BLENDED LEARNING SYSTEM QUALITY AS AN ANTECEDENT TO COMPLETION RATE AMONG UNIVERSITY STUDENTS: INSIGHTS FROM PRIVATE UNIVERSITIES IN KIAMBU COUNTY
BLENDED LEARNING SYSTEM QUALITY AS AN ANTECEDENT TO COMPLETION RATE AMONG UNIVERSITY STUDENTS: INSIGHTS FROM PRIVATE UNIVERSITIES IN KIAMBU COUNTY
Shadrack Muuo Ngao - Department of Educational Management, Policy and Curriculum Studies, Kenyatta University, Kenya
Dr Gladys Kinyanjui (PhD) - Department of Educational Management, Policy and Curriculum Studies, Kenyatta University, Kenya
ABSTRACT
The introduction of blended learning by combining traditional classroom and online learning has presented immense learning opportunities for university learners in Kenya and beyond. However, despite its growing popularity and demonstrated capability, the completion rate of university students is still below 70%. Moreover, the existing literature is indeterminate on the influence of blended learning system quality on student completion rates in Kiambu County. The purpose of this study was to determine the influence of blended learning system quality on the completion rates of university students in Kiambu County. The study was guided by the Information System Success Model Theory. The study adopted an explanatory sequential research design. Primary data was collected using questionnaires. The target population was all the 7 Private Universities in Kiambu County. Purposive sampling was used to select 139 respondents representing. Descriptive statistics and inferential analysis were used in data analysis. Tables were used to present quantitative data. The study findings revealed that a significant positive relationship exists between blended learning system quality and the completion rate of university students in Kiambu County. The study recommends that all universities private and public should invest in quality blended learning systems to enhance the completion rate of university students. Universities should ensure they use updated technology and train their instructors on the use of online learning resources to improve efficiency. The study contributed to existing literature on blended learning, particularly in the Kenyan context by presenting empirical evidence on the impact of blended learning on student completion rates of university students in Kiambu County which was earlier missing.
