INFLUENCE OF SUBSTANCE ABUSE AND SOCIAL SUPPORT ON THE ACADEMIC PERFORMANCE OF UNIVERSITY OF IBADAN DISTANCE LEARNING STUDENTS

Abstract

The academic performance of students is shaped by various psychological factors. This study examined the extent to which substance abuse and social support predict academic performance among distance learning center (DLC) students, University of Ibadan. Understanding these psychological influences is essential for promoting conducive environments that support the academic performance. A cross-sectional survey design was adopted, and data were collected from a sample of 380 DLC students University of Ibadan, Oyo State. Standardized psychological scales were used to measure substance abuse, social support and academic performance. Multiple regression analysis, linear regression analysis and independent sample t-test were conducted to examine the predictive relationships between these variables. Findings revealed that social support was a strong positive predictor of academic performance (β = 0.28, p < .01), indicating that individuals with strong social support reported a greater academic performance. Substance abuse was a predictor (β = 0.12, p = .21).  it was further revealed that there was no significant gender difference on academic performance among DLC students. These findings highlight the importance of psychological factors in enhancing the academic performance of DLC students. The study suggests the need for an enlightenment campaign on the danger of substance abuse among students. It was also recommended that it is recommended that more emphasis be placed on effective social interactions to enhance academic performance among students’ Future research should explore additional social and environmental factors that may influence academic performance. 

KEYWORDS: psychological factors, academic performance, substance abuse, social support, students, DLC.