Exploring the relationship between demographic characteristics, academic procrastination, social support, and academic performance among open distance learning students: A random forest analysis

Abstract

This study explored the relationship between demographic characteristics, academic procrastination, social support and academic performance among Open Distance Learning (ODL) students using a random forest approach. The study employed a quantitative research approach. The study participants consisted of 315 students from an ODL institution in Nigeria. The study used adapted scales to measure procrastination and social support and a self-reported performance scale to measure academic performance. Data were analyzed using chi-square analysis for classification while R-studio was used to fit a random forest model to classify and predict the study’s constructs. Results of the study revealed a significant relationship between academic performance and age.  Similarly, gender has a significant influence on academic performance. Marital status significantly impacted academic performance, procrastination, and social support. Furthermore, it was revealed that programme level influences academic performance. Employment status was found to influence procrastination tendencies. Lastly, students with lower procrastination and higher social support achieved better academic performance. This study underscored the need for ODL institutions to implement demographic-specific support programmes focusing on procrastination reduction, time management skills, and robust social support networks. These can help enhance academic performance and address the diverse challenges faced by ODL students.