STUDENTS’ PERCEPTION OF NATIONAL TEACHERS’ INSTITUTE – NIGERIA CERTIFICATE IN EDUCATION DISTANCE EDUCATION PROGRAMME IN EBONYI AND ENUGU STATES, NIGERIA.

1 STUDENTS’ PERCEPTION OF NATIONAL TEACHERS’ INSTITUTE – NIGERIA CERTIFICATE IN EDUCATION DISTANCE EDUCATION PROGRAMME IN EBONYI AND ENUGU STATES, NIGERIA BY EZEMA, JAMES OKAFOR PG/Ph.D/99/26698 DEPARTMENT OF ADULT EDUCATION AND EXTRA-MURAL STUDIES UNIVERSITY OF NIGERIA, NSUKKA OCTOBER, 2010 TITLE PAGE STUDENTS’ PERCEPTION OF NATIONAL TEACHERS’ INSTITUTE – NIGERIA CERTIFICATE IN EDUCATION DISTANCE EDUCATION PROGRAMME IN EBONYI AND ENUGU STATES, NIGERIA BY EZEMA, JAMES OKAFOR PG/Ph.D/99/26698 A THESIS PRESENTED TO THE DEPARTMENT OF ADULT EDUCATION AND EXTRA-MURAL STUDIES, FACULTY OF EDUCATION, UNIVERSITY OF NIGERIA, NSUKKA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF DOCTOR OF PHILOSOPHY (Ph.D) DEGREE IN ADULT EDUCATION (EXTENSION AND DISTANCE EDUCATION) OCTOBER, 2010 CERTIFICATION EZEMA, James Okafor, a post-graduate doctoral student of the Department of Adult Education, University of Nigeria, Nsukka and with Registration Number PG/Ph.D/99/26698 has satisfactorily completed the requirements for course and research work for the award of a degree of Doctor of Philosophy in Adult Education (Extension and Distance Education) The work embodied in this thesis is original and has not been submitted in part or full for any other Diploma or Degree of this or any other University Ezema, James Okafor PG/Ph.D/99/26698 _ Prof P.N.C Ngwu Supervisor APPROVAL PAGE This thesis has been approved for the Department of Adult Education and Extra Moral Studies, University of Nigeria, Nsukka By _ Prof P N C Ngwu Supervisor _ _ Venerable C.A Onyeechi Head of Department External Examiner Internal Examiner ––––––––––––––––––––– Prof S.A Ezeudu Dean, Faculty of Education DEDICATION This Thesis is dedicated to my beloved wife Georgina and to all our children ACKNOWLEDGMENTS The researcher wishes to express his gratitude and appreciation to Professor P.N.C Ngwu his project supervisor whose guidance and direction made this work a success The researcher’s unreserved gratitude goes to Professor J.D.C Osuala of the blessed memory, Prof (Mrs) C.I Oreh, Dr C.U Eze, Dr A.E Onuorah, Dr (Mrs) S.C Nwizu, Dr (Mrs) U Ebirim, and all other Lecturers of the Faculty of Education, University of Nigeria, Nsukka for their remarkable contributions to his academic progress and achievements To his fellow colleagues, especially Mr L.O Nwabuko and Mr I.K Onah for their untiring support both morally and financially to ensure that this work is realized The researcher wishes to state that they are wonderful people Thank you for the touch of unity and cooperation the researcher enjoyed during the course of this work, and finally, but not the least, Miss Nkiru C Eze for typesetting this work Ezema, James Okafor TABLE OF CONTENTS PAGES Title page - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Table of contents - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - CHAPTER ONE: INTRODUCTION - - - - - - - ii Certification Approval page iii iv Dedication v vi List of Tables viii Abstract - ix 10 Background of the study - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Scope of the study - - - - - - - - - CHAPTER TWO: LITERATURE REVIEW - - - - - - - - - - - Teaching activities in open and distance learning systems - - - Statement of the problem 15 Purpose of the study 16 Significance of the study 17 Research questions 19 Hypotheses 20 21 24 Conceptual framework - - - 24 - 26 - Learning activities in open and distance learning systems - - - - - - - - - - - - 40 - Convenience of open and distance learning systems - - - 57 - Cost effectiveness of open and distance learning systems 64 - Usefulness of open and distance learning systems 74 Theoretical framework - - - - - - 78 Theoretical constructs of quality of teaching activities in open and 218 Smith J (2001) Definitions, Perspectives and Theories on the evolution of Distance Learning London: Longman Sparach, B (1987) High costs of teaching Journal of distance education studies,2(1), 33-38 Spargcll, B (1987) Quality Access in Distance Education: Theoretical