AFRICAN JOURNAL OF
ADULT EDUCATION
AND DEVELOPMENT STUDIES
IBADAN UNIVERSITY LIBRARY
II
Copyright: Department o f Adult and Non-Formal Education 
University o f Port Harcourt (2021)
African Journal o f Adult Education and Development Studies (AJAEDS) 
Vol. 3, June, 2021
ISSN: 2756-6382
Published by:
Department o f Adult and Non-Formal Education
Faculty o f Education
University o f  Port Harcourt
Port Harcourt, Rivers State, Nigeria
All rights reserved: No part o f this journal should be reproduced in part or in full without 
the express permission o f the Editor-in-Chief. Manuscripts published do not necessarily 
reflect the opinion o f the Editorial board but that o f the authors.
Printed by Pearl Publishers International Ltd. 
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xi
Table of Contents
Non-formal Adult Education: A Veritable Tool for Dissemination of
Environmental Education/Awareness 1
Nzeneri, Ugonna Paschal
Extent of Facilitators’ Engagement in In-Service Training Programmes
for Job Performance in Literacy Centres in Delta State 15
Okoye, Perpetual Ukamaka, Nworie, Gladys Obiageli, Ezugoh, Theodorah Chinelo 
& Ukponu, Linda Nneamaka
Com m unity Participation in Educational Policy Planning and 
Im plem entation for Sustainable Development in Nigeria 33
Owede, Kosioma Eli
Unemployment, Poverty, Food Insecurity and Indigenes Participation in
Community Development in Isiala-Mbano Local Government Area, Imo-State 45
NkeirukaA. Omah
Influence of Digital Learning Tools and Social Networking Services on
Learners’ Academic Achievement in National Open University of Nigeria 61
Muibi, T. G.
Age, Occupation and Dependency Ratio as Correlate of Malaria Control 
Information Seeking and Acquisition among Adults for Sustainable Health 
Development 71
Elizabeth Abosede Adewuyi,
Influence of Environmental Sanitation on the Health of Adult Education
Students in Enugu State University of Science and Technology 83
Ekpenyong David Oboqua, Ph.D & Ayogu Michael Emeka
Skill Acquisition Training as a Capacity Building Strategy for Poverty
Alleviation among Rural Communities in Rivers State 93
Dimkpa, E. Emily, Oyebamiji, M.A. &Aruma E.O.
Workplace Stress, Income and Job Satisfaction as Determinants of Psychological 
Well-Being of Private Secondary School Teachers in Ibadan Metropolis 103
Ukpabil.D.
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X II
Record Management and Use in Adult and Non-Formal Learning Centres 115
Auwalu Halilu, & Abubakar Sadiq Abdullahi
Towards Developing a National Policy on Hygiene through Extension
Education in Nigeria 129
Babangida Ladan, & Solomon Samuel
Requisite Adult Education Programmes for Sustaining Community Resources 141
■Kajuru, Onyekachi Nnenna & A.N. Ugwu
Facilitators’ Perception of Utilization of Time in Delivery of Adult Literacy 
Education in Imo State 155
Mbara Kingsley Ugochukwu, Ewelum Johnson Nnadi & Caroline Ijeoma Nnokwe
Community Participation in Implementation of Corporate Social Responsibility 
Projects of Total Exploration and Production in Rivers State. 165
Eleberi, Godwin, I. S. Nzeneri & E. O. Aruma
Effect of Concept Mapping and Vee-Heuristics on Students’ Achievement in
Organic Chemistry 176
Akporehwe, Nateinyin Joy, Frederick-Jonah, Toinpere Mercy, & Amangele, Crystal Iyenemi
Multidimensional Approach to Community Development: Implications for 
Sustainable Community Development in Nigeria 186
M. E. Hanachor & R.A Needom
Gaining Power from The Grassroots: A Review of the Role of Community-Based 
Organizations in Developing Local Communities in Ogoja Local Government 
Area of Cross River State
Betiang, Peter A, Anago, Patrick M. & Ugbe Theresa B. . 195
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African Journal of Adult Education and Development Studies Vol. 3, No. 1
Influence of Digital Learning Tools and Social Networking Services on Learners’ Academic
Achievement in National Open University of Nigeria
By
MUIBI, T. G. PhD
Department of Adult Education,
University of Ibadan, Nigeria.
