RELATIONSHIP BETWEEN SELECTED INSTITUTIONAL MANAGEMENT PRACTICES AND STUDENT RETENTION IN PART-TIME TEACHER EDUCATION PROGRAMS IN UNIVERSITIES: THE CASE OF KABARAK UNIVERSITY

Abstract

Student retention in part-time teacher education programs has been a key concern to most universities in Kenya and beyond. The government of Kenya has made several attempts to address part-time programs through its regulator, Commission for University Education (CUE). Despite these attempts, student retention in part-time teacher education programs is still low. This study sought to address the problem of low student retention in part-time teacher education programs in Kabarak University. The objectives of this study were to determine the relationship between selected institutional management factors (cost management factors and instructional resources and part-time program management policies) and student retention in part-time teacher education programs in Kabarak University in Nakuru County, Kenya. This study used a close-ended questionnaire, focus group discussion and an interview schedule as the instruments of data collection. The study adopted case study design. The main sampling techniques that was used in this study is census and purposive sampling technique. Purposive sampling was used in the selection of the part-time program which is the main interest to the researcher; part-time teacher-education programs as well as the university under study. The target population was a total of 261 students enrolled in Part-time Teacher Education Program with a sample size of 155 students. The theoretical framework was Tinto’s theory of retention espoused in 1970. The findings revealed that there is a statistically significant negative relationship between cost related factors and student retention (r=-0.434; p<0.05). Moreover, there exists a statistically negative relationship between Management Policies and student retention (r=-0.465; p<0.05). There was evidence of a statistically negative relationship between availability of instructional resources and student retention (r=-0.531; p<0.05). The study concludes that the problem of low student retention in the universities is exemplified by the ever-increasing tuition in institutions which could have a significant impact on student retention. Moreover, policy decisions made by universities may have a direct impact on the retention of students who use their services. The study recommends that universities should focus on financial aid programs from the start for student studies particularly those from low-income families as well as finding ways to meet their tuition costs. Policy issues that determine success and retention to different students in universities needs to be refined and must be implemented in collaboration with other stakeholders across the campus community. Universities must provide technologically enhanced educational resources. Provision of resources for technology enhanced learning could help guide students through appropriate learning experiences, resulting in increased student retention at the university