Assessing the Suitability of Course Contents and Learners’ Satisfaction in Open and Distance Learning Programmes in Dual-Mode Universities in North-Central, Nigeria

Abstract

This study assessed the suitability of course contents and learners' satisfaction in open and distance learning programmes in Dual-Mode Universities in North-Central, Nigeria. The population of the study was 193 undergraduate distance learners drawn from dual-mode universities in North-Central Nigeria. The sample of the study comprised 59 undergraduate distance learners selected from the University of Ilorin and the Federal University of Technology, Minna. The study adopted a descriptive survey research design in which three research questions guided the study with one null hypothesis. The instrument for data collection was an 18-item closed-ended questionnaire. The instruments were validated by experts and subjected to a reliability test using Cronbach’s alpha and the reliability coefficient of the constructs for learner’s satisfaction was 0.89, and for suitability of course contents 0.84. Data collated from the administration of the research instrument were analysed using descriptive statistics of mean and standard deviation and inferential statistics of correlation coefficient analysis for the research hypothesis. A decision rule was set in which a mean score of 3.0 and above was considered agreed, while a mean score below 3.0 was considered disagreed. The finding revealed that the average mean for the suitability of course contents was 4.10 while the average mean of learners’ satisfaction with the course contents was 3.76 which is above the decision mean of 3.0. The finding also revealed further that there is a high, positive association with a Pearson correlation coefficient of 0.838 between variables suitability of the course contents and satisfaction of distance education learners with the course contents in dual-mode universities in North-Central, Nigeria. The study recommended that universities should implement a regular review process for ODL course content to maintain its relevance and effectiveness.