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ADRRI JOURNAL OF ARTS AND SOCIAL SCIENCES
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pISSN: 2343-6891 ISSN-L: 2343-6891 VOL. 5,No.5(1), Pp. 24-36, August, 2014
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ADRRI JOURNAL OF ARTS AND SOCIAL SCIENCES
ADRRI JOURNALS (www.adrri.org)
pISSN: 2343-6891 ISSN-L: 2343-6891 VOL. 5,No.5(1), Pp. 24-36, August, 2014
State of Information Environment of Learners in Kwara and Osun States Study Centres Of
National Open University of Nigeria.
Rachael O. Oyewo1 Carl N. Nworu2 Maureen C. Igwe3
1Librarian, College Library, Oyo State College of Agriculture Igboora,
Oyo State, Nigeria.
Email: rachaeloyewo@yahoo.com
2,Lecturer, Department of Library and Information Science,
Akanu Ibiam Federal Polytechnic Unwana, Ebonyi State, Nigeria.
Email: allmancarlos@gmail.com
3Independent Researcher & ex-Language and Communication Skills Instructor for Foundation
Programme of Northern Consortium of UK Universities at
Thomas Adewumi International College, Oko, Kwara State, Nigeria.
Email: getoptimreen@yahoo.co.uk
2Correspondence: rachaeloyewo@yahoo.com
Received: 1st August, 2014 Revised: 22nd August, 2014 Published Online: 30th August, 2014
URL: http://www.journals.adrri.org/
[Cite as: OYEWO, R. O., NWORU,C. N. and IGWE,M.C. (2014). State of Information Environment of Learners in
Kwara and Osun States Study Centres Of National Open University of Nigeria. ADRRI Journal of Arts and Social
Sciences, Ghana: Vol. 5, No. 5(1), Pp. 24-36, ISSN: 2343-6891, 30th August, 2014.]
Abstract The study investigated the information environment of distance learners in the National Open University
of Nigeria. With limitation to study centres in Osun and Kwara states, it adopted survey research method
with questionnaire used for data collection, which was analysed with descriptive statistics. 195
respondents were involved in the study. It was discovered that NOUN students’ major information
seeking behavior is on the online environment, via using personal computers and other digital devices to
search the web for information; their level of information literacy skills of is poor; they have various
information needs that are required for academic pursuit; and NOUN course materials/modules,
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classmates and the Internet are the major sources of academic information for the students, among others.
It was recommended that NOUN should reposition its learners support services and provide information
literacy education for its students in the various study centres.
Keywords: information environment, information literacy, open and distance learning, National Open
University of Nigeria.
INTRODUCTION
There is doubt on the fact that information is a necessity in the activities and programmes of all
individuals in the society. Information is a determinant factor for productivity. It aids in
planning and decision making. It is crucial to all segments, sectors, units, departments and
levels of the society. It is a strategic tool to source for, locate, retrieve, evaluate, embrace, use
and apply for successful engagements. These cases may be attributed to the inclusion of
information as a factor of production, which revolves at the centre of all other factors like land,
labour, capital and the entrepreneur. Such information has an environment surrounded by
various influencing factors associated with man.
Information environment of man in different sectors of the economy requires investigation, as it
is applicable to the operations of individuals, associations and organizations in the society. For
individuals, such environment is seen in the daily existence of children, students, researchers,
lecturers, teachers, legal practitioners, media practitioners, engineers, medical personnel and
other stakeholders in the society. Similarly, associations and organizations also have
information environments, which may be similar or different, depending on the nature,
category, occupation, perceptions, attitudes and overall impression of the members.
There are various conceptualizations of the information environment. Oladokun (2012) posits
that information environment is viewed as the type of environment in which individuals
interact with either for purposes of providing or obtaining information for use in day-to-day
living or to perform a task. Oladokun (2012) also sees information environment to mean the
context in which information is sources, accessed, managed, utilized and generally made
available for the use of different categories of people in the society for various purposes. Such
environment has components such as information needs, information seeking behavior and
information sources. Others are pattern of information access, information utilization variables,
as well as information literacy and its components as applicable in the globalization era (Igwe,
2013). Our emphasis in this work is in the context of library and information science, as it relates
to needs identification and corresponding service delivery for overall satisfaction of information
users.
