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Link, T. (2006). Adult Student Persistence: What Factors Make the Difference. Field Notes for Able Administrators, 2-6.

has been cited by the following article:

  • TITLE: Motivators of Students’ Persistence on Distance Learning Programmes in Ethno-Religious Crisis States in Nigeria: Implications for Counselling

    AUTHORS: Fidel O. Okopi, Joshua Pindar

    KEYWORDS: Motivators, Persistence, Distance, Learning, Ethno-Religious, Crisis, Counselling

    JOURNAL NAME: Psychology, Vol.5 No.13, September 25, 2014

    ABSTRACT: This study determines students’ persistence on distance learning programmes despite ethno-religious crisis in twelve Northern States in Nigeria. States selected for the study are Borno, Yobe, Adamawa, Taraba, Gombe, Bauchi, Jos, Kaduna, Kano, Niger, Kogi and Sokoto states that have suffered the worst ethno-religious crisis from 2009 to date. A survey design via ex post facto was adopted for the study. Samples for the study were distance learners, (200 to 400 levels) who registered for the 2012/2013 examination, and 480 were selected from the 12 Study Centres through purposeful, and stratified random sampling techniques. Data for the study were collected through a rating scale which was administered and collected on the spot by the research assistants. Participants were asked to rate the shortlisted factors—(Intrinsic-Personal and Extrinsic-support network factors) according to their levels of perceived significant influence on why they persisted on their programmes of study, despite the ethno-religious crisis. Experts in the Directorate of Learner Support Services were used to validate the content and face validities of the instrument while test-retest reliability method was used and Cronbach Alfa 0.78 was established. Descriptive statistics and Pearson Moment Correlations Coefficient analyses were used to determine the relative rating of each motivator. The findings were intrinsic motivators like: desire to complete the programme was rated highest followed by desire for personal growth and faith in God. The least motivator was, study centre learning environment, followed by security provided at the centre and Tutorial facilitators’ responses or feedback. The Pearson Moment Correlations Coefficient analysis indicated 0.83 level of relationship between extrinsic and extrinsic motivators. Recommendations were proffered at the end of the study and implications for counselling were discussed.