Examining the perceptions of first-year STEM students on retention factors at the University of the West Indies.

Cox, Harewood; Joy, Aislinn

doi:10.18297/etd/2087

Cited by 1 publication

(1 citation statement)

References 61 publications

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“…Despite its flexibility, retention of students has been identified as one of the greatest weaknesses in modern distance learning (Anderson, 2011;Harewood Cox, 2015;Nichols, 2011). This weakness has engulfed many distance learning institutions across the world, and distance institutions of higher learning are increasingly becoming conscious of putting much emphasis on student retention.…”

Section: Introductionmentioning

confidence: 99%

Tutoring support as a predictor of student retention in distance learning: The case of a University in Ghana

Arhin

Laryea

2020

Open Praxis

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The tutor’s role in enhancing student retention in distance learning is paramount. This study aims to predict retention and not actual retention by investigating how tutoring support predicts student retention in distance learning at the University of Cape Coast in Ghana. Moore Transactional Distance Theory underpinned the theoretical framework of this study. The correlational research design was adopted for the study. The multistage sampling technique was used to sample 727 student participants from a sampling frame of 8731 out of which 625 was used for the analysis. A structured questionnaire was used to collect data. Data were analysed using descriptive and inferential statistics. The findings of the study revealed that the respondents had a positive perception towards tutoring support offered at the University. However, at an alpha level of .05 tutoring support made a non-significant contribution to prediction (p = .11). The findings further, revealed that a unit increase in tutoring support will improve student retention by 1.42 times. Implications of the study were also discussed.

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Section: Introductionmentioning

confidence: 99%