Open and Distance Learning Model Effects On Students' Performance in the Faculty of Arts and Social Sciences at Egerton University, Kenya
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Date
2026-02
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Academic Journal of Humanities and Social Sciences Research
Abstract
Purpose:This study examined the effects of Open and Distance Learning (ODL) on students’ academic performance in the Faculty of Arts and Social Sciences at Egerton University, Kenya. Methodology:A cross-sectional quantitative design was employed. From a population of 4,112 undergraduate students, a simple random sample of 352 participants was selected. Data were collected using structured questionnaires.Descriptiveand inferential statistics, including regression analysis, were used to determine relationships between ODL practices and academic performance. Findings:ODL demonstrated a positive and statistically significant effect on student performance by enhancing flexibility, autonomy, and continuity of learning. However, inadequate digital infrastructure, limited learner support, and elevated cognitive load constrained effective engagement. Regression results indicated that ODL-related variables significantly explained variations in academic outcomes. Qualitative feedback highlighted the need for improved instructional design and continuous technical support. Unique Contribution to Theory, Practice and Policy:The study empirically integrates Transactional Distance and Cognitive Load perspectives to explain performance differentials in ODL. Practically, it reveals the centrality of learner support systems and instructional design quality in ODL effectiveness. For policy, it provides evidence to guide institutional investment in digital infrastructure, faculty development in online pedagogy, and inclusive ODL policies.
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