Volume 39 - Number 4 - 1998 | DOI: 10.5032/jae.1998.04037
There is a paucity of research involving factors related to student achievement in agriculture courses taught at a distance. Such research is needed to help professors and advisors become more effective in their work with distant learners. The purpose of this descriptive study was to predict student achievement in college of agriculture videotaped courses using learner characteristic and learning strategy variables. The error in predicting student achievement in agriculture courses delivered by videotape can be significantly reduced by considering four learning strategy variables and one learner characteristic variable. Students who earned higher grades in videotaped courses spent less total time studying, spent more time viewing the videotape, were more likely to use study methods other than those identified on the questionnaire, were more likely to view the videotapes as they were received, and were more field-independent. Recommendations focus on how professors and academic advisors could use the results in advising students of how best to approach the learning task in videotaped courses.