Digital Tools as Correlate of Self-Regulated Learning among Distance Learners in National Open University of Nigeria, Oyo State Centres

The increasing reliance on digital technologies in distance education has raised important questions about how effectively these tools support self-regulated learning (SRL). This study examined the relationship between motivational factors, the challenges students encounter, and the extent to which digital tools facilitate SRL among distance learners at the National Open University of Nigeria (NOUN), Oyo State Study Centres. Five research questions and one hypothesis were formulated and tested at the 0.05 level of significance. A descriptive survey design was adopted. The total population of 6,500 distance learners were involved in this study. A simple random sampling technique was applied. To determine an appropriate sample size from this population, Yamane’s statistical formula was applied using a 5% margin of error. For convenience and uniformity, the study targeted 450 participants, and data were collected over four weeks using Google Forms with a validated Digital Tool Use and Self-Regulated Learning among Distance Learners Questionnaire (DTUSRLDLQ) (Cronbach’s alpha = 0.85). Descriptive statistics (frequency counts, percentages, and mean) were employed to answer the formulated research questions. Inferential statistics using the Pearson Product Moment Correlation (PPMC) were applied to test the stated hypothesis at the 0.05 significance level. Findings revealed a high level of SRL among learners, with an overall weighted mean of 3.08, demonstrated through consistent planning (M = 3.07), goal setting (M = 3.10), progress monitoring (M = 3.03), and time management (M = 3.00). Learners also reported high use of digital tools (overall M = 3.17), with strong reliance on learning management systems (M = 3.21), digital libraries (M = 3.19), collaborative platforms (M = 3.24), and social media applications (M = 3.21). Despite these strengths, students encountered moderate challenges (overall M = 2.98) such as high data costs (M = 3.04) and unstable network connectivity (M = 2.98). Motivation to use digital tools remained high (overall M = 3.06), driven by improved access to learning resources (M = 3.18) and flexible learning opportunities (M = 3.04). Pearson Product Moment Correlation revealed a strong, positive, and statistically significant relationship between digital tool use and SRL (r = 0.682, p < 0.05), indicating that increased engagement with digital tools enhances learners' capacity for independent learning. The study concludes that digital tools play a crucial role in strengthening SRL among distance learners, although infrastructural challenges require urgent institutional support to maximize learning outcomes. It is recommended that institutions enhance digital literacy through training, improve access to technological infrastructure, and develop learner-centered digital platforms that facilitate independent and effective learning