Utilization of Instructional Support in Open and Distant Learning in Relation to Retention in Kenya
| dc.contributor.author | Wanderi, Mary Nyakiringa | |
| dc.date.accessioned | 2026-01-15T07:17:59Z | |
| dc.date.available | 2026-01-15T07:17:59Z | |
| dc.date.issued | 2025-07-03 | |
| dc.description | Confeence paper in the IAFOR International Conference on Arts & Humanities in Hawaii 2025 Official Conference Proceedings | |
| dc.description.abstract | Education is impacted through content and instructors’ skills while the learner must be ready and willing to learn. The learner’s persistence is enhanced by utilizing support services offered. In Kenya, the dropout rate among learners in Open and Distance Learning (ODL) in public universities is alarming despite provision of the required support services. The study focused on assessing ODL 3rd year students’ utilization of instructional support services, with the aim: to determine the scope of utilization of instructional support services; resources, content delivery and assessment and its relationship with retention among ODL learners in selected public universities in Kenya. Mixed method approach, having quantitative and qualitative data and a correlational research design was used. Systematic and purposive sampling was done to obtain 424/1676 sample, (Students, lecturers & staff). The study established that the R2 value, strength of relationship on the utilization of instructional support and retention is: R2 =0.468, P=0.00. R2 inferred that 46.8% of the variations in learners’ retention in open and distance learning was explained by instructional support. The null hypothesis, HO that indicated there was no significant relationship between levels of learner utilization of instructional support and retention in ODL was rejected for alternative H1, there is a significant relationship. Recommendations includes: revival of regional centers for easier learner access and utilization of availed resources, increase online training programs, enhance face to face sessions for students’ clarification of academic issues and promote blended learning. The research findings and recommendations anticipate to improve retention and completion in ODL | |
| dc.description.sponsorship | IAFOR | |
| dc.identifier.issn | : 2432-4604 | |
| dc.identifier.uri | https://ir-library.ku.ac.ke/handle/123456789/32062 | |
| dc.language.iso | en | |
| dc.publisher | The International Academic Forum | |
| dc.title | Utilization of Instructional Support in Open and Distant Learning in Relation to Retention in Kenya | |
| dc.type | Article |