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
https://orcid.org/0000-0003-2651-474X
DOI: https://doi.org/10.1234/ijema.v8iXI.55
Keywords: student support services,, Utilization,, student retention, Open and distance learning, Learner support
Abstract
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.
