Browsing by Author "Muibi, T. G."

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Covid-19 and adult learning in Nigeria: can technology help? an exploration of adult literacy facilitators’ perspective
(2022-12) Itasanmi, S.; Muibi, T. G.; Adelore, O.
The outbreak of COVID-19 and its impact on learning globally cannot be overemphasized. Specifically, the pandemic severely affected adult learning and these further compounded issues bedeviling literacy promotion, especially in developing nations like Nigeria. This study assessed the impact of COVID-19 on adult learning and the place of technologies in facilitating adult learning in Nigeria. A qualitative research method through the lens of the interpretive paradigm was adopted for this study. The study is underpinned by the Theory of Andragogy and the Technology Acceptance Model. An in-depth interview with forty-six adult literacy facilitators across selected states in the country forms the participants of the study. The interview transcript was analyzed using a thematic framework. Findings revealed amongst others that COVID-19 impaired adult learning significantly in Nigeria. There exists a strong belief among literacy facilitators in the country that technologies can be used as an instructional delivery mechanism for learners in adult literacy programmes. Thus, radio, television, and mobile phone ranked 1st, 2nd, and 3rd respectively among suggested technological tools to facilitate adult learning in Nigeria. Based on the findings, it was suggested that there is a need for literacy stakeholders in the country to rethink adult literacy delivery modalities beyond the traditional approach. Also, it is suggested that enabling environment should be provided and familiar technologies such as radio, television and mobile phones should be used with adequate guidance and encouragement to improve learners’ access and participation in literacy programmes. While technology is not the silver bullet that will solve obstacles facing access to and participation in adult literacy programmes, there is a need to explore opportunities in the use of technologies to facilitate adult learning in Nigeria.
Emergency remote teaching during covid-19 pandemic and undergraduates’ learning effectiveness at the university of Ibadan, Nigeria
(2022-12) Muibi, T. G.; Akinyemi, A. L.
The study investigated the influence of Emergency Remote Teaching (ERT) components (Zoom, Google Meet, Telegram forum, and LMS) on undergraduates’ learning effectiveness at the University of Ibadan. The descriptive survey research design was adopted and the population comprised 100 to 400 level students - with a sample size of 200 students who were randomly selected from the Faculties of Arts, Education and the Social Sciences. A 30- item questionnaire titled “Influence of ERT on Students’ Learning Effectiveness (IERTSLE)” was developed and validated by experts, and its reliability coefficient was 0.81 with the use of Cronbach alpha. Data were analyzed using descriptive and inferential statistics of frequency counts, simple percentages, analysis of variance (ANOVA), mean and standard deviation analysis at 0.05 level of significance. The findings of the study revealed that the ERT components (Zoom, Google Meet, Telegram Forum, and LMS) significantly influenced students’ Learning Effectiveness (F (4, 174) = 6.512; R2 = 0.13), and jointly accounted for 11.0% of its variance. Based on these findings, it was recommended that the Management of the University of Ibadan embark on full integration of online educational platforms to cater to both lecturers’ and students’ progressive skills and technical knowledge acquisition to help sustain them for the 21st century digital teaching and learning procedures. The study recommended that seminars, workshops, and other relevant programmes should be put in place to help improve students’ and lecturers’ adaptation to ERT teaching and learning in the institution.
Enhancing literacy education and skills development in Nigeria: information and communication technology intervention
(2019-07) Muibi, T. G.
The low level and accessibility challenges of skills development in many literacy centres called for urgent attention in the face of the technological advancement of the 21st century. The lack of sufficient resources to embark on various developmental programmes towards tackling the challenges of new technologies has hampered the skills development ideas. Therefore, there is need to work on various ways of enhancing literacy and skills development through the collaboration of the State Agency for Mass Education and Agency for Adult and Non-Formal Education with the existing National Open University of Nigeria and other dual mode distance learning institutions in the country in order to provide adequate assistance in the advancement of skills development in Nigeria. The paper, therefore, examines the new constructs on literacy and its values, concept of skills and competency development, concept of ICTs and its importance to national economic development. The paper concludes with recommendations on some strategic ways of achieving skills development and sustainable development in Nigeria as obtainable in some advanced countries.
Factors predicting participation in skill acquisition training programme and skill development in Ibadan metropolis of Southwestern Nigeria
(2022-09) Muibi, T. G.; Suulola, O. M.
