A Survey of Challenges Experienced by the National Open University of Nigeria Students: A Case Study of Ibadan Study Centre
Keywords:
Challenges, facilitation, course materials, information communication, technology, attrition, open and distance learningAbstract
Distance learning is an excellent method of reaching different categories of learners. Due to the competing priorities of work, home, and school, some learners desire a high degree of flexibility. The structure of the National Open University of Nigeria (NOUN) gives the learner the greatest possible control over the time, place and pace of education; however, it is not without problems. Loss of student motivation and high attrition rate due to lack of face-to-face contact with teachers and peers, information and communication technology (ICT) and non-availability of materials constitute barriers to successful distance learning. Available data at the Ibadan Study Centre show a high student attrition rate; partly attributable to the above factors. Thus, the attrition rate casts a dark cloud on the future of open and distance learning in Nigeria. Therefore, this study examined the influence of gender, course of study and age on problems experienced by students of the Ibadan Study Centre on ICT, course materials and face-to-face contacts (facilitation). A descriptive survey design was adopted for this study. Nine hundred and forty students (Male=504, Female=436) with an age range of 18 to 61 years (x =28.66; SD=9.67) who enrolled in various degree programmes were purposively selected for this study. The student counsellors’ ledger was the main instrument used for data collection. The ledger consists of seven columns that obtain information about the respondents' demographic characteristics such as age, gender and course of study. Chi-square for independence was used to test the five formulated hypotheses at >0.05 alpha level. The results show Gender and previous experience with ICT significantly influenced problems associated with ICT (X2= 13.91> 0.05) and (X2=64.75 > 0.05). Similarly, gender and age significantly influenced problems associated with facilitation (X2=19.14 > 0.05) and (X2=34.78> 0.05). The programme of the study was found to have a significant influence on the problems the students experienced with course materials (X2=18.07> 0.05). These findings behove the university management to put gender and age inequality in Internet and computer usage into consideration when designing online activities for the students. The study outcomes also have implications for policy formulations concerning facilitation and course materials.
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