- Author(s): Dr. Sijuade, Adenike F.
- Volume 11, No 1, 2023
Absence of face-to-face interaction with instructors and peers in distance learning can lead to a lack of social support which can negatively impact self-efficacy. This study investigated the impact of academic self-efficacy and social support on learning adjustment of women studying by distance learning in Nigeria. This study adopted ex-post facto research design. The design was adopted because the independent variables have already occurred and cannot be manipulated. Simple random sampling was used to select 250 respondents. Three hypotheses guided the study. Questionnaire on Learning Adjustment of Women Studying through the Distance Learning Mode Questionnaire (r=0.76) was used to obtain data for the study. Data collected were analyzed using frequency count, percentage, mean, standard deviation, inter-correlation = matrix, simple regression analysis and multiple regression analysis. Results showed a high positive correlation between academic self-efficacy and learning adjustment (r =. 501) as well as between social support and learning adjustment (r = .791). It was found that there was a significant joint effect of academic self-efficacy and social support (F-ratio (2, 247) = 183.230) on learning adjustment of women studying by distance learning with an R-value of .773. It was also found that social support (t = 3.988, ? = .488; p< .000) and academic self-efficacy (t = 3.012, ? = .388; p< .003) had significant relative effects on learning
adjustment of the respondents. Based on the findings, it was recommended that Distance Learning Centre in southwest Nigeria should organise training and workshops for women and ensure a supportive learning environment.