Position of Center Coordinators about the State of Tutorial Activities at Study Centers of the University of Education, Winneba

This study aimed to examine the position of center coordinators regarding the state of tutorial activities at the study centers of the University of Education, Winneba (UEW). This study adopted a concurrent embedded mixed methods design. The total study population was forty-five CoDEL centre coordinators. The study adopted the census sampling technique for quantitative data while a convenient sampling technique was used for qualitative data. The instruments used in the data collection were structured questionnaire and semi-structured interview guide. The quantitative data from the study were analysed descriptively using frequencies, percentages, means, and standard deviations whereas the interview data were analysed thematically. The findings revealed that tutors at UEW’s CODeL study centers were generally responsive, as evidenced by prompt replies and punctuality, which fostered positive student interactions. The study further revealed that students at UEW’s CODeL centers generally displayed positive behaviours, such as respect for peers and tutors, attentive listening, and active participation in discussions even though, challenges such as inconsistent attendance and inadequate preparation for sessions were noted. The study identified strategies to improve UEW’s CODeL tutorials, including tutor incentives, interactive activities, enhanced training, leveraging technology, and increased tutorial frequency to boost engagement and outcomes. The study recommends that UEW should conduct regular comprehensive improvement plans, including tutor incentives, professional development workshops, and interactive teaching methods, to effectively support distance students.