Abstract:

Level of expectation at the beginning of a course is one of the driving forces underlying learners’ performance in the course. A low level of such expectation poses a problem to achievement in the course. This is more so a problem when such course has some quantitative component like in the case of a research courses in education. In that case the likelihood of a negative gap between an expected and obtained grade is expected from students. This study examined the determinants of achievement gap among University of Botswana graduate education students after exposure to educational research courses. Seventy-one (71) graduate education students reacted to questionnaire items concerning the determinants of achievement gap due to change in their initial orientation towards research through a compulsory research methodology course. Their responses were analysed using SPSS descriptive statistics, population t-test, independent t-test correlation and ANOVA to find achievement gap among University of Botswana Education graduate students. The findings of this study indicated that the determinants of achievement gap in education research course depend on student expectations before the research course, student attitude towards research and research experience of students.

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