The Influence of Family Support on Adult Learner Persistence in Distance Education in Oyo State

This study examines the influence of family support on adult learner persistence in distance education programmes in Oyo State, South West Nigeria. Distance education has become an increasingly important pathway for adult learners to balance employment, family, and study obligations. However, adult distance learners experience high dropout rates, and family dynamics, including spousal support, childcare responsibilities, and household financial contributions, have been identified as significant factors in persistence decisions. This study uses a survey design, collecting data from 195 adult learners enrolled in the National Open University of Nigeria's Ibadan Study Centre and the University of Ibadan Distance Learning Centre. Family support variables include spousal educational attitude, family study time allocation, household chore burden, and financial contribution to education. Persistence is measured by credit load completion rate and self-reported continuation intention. Multiple regression analysis is applied. Findings reveal that spousal educational attitude and family study time allocation are the strongest predictors of adult learner persistence, explaining 46 percent of variance in completion rates. Female adult learners report significantly lower family study time support and higher household burden scores compared to male learners. Financial contribution support shows a significant but weaker relationship with persistence. The study concludes that family environment is a critical determinant of adult distance learner success in Oyo State. It recommends that distance education institutions incorporate family orientation sessions into enrolment programmes to improve social support structures for adult learners.

Keywords: family support, adult learner persistence, distance education, Oyo State, dropout.