Learning is more personal and the responsibility rests more squarely on the shoulders of students in distance learning systems. Also, many distance learners have several other equally important commitments such as home demands, social engagements, and religious obligations that compete with their academic work. Balancing these responsibilities with academic pursuit in such a way that one does not affect the other may become problematic for the students, especially those who are not self-regulated. This may subsequently impact student academic performance. In view of this scenario, it is expected that distance learners will have good self-regulation skills in order to perform better in their academic endeavours. This study sought to discern a causal explanation of distance learners' academic performance vis-Ã -vis their self-regulation skills. The study utilized a descriptive, 'ex-post facto' research design. Simple random sampling technique was used to select 1,500 participants while the University of Ibadan's Distance Learning Centre was purposively selected. Data were collected through a questionnaire during the 2009 contact session. Three hypotheses were formulated and tested at the 0.05 level of significance. Pearson correlation, regression analysis, and t-tests were employed for data analysis. Students' self-regulation skills and academic performance are positively and significantly correlated. (R2 =016;P<0.5). The study however, revealed no significant difference in students' self-regulations skills on a gender basis. The need for students to have good self-regulation skills and monitor their academic progress was recommended.
Title of Article
Revisiting Self-Regulation Skills and Distance Learners' Academic Performance at the University of Ibadan, Nigeria: Planning Implications for Effective Study
Research Method
Thematic Area
Author(s)
Oladejo, Maruff Akinwale
Abstract
Year
Journal
Educational Planning
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