Relationship between Personal Support and Performance of Students Enrolled in Distance Learning in Selected Public Universities in Kenya and Senegal

Distance learning has emerged as a pivotal mode of education post-COVID-19, addressing challenges such as geographical and infrastructural limitations. This study evaluates the influence of personal support on the academic performance of students enrolled in distance learning at the University of Nairobi (UoN) in Kenya and the University of Cheikh Anta Diop (UCAD) in Senegal. The study was grounded in Moore's Transactional Distance Theory, which defines transactional distance as the gap between two parties in a learning relationship. The study used a descriptive research design and a sample of 240 students drawn from a target population of 12,022 students. The researcher used purposive sampling to select the two universities for the study. In addition, the researcher used proportionate sampling to select students from each faculty, and simple random sampling technique to select students from each faculty. The researcher used standardized questionnaires to collect data from the participants. The questionnaires were administered with the help of research assistants. The researcher applied both descriptive and inferential statistics in data analysis. The researcher also used regression analysis, goodness-of-fit evaluation, and correlation analysis. The data analysis outcomes were presented using tables and graphs. The research identified a significant positive correlation between personal support and learner performance, with UoN exhibiting an R-squared value of 62% and UCAD 52%. Regression analysis revealed that a unit increase in personal support led to a 0.78 performance improvement at UoN and 0.72 at UCAD. The study underscores the importance of robust personal support systems, including mentorship, counselling, and academic guidance, in enhancing the effectiveness of distance learning. It was established that there exist a positive and significant relationship between personal support and learner performance. Recommendations include strengthening institutional frameworks and exploring longitudinal impacts of support mechanisms.