LOCUS OF CONTROL AS A PREDICTOR OF INSTRUCTIONAL MODE CHOICE AMONG SECONDARY STUDENTS

Abstract

The relationship between locus of control and educational outcomes has significant implications for Open Distance Learning (ODL) systems, particularly in countries with diverse literacy rates. Individuals with an internal locus of control tend to attribute their successes and failures to their own efforts, which can enhance motivation and self-directed learning in ODL settings. Conversely, those with an external locus of control may rely more heavily on external factors, such as instructor guidance. Understanding the locus of control among secondary-level students can help educators tailor instructional strategies to meet the needs of learners in both formal and ODL modes, ultimately contributing to achieving educational goals.