Considerations In D Keegan (ed) Theoretical Principles of Distance Education London: Routledge Sparkes, B (1984) Perception, vision and causation Cambridge: Harvard university press Spery, K C (1996) Theory and Resistance in education: pedagogy of oppression New York: Bergin and Garvey publishers Sponder, B (1990) Distance education in Rural Alaska: An overview of teaching and leaning practices in Audio conference course, university of Alaska monograph series in distance education No.1) Fairbanks, Ak: University of Alaska, Centre for cross-cultural studies (ED 325276) Stake, M (1995) Information technology Cambridge: Praeger Streibel, M J (1991) Instructional plans and situated learning In G J Anglin, (ed.) instructional technology, past, present and future, (117-132) Talent-Rumels, M R (2002) Jackson’s mill industrial arts curriculum theory: A base for curriculum conceptualization Man/society technology, 41(2), 6-10, ans 41(3), 6-8 Taylor, J C.& White, W J (1991) Faculty attitudes towards teaching in the distance education mode: An exploratory investigation Research in distance education, 3(3), 7-11 Texas Workforce commission (2004) Guidelines for distance education Texas Theorpe, J C (2001) The development of higher mental functions In J V Wetsch (Ed.) The concept of activity in Soviet psychology, New York: Sharpe UNESCO (1998) World education report: teachers and teaching in a changing world Paris: UNESCO UNESCO (2000) The Dakar framework for action: education for All: meeting our collective commitments Paris: UNESCO UNESCO (2002) Open and distance learning: trends, policy and strategy consideration Paris: UNESCO 219 US congress (1998) Issues and policies on distance education Washington, D C.: US government printing office Uzoagulu, A E (1998) Practical guide to writing research project reports in tertiary institutions, Enugu: John-Jacob’s classic publishers Vanderven, K (1994, April,) View point: the power and paradox of distance education The on-line chronicle of distance education and communication, online journal, 7(2) Available usenet newsgroup alt.education.distance, May 3, 1994 Ven, B (1994) The Evolution of Theory in Distance Education In D Keegan (ed) Theoretical Principles of Distance Education London: Routledge Verdium, M & Clark, R (1991) Pedagogy and quality assurance in the development of online learning for online instructors Journal of Asynchronous learning Networks, 9(4), 15-27 Wedemeyer, C A (1981) Learning at the Back door Wisconsin: the University of Wisconsin press Wedemeyer, C.A (2005) New technologies for distance education London: Routledge Wells, R (1992) Computer-mediated communication for distance education: an international review of design, teaching and institutional issues, university park: the American center for the study of distance education West, R., Waddoups, M & Graham, R (2007) Teaching and learning online: issues in computer-mediated graduate courses Canadian journal of education communication, 16(2), 117-135 Wichit, M (2001) Moving towards the technology for distance education London: Longman Wiley, R & Edwards , B (2002) Introduction to e-Learning London: Keegan Paul Williams, S & Shama, R (1988) In W B sheets (1992) Ways of teaching at a distance London: Longman Willson, S (1997) Education London: Longman Willis, B (1993) Distance Education: A practical guide Englwood Clifs, N J.: Educational Technology publications Winguard, R.M (2004) Understanding True Cost of distance education London: Kegan Paul 220 Wolfe, L (1993) The digital co-op: Trends in the virtual community Paper presented at the writers O retreat on interactive technology and equipment Vancouver, B C.: The university of British Columbia continuing studies WWW.Uidaho.edu/dist1.html Yavapal, M (2004) Understanding distance education New York: Praeger Yin, R K (1994) Case Study research: design and methods (2 nd ed.) thousand Oaks, CA: Sage 221 APPENDIX QUESTIONNAIRE Department of Adult Education, University of Nigeria, Nsukka Dear Respondent, This questionnaire is to find out the students’ perception of the NTI – NCE distance education programme in Ebonyi and Enugu States of Nigeria I realize how committed