Abstract:

This study aimed to examine the relationship between academic self-confidence and student support initiatives in an ODeL institution. The research focused on students in distance higher education institutions (HEIs) facing challenges. The study aimed to assess whether using student support initiatives can affect their level of academic self-confidence, leading to improved academic performance.

The research involved a survey response rate, the demographic profile of respondents, student awareness of student support initiatives at Unisa, confidence level using the Academic Confidence Scale (ACS), specific confidence level questions regarding integration into Unisa environments, and links between tutorial attendance, tutor sessions, library use, regional centers, computer skills training, writing skills training, counselling services, tele-centres, and computer facilities.

The results showed that tutorial attendance, tutor sessions, library use, regional centers, computer skills training, writing skills training, counselling services, tele-centres, and computer facilities had a significant impact on students' confidence levels. Additionally, computer skills training was found to be positively related to students' confidence levels. Counselling services were found to have a positive relationship with students' confidence levels.

The study also found that students who participated in support initiatives had higher confidence levels. The findings suggest that implementing student support initiatives can help students overcome challenges and improve their academic performance.

In conclusion, this study provides valuable insights into the relationship between academic self-confidence and student support initiatives in Unisa. By addressing these issues, Unisa can better support students and improve their overall academic performance.

Keywords:

Academic self-confidence, support initiatives, success, ODeL, awareness, academic performance, barriers to learning.