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Open and distance learning is a special form of acquiring and accessing education and
knowledge for these interested in formal education in a given society. It is a distinct approach to
impart knowledge, skill and values through formal education to learners who are removed by
space and/or time from the teacher or teaching institution on account of economic and social
consideration. Therefore, for these open and distance learners to succeed in their educational
pursuit, they need to have the full knowledge of the environment that caters for their entire
academic and other associated information-related needs. This paper is therefore specifically
directed to open and distance learners in Osun and Kwara States Study Centres of the National
Open University of Nigeria (NOUN), to ascertain the state of their information environment, as
it relates to information needs, information sources, information seeking behavior, information
literacy skills, and the likes. There is justification for the study, considering the fact that absence
of such investigation, as revealed in reviewed literature, formed the basis for the study, with the
aim of filling the identified gap.
Thus, the study will answer the following research questions:
i. What is the information seeking behavior of NOUN students?
ii. What is the level of information literacy skills of NOUN learners in Kwara and Osun
States?
iii. What are the information needs of NOUN learners in Kwara and Osun States?
iv. What are the information sources available and accessible to NOUN learners in Kwara
and Osun States?
v. What are the possible challenges facing the information environment of NOUN learners
in Kwara and Osun States of Nigeria?
Background Information on the National Open University of Nigeria
The National Open University of Nigeria (NOUN), was established in July, 1983, by an Act of
the National Assembly as the first distance learning tertiary institution in Nigeria when it
became crystal clear to the then Federal Government that the ever growing demand for
education by her people cannot be met by the traditional means of face-to-face classroom
instructional delivery. However, it was closed down a few months later in 1984 by the Federal
Military Government that overthrew the civilian government of Alhaji Shehu Shagari. Many
years after the closure, the compelling reasons that informed the earlier establishment of the
university were still confronting the country. Several other reasons had also emerged. These
include the need to fill the vacuum created by the profit-oriented outreach programmes of
many conventional universities in the country; the necessitating needs for economic funding of
education, and the need to take advantage of emerging developments in the field of ICTs which
have revolutionalised the techniques and methods of open and distance learning system. Thus,
in 2002, the National Open University Act of 1983 which was suspended in 1984, was
reactivated (www.noun.edu.ng). This paved the way for the resuscitation of the National Open
University of Nigeria (NOUN) as we have it today by the then President Olusegun Obasanjo.
This rebirth has renewed the focus to make education available to as many people as that have
the ability, and are willing and ready to benefit from the quality education provided through
flexible and affordable distance learning.
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NOUN, a federal government-owned university emerged as the first dedicated university in
Nigeria to introduce education through distance learning mode. The vision statement of the
university is that NOUN is to be regarded as the foremost university providing highly
accessible and enhanced quality education anchored by social justice, equity, equality and
national cohesion through a comprehensive reach that transcends all barriers. While the mission
statement is that NOUN is to provide functional, cost-effective, flexible learning, which adds
life-long value to quality education for all who seek knowledge. In addition to the broad vision
and mission statements, some of the major objectives of the NOUN are to:
- ensure equity and equality of opportunities in education generally but specifically in
university education;
- provide a wider access to education generally but specifically university education in
Nigeria;
- enhance education for all and life-long learning;
- provide the entrenchment of global learning culture;
- provide instructional resources via an intensive use of ICTs;
- provide flexible, but qualitative education;
- reduce the cost, inconveniences, hassles of and access to education and its delivery; and
to
- enhance more access to education (www.noun.edu.ng).
The NOUN operates from its administrative headquarters located at 14 –16 Ahmadu Bello Way,
Victoria Island, Lagos, Nigeria. It is a thirteen storey glass building, which served as the former
Federal Ministry of Education in Lagos, Nigeria. It houses the administrative machinery of the
university comprising the offices of the Vice-Chancellor, other principal officers of the
university, and the schools and academic centres through which the academic programmes are
delivered. It has many study centers located throughout the country, with the hope that every
local government area in the country would eventually have a study centre in future. Currently,
there are four schools and some academic centres in the university. These are the Schools of
Arts and Social Sciences; Business and Human Resources Management; Education; Science and
Technology, and the Centre for Lifelong Learning and Workplace Training as well as Access
and General Studies Centre. In addition, there is an international training and research centre
called Regional Centre for Training and Development in Open and Distance Learning
(RETRIDAL). RETRIDAL was established by the Commonwealth of Learning (COL) to cater for
open and distance learning within the West African sub-region. Students are admitted into the
various undergraduates and postgraduates academic programmes in the schools and centres.
The schools are headed by deans while the centres are headed by directors.
