dc.contributor.author | Amollo, Paul O | |
dc.contributor.author | Rambo, M C. | |
dc.date.accessioned | 2015-07-14T06:22:22Z | |
dc.date.available | 2015-07-14T06:22:22Z | |
dc.date.issued | 2015 | |
dc.identifier.citation | Paul Odundo, M.Rambo C. "Female Learner Experiences in Accessing University Education in Kenya through Distance Mode: Addressing Constraints, prospects and Policy Directions." Global Journal of Human Social Science . 2015;15 (3). | en_US |
dc.identifier.uri | http://hdl.handle.net/11295/87618 | |
dc.identifier.uri | http://socialscienceresearch.org/index.php/GJHSS/article/view/1451 | |
dc.description.abstract | This study assessed challenges experienced by 1,400 women distance learners in Kenyan public and private universities. A cross-sectional survey design with quantitative and qualitative approaches guided the research process. Quantitative analysis yielded descriptive statistics and severity scores; while qualitative data were transcribed, clustered into nodes and explored for emerging themes. The results showed that about 77% of the participants believed that irregular and unsystematic supply of course materials disrupted learning continuity and was considered the most severe challenge experienced by learners. Whereas, 66.9% identified the turnaround time for assignments as a problem affecting study plans, 60.7% noted that compulsory submission of assignments was a key challenge. The study recommends the need for institutions to: establish a supervisory system, linking learners with administration to ensure a consistent supply of reading materials; computerize student information system to improve administrative effectiveness; develop a master plan for tutorials; and standardize the turn-around time for assignments. | |
dc.language.iso | en | en_US |
dc.title | Female learner experiences in accessing University Education in Kenya through distance mode: addressing constraints, prospects and policy directions | en_US |
dc.type | Article | en_US |
dc.type.material | es | en_US |