, confidentiality, volition, and right to leave to the study) were not taken for granted. 2.2 Data Collection Instrument Ethical clearance was given by the ethical review board of UCC. The consent of the students was sought by signing A questionnaire was developed and validated by the an informed consent form to show their willingness to be authors for data collection. The items were drafted part of the study (Leedy & Ormrod, 2010). It is important based on various experiences and observations from the to emphasise that, in each centre, the supervisors or authors, together with what previous studies have found facilitators or coordinators were not present in the room (DeVellis, 2017). The questionnaire had 22-items measured at the time of the data collection. This was because the on a 4-point Likert type scale, aside the demographic presence of these persons is likely to indirectly coerce information. The scale had 3 dimensions, namely, student- some students to participate in the study unwillingly. This related with 7-items, supervisor-related with 8-items, and might end up in participants providing false information. institutional-related dimension with 7-items. Samples of Therefore, the absence of these persons was to protect the items include: “I do not have adequate time to conduct vulnerable respondents (Creswell, 2012). The respondents my research work”, “My supervisor does not have regular were informed that their participation in this study was meetings with me to discuss my research work”, and “The voluntary and thus, they also had the right to withdraw duration for conducting and writing research work is short”. from the study at any point in time (Neuman, 2007). The items were vetted by experts in the field of Educational Measurement and Evaluation. Results from factor analysis, specifically Eigen values and screen plots, 3 Results revealed three dimensions which also confirmed previous literature. Discriminant validation was also carried out A confirmatory factor analysis using 5,000 bootstrap using Heterotrait Monotrait (HTMT) ratio of correlation samples was conducted with Analysis of Moment to establish the divergent validity of the scale. The Structures (AMOS). The focus of the analysis was not to Average Variance Extracted (AVE) values also confirmed validate the scale but to find out how much variances the existence of construct validity. Reliability estimates each specific factor contributed to the challenges faced using omega ω were .71, .75, and .81 for school-related, by students. The challenges, as earlier mentioned, were supervisor-related and institution-related dimensions segregated into three dimensions: student-related, respectively. institutional related and supervisor-related. Figure 1 and Table 1 present the details. 154 Jamilatu Sumaila et al.

Figure 1: Measurement Model for the Dimensions of Challenges Faced by Students in Conducting Research.

The study revealed student-related challenges of their research work. Other challenges were reported, as undergraduate distance education students in carrying shown in Table 1. out their research/project work (Table 1). The prominent ones among these challenges were lack of motivation to conducting a research work (β=.578, p<.001), family 4 Discussion commitments (β=.546, p<.001), and scarcity of time (β=.456, p<.001). Other student-factors which served We found that student-related factors which largely served as a challenge were little knowledge in the area being as hindrances to the successful completion of students’ researched (β=.384, p<.001), lack of research materials research work are lack of motivation, family commitment such as computer and/or laptops and internet facility and insufficient time. It must be acknowledged that these (β=.324, p<.001), inadequate finances to complete the factors are possibly interrelated such that one could research work (β=.283, p<.001), and low commitment lead to another. Take, for instance, a female student (β=.220, p<.001). who is happily married with four children might have a With regards to supervisor-related challenges, high commitment to the family and marital life. These the students pointed out that they received little to no individuals are sometimes seen with their kids when they practical help from supervisors (β=.449, p=.035) and come for face-to-face sessions on their various campuses. supervisors failed to give clear directions (β=.541, p=.039). Some are observed breastfeeding and attending to their The other factors were not found as significant challenges children while lectures are on-going. At home, we can students faced. Duration for conducting research work only imagine the roles of such persons and how busy (β=.567, p<.001), lack of access to resources at the they would be occupied with work duties. It is expected university library (β=.703, p<.001), and insufficient library that if this narration is the case, then having time to read research resources (β=.683, p<.001) were the top three literature, do a write-up and even collect data for research major institutional barriers to students in conducting work can be only imagined. In reality, hardly will such Conducting Research Work as a Requirement for University Undergraduate Studies ... 155

Table 1: Challenges Faced by Students in Conducting Research Work.

No. Item β SE p-value [BLCI, BUCI] Var.

