DIGITAL LITERACY AND SELF-EFFICACY AS PREDICTORS OF PROGRAMME COMPLETION RATE AMONG OPEN DISTANCE LEARNERS IN IBADAN METROPOLIS

Abstract

This study investigated digital literacy and self-efficacy as predictors of programme completion among Open Distance Learners in Ibadan Metropolis, Nigeria. As technology-mediated learning expands, students’ ability to use digital tools effectively and their belief in their academic capabilities have become critical for success in ODL environments. The study adopted a correlational survey design, with a sample of 350 registered ODL students selected through stratified random sampling. Data were collected using a validated structured questionnaire and analysed using multiple regression at a 0.05 level of significance. Students’ completion status was also examined to determine programme completion rates and assess attrition trends. Findings revealed that digital literacy significantly predicted academic achievement and programme completion, accounting for 26.8% of the variance, while self-efficacy explained 36.4%. The overall completion rate in comparable Nigerian ODL contexts ranges between 6.2% and 14.9%, indicating substantial attrition. Jointly, digital literacy and self-efficacy explained 41.2% of the variance in academic success and completion behaviour, with a significant interaction effect showing that digital literacy is most effective when supported by strong self-efficacy. The study concludes that technological competence and psychological readiness are essential for improving academic performance and completion rates. It recommends integrating digital literacy training, mentoring, and motivational support to enhance retention and reduce attrition in Nigerian ODL institutions.