Blended learning and its influence on completion rates of university students in private universities in Kiambu County, Kenya
| dc.contributor.author | Ngao, Shadrack Muuo | |
| dc.date.accessioned | 2024-09-11T06:31:47Z | |
| dc.date.available | 2024-09-11T06:31:47Z | |
| dc.date.issued | 2024-05 | |
| dc.description | A research thesis submitted in partial fulfillment of the requirements for the award of the degree of masters of education (educational administration) in the school of education and lifelong learning of Kenyatta University, May 2024 Supervisor: Gladys Kinyanjui | |
| dc.description.abstract | The introduction of blended learning by combining the traditional classroom and online learning has presented immense learning opportunities for university learners in Kenya. However, despite its growing popularity and demonstrated capability, the completion rate of university students is still below 70%. Moreover, the existing literature is indeterminate on the influence of blended learning on student completion rates in Kiambu County. The purpose of this study was therefore to determine the influence of blended learning on completion rates of university students in Kiambu County. Specifically, the study sought to determine the influence of information quality, instructor characteristics, system quality, and service quality on student completion rates. The study was guided by Information System Success Model Theory developed by DeLone and McLean in 1992. The study adopted a mixed method research design, specifically, explanatory sequential research design was used. Primary data was collected using questionnaires and an interview guide. The target population was all 7 Private Universities, in Kiambu County. Purposive sampling technique was used to select 139 respondents representing 35 e-learning department personnel and 104 Academic Departments personnel. Piloting of data collection tools was conducted in a university which was not part of the final study. Expert judgment was used to establish the validity of the data collection tools. The reliability of study tools was determined through test-retest technique. Descriptive statistics namely percentages, means and standard deviations were utilized in analyses of quantitative data while inferential analysis included correlation and multiple regression analysis. Tables, graphs and figures was used to present quantitative data. Qualitative data was analysed thematically using conceptual content analysis and presented in narration form. the study findings revealed that a significant positive relationship exist between information quality, instructor characteristics, system quality, service quality and completion rate of university students in Kiambu County. The study therefore concluded that blended learning has a significant positive influence on completion rate of university students in Kiambu County. The study recommends that all universities both private and public should adopt blended learning because it provides enhances completion rate of university students by providing opportunities to the learners to pursue their academics even when off campus. universities should ensure they use updated technology and train their instructors on use of online learning resources to improve efficiency. The study contributed to existing literature on blended learning, particularly in the Kenyan context by presenting empirical evidence on the impact of blended learning on student completion rates of university students in Kiambu County which was earlier missing. | |
| dc.description.sponsorship | Kenyatta University | |
| dc.identifier.uri | https://ir-library.ku.ac.ke/handle/123456789/28761 | |
| dc.language.iso | en | |
| dc.publisher | Kenyatta University | |
| dc.title | Blended learning and its influence on completion rates of university students in private universities in Kiambu County, Kenya | |
| dc.type | Thesis |