E-mail: taofeekgbolahan@gmail.com
Tel No: +234(0)9063997369
Abstract
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.
Keywords: Influence, Learning Tools, Social Networking Services, Open and Distance
Education
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African Journal of Adult Education and Development Studies Vol. 3, No. 1
Introduction
In attempt to provide a suitable framework for effective distance learning across the world,
distance learning institutions are increasingly adopting different digital learning tools and social
networking services to properly situate the programme within the context of educational system
obtainable in different countries. These social networking services that have made learning easier
for most are readily available to all except the ignorant and unwilling who refuse to move with
the new wave of technology development. However, the number of information students are
forced to absorb today is also leaving students feeling overwhelmed. Part of this is due to
technology, which at face value would appear to offer easier access to research. However, these
social networking services have made learning easy and have given learners more control over
what they learn, when they learn, and how they learn. In other words, with the rapid increase of
technology in two decades, the way students learn and teachers teach have changed. Luckily,
today a wealth of social networking services can supplement one’s ability to bring new
information to students while providing students with many different options for learning input
and output.
With the aid of modern online digital technology tools, which include computers, internet
facilities, teleconferencing, videophones, projectors, multimedia systems and mobile technology,
teachers can now attend to students’ work quickly and easily, thereby saving more time for
classroom instruction. Digital technology, especially social networking services, is spreading fast
into educational instruction and assessments with each passing day. Students are also getting
more entangled with technology for social media interactions and research work since it enables
them to search and do their assignments. Classrooms have changed drastically where smart
boards, laptops, smartphones, and other digital devices are now in use for teaching/learning
processes. The growing skills gap is also forcing more working professionals to explore the use
of ICTs in education as the demand for untraditional skills is growing. This has also changed the
face of contemporary student demographics. Advances in artificial intelligence, digitalisation,
and technology have also forced many adults in the workforce to have a rethink in their careers
as the job market evolves and their roles are no longer needed. Many have also watched their
roles quickly transform, and require a new set of soft skills. These situations have helped
welcome fast-paced learning with highly specialised topics into the fold, such as online courses
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African Journal of Adult Education and Development Studies Vol. 3, No. 1
and micro-learning. Now, there are older students on campus, with a growing number of part-
time learners joining the ranks.
On the other hand, the use of digital learning tools has raised the level of education practice in
recent times. Today, it has become an integral aspect, and a popular tool, in the broader
landscape of higher education. The flexibility and interactive nature of online learning makes it
highly effective in career advancement by increasing the education accessibility of students and
making faculty members better prepared to work in the digital age. However, despite the
increasing benefits of online tools in classrooms and outside the classroom (online), many
Nigerian distance learning institutions either fail to see the potential of these various online tools
or they choose to ignore their utilization (OECD, 2020) As a result of this, learning in many
distance learning institutions has been reduced to rote learning which does not meet up with what
is expected in the 21st century distance learning environment. Though, this can be attributed to
ignorance, financial constraints in investing in online tools or a dearth of professionally trained
and skilled tutors/facilitators for the use of these many online learning tools. Based on this, this
paper examined the influence of digital learning tools and social networking services on learners’
academic achievement in National Open University of Nigeria.
Statement of the problem
The emergence and proliferation of new information and communication technologies (ICT), has
introduced an unstoppable revolution into education particularly in the areas of teaching and
learning in Open and Distance education. The internet and the web have further raised the
revolutionary tempo especially through the enhancement of e-learning. For most open and
distance learning providers, e-learning had added another dimension to the issue of access. While
Open and Distance Learning, ODL, itself is hailed by nations as bailing them out of the problem
of providing access to education to the masses and most especially the distance learners, e-
learning is further extending the frontiers by further removing distance from education and
helping individuals who can, to access education anywhere, anytime, at their own pace and at
any place.
