Stereotyping, Prejudice, Collective Self Esteem And Academic Achievement of Distance Education and Regular Students

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Angelina Adu
Bakari Dramanu Yusif
Felix Senyametor
Mark Owusu Amponsah
Freda Osei Sefa


Research has established that stereotyping, prejudice and collective self-esteem predict academic performance. Similarly, in Ghana, students’ academic achievement could be influenced by stereotyping, prejudice and collective self-esteem, particularly, in relation to their modes of study. Thus, the study compared distance education and regular students of the University of Cape Coast (UCC) on account of stereotyping, prejudice, collective self-esteem and academic achievement. The study employed the descriptive survey design, and a multi-stage sampling approach to select a sample of 628 comprising 306 and 322 regular and distance education students respectively for the study. Two research instruments that measured stereotyping, prejudice and collective self-esteem of distance and regular students were used to collect data. Data were analysed using multiple linear regression. Results revealed that stereotyping and collective self-esteem predicted the academic achievement of regular students. However, these variables did not predict the academic achievement of distance education students. It was recommended that academic counselling and workshops be organised by the UCC management in order to boost students’ confidence and pride in their modes of study


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