The contributions of individuals towards a nation’s development cannot be underestimated. Nevertheless, research has proven that gender roles could create some setbacks to the extent that some individuals may not be able to reach the optimum in higher education. This correlational study explored whether the interplay of some female gender roles affected persistence as female students juggled with studies. A total of 21 study centres with female enrolment of a 100 and above were purposively selected. Using simple random sampling, a sample of 441 female students were drawn from two distance education institutions in Ghana. The study employed the correlational research design. A questionnaire was used to collect data and analysed using descriptive statistics and Pearson Product Moment Correlation Coefficient. It was revealed that female students had family roles they performed. The study found that there was a positive correlation between persistence and familial roles among the participants. This implied that as the level of familial roles of the respondents increased, their persistence increased as well, thus revealing some level of resilience towards the progression of their education. It was therefore recommended that administrators of distance education institutions equipped female students with the needed knowledge and support to ensure the effective management of their familial roles.

中文翻译：

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加纳远程教育课程中家庭角色与女学生的毅力之间的关系：从管理者的角度

个人对国家发展的贡献不可低估。然而，研究证明，性别角色可能会造成一些挫折，以致某些人可能无法在高等教育中达到最佳。这项相关研究探讨了在女学生玩弄研究时，某些女性性别角色的相互作用是否会影响持久性。总共选择了21个女性入学率在100以上的学习中心。使用简单的随机抽样，从加纳的两个远程教育机构抽取了441名女学生作为样本。该研究采用了相关研究设计。使用问卷调查收集数据，并使用描述性统计数据和Pearson乘积矩相关系数进行分析。据透露，女学生扮演着家庭角色。研究发现，参与者的坚持和家庭角色之间存在正相关。这意味着，随着受访者的家庭角色的增加，他们的坚持性也随之增加，从而显示出对他们的教育发展的一定程度的适应力。因此，建议远程教育机构的管理人员为女学生提供所需的知识和支持，以确保有效管理其家庭角色。因此显示出对他们的教育发展有一定程度的适应力。因此，建议远程教育机构的管理人员为女学生提供所需的知识和支持，以确保有效管理其家庭角色。因此显示出对他们的教育发展有一定程度的适应力。因此，建议远程教育机构的管理人员为女学生提供所需的知识和支持，以确保有效管理其家庭角色。