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African Journal of Adult Education and Development Studies Vol. 3, No. 1
The flexibility and interactive nature of online learning make it highly effective in teaching and
learning, increasing access to education for all including those in remote locations and making
faculty members better prepared to work in the digital age. However, despite the increasing
benefits of online tools in classrooms and outside the classroom (online), many Nigerian distance
learning institutions either fail to see the potential of these various online tools or they choose to
ignore their utilization. Based on this, this paper aims to ascertain the perception of the distance
learners on the use of learning tools and social networking services in teaching/learning process
in relation to their academic achievement in National Open University of Nigeria.
Research question
The following research question guided this study:
1. What is the distance learners’ perception of the use of learning tools and social
networking services in relation to their academic achievement?
Literature Review
Social Networking Services in Open and Distance Education
Social Networking services are Web 2.0 technologies that facilitate social interaction and
collaboration, and foster a sense of community (Bingham & Conner, 2010). The perverseness of
online social networking enables adult learners to interact with others on the internet in real time,
while new learning uses of web application that can be used to enhance their digital media skills.
Digital tools such as blogs, videos, and image editors can be incorporated into the collaborative
online environment and used in conjunction with Social Networking services (SNS). Therefore,
learners are not only retrieving any ready web content, but are all creating content and providing
feedbacks to others (Solomon & Schrum 2010).
The emergence, growth and use of SNSs are rising not only among the general population but
also among higher education students (adult learners) (Boyd and Ellison, 2007). Andrews, Tynan
and Backstrom (2012) claim that some distance education learners are actively and deliberately
using popular, non-institutional social media tools to augment and improve their learning
experiences. For instance, Özmen and Atıcı (2014) found that distance education students have
positive attitudes towards the use of social networking sites, which positively affect the quality
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of communication between instructors and students and their academic performance. Callaghan
and Fribbance (2016) examined Facebook at Open University of UK and found that Facebook
can be used to build a community for distance education students. Additionally, a great many
instructors and institutions of higher education have started to combine distance education
delivery with SNSs (Brady, Holcomb, & Smith, 2010; Ractham, & Firpo, 2011; Roblyer,
McDaniel, Webb, Herman, & Witty, 2010; Tess, 2013).
Distance education is generally offered to students through learning management systems (LMSs)
in which instruction is delivered in a structured manner (DeSchryver, Mishra, Koehleer, &
Francis, 2009; Lee, & McLoughlin, 2010; West, Waddoups, & Graham, 2006); however, some
research findings indicate that these platforms fail to fulfill the social experience which is a
significant ingredient of learning (Brady et al, 2010; Lee & McLoughlin, 2010; Mazman &
Usluel, 2010; Schroeder, Minocha, & Schneider, 2010; Whitworth, & Benson, 2010).
Accordingly, as a social software, SNSs exist beyond traditional LMSs and potentially open up
the learning environment to a public space. By using SNSs and similar Web 2.0 tools in the
teaching and learning processes, academic content, discussions and other interactions no longer
live in the safe, structured and controlled world of academia, and they become accessible in
online social environments (Rodriguez, 2011). Recent literature indicates that, as a very intensive
and collaborative environment in nature, Facebook can be used as an alternative to an LMS
(Maleko, Nandi, Hamilton, D'Souza, & Harland, 2013; Wang et al., 2011) with some major
advantages over traditional LMSs in promoting collaborative and active learning (Meishar-Tal,
Kurtz, & Pieterse, 2012).
