Kpolovie and Obilor PDF

Merit Research Journal of Education and Review (ISSN: 2350-2282) Vol. 2(3) pp.
028-053, March, 2014

Available online http://www.meritresearchjournals.org/er/index.htm
Copyright © 2014 Merit Research Journals
Full Length Research Paper
Utilitarian evaluation of the National Open University of

Nigeria
Peter James Kpolovie*1 and Isaac Esezi Obilor2
Abstract
1
Director of Academic Planning, Research This study employed Utilitarian Evaluation Design and Discrepancy
and Control Unit, Office of the Vice- Evaluation Model, which are the most suitable in educational
Chancellor, University of Port Harcourt programme evaluation, to evaluate the National Open University of
2 Nigeria (NOUN) from its commencement of admission in 2003 to
Department of Banking and Finance, Rivers
2013. The study covered headquarters and all the 49 Study Centres
State College of Arts and Science, Port
Harcourt of NOUN throughout the six geopolitical regions in Nigeria. A
sample of 902 was drawn from students of NOUN, and staff of
*Corresponding Author’s Email: NOUN, National Universities Commission and conventional Federal
[email protected]; Universities in Nigeria. A highly valid Utilitarian Evaluation
[email protected] Questionnaire with reliability coefficient of 0.86 was developed for
Phone No.: +2348088061666 data collection. The research questions were answered using
measures of central tendency, and the hypotheses were tested with
One-Way Analysis of Variance and independent samples t-test at
0.05 alpha. Results indicated that though NOUN has been partially
implemented as defined with aspects of the objectives achieved;
great disparity exists between the expected and actual outcomes;
and that NOUN is significantly inadequate in addressing the ‘higher
education for all in need’ intervention for which it was established.
It was recommended among others that funding of NOUN be
increased, more Study Centres established, and a National Open
and Distance Education Commission be established to supervise,
monitor and regulate the NOUN.
Keywords: Utilitarian evaluation design, Summative evaluation model,

National Open University of Nigeria, Higher education, Open and
Distance learning, Life-long learning.
INTRODUCTION
In formulating the National Policy on Education, the educational opportunities at all levels, life-long learning,
Federal Government of Nigeria (FGN) expressed and that at any stage of the educational process after
commitment to the fact that education is the most primary education, an individual will be able to choose
important instrument of change in any society, and that between continuing his full-time studies, combining work
any fundamentally progressive change in the intellectual with studies, or embarking on fulltime employment
and social outlook of a society has to be preceded by an without excluding the prospect of resuming studies later
educational revolution. To bring about meaningful on. That is, the education system in the nation was
changes in the Nigerian society through educational structured to develop the practice of self-learning
revolution, government then adopted, among other (Federal Government of Nigeria, 2002).
things, policies which would ensure equal and adequate The idea of an Open University system for Nigeria, as
Kpolovie and Obilor 029
a separate and distinct institution to be organized nation- enacted an act establishing the National Open University
wide was appropriately reflected in the 2004 National of Nigeria (NOUN), to be the fountain-head as well as the
Policy on Education, which stated emphatically and springboard of modern-day open and distance education
unambiguously that maximum efforts will be made to in Nigeria, thus introducing a new era in meeting the
enable those who can benefit from higher education to be millennium goal of education for all. But unfortunately,
given access to it. Such access may be through this great idea did not see the light of day as the military
th
universities or correspondence courses, or open government of General Buhari, on 25 of April, 1984,
universities, or part-time and work study programmes. suspended the project indefinitely. However, hope
The Policy stipulated a system which encompasses returned in 2002 when the democratic government of
education for all, education for life, life-long learning, life- General Olusegun Obasanjo, after a thorough
wide education, adult education, mass education, media- consideration of the huge demand for higher education
based education, self-learning, personalised learning, by Nigerians, lifted the suspension order and ensured the
part-time studies, and much more. It is all these variants National Open University of Nigeria (NOUN) commenced
now known as open and distance education that the academic activities (Kpolovie, 2012).
