State of Information Environment of Learners in Kwara and Osun States Study Centres Of National Open...

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

1




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: [email protected]

2,Lecturer, Department of Library and Information Science,

Akanu Ibiam Federal Polytechnic Unwana, Ebonyi State, Nigeria.


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.


2Correspondence: [email protected]

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,




2

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.




3

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.




4

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




5

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)




6

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




7

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


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%




8

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


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%




9

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%




10

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.




11

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%




12

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.




13

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

Open University of Nigeria (NOUN), Ibadan Study Centre.Accessed July 18, 2013 from

http://www.unllib.unl.edu/LPP/aramide_bolarinwa.

Igwe, K.N. (2013). Understanding the information environment of man in the context of

library and information services. In: A.O. Issa, K.N. Igwe & C.P. Uzuegbu (Eds.)

Provision of library and information services to users in the era of Globalisation

(pp 189 – 202). Lagos, Nigeria: Waltodanny Visual Concept

Mabawonku, I. (2004). Library use in distance learning: A survey of undergraduates in

three Nigerian universities. African Journal of Library, Archives and Information Science,

14(2).151-165.

Oladokun, O. (2012). Locational dynamics influencing the information environment of

distance learners in Botswana. Retrieved July 16, 2013 from www.Intechopen.com.

http://dx.doi.org/10.5772/48695

Olatokun, W.M. &Ayotola, M. (2012). Assessing students satisfaction with an e-learning

system: the case of NOUN. African Journal of Computing and ICTs, 5(4), 127 – 142.

Olowonefa, G.S. & Musa, I.F. (2011). Availability and accessibility of information sources to

distance learning students: a case study of the University of Abuja. Nigerian Libraries, 44

(2), 75 – 88.

Omoike, A.O. (2013).Use of electronic resources by distance students in Nigeria: the case of

the National Open University, Lagos and Ibadan study centres. Library Philosophy and

Practice. Retrieved August 8, 2013 from

http://digitalcommons.unl.edu/libpjilprac/91.

Uhegbu, A.N. (2007). The information user: issues and themes. Owerri: Whytem Press.




14

This academic research paper was published by the Africa Development and Resources

Research Institute’s Journal of Arts and Social Sciences. ADRRI JOURNALS are double blinded,

peer reviewed, open access and international journals that aim to inspire Africa development

through quality applied research.

For more information about ADRRI JOURNALS homepage, follow: http://journal.adrri.org/aj

CALL FOR PAPERS

ADRRI JOURNALS call on all prospective authors to submit their research papers for

publication. Research papers are accepted all yearly round. You can download the submission

guide on the following page: http://journal.adrri.org/aj/

ADRRI JOURNALS reviewers are working round the clock to get your research paper

published on time and therefore, you are guaranteed of prompt response. All published papers

are available online to all readers world over without any financial or any form of barriers and

readers are advice to acknowledge ADRRI JOURNALS. All authors can apply for one printed

version of the volume on which their manuscript(s) appeared.

State of Information Environment of Learners in Kwara and Osun States Study Centres Of National Open...

Documents

Transcript of State of Information Environment of Learners in Kwara and Osun States Study Centres Of National Open...