Students Support Services For Virtual and Open Learning and Its Influence on Retention of Students in Kenya: A Case of Kenyatta University
Loading...
Date
2024
Authors
Ngaruiya, Lukas Gathui
Ogeta, Norbert
Muchanje, Peter Nyaga
Journal Title
Journal ISSN
Volume Title
Publisher
JAIS
Abstract
This study investigated the impact of academic support services, including guidance and
counseling, tutoring and mentorship, administrative, and ICT services, on the retention of open
and distant learners in Kenyan public universities. The study employed the transformative
learning theory and transaction theory as its theoretical foundations and used a descriptive survey
methodology. The study's population consisted of two groups: 11 respondents from the
Directorate of Student Affairs at the Digital School for Virtual and Open Learners and 2156
final-year postgraduate students from the Digital, Virtual & Open Learning School. The research
employed purposive and stratified random sampling methods to select participants. Data
collection involved interviews with key informants and standardized questionnaires. The results
indicated that these academic support services positively influenced the persistence of
postgraduate students, encouraging them to continue their studies until completion. The study
recommended that Kenyatta University improve its communication department to provide timely
feedback and essential information to final-year postgraduate students. The findings underscore
the need for similar investigations at different universities to enhance comparative analysis of
support services' effectiveness in student retention.
Description
Article
Keywords
Kenya, Academic support services, Retention rates, Guidance and counseling, postgraduate students, Student retention
Citation
Gathui, N. L., Ogeta, N., & Muchanje, P. N. (2024). Students Support Services For Virtual and Open Learning and Its Influence on Retention of Students in Kenya: A Case of Kenyatta University. Journal of Popular Education in Africa, 8(1), 5-31.