Effects of face-to-face tutorial and Administrative support services on the academic performance of distance education students in the University of Cape Coast

Abstract

The effect of face-to-face and administrative support services on the academic performance of distance education students at the University of Cape Coast was explored via a student survey. Data were collected from 374 respondents in nine study centres, three from each of the three zones of study centres of the College of distance education of the University of Cape Coast (Southern, Middle, Northern). Means, standard deviations and correlation were used to analyse the data. The data suggest that distance education students of the University of Cape Coast have a good perception of face-to-face tutorial services provided. However, they reported a bad perception of its administrative support services provided. Analysis from the study showed a significant positive but weak relationship between face-to-face tutorial service and academic performance of distance education students. The study results further revealed a weak significant positive relationship between administrative, support services and academic performance of distance education students of the University of Cape Coast.