Abstract:
Distance learning is a mode of study globally accepted as a tool for enhancing access, equity and
quality in education. The Kenyan Government has put in place mechanisms to promote open and
distance learning practices in educational institutions. However, there is doubt in Kenya, regarding
the quality of academic performance attained by distance learning students. The objective of this
study was to determine the influence of learner support systems on the academic performance of
distance learning students in selected Kenyan public universities. The study is based on
Pragmatism due to its focus on objectivity and the use of scientific methods. Mixed-methods
research methodology was adopted for the study. The sample consisted of 847 Bachelor of
Education (Arts) distance learning students, 149 lecturers teaching distance learning students,
and two (2) administrators in charge of distance learning programmes. The research instruments
consisted of questionnaires, interview guides, document analysis and the instrument for
measuring academic performance. The findings indicated that a learner support system
statistically, significantly and positively influences academic performance of distance learning
students, although at a low level (4.9%). However, the findings revealed that guidance and
counselling support, which is part of the learner support system, did not significantly influence the
academic performance of distance learning students. The study recommends that particular focus
should be on the provision of remotely accessible guidance and counselling services since most
distance learning students cannot physically access the services which are on campuses.