Policy anticipated, without any limitation or exclusion, as The Federal Government of Nigeria (2002) justified
long as the variant contributes to equal and adequate the adoption and deployment of open and distance
educational opportunities at all levels (Federal education delivery system in Nigeria on several grounds,
Government of Nigeria, 2004). which include:
One major objective of the 2004 National Policy on (a) The nation’s commitment to provide education for all
Education is the provision of equal educational within the context of the declaration at the World Forum
opportunities to all Nigerians at different levels of on Education for All (EFA), in Dakar Senegal.
education. Another aspect of the policy is the (b) With a substantial number of school age children out
encouragement of distance learning at the tertiary level of of school, a high adult illiteracy rate and access denied to
education. These provisions are to manage the more than 85% of eligible candidates for higher
continued increase in the number of qualified persons education, there is ample justification for a potent
demanding university education. In some Nigerian intervention to enhance access to quality basic and
administrative states like Sokoto and Zamfara, the female higher education as a major initiative for the attainment of
literacy rate is as low as 12% when compared to 59% for the EFA goals.
males; and for the entire country, literacy rate is 39.5% (c) Outreach and satellite campuses mushroomed all
for females and 65.5% for males (UNESCO, 2003). As over the country over the years with little regard for
Jegede (2004) opined, only 15% of qualified students quality or resources to assist students’ learning needs,
gain admission into the conventional universities in the results of which had been ‘for-profit-only’ education
Nigeria. What happens to the rest 85% is indeed a great and less-than-desirable quality both in terms of
teaser. Further, distance learning was encouraged by programmes and products. Government has closed down
the Nigerian National Policy on Education to curb the these campuses. Several thousands of their students
menace of poor access to education, intimidating would still need to undertake tertiary education studies by
demand by employers of labour for higher qualifications their chosen option of Distance Learning. It is good for
before promotion and other assessment factors of their them and mandatory for the nation to enable them
employees, and the need for informed decision-making. develop their full potentials.
Distance Learning (Distance Education) is the advent (d) Distance education programmes, when properly
of Open Education which crystallized into Open planned, organised, manned and executed, are cost
University. According to UNESCO (2002), any effective to both the nation and the student. Considerable
educational process in which all or most of the teaching is savings are made on teachers/lecturers; buildings and
conducted by someone removed in space and/or time textbook costs because in a distance learning
from the learner, with the effect that all or most of the programme the course material would be the major
communication between teachers and learners is through teaching/learning resource.
an artificial medium, either electronic or print, is classified (e) Distance education programmes lend themselves to
as distance education. In this light therefore, the economies of scale. Once the initial capital outlay is
presence of distance education has been in Nigeria since made and the course materials developed and produced,
the 1880’s when few Nigerians, through correspondence, unit costs decrease with expansion. So new students can
wrote the University of London examination (Omolewa, be enrolled at marginal additional cost, and the more the
1982). This went on for quite some time until the students the lower the unit cost.
University College, Ibadan took over the extramural (f) Distance education programmes are attractive
studies of the Oxford University in 1949. because of their flexibility. Learners study what they
It was to deliver the benefits of Distance Education want, when and where they want. Control over time and
that the Federal Government of Nigeria on 22nd space is particularly valuable to those in full time
July, 1983 under the leadership of Alhaji Shehu Shagari occupations and employment as well as those in remote
030 Merit Res. J. Edu. Rev.
areas. well they operate, or how effectively they achieve their

(g) Distance education gives opportunity to maximize the objectives. This implies that programme evaluation gives
use of high-level academic personnel who would be able direction to the programme, tells whether the programme
to teach larger numbers of students and especially after is working, regulates implementation, controls
suitable distance learning materials are developed and expenditure, and makes recommendations for better
distributed. focus.
(h) Girls and women are important target groups in The evaluation of the National Open University of
development programmes. One aspect of the education Nigeria was holistic, involving the assessment of the
gap in Nigeria is the discrepancy as regards equal implementation of NOUN, ascertaining the extent of
opportunities in education for girls and women. achievement of the objectives of NOUN, comparing
(i) Education delivery at a distance facilitates the reach intended outcomes with actual outcomes and assessing
of substantial numbers of women, including societies the adequacy of the National Open University of Nigeria.
