Exploring Ghanaian Distance Education Learners’ Views of Self-Regulated Learning Strategies and Academic Performance

UNIQUE IDENTIFIER CODES	AGE	GENDER	INSTITUTION OF STUDY	YEAR OF STUDY	PROGRAMME OF STUDY	EMPLOYMENT
IDL R3	25	Female	IDL-KNUST	400	BBA (Human Resource)	Unemployed
IDL R6	30	Female	IDL-KNUST	400	BBA (Human Resource)	Employed
IDL R7	25	Female	IDL-KNUST	400	BBA (HR)	Employed
IDL R10	46	Male	IDL-KNUST	400	BSc (Agric)	Employed
UCC R2	29	Female	UCC	Post-graduate	MA (Education)	Employed
UCC R3	29	Male	UCC	Post-graduate	MBA (Finance)	Employed
UCC R6	30	Female	UCC	Post-graduate	MBA	Employed
UCC R4	33	Male	UCC	Post-graduate	MBA (Project management)	Employed
UG R3	28	Male	UG	400	BSc (Public Administration)	Employed
UG R7	41	Female	UG	400	BA	Employed
UG R8	26	Female	UG	400	BSc Public (Administration)	Unemployed
UG R18	28	Male	UG	400	BSc (Nursing)	Employed

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DOI: https://doi.org/10.55982/openpraxis.17.2.783 | Journal eISSN: 2304-070X

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Language: English

Page range: 376 - 393

Submitted on: Nov 1, 2024

Accepted on: May 11, 2025

Published on: Jul 10, 2025

Published by: International Council for Open and Distance Education (ICDE)

In partnership with: Paradigm Publishing Services

Keywords:

self-regulated learning,

academic performance,

Ghana,

© 2025 Esinam Afi Kayi, Michael M. van Wyk, published by International Council for Open and Distance Education (ICDE)
This work is licensed under the Creative Commons Attribution 4.0 License.

Volume 17 (2025): Issue 2