Learner Administrative Support Services and Retention of Students in Open Distance Learning Programmes: The Case of Selected Universities in Kenya

Abstract

Across the globe, there is increased demand for Open Distance Learning as a result of advancement in growth of Information Communication and Technology. Open Distance Learning has been seen to be flexible and therefore the learners can study from anywhere, anytime and from the convenience. This has enable learners to juggle between social commitments, work, and still pursue education. However, Kenya faces low retention rates in Open Distance Learning programmes in most of the universities compared to face-to-face mode of learning. This study sough to establish the influence of learner support services and learner interactions on the retention of students in Open Distance Learning programmes at the selected Universities in Kenya. The study was guided by Tinto’s Theory of Student Departure and Kember’s Attrition Model from distance education courses. Pragmatism paradigm and cross-sectional survey design guided the study. The study targeted 1990 learners enrolled in the Bachelor of Education Programmes by distance education in University of Nairobi, Kenyatta University and Mount Kenya University in the year 2021. The study sample size was 322 Open Distance Learning students pursuing Bachelor of Education related degree programmes in the three selected universities using stratified random sampling. Data was collected using questionnaires. Regression analysis was used to test the research hypothesis at 95% confidence interval. The study revealed that program information (t=2.760, P<0.05), health services (t=3.720, p<0.05), financial support (t=2.381, p<0.05) and student records support services (t=3.996, p<0.05) were statistically significant predictors of retention of learners in Open Distance Learning programmes while support from staff was not (t=0.314, p>0.05). The study concluded that learner administrative support services have significant influence on retention of learners in Open Distance Learning programmes at the selected Universities in Kenya. The study recommends universities should make efforts and improve on any shortfalls. The study further recommends intensification of quality assurance activities basically to address administrative responsibilities of the university and staff to the students.

Keywords: Open Distance Learning, Learner administrative support services, learner interaction

DOI: 10.7176/JEP/14-32-06

Publication date: November 30^th 2023