where women lack equal opportunities of participation in In carrying out this evaluation research, the Discrepancy
conventional forms of education and training such as Evaluation Model by Malcolm Provus (also called
women in purdah, nomadic communities, disabled or Summative Evaluation Model) was adopted. This model
handicapped people. presents evaluation as a process or an exercise aimed
The National Open University of Nigeria, established fundamentally at delineation and determination of the
in 1983, has been part of the educational history of worth of an already existing educational or any other
Nigeria for 30 years (20 years of dormancy and 10 years programme in order to ascertain:
of active participation in the educational equation of 1. The aspects that deserve continuation as they are;
Nigeria). It was established to, among other things, 2. The aspects that demand modification either by
ensure equity and equality of opportunities in education, radical change or natural change or both;
provide a wider access to education, enhance Education 3. The areas that require instant termination (Kpolovie
for All (EFA) and lifelong learning, provide educational 2010, 150)
resources via an intensive use of Information and In Kpolovie (2010), the Provus’s Summative
Communication Technology, provide flexible and Evaluation Model identifies, as very pertinent in
qualitative education, and reduce the cost, inconvenience evaluation, the following:
and hassles of education delivery. Whether or not the a. The generally acceptable goals and objectives of the
National Open University of Nigeria is achieving these programme.
objectives is the focus of this study. b. The performance of the programme - the totality of
So far unfortunately, 10 years after the actual takeoff the combinations of resources in actual implementation of
of the National Open University of Nigeria, the University the programme.
has graduated only one set of students. The researchers c. Comparison of the standards set and the
fear that the objective of “wider access to university performance.
education”, among others, is threatened and that the d. Discrepancies between performance and standards
evaluation of the National Open University of Nigeria as revealed by the comparison.
would provide valid and reliable evidences that will direct e. The termination of some aspects of, or the entire
the activities of NOUN in realising its objectives. In other programme due to its irrelevance.
words, the primary aim of this evaluation research is to f. Modification, alteration and improvement of aspects
provide a valid and reliable information-base that will be of, or the entire programme for its continuity.
useful to the Federal Government of Nigeria, National g. Retention of the entire programme or its parts.
Universities Commission, National Open University of h. Recycling of the programme in parts or entirely with
Nigeria, educators, researchers, and all interested parties elements of modified inputs.
in making informed decision about the National Open In consonance with the Discrepancy Evaluation
University of Nigeria (NOUN). Model, this study assessed the following:
Kpolovie (2012) asseverated that programme 1. The extent to which the National Open University of
evaluation is a systematic study conducted to assess the Nigeria has been implemented as defined:
merit and worth of the programme; how well the (a) Enactment of a Policy on Distance Education as a
programme is working, typically focused on the component of National Policy on Education.
achievement of programme objectives. It is an (b) Comprehensive needs Assessment Survey.
assessment, through objective measurement and (c) Capacity building: Training of 10,000 Distance
systematic analysis, of the manner and extent to which a Education Operators.
programme achieves intended objectives. According to (d) Recruitment of staff for take-off of NOUN.
Monette, Sullivan and Dejong (1994), programme (e) Establishment of Virtual Libraries.
evaluation is a means of supplying valid and reliable (f) Setting up of Technology Infrastructure and
evidence regarding the operation of social programmes Community Resource and Study Centres in State
or clinical practices - how well they are planned, how Capitals.
(g) Publicity/Public Enlightenment Campaign. University of Nigeria achieving its objectives? In other
2. The extent of achievement of the under-listed words, is NOUN ensuring equity and equality of
objectives of the National Open University of Nigeria: opportunities in education, providing a wider access to
(a) Ensure equity and equality of opportunities in education, enhancing Education for All (EFA) and lifelong
university education in Nigeria. learning, providing flexible and qualitative education,
(b) Provide a wider access to university education in educational resources via an intensive use of Information
Nigeria. and Communication Technology, and reducing the cost,
(c) Enhance Education for All (EFA) and lifelong inconvenience and hassles of education delivery in
learning. Nigeria? This study was carried out to provide valid and
(d) Ensure the entrenchment of a global culture. reliable answers to the questions above and make
(e) Provide educational resources via an intensive use of informed recommendations for ameliorative strategies.
Information and Communication Technology. The following Research Questions directed the
(f) Provide flexible and qualitative education. investigation:
(g) Reduce the cost, inconvenience and hassles of 1. To what extent has the National Open University of
education delivery. Nigeria been implemented as defined?