Background. Vocational skill acquisition constitutes an important component of the educational process of training both young and old adults including out-of-school children. The purpose of this study was to assess the extent to which vocational skill acquisition training programme impacted the lives of beneficiaries taking into consideration the influence of socio-cultural and environmental factors on peoples’ participation in vocational skill acquisition training programmes in Ibadan Metropolis of Southwestern Nigeria. A descriptive cross-sectional study was conducted among 220 learners aged 11–50 years with at least two years of learning experience. Data were collected with a questionnaire and analyzed using frequency counts, percentages and chi-square analysis. Results. The results indicate that the majority of participants 41.3% (n=83) possesses National Diploma were unemployed youth graduates while 27.4% (n=55) possesses secondary education were out-of-school youth. A significant proportion of the age group 21 to 30 years constitutes the largest 65.7% (n=132) participated in vocational skill acquisition training programmes. The three socio-cultural important factors predicting peoples’ participation in skill acquisition training were cultural value system, social networks (family, friends and relatives) and customs and tradition disposition to vocational training programme. Again, the results also revealed that the three main environmental factors that influence learners’ participation in skill acquisition training were home environment (location of the training centres), society success stories on vocational skill acquisition and overemphasizing on skill acquisition to complement formal schooling. The main challenges facing learners to engage in vocation skill acquisition training programme were lack of motivation from the society, lack of modern machines and tools to work with after graduation, limited availability of industries for employment after graduation, limited opportunities for establishment after graduation and poor government policies on vocational skill acquisition programme. Conclusions. The out-of-school youths and unemployed youth graduates who participated in the study are willingly enrolled in vocational skill acquisition training programme based on the socio-cultural and environmental factors with the intention to acquired one skill or the other to be self-reliance. Having identified the importance of socio-cultural and environmental factors on peoples’ participation in vocational skill acquisition training programme will enable government put into consideration these factors in planning, organizing and implementing their vocational skill acquisition training programme in order to achieve desirable results on the citizenries. However, there are critical perceived barriers that need to be addressed, to enable more out-of-school youths and unemployed youth graduates with the desire to participate in vocational skill acquisition training programme to reduce unemployment rate in the country.
Influence of digital learning tools and social networking services on learners’ academic achievement in National Open University of Nigeria
(Department of Adult and Non-Formal Education, Faculty of Education, University of Port Harcourt, Port Harcourt, Rivers State, Nigeria, 2021-06) Muibi, T. G.
The paper examined the influence of learning tools and social networking services on learners’ academic achievement in National Open University of Nigeria. The descriptive survey research design was adopted while a sample size of 100 respondents were randomly for the study. A13 items questionnaire titled: Perceived Use of Social Networking Services (PUSNSI) was used for data collection. Data were analyzed using simple percentage of frequency count, mean and standard deviation. The findings revealed that out of the five variables of Facebook, Youtube, Zoom, Kahoot and WhatsApp; only Zoom and WhatsApp significantly contributed to learners’ academic achievement in institution. Therefore, in order to achieve vision and mission of distance education in Nigeria, there is the need to raise the level of awareness and utilization of learning tools and social networking services in the institution.
Influence of institutional policy factors on learners' academic achievement in two distance learning institutions in Nigeria
(2019) Muibi, T. G.
This study examined the influence of institutional policy factors (learners' support services, course material development, information communication technology', staff capacity development, quality assurance and feed back method) on learners' academic achievement in two distance learning institutions in the Southwestern Nigeria. The study was anchored on Kember's system model, while the descriptive survey design was adopted. The National Open University of Nigeria (NOUN) and Distance Learning Centre (DLC), University of Ibadan that are foremost distance learning institutions are purposively selected. The proportional to size sampling technique was adopted in selecting 10.0% of learners across 200 to 500 cohorts in the two institutions: NOUN -1,120 and DLC - 636. Learner Support Services (r-0.86). Course Material Development (r=0.84), Information Communication Technology(r=0.83), Staff Capacity Development( r=0.80), Quality Assurance(r=0.78), Feedback Method(r=0.75) questionnaires and students' cumulative grade performance were used for data collection. Data were analysed using descriptive statistics and Pearson Product Moment Correlation Coefficient at 0.05 level of significance. Learners' support services (r=0.67), course materials (r=0.63), information communication technology (r=0.65). staff capacity development (r=0.39). quality assurance (r=0.31) and feedback method (r=0.35) had positive significant correlations with learners' academic achievement. Learners' support services, course material development, information communication technology, staff capacity development, quality assurance and feedback method policies contributed to learners' academic achievement in distance learning institutions in the Southwestern Nigeria. The management and staff of distance teaming institutions should ensure effective implementation of these policies in order to assist and improve learners' academic achievement.
Institutional policy factors and learners' academic achievement in two open distance learning institutions in Nigeria
(Department of Adult Education, University of Ibadan, Ibadan, 2021-06) Muibi, T. G.
The paper examined the influence of institutional policy factors on learners' academic achievement in National Open University of Nigeria (NOUN) and Distance Learning Centre (DLC), University of Ibadan. The institutional policy factors used for the study were learner supports services, course material development, information communication technology, staff capacity development, quality assurance and feedback method while learners' academic achievement was measured based on cumulative grade performance average records. The population comprised distance learners of 200 to 500 cohorts in the institution with sample size: NOUN -1,120 and DLC – 636. The instrument used for data collection was an Adapted Course Experience Questionnaire Scales developed by graduate careers Australia 2009 of Learner Support Services (r=0.86), Course Material Development ( r=0.84) , Informa t ion Communication Technology(r=0.83), Staff Capacity Development (r=0.80), Quality Assurance(r=0.78), Feedback Method(r=0.75). Data obtained were analysed through descriptive statistics and Multiple regression analysis at 0.05 level of significance. The findings of the study revealed that the Institutional policies significantly influenced students' academic achievement (F(6.1388) =499.75;R2 =0.68), and jointly accounted for 68.2% of its variance. Based on the findings, it was recommended that the management and staff of distance learning institutions should ensure effective implementation of these policies inorder to assist and improve learners' academic achievement. This paper, therefore, concluded that it is pertinent to note that the institutional policy factors implemented by the two institutions to a large extent played significant role in learners' academic achievement.
