Influence of Administrative Support On the Performance Of Students Enrolled in Distance Learning in Public Universities in Kenya and Senegal

The purpose of this research was to establish the influence of administrative support on performance of students enrolled in distance learning in Public Universities specifically at the University of Nairobi, Kenya and the University of Cheikh Anta Diop (UCAD), Senegal. Using the positivism paradigm, the study used a descriptive research methodology to test the hypothesis. The study sample comprised of 240 students enrolled in distance learning programs at UoN and UCAD. The correlation analysis results revealed that there was a positive and significant relationship between administrative support and learner performance, Kenya: r (101) = .81, p < .05; Senegal: r (135) = .57, p < .05. The R square value obtained from the analysis revealed that administrative support accounted for 65% of the total variance in learner performance for UoN and 32% of the total variance in learner performance for UCAD. The study's findings demonstrate that administrative support in distance learning plays a significant role to students' performance.