3. The level of adequacy of the National Open University 2. To what extent has the NOUN achieved its intended
of Nigeria in realising its objectives in terms of the objectives?
following: 3. To what extent are the actual outcomes of the NOUN
(a) Number of Study Centres. consistent with the intended outcomes?
(b) Location of Study Centres. 4. To what extent is the NOUN adequate in addressing
(c) Availability of instructional materials. the intervention for which it was established?
(d) Staffing. 5. Which objectives of the NOUN should be (a)
(e) Funding. continued as they are, (b) modified, or (c) terminated?
(f) Power supply. 6. Is the NOUN worthy to continue as a tertiary Open
(g) Internet connectivity. and Distance Learning (ODL) institution?
4. The level of congruence between the intended
outcomes with actual outcomes of the National Open
University of Nigeria in terms of the following: Hypotheses postulation
(a) Attainment of a student target population of 60,000 in
the first cycle (1 – 12 months). 1. The staff of the National Universities Commission,
(b) Attainment of a student target population of 100,000 staff of the National Open University of Nigeria, and staff
in the second cycle (13 – 36 months). of the conventional Federal Universities in Nigeria do not
(c) Attainment of a student target population of 120,000 differ significantly in their mean rating of the
in the third cycle (37 – 72 months). implementation of the National Open University of Nigeria
(NOUN) as defined.
2(a) The staff of the National Universities Commission,
Statement of the problem and research questions staff of the National Open University of Nigeria, and staff
of the conventional Federal Universities in Nigeria do not
Although open education is not new to Nigerians, the differ significantly in their mean rating of the achievement
National Open University of Nigeria is quite an innovation of the objectives of NOUN.
and Nigeria appears quite fertile for it to thrive because of 2(b) The students of the Study Centres of the National
the large population of Nigerians seeking higher Open University of Nigeria at Abuja, Calabar, Jos, Ilorin,
education for better job with higher wages, employers’ Mina, Lokoja, Umudike, Enugu, Port Harcourt, Uyo,
requirements for promotion and job security, education Lagos, and Ondo do not differ significantly in their mean
for its sake (knowledge, information, and power), and a rating of the achievement of the objectives of NOUN.
lot more. Nigeria’s commitment to the lifelong learning 3. There is no significant difference between the actual
and the millennium goal of education for all, as well as and intended outcomes of the National Open University
huge requirement for redress for millions of adult of Nigeria.
Nigerians structurally prevented from reaching their 4(a) The staff of the National Universities Commission,
educational and other potentials, made the National staff of the National Open University of Nigeria, and staff
Open University of Nigeria timely with a huge hope of of the conventional Federal Universities in Nigeria do not
survival. differ significantly in their mean rating of the adequacy of
Given the above educational needs of Nigeria, NOUN in addressing the issues for which it was
which are greatly supportive of the establishment and established.
survival of the National Open University of Nigeria, the 4(b) The students of the Study Centres of the National
problem is ascertainment of the merit and worth of the Open University of Nigeria at Abuja, Calabar, Jos,
National Open University of Nigeria. Is the National Open Ilorin, Mina, Lokoja, Umudike, Enugu, Port Harcourt, Uyo,
Lagos, and Ondo do not differ significantly in their mean valid and reliable information-base that will be useful to
rating of the adequacy of NOUN in addressing the issues the Federal Government of Nigeria, National Universities
for which it was established. Commission, National Open University of Nigeria,
5(a) The staff of the National Universities Commission, educators, researchers, and all interested parties in
staff of the National Open University of Nigeria, and staff making informed decision about the National Open
of the conventional Federal Universities in Nigeria do not University of Nigeria (NOUN). The Federal Government
differ significantly in their mean rating of the objectives of of Nigeria, policy makers, educationists, information
the National Open University of Nigeria that should be communication technologists, and the general public will
(i) continued as they are, (ii) modified and continued, cease to make wild guesses about the National Open
(iii) terminated in their entirety. University of Nigeria.