Study centres in each of the geopolitical zones, states and local government areas perform
critical roles in the delivery of instruction. Study centres are resource places where students
receive course and other study materials as well as interact with Instructional Facilitators and
Tutors, Student Counselors, Study Centre Directors and with other students. A number of other
learner support facilities including internet browsing, e-mailing, library and a range of
communication channels are also available at the study centres (www.noun.edu.ng). Regardless
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of the academic programme at the undergraduate level and the postgraduate levels, first year
students must register for and pass all the general studies (GST) courses. If any of the GST
course is not passed, the student would not be allowed to graduate (www.noun.edu.ng).
However, a critical look at all the compulsory courses for students shows that information
literacy is missing, which is key aspect of users’ information environment in the globalization
era, thereby necessitating an empirical study (www.noun.edu.ng).
The NOUN has an online e-library, titled the Information Gateway. It is the gateway to a wide
range of open educational resources that will help students in their studies, work, research,
general development and pursuit of scholarship. In addition, NOUN has a main library at the
headquarters that provides services to users who prefer print copies of books and periodicals.
Students are welcomed to use the resources, surf the net, consult journals and other periodicals.
The library uses Millennium integrated library system for its automation activities
(http://www.nou.edu.ng/noun/depts/elibrary/library1.htm). There is also the Open Courseware
at NOUN. It is the repository of available digital course material of the university that will help
students in their studies thereby supporting learning.
(http://www.nou.edu.ng/noun/NOUN_OCL).
LITERATURE REVIEW
Literature review of this study has elements of both conceptual and empirical studies. There are
some diagrammatical representations from scholars about information environment as a
concept. See Uhegbu (2007) and Igwe (2013) below.
Fig 1.
Source: Uhegbu (2007)
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Fig 2.
Source: Igwe (2013)
Not much has been carried out on the information environment of open and distance learners in
Nigeria. But there are few related cases to point out. Mabawonku (2004) studied library use in
distance learning by369 undergraduates in three Nigerian universities. The study revealed that
distance learners were hardly served by the three universities under study. The results of the
study indicated there is need to improve library arrangements to serve distance learners. It was
also revealed that there was no library use instruction (now information literacy education) to
Information Sources
- Libraries - Archives - The Internet - Associations - NGO’s - Government
Agencies - Radio & TV
Stations - Churches &
Mosques, etc
Information Retrieval
Information
Environment of
Man
Information Needs - Educational &
Academic - Economic - Political - Social - Business - Art
&Entertainment - Agricultural, - Global, etc.
Information Seeking Behavior - Visit Libraries, Archives, Information
Centres and Documentation Centres, - Go to Cybercafé /Internet Centres, - Use modem to connect to the Internet, - Send an assistant for search, - Make contacts, etc
Information / Knowledge Creation
Creation
Information Ethics
Information Utilisation
Information Evaluation
Demographic
Characteristics –Age,
Gender, Occupation,
Level of Education, etc
Information
Literacy
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the learners. The study suggested that universities under study should make necessary
provision for library and information support services to learners as well as providing
necessary training in information literacy, sourcing and use to the learners. In addition, there
are similar investigations by Aramide and Bolarinwa (2010), Olowonefa and Musa (2011),
Olatokun and Ayotola (2012), as well as Omoike (2013), which all identified and reported that
information needs of learners are not properly catered for, and insufficient information literacy
skills, which are strategic in the academic information environment, are among the major
factors militating against the use of information resources for academic performance by open
and distance learners in Nigeria. None of the studies holistically addressed the information
environment of learners in Osun and Kwara states of Nigeria.
METHODOLOGY
The study concentrated on open and distance learners in two study centres of the National
Open University of Nigeria – Osogbo, Osun state and Ilorin, Kwara state. Due to our inability to
get the exact population of students in the two study centres so as to draw study sample,
availability of the research subjects as at the period of visits, were adopted for data collection.
Survey research method was adopted with questionnaire as the instrument for data collection.
Likert scale of strongly agree, agree, disagree and strongly disagree (SA- Strongly Agree, A -
Agree, D - Disagree, SD - Strongly Disagree),was used in constructing some of the
questionnaire, and descriptive statistics was used in analyzing the data.
FINDINGS
On the whole, over 200 copies of questionnaire were administered to students in the two study
centres as at the days of visitation, and were collected, out of which 195were properly filled,
found satisfactory and used for analysis. See the analysis below.
Table 1. Sex of Respondents
Respondents Frequency Percentage
Male 104 53.3%
Female 91 46.7%
Total 195 100
This shows that the respondents were male dominated.
