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M.Tech / M.E / PhD Thesis | Education Management | Kenya | Volume 9 Issue 2, February 2020
Administrative Support Services and Retention of Distance Learners: The Case of Bachelor of Education Programmes of the University of Nairobi, Kenya
Johnbosco Kisimbii, Christopher Gakuu, Harriet Kidombo
Abstract: The purpose of this study was to establish how the provision of Learner Support Services (LSS), in the form of Administrative Support Services, influence the retention of distance learners at the University of Nairobi. The target population was made up of 1521 undergraduate students from two different programs, Bachelor of Education (Arts) and Bachelor of Education (Science). Out of 309 questionnaires administered, 249 questionnaires were filled and returned. Quantitative data was collected through structured self-administered questionnaires while qualitative was collected through focus group discussions. The statistical tools of analysis for descriptive data were arithmetic mean and standard deviation while for inferential statistics were Pearsons Product Moment Correlation (r), and multiple regressions. From the study findings, it was concluded that Administrative Support Services had a statistically significant influence on the retention of distance learners at the University of Nairobi. The study recommended that institutions of higher learning in Kenya that offer distance learning programs need to carefully consider how they offer these support services to enhance learner satisfaction and retention.
Keywords: Administrative Support Services, Course Information, Course Registration, Learner Support Services, Medical facility, Regional Centres, Retention of distance learners, Supportive Staff
Edition: Volume 9 Issue 2, February 2020,
Pages: 96 - 106
How to Cite this Article?
Johnbosco Kisimbii, Christopher Gakuu, Harriet Kidombo, "Administrative Support Services and Retention of Distance Learners: The Case of Bachelor of Education Programmes of the University of Nairobi, Kenya", International Journal of Science and Research (IJSR), https://www.ijsr.net/get_abstract.php?paper_id=ART20203355, Volume 9 Issue 2, February 2020, 96 - 106
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