Social guidance and counselling support services on the study habits of distance learners: A case of learners in Bachelor of Education programmes by distance learning of University of Nairobi, Kenya

Abstract

Distance learners in some studies have reported feelings of isolation and lack of direction in developing effective study habits. The purpose of this study is to establish the extent to which social guidance and counselling influence study habits of learners in Bachelor of Educational programmes by distance learning of the University of Nairobi. Data were collected using structured questionnaire. Simple random and stratified random sampling methods adopted to select the 327 participants from a target population of 2199. Cronbach’s alpha of α =0.76 zero was attained as the reliability coefficient of the pre-test instruments. Simple and multiple linear regression and Pearson Correlation Coefficient models determine the predictor variable. Results show that social guidance and counselling mean score of 3.29 and standard deviation of 1.297 were similar to composite mean score of 3.29 and standard deviation of 1.297. Therefore, the results of the study demonstrate that social guidance and counselling is critical in enhancing study habits of distance learners. The study recommends that education policy makers and universities should integrate social guidance and counselling in the curriculum to address myriad challenges facing distance learners in connection to their study habits.