Table 2. Age Bracket of Respondents
Respondents Frequency Percentage
18-25 years above 124 63.6%
26-30 years above 37 18.97%
31-35 years 16 8.2%
36-40 years 8 4.1%
41above 10 5.1%
Total 195 100%
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Open and distance learners in the two study centres are predominantly within 18 – 25 years old,
accounting for 64 percent of the entire respondents. This signifies that young men and women
are taking advantage of distance learning to acquire education in Nigeria.
Table 3. Level of Study of Respondents
Respondents Frequency
Percentage
100 level 74 37.95%
200 level 51 26.2%
300 level 35 16.9%
400 level 15 7.7%
500 level 8 4.1%
Post Graduate 14 7.2%
Total 195 100%
Majority of the respondents are in their first and second year of study.
Table 4. School of Respondents
Respondents Frequency Percentage
School of Art & Social Science 45 23.1%
School of Business & Human Resources 51 26.2%
Schoolof Education 18 9.2%
School of Law 35 17.9%
School of Science & Technology 46 23.6%
Total 195 100%
Research Question 1: What behaviors do you exhibit when searching or seeking for
information?
Table 5. Information Seeking Behaviour of NOUN Learners
Statements SA A D SD Total
Visit the library and information centers for
research
100
[51.3%]
74
[38%]
14
[7.2%]
7
[3.7%]
195
100%
Visit the cyber café for online searching
93
47.7%
82
42.85%
15
7.69%
5
2.56%
195
1005%
Use personal computers and phones to search
the web
109
55.897%
76
38.95%
9
4.62%
1
0.5%
195
100%
Discuss with peers and colleagues
91
47%
80
41%
20
10.2%
4
2.5%
195
100%
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This implies that NOUN students’ major information seeking behavior is on the online
environment, via using personal computers and other digital devices to search the web for
information.
Research Question 2: What is your level of information literacy skills?
Table 6. Information Literacy Skills of NOUN Learners
Statements SD D A SA Total
I can articulate my needs for information as it relates
to my education such as assignments, terms, papers,
project works, e.t.c
96
49.2%
74
37.9%
15
7.7%
10
5.1%
195
100%
I can identify sources of information as it relates to
my education such as assignments, term papers,
project, e.t.c.
91
46.7%
87
44.6%
5
2.6%
12
6.2%
195
100%
I have the ability of locating relevant information that
will solve my problems.
103
52.8%
82
42.1%
1
0.5%
9
4.6%
195
100%
Am comfortable at searching library data bases, e-
libraries & e-resources.
93
47.7%
82
42.1%
15
7.7%
5
2.6%
195
100%
I am comfortable at evaluating information found
from searches on the web for credibility, reliability
and authenticity.
101
52%
74
38%
7
3.5%
13
6.5%
195
100%
I am comfortable at summarizing information found
from different searches in order to create new ideas
89
46%
92
47%
4
2%
10
5%
195
100%
I am good at citation and referencing of information
materials so as to avoid plagiarism
107
55%
79
40.5%
5
2.5%
4
2%
195
100%
I can share ideas and communicate very well on social
media such as facebook, twitter, whatsapp, e.t.c. with
my colleagues
99
51%
84
43%
3
1.5%
9
4.5%
195
100%
I have the ability of managing the internet and
searching for relevant information for utilization
104
53%
69
35%
5
2.5%
17
9.5%
195
100%
I use ICT tools to prepare my assignment and also
prepare them for future purposes
100
51%
86
44.5%
6
3%
3
1.5%
195
100%
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Overall, it can be seen from the above table 6 that the level of information literacy skills of
NOUN students is poor. This is pronounced more in the areas of locating reliable information,
evaluating sources of information, information synthesis as well as citation and referencing of
consulted and used information materials in academic activities.
Research Question 3: What are the information needs that are required for your studies at
NOUN?
Table 7. Information Needs of NOUN Learners
I need information on
Always
Occasionally
Not
Applicable
Total
Courses related to my field of study 101
[52%]
90
46%
4
2%
195
100
How to use ICT tools for my educational
related issues
114
[58%]
74
[37.5%]
7
[3.5%]
195
100
How to search for online information
resources for my assignment and course
105
[53.5%]
85
[44%]
5
[2.5%]
195
100
How to download course modules and
materials from NOUN course ware.
