Psycho-socio and Economic Factors as Determinant of Women's Academic Performance in Distance Education in South Western Nigeria
DOI:
https://doi.org/10.47941/jep.2895Keywords:
Distance Learning, Women’s Education, Psycho-Social Factors, Economic Constraints, Academic Performance, NigeriaAbstract
Purpose: This study investigates the psycho-social and economic factors affecting the academic performance of women enrolled in distance learning programmes across South-Western Nigeria.
Methodology: Using a descriptive survey design and a mixed-method approach, the study collected quantitative data from 274 valid responses out of 300 distributed questionnaires and conducted 30 Key Informant Interviews (KIIs) with academic advisors, programme coordinators, and high-performing students. Data were analyzed using t-tests, linear regression, and thematic analysis.
Findings: Financial constraints, household responsibilities, workplace stress, and psychological challenges significantly influenced academic performance. Financial limitations emerged as the most significant predictor. Thematic analysis revealed four dominant themes: home-front pressures, financial constraints, workplace stress, and psychological impacts.
Unique Contribution to Theory, Policy and Practice: The study advances understanding of gender-specific barriers in distance education. It recommends institutional reforms such as flexible learning schedules, targeted student support services, and expanded financial aid. Policy implications include enhancing workplace flexibility, subsidized childcare, and promoting family and community-based academic support systems for women.
Downloads
References
Aboderin, O. S., & Govender, D. W. (2023). Predictors of academic performance of distance e-learners in a Nigerian University. International Journal of Research in Business and Social Science (2147- 4478), 12(1), 296–307. https://doi.org/10.20525/ijrbs.v12i1.2296
Adewale, A. S., Ghavifekr, S., & Abdulsalam, I. (2017). Impact of Stress on Academic Staff: Implication for Higher Education Management and Leadership. Malaysian Online Journal of Educational Management, 5(2), 75–91. https://doi.org/10.22452/mojem.vol5no2.5
Adewoyin, A., & Ebabhi, A. (2022). E-learning Environment and Learners’ Satisfaction- The Learners’ View. Journal of Distance Learning and Open Learning, 10(18), 45–61. https://doi.org/10.21608/jdlol.2022.225615
Adisa, T. A., Mordi, C., Simpson, R., & Iwowo, V. (2020). Social dominance, hypermasculinity, and career barriers in Nigeria. Gender, Work & Organization, 28(1). https://doi.org/10.1111/gwao.12537
Agboola, B. G. (2023). Social Factors as Predictors of Career Advancement of Female Civil Servants in Southwest, Nigeria. Asian Journal of Advanced Research and Reports, 17(8), 106–113. https://doi.org/10.9734/ajarr/2023/v17i8508
Akinwale, O. P., Emmanuel, R. T., Ajiboso, I. K., & Tokun, O. (2022). Barriers and Facilitators to Career Advancement of Women in Infectious Diseases of Poverty Research in Nigeria. Journal of Gender, Culture and Society, 2(2), 20–23. https://doi.org/10.32996/jgcs.2022.2.2.3
Alam, F. (2023). Psychosocial Research their Impact on Human Behavior [Review of Psychosocial Research their Impact on Human Behavior]. Journal of Medicinal and Organic Chemistry, 6(2), 22–24.
