Wambua, RebeccaGakuu, ChristopherKidombo, HarrietNdege, Speranza2020-11-092020-11-092018Journal of Education and Practice. Vol.9, No.32, 20182222-1735 (Paper) ISSN 2222-288X (Online)https://www.iiste.org/Journals/index.php/JEP/article/view/45413http://ir-library.ku.ac.ke/handle/123456789/20845A research article published in Journal of Education and PracticeDistance learning is a mode of study which involves the separation of the lecturer from the student in space, time or both. The mode of study is increasingly being adopted globally due to development in technology, its flexibility and the benefits which accrue to individuals and the society as a result of investment in education. Academic performance of distance learning students has been of interest to scholars. Findings in developed countries have been consistent, however in Kenya, they have been inconsistent. This study sought to establish the extent to which curriculum resources influence academic performance of distance learning students in selected Kenyan public universities. The study is based on pragmatism due to its focus on objectivity and use of scientific methods. Mixed methods of research were used. The sample consisted of 847 Bachelor of Education (Arts) distance learning students, 149 lecturers teaching distance learning students and 2 administrators in charge of distance learning programmes. The research instruments consisted of questionnaires, interview guides, document analysis and the instrument for measuring academic performance. The findings indicated that curriculum resources, significantly and positively influence academic performance of distance learning students. The study recommends that effort should be geared towards enhancing accessibility and the use of online curriculum resources by distance learning students.enDistance learningcurriculum resourcesacademic performanceArticle