5(b) The students of the Study Centres of the National
Open University of Nigeria at Abuja, Calabar, Jos, Ilorin,
Mina, Lokoja, Umudike, Enugu, Port Harcourt, Uyo, Review of related literature
Lagos, and Ondo do not differ significantly in their mean
rating of the objectives of the National Open University of The practice of evaluation dates back to Samurai Sword
Nigeria that should be (i) continued as they are, (ii) Evaluation (Scriven, 1991). According to Scriven,
modified and continued, (iii) terminated in their entirety. evaluation was in evidence as early as 2000 B.C. when
6(a) The staff of the National Universities Commission, Chinese officials held civil service examinations to
staff of the National Open University of Nigeria, and staff measure the ability of individuals applying for government
of the conventional Federal Universities in Nigeria do not positions, and verbal evaluation was included as part of
differ significantly in their mean rating of the worth of the instructional approach. Potential employees were
NOUN to continue as an Open and Distance Learning asked questions verbally and their verbal responses were
(ODL) institution in Nigeria. used to appraise them.
6(b) The students of the Study Centres of the National In response to dissatisfaction with educational and
Open University of Nigeria at Abuja, Calabar, Jos, Ilorin, social programmes, a more formal educational evaluation
Mina, Lokoja, Umudike, Enugu, Port Harcourt, Uyo, can be traced back to Great Britain during the 1800s,
Lagos, and Ondo do not differ significantly in their mean when royal commissions were sent by the government to
rating of the worthiness of NOUN to continue as an Open hear testimonies from the various institutions (Guerra-
and Distance Learning (ODL) institution in Nigeria. Lopez, 2008). In the 1930s, Ralph Tyler issued a call to
This study is of great significance as it will provide measure goal attainment with standardized criteria
students, researchers, and educationists with a well- (Fitzpatrick, Sanders and Worthen, 2004). And during
planned and properly executed programme evaluation the 1960s, Liston (1999) reported that Scriven and
research that will serve as a genuine guide. This Cronbach introduced formative evaluation (used to guide
evaluation will help keep the National Open University of developmental activities) and summative evaluation
Nigeria on track. This evaluation of the National Open (used to determine the overall value of a programme or
University of Nigeria will help identify problems with the solution), and Stufflebeam stressed outcomes
programme implementation so that necessary changes (programme results) over process (programme activities
when put in place will ensure the National Open and resources).
University of Nigeria is properly streamlined to address In 1963, Cronbach published an important work,
the problems it was established to address. “Course Improvement through Evaluation”, challenging
The quality of a programme, the way people perceive educators to measure real learning rather than the
a programme and the level of appreciation people have passive mastery of facts (Guerra-Lopez, 2008). Cronbach
about a programme are important for the survival of a further proposed the use of qualitative instruments, such
programme. This evaluation research, in assessing how as interviews and observations, to study outcomes. In the
satisfied students and other stakeholders are with the latter part of the 1960s, well-known evaluation figures
performance of the National Open University of Nigeria in such as Edward Suchman, Michael Scriven, Carol Weiss,
terms of responsiveness, timeliness, and accessibility, Blaine Worthen, and James Sanders wrote the earliest
will make for good quality control and quality assurance texts on programme evaluation.
of NOUN. The main purpose of evaluation is not to prove (as
This evaluation research will tell whether the National most people believe it is) but to improve the performance
Open University of Nigeria is addressing the problems of an organisation (Stufflebeam, 2003). According to
(situations) it was established to address. In fact, a very Stufflebeam, this should be the foundation for all
important goal of any evaluation, is determining whether evaluation efforts, now and in the future. Every
or not the programme or intervention has solved the component of an evaluation must be aligned with the
problem or improved the situation it was put in place to organization’s objectives and expectations and the
address. decisions that will have to be made as a result of the
The findings of this evaluation research will provide findings of the evaluation. Evaluation can help organiza-
tions identify what is going right and what is going wrong. Facilitators, Tutors, Student Counsellors, Study Centre
Osborne and Gaebler (1992) reported that: Directors and with fellow students.
