| dc.description.abstract | Distance learning is a mode of study which involves the separation of the lecturer from the student in space, time
or both. The mode of study is increasingly being adopted globally due to development in technology, its
flexibility and the benefits which accrue to individuals and the society as a result of investment in education.
Academic performance of distance learning students has been of interest to scholars. Findings in developed
countries have been consistent, however in Kenya, they have been inconsistent. This study sought to establish
the extent to which curriculum resources influence academic performance of distance learning students in
selected Kenyan public universities. The study is based on pragmatism due to its focus on objectivity and use of
scientific methods. Mixed methods of research were used. The sample consisted of 847 Bachelor of Education
(Arts) distance learning students, 149 lecturers teaching distance learning students and 2 administrators in charge
of distance learning programmes. The research instruments consisted of questionnaires, interview guides,
document analysis and the instrument for measuring academic performance. The findings indicated that
curriculum resources, significantly and positively influence academic performance of distance learning students.
The study recommends that effort should be geared towards enhancing accessibility and the use of online
curriculum resources by distance learning students. | en_US |
