EXPLORING QUALITY OF INSTITUTIONAL SUPPORT SERVICES ON ACADEMIC ACHIEVEMENTS OF STUDENTS IN DISTANCE LEARNING ENVIRONMENTS: A CASE OF THREE LEARNING CENTRES OF UNIVERSITY FOR DEVELOPMENT STUDIES

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, University for Development Studies. The correlation and descriptive survey designs were employed to conduct the study. Out of a population of 950 students in the second year at the Yendi, Bimbilla, and Tamale study centres, a total of 342 students were sampled 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 distance students 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, tutors must undergo retraining to conduct in-person tutorial sessions consistently and with a shared knowledge of expectations. The main emphasis of the training should be on techniques for improving teacher proficiency in the course material.