Integrating information and communication technology in open and distance learning delivery at the distance learning centre, University of Ibadan, Nigeria
(2022-06) Muibi, T. G.
The study investigated the integration of Information and Communication Technology Learning Applications (Learning Applications, Google Applications and Social Media Applications) on the learning effectiveness of learners at the Distance Learning Centre, University of Ibadan. The descriptive survey research design was adopted while the population comprised 100 - 500 level, - with a sample size of 150 students randomly selected from the faculties of Arts, Education and the Social Sciences. A 45- items questionnaire on Perceived Information and Communication Technology Learning Applications on Learning Effectiveness in Distance Education Inventory with reliability coefficient of 0.78 was used. Data were analyzed using descriptive statistics of frequency counts, simple percentages, analysis of variance (ANOVA), mean and standard deviation analysis at 0.05 level of significance. The findings of the study revealed that the ICT Learning Applications (Learning Applications, Google Applications and Social Media Applications) significantly influenced students' Learning Effectiveness (F (3, 145) = 122.669; R2 = 0.71), and jointly accounted for 71.2% of its variance. Based on the findings, it was recommended that the management of the Distance Learning Centre, University of Ibadan should improve on using these Information Communication Technologies by maximizing them to facilitate effectual output on learners' academic achievement.
Integrating innovative learning assessment approaches in Nigeria’s tertiary education system
(Department of Adult Education, University of Ibadan, Ibadan, 2021-06) Adegbite, O. O.; Muibi, T. G.
This paper examined the need for integrating innovative learning assessment approaches to improve tertiary education standard in Nigeria arising from the increasing demands for technical competencies, analytical thinking, problem-solving, communication, risk-taking, and entrepreneurial skills. The paper argued that the present adopted learning assessment approaches in Nigeria’s tertiary education system are deficient in producing graduates with these skills. It therefore advocated the need for innovative learning assessment approaches in tertiary education system in Nigeria. It began with a discussion of the requirements of contemporary world of work and the need to prepare tertiary institutions students to acquire such skills. It also dissected the learning assessment approaches in tertiary institutions in Nigeria and extensively discussed the deficiencies inherent in the approaches. The paper recommended various innovative approaches that can be adopted to improve Nigeria’s tertiary education system and concluded that tertiary institutions in Nigeria should integrate these approaches so as to produce graduates who possess skills required in today’s world of work.
Online learning space opportunity for literacy education and skills acquisition delivery in Nigeria
(Department of Adult Education and Community' Services, Bavero University, Kano, Nigeria, 2022-12) Muibi, T. G.
Potentials of blended learning in changing the delivery of literacy education and skills acquisition in Nigeria in the digital age
(2023) Muibi, T. G.
The potential for blended learning to change how literacy instruction and skill acquisition are delivered in Nigeria in the digital age, as well as its many advantages, are covered in the paper. Learning has become more appealing and efficient thanks to blended learning's flexibility and interactive features. Additionally, it has helped students access education and helped faculty members get ready for the digital age of employment. In essence, it improves teaching and learning opportunities, student academic accomplishment, and access to education for all. In order to strengthen our literacy education delivery in Nigeria in light of the Covid-19 pandemic's resurgence, blended learning must be included into the delivery of literacy education and the acquisition of skills. The concept of blended learning, a conceptual view of literacy in literature, a new construct of literacy and its recognition of its core values, a concept of skill acquisition, a theory of blended learning, roles of information and communication technology in blended learning effectiveness in the digital age, the challenges in integrating blended learning into Nigerian literacy education, and the conclusion are all explored in this paper. The report ends with suggestions for tactically implementing blended learning in Nigerian literacy and skill development
The use of online learning tools in open distance learning delivery in Nigeria
(2020) Muibi, T. G.
The paper discusses the utilisation of online learning tools in Open distance education in Nigeria as well as the various benefits embedded in using them. The flexibility and interactive nature of online learning has made learning attractive and effective in career advancement by increasing the education accessibility of students and making faculty members better prepared to work in the digital age. In essence, it broadens access to education for all, aids good teaching and enhances learners’ academic achievement in distance teaming institutions. Therefore, there is the need for provision and utilisation of online learning tools to bridge the gap of physical and psychological separation between learners and tutors. The paper, therefore, examines the concept and features of distance education, concept of online teaming, online learning tools and its effects in distance education delivery, challenges in the use of online tools in open distance learning and justification for the use of online learning tools in open distance learning in Nigeria. The paper concludes with recommendations on the importance of the use of online teaming tools for sustainability of open and distance learning growth and development in Nigeria.