Student-related challenges (STF)

STF1 Insufficient time .456 .378 .000 [.347, .578] .208

STF2 Inadequate finances .283 .335 .000 [.299, .819] .080

STF3 Lack of motivation .578 .218 .000 [.418, .677] .334

STF4 Low commitment level .220 .199 .000 [.156, .492] .048

STF5 Little knowledge in the research area .384 .175 .000 [.296, .543] .147

STF6 High family commitments .546 .211 .000 [.434, .694] .298

STF7 Lack of personal accessories like laptop and internet access .324 .338 .000 [.434, .937] .105

Supervisor-related challenges (SPF)

SPF1 Irregular meetings with supervisor .076 1.841 .279 [-.119, .430] .006

SPF2 Low interest of supervisors in the research area .157 1.978 .236 [-.121, .685] .025

SPF3 Little/no practical help to students .449 .171 .035 [.302, .537] .202

SPF4 Supervisors give little direction on the work .541 .746 .039 [.443, .701] .293

SPF5 Supervisors fail to give feedback promptly .371 1.913 .237 [-.296, .551] .138

SPF6 Supervisors do not read the work often .426 2.287 .241 [-.271, .540] .181

SPF7 Limited knowledge of supervisor on the research area .348 2.469 .246 [-.252, .604] .121

SPF8 Lack of communication on the part of the supervisor .280 4.233 .279 [-.357, 1.082] .078

Institutional-related challenges (ISP)

ISP1 Research course in universities is not enough to conduct research .200 .314 .025 [.214, .738] .004

ISP2 The duration given by universities for research work is insufficient .567 .383 .000 [.506, .737] .321

ISP3 The university does not orient supervisors on supervision best practices .188 .274 .015 [.130, .506] .035

ISP4 Lack of materials in universities’ online repository .341 .554 .002 [.556, 1.081] .116

ISP5 Lack of access to resources at the universities’ library .703 .399 .000 [.565, .758] .494

ISP6 Very limited online interactions in research for students .376 .223 .001 [.239, .439] .141

ISP7 Library resources on research are inadequate .683 .451 .000 [.637, .854] .466

β- Factor loading, SE- Standard error, BLCI- Bootstrap Lower Confidence Interval, BUCI- Bootstrap Upper Confidence Interval, Var.- Variance persons have much time to work on their research work the findings of this study, other scholars have highlighted considering the laborious nature of the research process. the low motivation of students, low commitment and These factors can easily result in little motivation (and inadequate time on the part of the students in conducting even little commitment as was found in this study) in their research work (Anderson et al., 2006; Bell, 2000). The carrying out the research work. issue of low commitment and motivation and insufficient Corroborating with the findings of this study, Pearce time can be due partly to the fact that distance education (2005) indicated that distance education students do students normally have to travel far from their places of not dedicate the required amount of time needed to residence to meet with the supervisor at the centres. It conduct their research work. A possible reason for such must be stated that most distance education students in observation would be that a larger population of distance Ghana live far from the centres: this sometimes becomes education students are workers and parents who may not problematic for them to visit the centre on frequent have the required time to go through the demanding and occasions. This concern was also advanced by Rangecroft, systematic nature of research (Mafenya, 2014). In line with Long, Tricker, and Gilory (2006), and Mapolisa and Mafa 156 Jamilatu Sumaila et al.

