Tutor Support System and Student Retention in Distance Learning Programme in Port Harcourt Centre of National Open University of Nigeria

Abstract

This study examined the relationship between tutor support systems and student retention in distance learning programs at the Port Harcourt Centre of the National Open University of Nigeria. The research adopted a correlational survey design with a population of approximately 4,500 undergraduate students enrolled in various distance learning programs during the 2024/2025 academic session. Using the stratified random sampling technique, 350 students were selected as the study sample. Data were collected using a structured questionnaire titled "Tutor Support Systems and Student Retention Questionnaire." The instrument's validity was established through expert review by three specialists in adult education and measurement and evaluation, while reliability was determined through pilot testing yielding a Cronbach's Alpha coefficient of 0.70. Data were analyzed using Pearson Product Moment Correlation (PPMC) and t-test analysis at the 0.05 level of significance. The findings revealed significant positive relationships between all three dimensions of tutor support and student retention: academic support (r = 0.77, p < 0.05), administrative support (r = 0.80, p < 0.05), and communication/interaction support (r = 0.88, p < 0.05). The study concluded that tutor support systems are crucial determinants of student retention in distance learning programs, with communication and interaction support showing the strongest relationship with student persistence. The study recommended, among others, that administrators of the National Open University of Nigeria should establish one-on-one mentoring relationships between tutors and students, with regular meetings to discuss academic progress, address learning challenges, and provide individualized guidance based on student needs and career aspirations.