Utilization of Support Services and Its Relationship with Retention among Open and Distance Learners in Selected Public Universities in Kenya
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Date
2023-11
Journal Title
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Publisher
IJEMA
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.
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Citation
Wanderi, M., Waweru, S., & Itegi, F. (2023). Utilization of Support Services and its Relationship with Retention Among Open and Distance Learners In Selected Public Universities In Kenya. International Journal of Education Management and Administration (IJEMA), 8(XI), 1-15.