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dc.contributor.advisorSamuel N. Waweruen_US
dc.contributor.advisorFlorence M. Itegien_US
dc.contributor.authorWanderi, Mary Nyakiringa
dc.date.accessioned2024-02-01T11:54:23Z
dc.date.available2024-02-01T11:54:23Z
dc.date.issued2023-11
dc.identifier.urihttps://ir-library.ku.ac.ke/handle/123456789/27391
dc.descriptionA Thesis Submitted In Partial Fulfilment of the Requirements for the Award of the Degree of Doctor of Philosophy (Philosophy of Education) in the School of Education and Lifelong Learning, Kenyatta University, November 2023.en_US
dc.description.abstractWhile there is a general agreement worldwide that support services have a noteworthy effect on learners‘ retention, little is known about Kenya particularly in the area of Open and Distance Learning(ODL) support utilization. The study aimed at assessing student‘s utilization of support services and its relationship with learners‘ retention in the open and distance learning programs in selected public universities in Kenya. The study was guided by the following objectives: to determine the scope of utilization of instructional support services, examine the extent of utilization of library support services, investigate level of utilization of mentoring services and to determine the level of utilization of administrative support services and their relationship with learners‘ retention in Open and Distance Learning programs. One of the significances of the study is learner motivation on improving learner support utilization & thus improve retention. The theory that anchored the study was the Transactional Distance Theory. The total target population was 1676 and included: Open and Distance Learners (1510) lecturers (158), Deans (2), ICT Directors (2), chief librarians (2), mentors (2). Krejcie and Morgan table was used in sampling. The students and lecturer participants were selected randomly while the deans, librarians, mentors and ICT directors were sampled purposively. Quantitative data was collected using semi-structured questionnaires for students and lecturers while interviews were conducted on deans, librarians, mentors and ICT director for qualitative data. Content validity was tested by a panel of experts in ODL. For reliability Cronbach‘s Alpha correlation coefficient was calculated for each variable and the overall was 0.800. above the acceptable rule of thumb value of 0.7. Quantitative data was analyzed using descriptive and inferential statistic. For descriptive statistic, frequencies, percentages, means and standard deviation was computed for each variable and results presented in frequency tables, pie charts and bar graph. The findings were; closed regional study centers bar learners from utilizing resources, and all faculties require online training. Learner borrowing of library materials and utilization of internet was commendable. Regular learner guiding and counselling lead to appropriate career choices and follow-up for counselling progress is missing. Admission criteria and qualification is well adhered to and there is need to increase face to face sessions for clarification of learner issues. On retention, missing marks issues need to be eradicated. For inferential statistic, Pearson moment correlation coefficient was used to analyze relationship between utilization of learner support services and retention while regression analysis investigated how well the independent variables predicted the student‘s retention. The study established that all variables significantly affect retention as R2 values- utilization of instructional support (R2 =0.468, P=0.00), library support (R2 =0.405, P=0.00), mentoring support (R2= 0.565, P=0.00) and administrative support services (R2 = 0.711, P=0.00). Administrative support had the strongest relationship with learner retention while library support services had the weakest relationship. All the null hypotheses(H0) were rejected for alternative hypotheses (H1). Based on the findings, the study recommended: regional centers may be revived for easier learner access and utilization of resources, increase online training programs to upsurge their input in online learning, enhance face to face sessions for clarification of academic issues and promote blended learning which is a preferred choice to many, ODL administrators may organize regular retreats and formal student events.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.subjectSupport Servicesen_US
dc.subjectOpen and Distance Learnersen_US
dc.subjectPublic Universitiesen_US
dc.subjectKenyaen_US
dc.titleUtilization of Support Services and Its Relationship with Retention among Open and Distance Learners in Selected Public Universities in Kenyaen_US
dc.typeThesisen_US


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