100
[51%]
89
[46%]
6
[3%]
195
100
How to use the resources and series of
NOUN e-library
107
[54.5%]
83
[43%]
5
[2.5%]
195
100
How to evaluate the credibility and
reliability of web-based information
resources
99
[50.5%]
93
[48%]
3
[1.5%]
195
100
How to summarize and paraphrase ideas
and points from many information
resources
103
[53%]
78
[40%]
14
[7%]
195
100
How to make accurate citations and
referencing of materials I used for my
academic tasks
92
[47%]
90
[46%]
13
[7%]
195
100
How to read and study well so as to
perform well in my examinations
128
[66%]
65
[33%]
2
[1%]
195
100
How to prepare assignments well, answer
questions accordingly, both for text, and
examinations
106
[54%]
85
[44%]
4
[2%]
195
100
Table 7 above reveals the various information needs of NOUN students that are related to their
academic pursuit. An appraisal of the needs show that the students require special attention
related to their general information literacy skills, which are essential for academic
performance.
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Research question 4: What are your sources of information for academic activities?
Table 8. Sources of Information for Academic Activities of NOUN Students
Course modules from NOUN, classmates and the Internet are the major sources of academic
information for the students as reveled in Table 8 above.
On the challenges encountered by NOUN students in Kwara and Osun states in the
process of searching and using information, the following are the key points they raised:
Inadequate information literacy skills on how to search and use information;
Unreliable internet connectivity;
Variables Highly used Partially
used
Hardly
used
Not used Total
The internet 162
83%
33
17%
0
0%
0
0%
195
100%
NOUN e – library 112
57%
64
33%
8
4%
11
6%
195
100%
Course modules and
materials from NOUN
172
88%
17
9%
4
2%
2
1%
195
100%
Public libraries 143
73%
38
19.5%
11
6%
3
1.5%
195
100%
Radio stations 161
83%
23
11.5%
8
4%
3
1.5%
195
100%
Television stations 98
50%
71
36%
15
8%
11
6%
195
100%
colleagues and class
mates
168
86%
20
20%
2
1%
5
3%
195
100%
Archives and
documentation centers
73
37%
98
50%
21
11.5%
3
1.5%
195
100%
Study centre staff 112
59%
64
34%
8
4%
6
3%
195
100%
Newspaper and
magazines
90
46%
97
50%
8
4%
O
0%
195
100%
Government agencies 76
39.5%
83
42.5%
25
12.5%
11
55.%
195
100%
Churches and mosques O
0%
01
0.5%
4
2%
190
97.5%
195
100%
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High cost of ICT tools to be used in the process of searching and using information
materials;
Insufficient information resources and course materials;
Bad environmental conditions;
Increased cost of information materials; and
Unreliable / epileptic power supply.
From the above analysis, the following are the outline of summary of findings:
a. NOUN students’ major information seeking behavior is on the online environment, via
using personal computers and other digital devices to search the web for information.
b. The level of information literacy skills of NOUN students is poor.
c. NOUN students have various information needs that are required for their academic
pursuit. This mainly involves information literacy skills such as how to search and locate
reliable online information resources, how to evaluate web-based information materials,
knowledge of information synthesis, how to engage in citation and references,
appropriate and result-oriented study skills, among others.
d. NOUN course materials/modules, classmates and the Internet are the major sources of
academic information for the students.
e. Many challenges are surrounding the academic environment of NOUN students,
especially poor information literacy skills and unreliable Internet connectivity.
CONCLUSION AND RECOMMENDATIONS
It is of significance to understand the information environment of individuals in the society.
This study has revealed the various factors associated with the academic information
environment of open and distance learners in Nigeria through the NOUN. Findings of the study
are indications that all is not that well with the academic pursuit and experience of learners in
NOUN. This situation is in tandem with the findings of Mabawonku (2004), Olowonefa and
Musa (2011), Olatokun and Ayotola (2012), as well as Omoike (2013). Therefore, there is need
for re-appraisal of NOUN learners support services, especially the aspect of library and
information support services provided to NOUN students in their various study centres across
all states in Nigeria.
In view of the findings, the study therefore recommends that:
a) There should be provision for information literacy education for NOUN students in all
their study centres across the country;
b) NOUN should pay attention to the academic information needs of her students and
devise strategies of satisfying them so as to enhance their academic performance;
c) NOUN should re-appraise and improve its overall learners support services, especially
library and information support services, which will result in students satisfaction with
open and distance learning model of education.
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REFERENCE
Aramide, K.A. & Bolarinwa, O.M. (2010).Availability and use of audiovisual and electronic
resources by distance learning students in Nigerian universities: a case study of National
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