The aim of this study was to investigate some of the learner variables that may have an influence on the university academic achievement in distance versus conventional education setting.

Descriptive and analytic statistics were used to analyze the data of this study.  They revealed the following results:

1- The University academic achievement in both types of education:  distance and conventional education have been affected significantly by similar variables. 

They are:

a- Prior high school academic achievement.

b- Prior high school specialization.  It was in favor of science specialization.

c- University specialization.  It was also in favor of science specialization.

2- Whereas, the University academic achievement in both types of education have not been affected significantly by these variables:  The Locus of control, work responsibility, and the university year’s level.

On the other hand, gender has a significant effect on the University academic achievement in distance but not in conventional education setting.  The significance was in favor of female.

According to these results, the researcher recommends the university curriculum planner to consider courses in science to be as compulsory courses regardless the kind of student’s specialization.  Such courses are expected to force students to use their mental process deeply during learning, hence, to enhance their academic achievement.