• What gets measured gets done. As at the 2012/2013 academic year, NOUN has had a
• If you do not measure results, you cannot tell student enrolment of 110276, a total of 985 staff
success from failure. (academic, non-academic, support), five Schools and two
• If you cannot see success, you cannot reward it. Centres. The schools and centres are respectively
• If you cannot reward success, you are probably School of Arts and Social Sciences, School of Business
rewarding failure. and Human Resources Management, School of
• If you cannot see success, you cannot learn from it. Education, School of Law, School of Science and
• If you cannot recognize failure, you cannot correct it. Technology, Centre for Continuing Education and Work
• If you can demonstrate results, you can win public Place Training, and Centre for Training and Development
support. in Open and Distance Learning. So far the University
Conducting an evaluation requires resources, but the has graduated only one set of 7,220 students.
benefits outweigh the costs in most situations. For Studies on evaluation of educational programmes
instance, some benefits of evaluation include, but not have been done all over the world. The Institutional
limited to the following: Evaluation Programme (IEP), an independent member-
ship service of the European University Association
• Evaluation keeps programmes or interventions on
(EUA) that offers support through evaluation of the
track.
participating institutions in the continuing development of
• Evaluation makes for good quality assurance and
strategic management and internal quality culture, carried
quality control.
out the evaluation of the University of Bucharest. The
• Evaluation tells whether a programme or intervention Institutional Evaluation Programme (IEP) was launched in
is working or has worked. 1993 with the aim of preparing universities to meet the
An Open University is a university that takes care of all emerging needs for external accountability by an
prospective candidates, irrespective of their academic increased capacity for both strategic thinking and internal
background (Anderson, Benjamin and Fuss, 1994). quality culture.
They went further to highlight that in the Open University By reviewing institutions in different countries IEP
system, admission is open to all; candidates are admitted hopes to disseminate examples of good European
at will and are allowed to study according to their speed; practice, as well as international practice, to validate
candidates who are not admitted due to some entry common concepts of strategic thinking, and to elaborate
qualification deficiencies are considered for admission shared ideas on quality that will help member universities
based on their age, work experience, or are given to reorient their strategic development while
programmes at literacy, remediation, certificate or strengthening a quality culture in Europe. During the
diploma levels. review the university is helped to examine how it defines
The British Open University, now known as Open its medium and long term aims, to look at the external
University of United Kingdom (OUUK), was the first Open and internal constraints shaping its development, to
University to be set up in 1969 to widen access to discuss strategies that will enhance its quality while
education in Britain when it was discovered that there is taking account of these constraints.
the need to provide lifelong education and take care of The University of Bucharest (UB) is one of the largest
those shut out by the conventional universities. To date, and oldest universities in Romania. It was established in
the OUUK remains the largest Open University in the 1864 by the Decree of Prince Alexandru Ioan Cuza with
world with 248,216 and 253,075 students’ enrolment in the Faculties of Law, Science and Letters. In 2011/2012
the 2008/2009 and 2009/2010 academic sessions the University had 34,459 students studying in a variety
respectively. It has thus served as a model to many of disciplines in 19 faculties, 1,300 academic staff, and
others (Bells and Tight, 1999; Tait, 2003). 1,100 administrative staff. In terms of research activities,
The year 1983, the effective year that the Open the University of Bucharest has around 50 research
University Act of the Federal Republic of Nigeria (1980) institutes, departments and centres and 5 research
came into effect, marked a major turning point in the platforms (Jensen, Noorda, Rousseau, de Carvalho, and
history of Open and Distance Education (ODE) in Nigeria. Leisyte, 2012).
From this date onwards, the educational history of The evaluation is guided by four key questions, which are
Nigeria, in her strive to achieve Education For All (EFA) based on a ‘fitness for (and of) purpose’ approach:
Nigerians, received a surge. a. What is the institution trying to do?
At present, the National Open University of Nigeria b. How is the institution trying to do it?
has 49 Study Centres in the six geopolitical zones of the c. How does it know it works?
country to facilitate the delivery of study materials and d. How does the institution change in order to improve?
interaction with facilitators. Study Centres are resource The Team found that UB has a great reputation in the
places where students can pick up course and country, among students as well as in the academic com-
other study materials, as well as interact with Instructional
munity. Thus the University should be allowed the means RESEARCH METHOD
and freedom to further improve its performance and
continue to serve society and contribute to scientific In this investigation, Utilitarian Evaluation Research
advance. The team was impressed by the university’s Design and Discrepancy Evaluation Model were adopted.
performance in education, regularly innovating study Utilitarian evaluation design is a research methodology
programmes and clearly committed to student success. that satisfies both scientific and ethical requirements for
In terms of research, UB has quite a road ahead. Some arriving at, and passing value judgments on the way that
disciplines have more opportunities than others, but in a programme is planned and executed or implemented
general the conditions are rosy. It is, therefore, very for the actualisation of related societal needs (Kpolovie,
important to stimulate outstanding young researchers by 2012; Christie and Fliescher, 2011). It is an impartial
research grants and international experience and find research design that is fair to all interest groups in its
ways to invest in up-to-date research facilities and procedures which ensure fair consideration of all groups
“practice”. and sub-groups (Greene, Caracelli and Graham, 2011).