(2012) who noted that distance education always comes the research work might be a problem. This coupled to the with the difficulty of meeting students particularly at the difficulty in getting access to resources can be frustrating research periods because of the remoteness nature of the to students. Findings from previous research validate this places they stay, and other family commitments. result. Nyawararnda (2005), for instance, mentioned that Necessarily, research demands investigators to be the time element in conducting research is particularly knowledgeable to successfully conduct a study. The essential. And for Shumba (2004) the duration for distance education students, in this study, acknowledged conducting a research work/project, for many students, having limited knowledge in carrying out research. This is limited due to supervisors and/or students delays may be probably due to the fact that it may be their first in the process. In line with the findings of this study, time carrying out research work and thus, it is at this Alsied and Ibrahim (2017) also revealed that distance point in the students’ life that the gap between theory and education students face challenges such as deficiency practice is being bridged. A similar result was discovered of library resources, the inadequacy of the number of by Alsied and Ibrahim (2017) who were of the view that research courses, and inaccessibility of internet services distance learners have problems writing and reporting on campuses. It must be said that when institutions their research activities. This finding is also corroborated fail to ensure these basic mechanisms, students will be by Nzama (2013) who stressed that distance education handicapped in conducting their research. students have limited knowledge in carrying out practical research. Issues of finances also had a role to play as most students could not afford their research-related materials, 5 Conclusions and Recommendations like laptops and the internet. The low finances could result in frustrations which in turn could lead to low motivation Results from our study highlight that challenges from the and commitment because research, in itself, can be immediate environment of students, as emphasised by expensive and inadequate funds may raise a concern. Brofenbruneer (1995) in his ecological systems theory, Several scholars supported that lack of money poses a are detrimental to the completion of research work/ challenge to students conducting research (Anderson et project of undergraduate distance education students al., 2006; Pearce, 2005; Nzama, 2013). in Ghanaian universities. These challenges faced by For supervisor related challenges, two major students in conducting their research work were largely significant issues came up for discussion in this study. from the students, although few factors were observed We found that distance education students believed that from the institution and the supervisors. These factors, (1) supervisors provided little/no practical help and (2) in turn, affect the completion rate of students as many supervisors also offered little direction on the work. From struggle with their research work. Although most of the the results, one thing is clear; support from the supervisors blame can be put on the students, supervisors and the on what to do and which path to take were deemed by university administrators also have to ensure that whereas the students as insufficient. Supporting this, Rajasekar they provide adequate time and materials for students to et al. (2013) emphasised that although supervisors are complete their research work, there should be structured obliged to offer professional direction and suggestions to policies to relieve students of the challenges they go students, this scarcely happens. Rajasekar and colleagues through. Managements of the universities should do well explained that this is due to the workload of supervisors to have orientation services to enlighten students on time as most of them hardly get time for the students. This was management and strategies to develop interest in research also confirmed by Nyawaranda (2005) who also found that to sustain commitment and motivation in the process of supervisors failed to spend quality time with the students carrying out their research work. The management of the they supervised, thereby, giving them little support. In the universities should allocate supervisors to students early view of Alsied and Ibrahim (2017), other supervisors have enough so that they can get ample time to work on their a negative attitude towards the supervision of students’ research. Again, students are also encouraged to devote research work. the needed time, commitment and motivation to complete The study also found that the duration for conducting their research work on time. research work, accessibility of resources, and inadequacy Although this study covered a relatively large sample of research resources at the university’s library serve as the size (i.e., undergraduate distance education students), topmost challenges from the institutions. As have already care should be taken in generalising the results. Due to been discussed, distance education students are hard- the utilisation of cluster sampling procedure, not all pressed with time. So, it is expected that the duration of centres and regions were presented. Particularly, a larger Conducting Research Work as a Requirement for University Undergraduate Studies ... 157

Ankoma-Sey, V. R., Quansah, F., & Aheto, S. K. (2018). Efficacies proportion of the sample came from study centres in of technology-based instruction in the University of Cape Northern Ghana. Again, because the data was taken in Coast distance education programme. Staff and educational one-point in time, the validity of this study may not stand development international, 22(3), 97-111. the test of time due to policy changes and reformulations Baafi-Frimpong, S., Yaquarh, J. A., & Milledzi, E. Y. (2016). Social and based on managerial observations and information from philosophical foundations of education. Cape Coast: University other objective sources like the findings of our study. of Cape Coast Press. Bell, J. (2000). Doing your research project. Buckingham: Open This study, for example, was conducted in the 2018/2019 University Press. academic year. Assuming that the management of the Botha, R. J. N. (2016). Postgraduate student throughput at the two universities decides to put in place certain strategies University of Ghana. European Scientific Journal, special which mitigate the challenges found in this study, then, edition, 342-355. the findings of this study might not be appropriate in, say, Bronfenbrenner, U. (1995). Developmental ecology through space and time: A future perspective. In P. Moen & G. H. Elder, Jr., 4 years. (Eds.), Examining lives in context: Perspectives on the ecology The findings of our study revealed that a greater of human development (pp. 619-647). Washington, DC: proportion of the major challenges distance education American Psychological Association. undergraduate students faced were personal (i.e., time, Commonwealth of Learning (CoL) (2004). Defining open distance motivation and commitment) with few from supervisors learning. Retrieved April 29, 2019, from http://col.org/ (i.e., little supervisor guidance) and their university (i.e. resources/. Creswell, J. 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