Alsulami, A., Mabrouk, F., & Bousrih, J. (2022). Flexible Working Arrangements and Social Sustainability: Study on Women Academics Post-COVID-19. Sustainability, 15(1), 544. https://doi.org/10.3390/su15010544
Aransi, W. O. (2019). Psychosocial and Economic Variables as Correlates of Adults’ Participation into Sandwich Educational Programmes in Osun State, Nigeria. Journal of Education and E-Learning Research, 6(3), 107–115. https://doi.org/10.20448/journal.509.2019.63.107.115
Asuquo, E. F., Etowa, J. B., & Akpan, M. I. (2017). Assessing Women Care-giving Role to People Living With HIV/AIDS in Nigeria, West Africa. SAGE Open, 7(1), 215824401769201. https://doi.org/10.1177/2158244017692013
Bangura, P. S., & Mambo, A. W. (2023). Barriers to Female Education and its Impact on Slow Socio-Economic Development of the Family: A Case of Africa International University. Research Journal of Education Teaching and Curriculum Studies, 1(1), 23–36. https://doi.org/10.58721/rjetcs.v1i1.280
Battista, A., & Torre, D. (2023). Mixed Methods Research Designs. Medical Teacher, 45(6), 1–3. https://doi.org/10.1080/0142159x.2023.2200118
Berger, N., & Archer, J. (2020). Understanding the Psycho-Social Dimensions of Schools and Classrooms. https://doi.org/10.1093/obo/9780199756810-0266
Castellanos-Serrano, C., Escribano, G., Paredes-Gázquez, J., & San-Martín González, E. (2022). What is behind the gender gap in economics distance education: Age, work-life balance and COVID-19. PLOS ONE, 17(8), e0272341. https://doi.org/10.1371/journal.pone.0272341
Coetzee, M., & Oosthuizen, R. M. (2013). Examining the Mediating Effect of Open Distance Learning Students’ Study Engagement in Relation to Their Life Orientation and Self-Efficacy. Journal of Psychology in Africa, 23(2), 235–242. https://doi.org/10.1080/14330237.2013.10820619
Dim, E. E., & Elabor-Idemudia, P. (2018). Social Structure, Social Learning, and the Severity of Physical Intimate Partner Violence Against Women in Nigeria. Journal of Interpersonal Violence, 36(5-6), 088626051876438. https://doi.org/10.1177/0886260518764384
Eni, C. I. (2023). Work Related Stress and Performance of Different Categories of Academic Staff in Federal Polytechnic in South East Nigeria. European Journal of Theoretical and Applied Sciences, 1(5), 1339–1347. https://doi.org/10.59324/ejtas.2023.1(5).114
Ezema, G. N., & Autin, K. L. (2023). Examining predictors and outcomes of future decent work perception among Nigerian emerging adults. Journal of Career Assessment. https://doi.org/10.1177/10690727231201958
Fuller, S., & Hirsh, C. E. (2019). “Family-Friendly” Jobs and Motherhood Pay Penalties: the Impact of Flexible Work Arrangements across the Educational Spectrum. Work and Occupations, 46(1), 3–44. https://doi.org/10.1177/0730888418771116
Gamage, G. P., Herath, H. M., & Chulani, J. (2021). Mental health of undergraduate distance learners: a cross-sectional study. Asian Association of Open Universities Journal, 16(3), 271–286. https://doi.org/10.1108/aaouj-08-2021-0097
George, T. O., Ajayi, M. P., Olonade, O. Y., Olanipekun, T., & Adebayo, M. E. (2021). Gender Differences in Academic Performance and Industry Relevance: a Study of a Nigerian Private University Graduates. WSEAS Transactions on Business and Economics, 18, 485–493. https://doi.org/10.37394/23207.2021.18.49
He, J. (2023). A Literature Review on Stress and Coping Strategies in Higher Education: Their Impact on Students Mental and Physical Health and Academic Performance. Lecture Notes in Education Psychology and Public Media, 23(1), 232–237. https://doi.org/10.54254/2753-7048/23/20230456
Ifeanyi, O., Anthony, N., & Prisca, I. (2019). Poverty among Women in Nigeria–Psychological and Economic Perspective: A Study Based On South West, Nigeria. International Journal of Business and Management, 14(11), 90. https://doi.org/10.5539/ijbm.v14n11p90
Isuku, E. J. (2018). Challenges and Prospects of ICT Facilities in Improving Access to the Open Distance Learning Programme of African Universities: Research Evidence From Nigeria. US-China Education Review A, 8(6). https://doi.org/10.17265/2161-623x/2018.06.004
Itasanmi, S. A., & Ajani, A. (2023). Technology Self-Efficacy and Digital Literacy among ODL Students: The Moderating Role of Gender. International Journal of Innovative Technologies in Social Science, 3(39). https://doi.org/10.31435/rsglobal_ijitss/30092023/8030
Kumar, A., & Anburaj, G. (2024). Examining the variables that impact academic performance in higher education. International Journal for Multidisciplinary Research, 6(6). https://doi.org/10.36948/ijfmr.2024.v06i06.30490
