EXPLORING THE QUALITY OF INSTITUTIONAL SUPPORT SERVICES ON ACADEMIC ACHIEVEMENTS OF STUDENTS IN DISTANCE LEARNING ENVIRONMENTS: A CASE OF THREE LEARNING CENTRES OF THE INSTITUTE OF DISTANCE AND CONTINUOUS LEARNING, UDS.

Abstract

The study sought to explore the quality of institutional support services on academic achievements of students in distance learning environments of three learning centres of the institute of distance and continuous learning, UDS. The correlation and descriptive survey designs were employed to conduct the study. A total sample of 342 was selected using purposive, stratified as well as simple random sampling procedures. Questionnaire and test scores (standardized quiz items) were used as data collection instruments. Pearson Product Moment Correlation as well as multiple regression analysis procedures were used to analyze the data for the study. The results of the study show that face-to-face element adds an opportunity for colleagues to bond, develop social linkages and an added value being able to gain insight from other students. Findings of the study also show that the use of instructional materials (course modules) help in the attainment of teaching and learning objectives as well as the development of learners’ intellectual abilities. Based on the findings of the study, it is recommended that the Institute of Distance and Continuous Learning, University for Development Studies, should continue to see to it that face-to-face contact sessions are conducted in a manner that satisfies the needs of distance education learners and ensuring the process of continuous improvement of the distance education programme. Secondly, the Institute of Distance and Continuous Learning should provide suitable learning environment at the various study centres so that students attend lectures regularly for effective tutoring and learning.