ONLINE LEARNING SELF-EFFICACY, PERCEIVED COURSE VALUE, AND DISTANCE LEARNERS' PERSISTENCEAT AHMADU BELLO UNIVERSITY, ZARIA: POLICY IMPLICATIONS

Abstract

Academic persistence has emerged as a critical challenge in contemporary Open and Distance Learning (ODL) programme, particularly as institutions increasingly rely on virtual modes of delivery to expand access and flexibility. This study therefore examined online learning self. Efficacy, Perceived Course Value, and Academic Persistence Among Distance Learners at Ahmadu Bello University, Zaria. The study was guided by one research question and two null hypotheses. The descriptive survey research design was used for the study. The population comprised 4,211 distance learners, from which 395 participants were selected through the convenience sampling technique. Data were collected using a structured self-designed questionnaire titled “Online Learning Self-Efficacy, Perceived Course Value, and Academic Persistence Questionnaire (OLSEPCVAPQ)." Pearson product-moment correlation was used to test the two hypotheses at 0.05 level of significance. Findings showed that Online Learning Self-Efficacy (r = 0.81, p = 0.00) and Perceived Course Value (r = 0.89, p = 0.00) showed a positive, strong, and significant relationship with Academic Persistence. The study concluded that both technological self-efficacy and 
Motivational value constructs are critical determinants of academic persistence in distance education. It is therefore recommended, among other things, that ODL institutions should strengthen digital literacy initiatives, enhance access to academic resources, and design curricula that emphasise relevance and practical application.