Influence of learner support services on students retention in distance education programmes in institution of higher learning: a case of Kenya Methodist university, Kenya.
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Date
2015Author
Kiraithe, Doreen G
Type
ThesisLanguage
enMetadata
Show full item recordAbstract
This study explores the relationship between learner support services and retention of students in
distance education programmes. The objectives of the study was to find out the extent to which
guidance and counseling, administrative support, tutorial support and mentoring influenced
students’ retention in distance education programmes in institutions of higher learning in Kenya.
The study would be of paramount significance to administrators and students in distance
education programmes in that it would assist them in identifying support services that are most
important for students’ satisfaction so as to increase retention in their programmes. Relevant
literature was reviewed on various learner support services that could be offered in distance
education programmes. The study used descriptive research design. The target population for the
study was the 360 accessible ODL students of KEMU, Meru Campus. The study used a sample
size of 20%, which interpreted to 72 respondents. Stratified simple random sampling technique
was used to select respondents depending on the course level. Data was collected using
structured questionnaires, administered to the respondents to collect information using drop and
pick method. The data obtained was analyzed and summarized using descriptive statistics. The
study found that although there was high students’ retention at the current course, characterized
by students being determined to continue pursing until completion of the academic degree within
the set period. The study established that guidance and counseling highly influenced students
retention, administrative support moderately affected the students’ retention, tutorial support
highly influenced the students’ retention and mentoring highly influenced the students retention.
The study recommends that the higher institutions of learning in Kenya should implement
various policies and procedures for distance learning and guidance and counseling programs,
which are run by professionals in guidance and counseling, feedback and involves all the
stakeholders. The study also recommends that mentoring programmes be institutionalized.
Institutions of higher learning should put in place mentoring programmes that are highly
participative for learners, collaborative and that enhance team work among learners and mentors.
Mentors should be trained to equip them with skills, knowledge and professionalism. The study
also recommends that institutions of higher learning should ensure that there are effective face to
face tutorials to supplement the instructional materials provided to distance learners. On
suggestions for further study, the study found out that provision of learner support in distance
learning, encouraged the students to continue pursuing ODL until completion of the academic
degree course within the set period. So, another study should be conducted to establish what
encourages students to continue to the next academic level. The study found out that learner
support services such as guidance and counseling, administrative support, tutorial support and
mentoring influence students’ retention in distance education programmes. Nevertheless, there
could be other factors that influence students retention in distance education programmes, so
other studies should be done to determine other factors and how they influence retention in
distance education programmes. The study also recommends a repetition of the study after a
period of time to determine whether the same results would be obtained
Publisher
University of Nairobi
Collections
- Faculty of Education (FEd) [5964]