Institutional Support Services, Learners’ Retention, and Completion in Open-Distance Learning Institutions in South- West, Nigeria
Keywords:
Institutional services, Retention, Completion, Open-Distance, LearnersAbstract
This study investigated the role of institutional support services in Open Distance Learning (ODL) programmes, particularly their impact on learner retention and completion in the Southwestern states of Nigeria. Adopting a descriptive survey research design, the study focused on final- year learners within seven approved ODL institutions in the zone. The research employed a multi-stage sampling method and validated instruments for data collection. Findings indicated a significant positive relationship between predictor variables and learner retention and completion in ODL institutions. Consequently, the study recommended the enhancement of institutional support services and the formulation of ODL policies in Nigeria to foster learner-centred approaches, ultimately improving the effectiveness of ODL programmes. The importance of these findings underscores the critical role of institutional support in ODL and its potential to enhance educational outcomes for learners in the zone.
Résumé : Cette étude s’est penchée sur le rôle des services de soutien institutionnel dans les programmes d’apprentissage à distance ouvert (ODL), en particulier leur impact sur la rétention et l’achèvement des apprenants dans les États du sud-ouest du Nigeria. Adoptée dans le cadre d’une enquête descriptive, l’étude s’est concentrée sur les apprenants de dernière année au sein de sept établissements ODL approuvés dans la zone. La recherche a utilisé une méthode d’échantillonnage à plusieurs degrés et des instruments validés pour la collecte de données. Les résultats ont indiqué une relation positive significative entre les variables prédictives et la rétention et l’achèvement des apprenants dans les établissements d’apprentissage à distance. Par conséquent, l’étude a recommandé l’amélioration des services de soutien institutionnel et la formulation de politiques d’apprentissage et de déformation à la vie quotidienne au Nigéria afin de favoriser des approches centrées sur l’apprenant, améliorant ainsi l’efficacité des programmes d’apprentissage et de déformation. L’importance de ces résultats souligne le rôle essentiel du soutien institutionnel dans l’apprentissage à distance et son potentiel à améliorer les résultats scolaires des apprenants de la zone.
Mots-clés : Services institutionnels, Rétention, Achèvement, ouvert et à distance, Apprenants
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