The Relationship of Distance Learner Autonomy and Student-Tutor Interaction and their Predictive Power over Students’ Satisfaction: The Case of St. Mary’s University Addis Ababa Center

Abstract

This study was conducted to examine whether distance students autonomy, student-tutor interaction and student satisfaction have positive relationships and the first two independent variables predict the dependent variable- student satisfaction. To examine the above hypotheses, correlational and predictive designs were used, selecting students from Addis Ababa distance students of Accounting and Management departments by applying stratified sampling. The study also attempted to examine if there is significant difference in terms of perception regarding the above variables from year of study, department and gender angles. The findings made known that learner autonomy, tutor-student interaction and distance learners satisfactions displayed moderate positive relationships among one another. Learner autonomy and tutor-student interaction predicted distance students’ satisfaction, having almost an equivalent amount of explanation powers. Gender did not show statistically significant difference for autonomy, student-tutor interaction and student satisfaction. Department wise, there were no statistically significant difference for tutor-student interaction and student satisfaction. Nevertheless, the finding showed statistically significant difference for autonomy between Accounting and Management students. Similarly, the results disclosed that there were statistically significant differences between first and third year students in their perception of student autonomy, student-tutor interaction and student satisfaction. The means differences of distance students and tutors did not show statistically significant differences for student tutor interaction, but the findings displayed statistically significant differences for autonomy and student tutor interaction.