| dc.description.abstract | This study investigates the influence of learner support services and learner
characteristics on academic performance of distance learners at the University
of Nairobi. Learner support services are defined as the cognitive, affective and
systemic support provided through tutoring, modern information
communication technology (ICT), counselling and administrative support,
while learner characteristics are defined as the personal circumstances of the
learner that may affect his/her studies. Academic performance is also defined
as the grades attained by a learner in university examinations consisting of
coursework and semester examinations. The problem of the study is that
academic performance of External Degree students of the University of
Nairobi continues to be poor in spite of the learner support services provided
to the learners. The study investigates the influence of the learner support
services and learner characteristics on academic performance of learners in
coursework and examinations.
A selection of students in the Bachelor of Education (Arts) programme of the
University of Nairobi's School of Continuing and Distance Education was
done to represent distance learners and to serve as a basis for an analysis of its
main characteristics and their contribution to academic performance of the
learners. Two hundred and twelve students were randomly selected in a cross
sectional survey research design for the study. The distance learning
programme was then studied in the light of five research questions that aimed
at finding out the contribution of learner support services and learner
characteristics to learners' academic performance in coursework and semester
examinations.
Five major research questions were answered using correlation analysis, t-test
and one-way ANOVA with post hoc tests. The findings were that most of the
cognitive, affective and systemic learner support services did not contribute
significantly to academic performance of the learners because the services
were either not adequately provided or because learners lacked easy access to
the services. However, learner characteristics consisting of part of study, age,
family size, entry academic qualification and supplementary income were
found to have a significant influence on academic performance of the learners.
On the basis of the results, it was concluded that learner support services and
learner characteristics have a considerable influence on academic performance
of distance learners in the External Degree programme of the University of
Nairobi. Their influence varies in form and strength but all point to the
weaknesses in the provision of support services in the External Degree
programme. Recommendations were, therefore, made to enhance the
development of study skills, provision of learning resources, establishment of
modern ICT services at the regional centres and educational support fund,
provision of guidance and counselling services and review of the External
Degree curriculum. These interventions will enable the distance learners to
realise the full benefits of learner support services and improve their academic
performance. | en |
