This study investigated the impact of institutional support services on student retention at a higher education institution in South Africa. A quantitative research approach and a descriptive research design were employed to address theproblemof the study. Kuh’s student engagement theory was adopted as it provides valuable insights into how institutions can foster learning and enhance academic achievement and persistence. Data were collected from 660 third-year students using structured questionnaires. Thefindings reveal a significant positive relationship (r = 0.78; p<0.05) between academic support and student satisfaction, with academic support contributing 78% of factors influencing satisfaction. Key support services, including academic writing assistance, time management skills development, tutorials, and peer mentoring, were identified as crucial in enhancing student satisfaction and retention. Furthermore, demographic factors like campus and funding sourcessignificantly influenced satisfaction levels, while gender and residential status did not. The study concludes that proactive and intrusive academic support strategies are essential for fostering student engagement, confidence, and success. Recommendations include early intervention in the first year, personalised supportservices, and improved staff-to-student ratios to ensure effective delivery of academic support.
Stofile et al. (Wed,) studied this question.