OPEN AND DISTANCE LEARNING (ODL) EDUCATION IN NIGERIA: CHALLENGE OF ACADEMIC QUALITY

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1 OPEN AND DISTANCE LEARNING (ODL) EDUCATION IN NIGERIA: CHALLENGE OF ACADEMIC QUALITY EDU, MARCELLINA I., PhD Cross River State College of Education, Akamkpa, Nigeria SULE, SHEIDU A., PhD University of Lagos, Akoka, Lagos, Nigeria & NSOR, EUNICE I., PhD Cross River State College of Education, Akamkpa, Nigeria

2 INTRODUCTION Open and Distance Learning (ODL) education is seriously gaining grounds worldwide. It has equally been embraced by the Nigerian educational system. Mode of Operation Delivery System ICT Material for study Time allotted for study

3 STATEMENT OF THE PROBLEM Open and Distance Learning (ODL) education and quality are almost inseparable. Virtue of its characterization as an industrialized form of learning form of learning The perception of its operational parameters

4 PURPOSE OF THE STUDY To determined the relevance of ICT to the quality of graduates produced To examine the quality of materials used To determined if the time allotted for study is adequate

5 RESEARCH HYPOTHESES The following hypotheses were tested: 1. There is no significant effect of ICT usage on the quality of Open and Distance Learning (ODL) operations in University of Lagos and National Open University of Nigeria, Lagos State. 2. There is no significant impact of materials used for study on the quality of education received by the students of open and distance education in University of Lagos and National Open University of Nigeria, Lagos State.

6 3. There is no significant impact of thetime scheduled for students for self-study, online lecturing/interaction and face-to-face study on the quality of education in Open and Distance Learning Institutions in University of Lagos and National Open University of Nigeria, Lagos State.

7 RESEARCH DESIGN A descriptive survey research design was used.

8 METHODOLOGY Population: Students of Distance Learning Institute (DLI) and National Open University of Nigeria (NOUN) that have spent at least two sessions made up the population. Sample: 665 students of the Distance Learning Institute (DLI) and National Open University of Nigeria (NOUN) at 300 to 500 levels of study selected through simple random sampling technique made up the sample

9 INSTRUMENTATION A 4 point liket scale Questionnaire of 20 items 3 variables

10 RELIABILITY OF INSTRUMENT Pearson r= 0.75 Validity-face validity by three experts

11 ADMINISTRATION Data Collection was through The researchers Assistant trainees

12 DATA ANALYSIS AND RESULT The presentation is done as per the hypotheses Hypothesis 1: Ho1: There is no significant effect of ICT usage on the quality of Open and Distance Learning (ODL) operations. Chi-square statistics (X 2 ) was employed to test the hypothesis because it was looking for the effect of ICT on quality of ODL education

13 TABLE 1 Summary of Chi-square (X 2) result on significant effect of ICT usage on the quality of Open and Distance Learning (ODL) operations (n=665) Variable ICT usage and quality of Open and Distance Learning (ODL) operations Respondents (No) *P <.05; df = 12; critical r = X 2 cal. X 2 crit

14 The result in Table 1 indicates that the value of Chi-square (X 2 ) calculated at is greater than the critical value of at 0.05 significant level with degree of freedom of 12. With this, the null hypotheses was rejected. This implies that there is no significant effect of ICT usage in the quality of ODL operations in University of Lagos and NOUN in Lagos State. It there implies that the usage of ICT tools is a significant factor in ensuring the quality in ODL operations.

15 Hypothesis 2: There is no significant impact of the materials used for study and the quality of education received by the student of ODL

16 Table 2 Summary of Chi-square (X 2) result on significant impact on the materials used for study and the quality of education received by the students of open and Distance education (n=665) Variable Materials used for study and the quality of education received by students Respondents (No) *P <.05; df = 12; critical r = X 2 cal. X 2 crit

17 From table 2, it could be seen that the value of Chisquare (X 2 ) is which is greater than the critical value of at 0.05 significant level with the degree of freedom of 12. this lead to the rejection of null hypothesis. The implication is that, the quality of materials made available to ODL students will determine the quality of education they will receive.

18 Hypothesis 3: There is no significant impact on the time scheduled for students for self-study, online lecturing/ interaction and face -toface study and the quality of education in Open and Distance Learning Institutions

19 Table 3 Summary of Chi-square (X 2) result on significant impact on the timescheduled for students for self-study, online lecturing/interaction and face to face studyand the quality of education in Open and Distance Learning Institutions (n=665) Variable The time scheduled for students for self-study, online lecturing/interactio n and face to face study Respondents (No) X 2 cal. X 2 crit *P <.05; df = 12; critical r = 21.03

20 Table 3, shows Chi-square (X 2 ) calculated value of which is greater than the critical value of at 0.05 significant level with degree of freedom of 12. The null hypothesis is rejected and its implies that the time scheduled for student for self studies, online lecturing/interaction and face-to-face study and the quality of education ODLI has a lot of impact on the quality of education student receive

21 SUMMARY OF FINDINGS The following findings were deduced Access to Information and Communication Technology (ICT) tools are essential for quality education for ODL Institution. The quality of materials made available for students will determine the quality of education they will receive. NUC (2008) recommended that materials should be made available to ODL students and that those materials should be updated every five years. The same agency equally recommended that the materials should be comprehensive, accessible, interactive, contemporary and learner friendly. On time allotted for student for self-study, the findings of this study is in an agreement with the findings of Vord and Pogue (2012) that enough time for both online and offline should be maintained.

22 CONCLUSION On the final note, the findings of this study revealed that three null hypotheses earlier formulated for this study were rejected. This implies that the use of ICT tools is a factor in ensuring quality in the Open and Distance Learning (ODL) operations. The quality of the materials made available to ODL students will determine the quality of education that will be received by the students. The time scheduled for students for self-study, online lecturing/interaction and face-to-face study as well as the quality of education in Open and Distance Learning Institutions has a lot of impact on the quality of education the students receive.

23 RECOMMENDATIONS Consequent upon the findings from this study, it is hereby recommended that: 1. The Open and Distance Learning (ODL) institutions in Nigeria Should invest in ICT infrastructure. 2. One of the pre-requisites for employing lecturers, instructors, facilitators should be their ability to demonstrates a proficient use of ICT basis tools 3. Attention should be paid to the study material prepared for ODL students 4. Enough time should be given to ODL students for self-study and other forms of learning.

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