Social Networking Services (SNSs) also support formation of virtual communities of practice
and enable students to connect, communicate, interact and collaborate on online networks
(McCann, 2009). Additionally, SNSs provide students with the social communication tools that
allow for freedom, flexibility, fluidity and digital identity in learning processes (Brady et al.,
2010; Lee, & McLoughlin, 2010; Webb, 2009). Other studies have shown that social media not
only increased interest and engagement but also creativity.
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Methodology
The study adopted descriptive survey research design. The design is appropriate because it
allows researchers to report and analyse all variables as they occur without manipulation of any
variables. The study was conducted in distance learning-based institution (National Open
University of Nigeria, NOUN). A sample size of 100 distance learners was randomly selected
from Ibadan study centre of NOUN participated in the study. Self – developed questionnaire
titled: Perceived influence of the Use of Social Networking Services Inventory (PUSNSI) with
reliability Coefficient 0.76, was used to collect data for the study. The Likert format with options
ranging from Strongly Agree (SA)= 4, Agree (A)= 3, Strongly Disagree (SD)= 2, Disagree (D)=
1. The instrument is divided into two parts A & B. Part A deals with respondents’ personal
information while Part B collected data on the variables under study. Descriptive statistics of
frequency counts, simple percentages, mean and standard deviation were used to analyse the data
collected.
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RESULTS
Table 1: Demographic Distribution of Participants
Variables N %
Gender of Participants Male 48 48
Female . 52 52
Total 100 100
Age of Participants 16-20 years 35 35
21-25 years 31 31
26-30 years 30 30
31 and above 4 4
Total 100 100
Course Level of Participants 100 level 28 28
200 level 33 33
300 level 30 30
400 level 9 9
Total 100 100
Religion of Participants Christian 36 36
Islam 66 66
Traditional 2 2
Total 100 100
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Table 2: Frequency Count, Percentage, Mean, and Standard Deviation Values of
Perception of the Distance Learners on the Implementation of Online Learning Tools in
Teaching/Learning Process in the Institutions.
N= 100
S/N ITEMS SA A D SD Mean Decision
SD
1. Making use of Facebook has become the 14 12 51 23 2.17 .943
most important information resource to (14%) (12%) (51%) (23%) Rejected
my studies.
2. Making use of Facebook has improved 20 7 35 38 2.09 1.120
academic performance (20%) (7%) (35%) (38%) Rejected
3. The use of Facebook in the institution is 18 24 27 31 2.29 1.094
favourable to my academic performance (18%) (24%) (27%) (31%) Rejected
4. Making use of YouTube has become the 10 10 41 39 1.91 .944
most important information resource to (10%) (10%) (41%) (39%) Rejected
my studies.
5. Making use of YouTube has improved 16 12 34 38 2.06 1.071
my academic performance (16%) (12%) (34%) (38%) Rejected
6. Making use of Zoom has become the most 35 24 34 7 2.87 .981 Accepted
important information resource to my (35%) (24%) (34%) (7%)
studies.
7. Making use of Zoom has improved my 30 32 19 19 2.73 1.090
academic performance (30%) (32%) (19%) (19%) Accepted
8. The use of Zoom has made me more 38 39 16 7 3.08 .907
competent and self-reliant in my studies (38%) (39%) (16%) (7%) Accepted
9. Making use of Kahoot! has become the 6(6%) 4(4%) 48(48%) 42 1.74 .799
most important information resource to (42%) Rejected
my studies.
10. Making use of Kahoot! has improved my 7 3 49 41 1.76 .818
academic performance (7%) 3%) (49%) (41%) Rejected
11. Making use of WhatsApp has become the 26 30 28 16 2.66 1.037
most important information resource to (26%) (30%) (28%) (16%)
my studies. Accepted
12. Making use of WhatsApp has improved 30 30 27 13 2.77 1.024
my academic performance. (30%) (30%) (27%) (13%)
Accepted
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African Journal of Adult Education and Development Studies Vol. 3, No. 1
13. The use of WhatsApp has made me more 28 40 26 6 2.90 .882
competent and self-reliant in my studies (28.4%) (40%) (26%) (6%)
Accepted
Mean Criterion= 2.5
The above table showed the perception of the distance learners on the use of digital technology
learning tools and social networking services in teaching and learning process in the institution.
