Institutional Support Services and Learners’ Retention and Completion In Open-Distance Learning Institutions in South-West Nigeria
| dc.contributor.author | Akande, Rotimi Michael | |
| dc.coverage.placeName | Nigeria | |
| dc.coverage.spatial | Africa | |
| dc.date.accessioned | 2022-08-15T17:14:28Z | |
| dc.date.available | 2022-08-15T17:14:28Z | |
| dc.date.issued | 2022-09 | |
| dc.description.abstract | PCF10 Sub-theme: Fostering Lifelong Learning // One of the critical components in Open-Distance learning programmes are institutional support services. These services subsume all interactions between institutional personnel and learners (prospective and registered) intended to assist them in meeting their objectives from the point of first inquiry through graduation. This notwithstanding, the rate at which learners remain on the programmes and complete their programme in ODL is low. It is on this premise, that this study, examined institutional support services in relation to retention and completion of learners in open-distance learning institutions in the south-west, Nigeria. This study adopted a descriptive design of an ex post facto type. The population consisted of final year learners, in open and distance learning institutions in the southwest, Nigeria. There are seven (7) NUC approved ODL Institutions in South-West, Nigeria. A multi-stage sampling procedure was used for the selection of samples sizes for the study. The instruments were validated by two experts in the field of ODL, measurement and evaluation. The structured instrument was subjected to ordinal alpha reliability with 0.862 co-efficient. The descriptive statistics of frequency counts, Percentages were used to answer the researcher questions while inferential statistics of multiple regression and univariate analysis of variance (ANOVA) were used to test the hypothesis at 0.05 level of Alpha. The study established significant linear relationship between the predictor variables and retention and completion of learners in open and distance learning institutions in southwest. Based on these findings, the need to enhance institutional support services ODL policy in Nigeria that will promote and enhanced learner-centered techniques were recommended. // Paper ID 3684 | |
| dc.identifier.doi | https://doi.org/10.56059/pcf10.3684 | |
| dc.identifier.uri | http://hdl.handle.net/11599/4208 | |
| dc.language.iso | en | |
| dc.publisher | Commonwealth of Learning (COL) | |
| dc.rights.uri | https://creativecommons.org/licenses/by-sa/4.0/ | |
| dc.subject | Learner Support | |
| dc.subject | Learner Retention | |
| dc.subject | Open and Distance Learning (ODL) | |
| dc.subject | Student Support Services | |
| dc.title | Institutional Support Services and Learners’ Retention and Completion In Open-Distance Learning Institutions in South-West Nigeria | |
| dc.type | Working Paper | |
| dspace.entity.type |