Modelling the Influence of Learning Environment on Attrition Intention among Female Distance Learners in Nigeria
DOI:
https://doi.org/10.31674/ijmhs.2025.v09i02.005Abstract
Background: Female distance learners in Nigeria experience disproportionately high attrition rates compared to men. Although distance education offers flexibility, the ways in which specific aspects of the learning environment shape female students’ decisions to persist or withdraw remain underexplored. Objective: This study investigated the influence of six learning environment dimensions on attrition intention among this vulnerable population. Methods: A cross-sectional survey design was employed. Data from 433 female students across three Nigerian universities was analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). Results: Of the three dimensions, only the learning process dimension yielded a significant predictor. Specifically, student autonomy was negatively related to attrition intention (β = -0.228, p = 0.001), while active learning and all other constructs under social support and content relevance showed no significant effects. The model demonstrated modest predictive power (Q² = 0.045). Conclusion: The findings underscore the critical importance of fostering student autonomy to mitigate attrition. Empowering female learners with greater control over their learning processes is a pivotal strategy for improving retention in Nigerian distance education, potentially outweighing the influence of other environmental factors.
Keywords:
Attrition Intention, Distance Learning, Female Learner, Higher Education, Learning EnvironmentDownloads
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