you are but I crave your indulgence and cooperation to help me complete this questionnaire in order to make my work a success All information supplied will be treated as confidential and purely for research purposes only Thanks for your cooperation Yours faithfully, Ezema, J O PG/Ph.D./99/26698 222 SECTION A: Demography Please tick () against the information that is appropriate for you State: Ebonyi Enugu Gender: Male Female SECTION B: what are the ratings of perception of NTI-NCE learners in Ebonyi and Enugu states regarding the quality of teaching activities offered in the programme as determined by the mean score? S/N Item SA Tutorial materials of exceptional quality for optimum actualization of instruction are provided Media used in instructional accessibly relevant and useful Adequate assignments, time and motivation are provided for students Computer-based teaching is available for students Textbooks, study guides, workbooks and course syllabi are available for students Real-time classroom instruction is provided Teaching effectively integrates sending receiving e-mail and communication system At the end of instructions, teachers help the students to review everything they learnt or read Instruction helps to analyze the strengths and weaknesses of possible delivery approaches programme are and A D SD 223 10 Instructional sites are equipped with functional and accessible equipment to provide a tol-free hot-line 11 Instructors use pre-class study questions and advance organizers to encourage critical thinking and improved participation on the part of learners SECTION C: How NTI – NCE distance learners in Ebonyi and Enugu states perceive the learning activities involved in the programme? 12 Distance learning provides students with how to learn and when to learn 13 Distance learning increases one’s confidence and self-determination on one’s learning 14 In distance learning, students are self-directed learners 15 D-learning leaves one with a feeling of isolation 16 Learning depends much on the communication employed in teaching 17 Adequate consideration is given to the environment in which students learn 18 Pre-requisite courses are provided in the programme for effective learning medium of SECTION D: What are the ratings of perception of NTI-NCE learners in Ebonyi and Enugu states regarding the convenience of the NTI programme as determined by the mean score? 19 Distance learning provides flexibility, effectiveness and efficiency 20 Distance learning techniques provide convenient locations for both students and instructors 21 Transmission can be videotaped for later viewing at home or school 22 The distance learning system provides students the opportunity of participation on individual basis 224 23 There is a variety of materials that can meet everyone’s learning preference 24 Distance leaning courses interaction with students 25 Distance learning provides many opportunities for continuing education can offer increased people SECTION E: What are the ratings of perception of NTI-NCE learners in Ebonyi and Enugu states on the cost of the distance learning programme as determined by the mean score? 26 Various interactive technology systems for delivering distance education are seldom compared on cost benefit analysis 27 Cost effectiveness maximizes outcome/cost of inputs 28 The costs of distance education programmes become cheaper due to economies of scale 29 Implementation of distance resource/capital intensive 30 Sufficient money and time must be collected to deliver whatever courseware that was promised 31 The cost/benefit of technology can vary significantly with the specific characteristics of schools and students the notion education of is SECTION F: What are the ratings of perception of NTI-NCE distance learners in Ebonyi and Enugu states on the usefulness of the NTI-NCE programme of the NTI, Kaduna as determined by the mean score 32 Distance learning is an economical educational advancement means of 33 Distance learning is an appropriate substitute for the face-to-face method that dominates educational systems 34 Distance learning scheme offers greater access to educational opportunites 225 35 Distance learning