Mahai, L. S. (2023). Motives and Challenges for Participating in Open and Distance Learning in Higher Education in Tanzania: A Case of Rural Women. https://doi.org/10.37759/ice01.2023.03
Mwangi, A. (2021). Advantage of Adoption of Open Distance and E-Learning to Increase Access to Female Higher Education. Journal of Online and Distance Learning, 1(1), 1–13. https://doi.org/10.47941/jodl.634
Obiageli, O. Q., Agu, C. S., Nonso, O. S., Chikodili, E., & Cynthia, C. C. (2022). Underscoring the Relationship Between Education for Women and National Development in Nigeria. SAGE Open, 12(2), 215824402211024. https://doi.org/10.1177/21582440221102429
Odejide, A. I., & Oyedele, O. J. (2021). Women in Higher Education in Nigeria. Advances in Religious and Cultural Studies (ARCS) Book Series, 186–210. https://doi.org/10.4018/978-1-7998-3814-2.ch010
Ohia, B.-F. (2024). Women Education as a Pre-Condition for Peace Culture in Nigeria. Journal of Women Empowerment and Studies, 45, 1–8. https://doi.org/10.55529/jwes.45.1.8
Okunade, B. A., Adediran, F. E., Balogun, D., Paschal, C., Adegoke, A., & Eberechukwu, R. (2023). Gender Policies and Women’s Empowerment in Nigeria: An Analytical Review of Progress and Barriers. International Journal of Applied Research in Social Sciences, 5(10), 543–565. https://doi.org/10.51594/ijarss.v5i10.650
Oladele, E. O., & Adeniyi, C. O. (2020). Factors Influencing Female Enrolment in Science Education Programmes in Distance Learning Institutions in South-West, Nigeria. Teacher Education through Flexible Learning in Africa, 2(1), 113–127. https://doi.org/10.35293/tetfle.v2i1.90
Oladipo, A., Oladele, E., & Oke, D. (2022). Perceived Influence of Emerging Technologies on Lifelong Learning and Resilience among Women Who Dare Open Distance Learning. Tenth Pan-Commonwealth Forum on Open Learning. https://doi.org/10.56059/pcf10.8949
Olapegba, P. O., Famakinde, P. O., & Njoku, I. C. (2017). Academic Self-Efficacy and Personality Factors Predicting Academic Achievement Motivation among Open/Distance Learning Students of University of Ibadan. Deleted Journal, 15(2). https://doi.org/10.36108/ijss/7102.51.0201
Olutola, D. T., Adamu, G. K., & Aguh, J. C. (2024). Assessment of Psycho-Social Factors Affecting the Promotion of Girl-Child Education in Katsina State, Nigeria. European Journal of Educational and Development Psychology, 12(1), 9–27. https://doi.org/10.37745/ejedp.2013/vol12n1927
Oti, A. O. (2013). Social Predictors of Female Academics’ Career Growth and Leadership Position in South-West Nigerian Universities. SAGE Open, 3(4), 215824401350643. https://doi.org/10.1177/2158244013506439
Rockinson-Szapkiw, A., & Herring Watson, J. (2020). Academic-Family Integration: How Do Men and Women in Distance Education and Residential Doctoral Programmes Integrate Their Degree and Family? Online Learning, 24(4). https://doi.org/10.24059/olj.v24i4.2318
Sailo, H., & Varghese, D. (2024). Academic Stress, Its Sources, Effects and Coping Mechanisms Among College Students. International Journal of Science and Healthcare Research, 9(3), 124–132. https://doi.org/10.52403/ijshr.20240316
Sarumi, K. (2022). Developing Capacities to Maximize Female Student Retention and Resilience for Success in National Open University of Nigeria. Tenth Pan-Commonwealth Forum on Open Learning. https://doi.org/10.56059/pcf10.1579
Sougou, N. M., Ndiaye, O., Nabil, F., Folayan, M. O., Sarr, S. C., Mbaye, E. M., & Martínez-Pérez, G. Z. (2022). Barriers of West African women scientists in their research and academic careers: a qualitative research. PLOS ONE, 17(3), e0265413. https://doi.org/10.1371/journal.pone.0265413
Stone, C. M. M., & O’Shea, S. E. (2019). My children… think it’s cool that Mum is a uni student: Women with caring responsibilities studying online. Australasian Journal of Educational Technology, 35(6), 97–110. https://doi.org/10.14742/ajet.5504
Waterhouse, P., Samra, R., & Lucassen, M. (2022). Distance education students’ satisfaction: Do work and family roles matter? Distance Education, 43(1), 56–77. https://doi.org/10.1080/01587919.2021.2020622
Yewande, T., & Olawunmi, A. (2023). Exploring the Impact of Cultural Beliefs and Practices on Women’s Education in Northern Nigeria. Journal of Education Review Provision, 3(1), 1–7. https://doi.org/10.55885/jerp.v3i1.191
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Erikitola, Joy Ozavize, Dr. Otumala S. J., Mr. Oluwasola G.T.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
