Learner Support Services and Retention of Distance Learners: The Case of Bachelor of Education Programmes of the University of Nairobi

Abstract

Adult learners are regarded as a key and viable clientele for colleges and universities worldwide. Not only do they provide additional tuition revenue, but also bring the richness and variety of their knowledge and life experience to the classroom. Retaining and graduating students are paramount to the overall success of colleges and universities. Despite significant efforts on the part of many colleges and universities to increase student retention and graduation rates, these rates have remained relatively low. This study sought to establish how the provision of learner support services influences the retention of distance learners at the University of Nairobi. The study was grounded on the Vincent Tinto model of institutional departure, Psychological model of student departure by John Bean, Input-Environment-Outcome Model by Alexander Astin, and the Transactional Distance Theory. Quantitative data was collected through structured self-administered questionnaires while qualitative was collected through focus group discussions after research instruments were pilot tested for reliability through test-retest criterion and validity through content related method. The statistical tools of analysis for descriptive data were arithmetic mean and standard deviation while for inferential statistics were Pearson’s Product Moment Correlation (r), simple regression, multiple regressions and stepwise regression (R²) and F-tests were used to test hypotheses in the study. Hypotheses test was done and results were as follows: H₀₁: Academic Support Services have no significant influence on the retention of distance learners at the University of Nairobi with R²=0.404, was rejected and H₁ was accepted and concluded that Academic Support Services had a statistically significant influence on the retention of distance learners at the University of Nairobi.

Keywords: Academic Support Services, Adequate Tutoring, Feedback, Interaction with instructors, Learner Support Services, Mentoring, Module availability, Retention.

DOI: 10.7176/JEP/10-29-01

Publication date:October 31^st 2019