Administrative Support Services and Retention of Distance Learners: The Case of Bachelor of Education Programmes of the University of Nairobi, Kenya

The purpose of this study was to establish how the provision of Learner Support Services (LSS), in the form of Administrative Support Services, influence the retention of distance learners at the University of Nairobi. The target population was made up of 1521 undergraduate students from two different programs, Bachelor of Education (Arts) and Bachelor of Education (Science). Out of 309 questionnaires administered, 249 questionnaires were filled and returned. Quantitative data was collected through structured self-administered questionnaires while qualitative was collected through focus group discussions. The statistical tools of analysis for descriptive data were arithmetic mean and standard deviation while for inferential statistics were Pearson?s Product Moment Correlation (r), and multiple regressions. From the study findings, it was concluded that Administrative Support Services had a statistically significant influence on the retention of distance learners at the University of Nairobi. The study recommended that institutions of higher learning in Kenya that offer distance learning programs need to carefully consider how they offer these support services to enhance learner satisfaction and retention.