Institutional Factors, Learners‟ Self Efficacy And Academic Performance Of Distance Learning Students In Selected Kenyan Public Universities

Abstract

Distance Learning is a mode of study in which educators reach many learners in diverse locations at reduced costs unlike the conventional mode study. However, one of the major concerns of researchers in distance learning is the issue of students‟ academic performance. In developed countries, research findings indicate that there is no significant difference in performance between distance learners andon campus learnersor traditional students but in developing countries, similar researches revealed contradictory results. This study sought to determine the combined influence of institutional factors and learners‟ self-efficacy on academic performance of distance learning students in selected Kenyan public universities. The objectives of the study were; to determine the influence of learner support system on academic performance, to establish the extent to which curriculum resources influence academic performance, to determine in what ways instructional techniques influence academic performance, to determine the combined influence of institutional factors and learners‟ self-efficacy on academic performance and finally to establish the moderating influence of learners‟ self-efficacy on the relationship between institutional factors and academic performance. The study adopted an ex-post facto design. Two public universities namely Kenyatta University and the University of Nairobi were purposively selected for this study. These two universities have offered distance learning programmes for more than 10 years. The target population consisted of 847Bachelor of Education (Arts) third year distance learning students,149 lecturers who teach Bachelor of Education (Arts) third year distance learning studentsand two administrators in charge of distance learning programmesin the selected Kenyan public universities.Data was collected through, questionnaires, interviews, document analysis and the instrument for measuring academic performance. The tests of hypotheses established that the learner support system, curriculum resources, instructional techniques and a combination of institutional factors and self efficacy, positively and significantly influence students‟ academic performance.The moderating influence of learners‟ self-efficacy on the relationship between institutional factors and academic performance was not significant. The findings support the Systems Theory which underscores the importance of all elements of an institution.The study has contributed to the existing body of knowledge by establishing that a combination of institutional factors and learners‟self efficacy influence students‟ academic performance.The study recommends that a similar study be done in selected Kenyan private universities to test whether the outcome will be different.