Utilization of Support Services and its Relationship with Retention Among Open and Distance Learners In Selected Public Universities In Kenya

Mary Wanderi

Kenyatta University

Dr. Samuel Waweru

Kenyatta University

Dr. Florence M. Itegi

Kenyatta University


DOI: https://doi.org/10.1234/ijema.v8iXI.55

Keywords: student support services,, Utilization,, student retention, Open and distance learning, Learner support


The study aimed at determining scope of utilization of instructional support services and its relationship with retention in Open and Distance Learning (ODL) in  selected public universities in Kenya. Correlational research design was adopted. Population comprised of 1510 ODL student, 158 lecturers and 2 of each of the following personnel, ICT Directors, librarians, mentors and deans. Systematic random sampling  was employed in sampling and Krejci and Morgan table was used to sample ODL students and 110 lecturers from two public universities while purposive sampling was used on the administrators. Questionnaires  and interview schedules were used for data collection. Validity of instrument was determined through expert judgement and factor loads analysis showing internal correlations among items. Reliability was determined through calculation of Cronbach’s Alpha correlation coefficient which should be 0.7 or above 7. Social sciences version 25 enhanced analysis of quantitative data. Descriptive statistics namely: frequencies, percentage and mean were used in analysis and presentation of quantitative data while quotes and thematic approach analyzed qualitative data. Utilization of learner support services and its relationship with retention was analyzed through regression  which also tested hypothesis. The findings showed instructional support services had significant relationship on learner retention. The study concluded that instructional support services had significant correlation (0.644) with retention of ODL learners in public universities in Kenya.

Author Biography

Mary Wanderi, Kenyatta University

Kenyatta University                        

Department of Educational Management, Policy and Curriculum Studies.

Most read articles by the same author(s)