The analysis of results presented above indicates the following:
The use of Facebook has not been adopted by the institution for learners and tutors’ engagement
in teaching and learning as majority of the respondents disagree on the statement that Facebook
serves as the most important information resource to their studies. Similarly, the results also
indicated that the use of YouTube has not been adopted by the institution for learners and tutors’
engagement in teaching, and majority of the respondents disagree on the statement that YouTube
serves as the most important information resource to their studies neither making use of
YouTube has improved their academic performance and achievement. Again, it is observed from
the above results that the use of Kahoot! has not been identified and adopted by the institution
for learners and tutors’ interaction for teaching and learning and learners’ academic achievement.
Whereas, it is observed that the use of both Zoom and WhatsApp have become the most
important information resource to learners’ studies and improved learners’ academic
achievement.
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DISCUSSION OF FINDINGS
The findings of the study revealed that majority of learners in the institution attested to the
effectiveness of Zoom and WhatsApp in attaining some educational improvements. This in
essence, showed the level of engagement of learners in the use of these tools in the institution.
These learning tools are available and commonly used among the learners and general public for
social interaction but not for educational purposes. It is observed from the findings that Facebook
and YouTube are some of the commonly used social networking services but yet learners have
little or no awareness of the usage through the institution for academic excellence. Callaghan and
Fribbance (2016) examined Facebook at Open University of UK and found that Facebook can be
used to build a community for distance education students. Additionally, a great many instructors
and institutions of higher education have started to combine distance education delivery with
Social Networking Services (Brady, Holcomb, & Smith, 2010; Ractham, & Firpo, 2011; Roblyer,
McDaniel, Webb, Herman, & Witty, 2010; Tess, 2013). 2006). However, adaptivity and
personalization are the key issues for its utilization and implementing mechanisms to foster and
increase activities in open distance learning and lifelong learning networks (Klamma et al., 2007;
Nawaz and Kundi, 2010c).
Typically, students have different learning styles: Some learn fast and advance rapidly while
others prefer to learn at a slower pace and repeat. In addition, some like working alone whereas
others prefer to working in groups. ICTs also allow customization of the learning environment
and accommodate different learning styles (Sirkemaa, 2001). The social grounds for an
information system development project cannot be neglected in open and distance learning
delivery (Ågerfalk et al., 2006). Through the use of digital technology tools and social
networking services, according to Raba (2005), objectives can be accomplished in the shortest
time with least amount of effort. Both learners and instructors can accomplish and keep up with
development as they obtain and share experience that is provided by numerous specialists in the
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various field of knowledge. However, according to Algahtani (2011), the likely benefits of
digital technology tools and social networking services are greater than the benefits of traditional
learning if digital technology tools and social networking services are used and applied in proper
ways.
Conclusion
The findings of this study revealed that the National Open University of Nigeria has adopted
WhatsApp and Zoom while the use of Facebook, Youtube and Kahoot are yet to be well utilized
digital tools to improved learners’ academic achievements in the ODL-based institution. With
the analysis and discussion above, it was observed that the use of digital learning tools and social
networking services have the potentials to meet the educational needs of all. Therefore, there is
the need to encourage distance learning institutions in Nigeria to raise their capacity in terms of
utilization of these learning tools to revamp our educational standard especially in this era of new
normal world.
Recommendations
Based on the findings of the study, the following recommendations are hereby suggested:
i Facebook, Youtube and Kahoot should be recognized and emphasized among learners as
tools for teaching and learning in the institution.
ii More awareness on the use of Zoom and WhatsApp as important information resources to
learners should be encouraged and improvement in facilities to encourage the use of these
learning tools to improve learners’ academic achievement in the institution.
iii Further studies should endeavor to capture more distance learners across the country for
better generalization of findings.
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