This study investigated the factors influencing enrolment of female learners in Science
Education programmes of three Distance Learning Institutes in South-West, Nigeria. The
objectives of the study were to explore socioeconomic, personal and cultural factors that
influence the enrolment of women into Distance Learning Institute. The target population was all
female learners in the Departments of Science Education. This study was guided by the
facilitation theory using a questionnaire as the research instrument. The researchers sampled
280 female learners in Science Education programmes of these Distance Learning Institutes.
Three research questions were raised and analysed. The data obtained were analysed using
mean, standard deviation and also presented in percentages. Findings revealed that
socioeconomic factors such as finance as well as personal factors, including attaining social and
academic satisfaction could influence the enrolment of women in Science Education
programmes. The study revealed that majority of the women are employed, though faced with
several challenges that hinder their studies. The study recommended ways of overcoming these
challenges and urged the government and stakeholders to implement these recommendations
for the development of Distance Education.