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It addresses challenges in Sub-Saharan African ODL systems such as low state funding and limited student numbers while emphasizing students as key stakeholders. Using a case study survey with interviews and questionnaires, it evaluates how assignments, tutorials, module concepts, and academic advisory services affect persistence and success.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/african-educational-research-journal-vol-11-full-length-research-paper/590819/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/african-educational-research-journal-vol-11-full-length-research-paper/590819.png","ImageObject",300,407,{"name":92,"@type":93},"Stanford","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"To establish how student involvement can enhance retention, persistence, and success in Open and Distance Learning at Zimbabwe Open University.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were data collected in the case study?",{"text":117,"@type":113},"A case study survey design was used with randomly selected forty final year students and ten alumni; interviews and questionnaires served as data collection instruments.",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors were found to support student persistence and success?",{"text":121,"@type":113},"Assignments were found to contribute substantially, with the study emphasizing that commenting should be thorough. 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Open and Distance Learning (ODL) systems in Sub-Saharan Africa institutions are grappling with fiscal challenges of low state funding and low student numbers against a background of increasing proliferation. African ODL systems are pursuing world class visions to effectively determine and monitor variables that affect student retention, persistence and success. With Open and Distance Learning, students are now being considered as the largest stakeholders. Investing time and money in learning, Open and Distance Learning institutions ought to orient partnerships to retain their students throughout the course of their learning. This research sought to find out how student persistence and success in Open and Distance Learning could be enhanced through customer feedback approaches at the Zimbabwe Open University. The case study survey design was used to gather data from randomly selected forty final year students and ten alumni members. The interview and the questionnaire were used as data collection instruments. The study established that assignments contribute much to students’ persistence and success to learning, hence the commenting need to be thorough. Tutorial sessions were found to be theoretically based and lacking practical activities, and some concepts in modules were viewed difficult to be conceptualized by students. Academic advisory services being given to students were enhancing learning; however, they lacked the social aspects.\u003Cbr>Keywords: Student retention, student persistence, student involvement, distance learning. |\n| --- |\n| *Corresponding author. E-mail: [rkasowe@gmail.com](rkasowe@gmail.com). |\n\nINTRODUCTION  \nZimbabwe Open University is one of the Open and Distance Learning Universities in the Sub-Saharan region. Its mandate depends on stakeholder satisfaction in this instance the students’ retention, persistence and success in learning. This in turn will make it the biggest world class university. Failure to meet the needs of the students will hinder its vision. Hence, this study intends to establish students’ views on how they could pursue their studies and remain inclined to the university and complete their studies.  \nLiterature on student retention, persistence and success in learning has its roots grounded in Tinto’s (1975) model which established that such variables depended on the degree of students’ academic and  \nsocial integration ( Pascrell et al. , 2003 ; Kember, 2004 ; Cleveland, 2004; Barbara and Metzger, 2007) .  \nHowever, there is an argument that Tinto’s (ibid) model was designed for traditional learning systems and is less applicable to Open and Distance Learning (ODL) (Handel and Lewis, 2005) . Csikszntmihlyi (2006) proposes that institutional assessment and establishment of institutional frameworks for monitoring variables related to student retention, persistence and success are critical prerequisites in ODL. Mannan (2007) also advocates for institutional self assessment of prevailing student integration climates. It seems there is need for further research in this area and to expand into other variables outside the integration domain (for example the customer  \nfocus areas) .  \nStatistical analysis has been a very popular method of monitoring and predicting student retention and persistence. For example, Tague (2005) used logistic regression and discrimination analysis to identify factors that contribute to student retention. Herrer","cbCaidrZmDHXkkhP","https://ap.wps.com/l/cbCaidrZmDHXkkhP","pdf",58985,"English","# Introduction\n## Student involvement and stakeholder satisfaction\n## Theoretical foundations: Tinto and related models\n## Monitoring approaches: statistical methods and documentary analysis\n## Gaps in existing explanations for ODL persistence","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To establish how student involvement can enhance retention, persistence, and success in Open and Distance Learning at Zimbabwe Open University.\"},{\"question\":\"How were data collected in the case study?\",\"answer\":\"A case study survey design was used with randomly selected forty final year students and ten alumni; interviews and questionnaires served as data collection instruments.\"},{\"question\":\"Which factors were found to support student persistence and success?\",\"answer\":\"Assignments were found to contribute substantially, with the study emphasizing that commenting should be thorough. Academic advisory services also enhanced learning, though they lacked social aspects.\"}]","African Educational Research Journal - Vol. 1(1) - Full Length Research Paper | PDF",1792070489,13]