Mediating Effect of APEL on Competency and Enrolment in ODL Using Structural Equation Modelling

• Main Author: Mohamad Afzhan Khan Mohamad Khalil
• Format: Article
• Published: ASEAN Journal of Open and Distance Learning
• Subjects: LC5800 Distance education
• Online Access: https://ajodl.oum.edu.my/document/Current/2.Mediating_Effect_Final.pdf; http://library.oum.edu.my/repository/1230/
• Institution: Open University Malaysia

The 11th Malaysian Plan aspires to increase skilled workers from 28% to 35% by the year 2020. One of the initiatives taken by the government is to widen access to higher education by enrolling candidates through Accreditation of Prior Experiential Learning, which could be a catalyst in elevating people’s income by propelling their productivity. Accreditation of Prior Experiential Learning is a process through which learning achieved outside formal education is assessed, recognised and used to grant opportunity to learners who wish to enrol in an open and distance learning environment like Open University Malaysia. With an emergent emphasis given on lifelong learning, competencies such as language skills and information technology skills become imperative factors to be considered prior to enrolment of a candidate in open and distance learning. The main purpose of this paper is to confirm the mediating effect of Accreditation of Prior Experiential Learning on the relationship between competency and enrolment in open and distance learning using structural equation modelling. A review of previous literature was undertaken to show the methodological gap. Experiential Learning theory underpins the literature of this paper. A total of 400 usable questionnaires were obtained from candidates who wanted to enrol in Open University Malaysia in a face-to-face data collection process. Issues related to data normality were primarily resolved. The constructs were all found reliable (Alpha > 0.70). The structural equation modelling results (RMSEA = 0.08; GFI = 0.90; AGFI = 0.86; CFI = 0.94; TLI = 0.91; TLI = 0.91; NFI = 0.92; Chi Square = 3.27) were convincing to claim a model fit. Language skills (p = 0.01), information technology skills (p = 0.01) and Accreditation of Prior Experiential Learning (p = 0.01) were all significant variables when examined against enrolment in open and distance learning using regression analysis. The quantitative evidence further confirms a mediating effect of Accreditation of Prior Experiential Learning on the relationship between 1) language skills and open and distance learning enrolment and 2) information technology skills and open and distance learning enrolment. Validated statistics from this study can provide theoretical novelty and practical insights to institutions in convincing people that Accreditation of Prior Experiential Learning is a significant mediator in the human development of a nation. (Abstract by authors)