offers more opportunities for learning and qualification 36 Through distance education, individuals are able to improve their educational well-being 37 Many students have decided to obtain their education through distance education, such as the NCE programme 38 Distance education programmes are useful for mostly students who are typically older than the traditional students 39 Distance learning provides access to students whose geographic distance prevents them from benefiting from campus – based class 226 APPENDIX COMPUTATION OF RELIABILITY (INTERNAL CONSISTENCY) OF THE SPDLQ USING CRONBACH ALPHA (CLUSTER BY CLUSTER) CLUSTER B N = 30 ITEM 10 11 SA (4) 12 11 10 RATING A (3) 10 8 10 SCALE D (2) 12 10 11 12 SD (1) 4 18 13 13 15 Standard Dev Variance (Vi) 1.07 1.00 1.04 0.50 1.07 1.06 0.94 1.06 1.12 0.91 0.76 1.14 1.00 1.08 0.25 1.14 1.12 0.88 1.12 1.25 0.83 0.53 ∑VI = 10.39 Cronbach alpha ( )  = k/k-1 (1- vi vt) Where k = No of respondents = 30 vi = sum of item variances = 10.39 vt = variance of total test = 32.47 Substituting,  = 30/29 (1- 10.39) 32.47 = 1.03 (1- 0.32) = 1.03 × 0.68 = 0.7004 =Ø.70 227 CLUSTER C 12 13 14 15 16 17 18 SA (4) 7 10 6 11 SCALES A (3) 10 10 10 D (2) 8 10 10 SD (1) 6 Standard Dev Variance (Vi) 1.07 1.07 1.09 1.04 1.07 1.09 1.00 1.14 1.14 1.19 1.08 1.14 1.19 1.00 ∑VI = 7.88 Cronbach alpha ( ) = k/k-1 (1- ∑vi/Vt) Where k = 30 vi = 7.88 Vt = 26.19 Substituting in the above formula,  = 30/29 (1- 7.88) ( 26.19) = 1.03 (1- 0.30) = 1.03 × 0.70 = 0.721 = Ø.72 228 CLUSTER D 19 20 21 22 23 24 25 SA (4) 7 6 10 SCALES A (3) 8 7 10 D (2) 10 10 11  = K/K-1 (1- vi/vt) Where k = 30  = 8.26 vt = 32.73 Substituting,  = 30/29 (1- 8.26) 32.73 = 1.03 (1-025) = 1.03 (1-0.25) = 0.7725 = 0.77 SD (1) 6 Standard Dev Variance (Vi) 1.03 1.07 1.07 1.25 1.08 1.10 0.99 1.06 1.14 1.14 1.56 1.17 1.21 0.98 VI = 8.26 229 230 CLUSTER E ITEM 26 27 28 29 30 31 SA (4) 10 11 12 SCALES A (3) 10 10 D (2) 7 SD (1) 7 Standard Deviation Variance (Vi) 1.10 1.11 1.16 0.95 0.82 1.16 1.21 1.23 1.35 0.90 0.67 1.35 vi = 6.71 Cronbach alpha ( ) = k/k-1 (1- vi/vt) Where k = 30 vi = 6.71 vt = 26.21 Substituting,  = 30/29 (1- 6.71) 26.21 = 1.03 (1-0.26) = 1.03 × 0.74 = 0.7622 = 0.76 231 SECTION F ITEM 32 33 34 35 36 37 38 39 SA (4) 12 12 10 10 12 11 SCALES A (3) 9 11 10 D (2) 6 9 SD (1) 7 Standard Dev Variance (Vi) 1.08 1.02 1.11 1.10 1.03 1.07 0.88 0.96 1.17 1.04 1.23 1.21 1.06 1.14 0.77 0.92 ∑vi = 8.54 Cronbach alpha ( ) = (1-∑vi/vt) Where k = 30 Evi = 8.54 Vt = 30.50 Substituting,  = 30/29 (1- 8.54) 30.50 = 1.03 (1- 0.28) = 1.03 × 0.72 n = 0.7416 = 0.74 232 APPENDIX Validation of Instrument: Suggestions Advanced and Suggestions Effected S/N Source Item 12 Item 15 Item 17 Item 18 Item 22 Suggestions Advanced Suggestions Effected PART B About to be changed to About changed to with with In isolation and at home is In isolation changed to plentiful to be changed to leaves one with feeling leave one with feeling of of isolation isolation Consideration of the Changed to adequate environment in which consideration is given students learn is very to the environment in important to be changed to which students learn adequate consideration is given to the environment in which students learn Taking a pre-requisite Changed to “precourse first encourages requisite courses are effective learning to be provided in the change to pre-requisite programme for courses is provided in the effective learning programme for effective learning PART C The D learning to be D learning changed to changed to be distance distance learning learning Remark s ... Head of Department External Examiner Internal Examiner –? ? ?–? ? ?–? ? ?–? ? ?–? ? ?–? ? ?–? ? ?–? ? ?–? ? ?–? ? ?– Prof S.A Ezeudu Dean, Faculty of Education DEDICATION This Thesis is dedicated to my beloved wife Georgina... OCTOBER, 2010 TITLE PAGE STUDENTS’ PERCEPTION OF NATIONAL TEACHERS’ INSTITUTE – NIGERIA CERTIFICATE IN EDUCATION DISTANCE EDUCATION PROGRAMME IN EBONYI AND ENUGU STATES, NIGERIA BY EZEMA, JAMES... students in Ebonyi and Enugu states on the cost of the NTI – NCE distance learning programme; and determine the perceptions of NTI – NCE students in Ebonyi and Enugu states on the usefulness of the