During the site visits, and while reading the According to Kpolovie (2012) the utilitarian evaluation
documents, the team got increasingly worried about the research design emphasizes that programme evaluation
bureaucratic impact the legal context has on University of should be used proactively to help improve the
Bucharest. This is an issue that UB cannot alter by itself. programme, as well as used retroactively to judge its
It is wished that the Romanian Government should allow merit and worth in meeting the greatest needs of all
institutions in the country more freedom to operate and programme stakeholders. The most important purpose of
develop. the utilitarian evaluation design is not to prove the merit
The IEP team, considering all the points above, and worth of a programme, but to maximally improve the
provided the following recommendations to the University lives of stakeholders through rendering of exceptionally
of Bucharest to advance its goals: enhanced programme.
1. Decentralise academic decision-making in education Kpolovie and Ololube (2013) specified that the
and research (fitting the university strategy, quality Utilitarian Evaluation Design seeks to provide data-based
assurance and budgets) should go hand in hand with answers to the following specific questions:
centralised efficient services in every area (fitting the 1. What are the needs of society and of sub-groups of
decentralised needs and purposes). the society?
2. Rethink the balance between quality assurance 2. What are the needs of the stakeholders in the
promotion and ranking ambitions. Broaden the programme under study?
quality assurance of education to learning outcomes 3. What are the goals of the programme?
and quality culture. Ensure that QA procedures 4. What should the goals of the programme be?
are effectively functioning throughout the whole 5. What results were intended by the programme?
organisation. 6. What results are actually obtained by the
3. Separate more clearly the strategic and the operational programme?
functions and responsibilities in the running of the 7. What is the discrepancy between the intended and
university. actually achieved results of the programme?
Unify all the centralised support services and build an 8. Of what usefulness or value are the methods and
efficient, simple and transparent administrative apparatus means adopted by the programme to attain its
led by a highly professional head of university operations objectives?
reporting to the Rector and his team. 9. What better methods and means should the
4. Implement a unified data information system as well as programme adopt for the accomplishment of its
a central university statistical database. objectives?
5. Seek strategic cooperation in the Bucharest area and 10. How well was the programme organized and
in the country among the leading academic institutions to implemented?
strengthen the national influence and increase 11. What, if anything, about the organization and
international visibility. implementation of the programme should be
6. Actively promote academic cooperation and changed?
communication between different faculties. The Senate 12. What, if anything, should be added to the programme
should be playing a role in this instead of focusing on to make for greater utility?
legal matters. 13. What aspects of the programme should be allowed to
7. The University should enhance the role of the Senate remain without modification?
in safeguarding academic standards and evaluating new 14. Should the programme be allowed to continue to
ideas. exist?
8. Encourage qualified scientific staff to work in teams The researcher adopted the Discrepancy Evaluation
and research centres to enhance productivity and Model (DEM) by Malcom Provus to accomplish the said
visibility. Utilitarian Evaluation Design. The Provus’s Discrepancy
S T S T
1 C D R 2 C D R
P P
M M
Where:
S = Standards (The general acceptable goals and objectives).
P = Performance (The totality of combinations of resources in actual
implementation of the programme).
C = Comparison of the standards and the performance.
D = Discrepancy between performance and standards as accurately as revealed
by the comparison.
T = Termination of some aspects of, or the entire programme due to their
irrelevance.
M = Modification, alteration and improvement of some aspects of, or the entire
programme for its continuity.
R = Retention of the entire programme or part of it as it is.
1,2, etc. = Recycling of the programme in parts or entirely with the elements of
modified inputs (Kpolovie, 2010).
Figure 1. Provus’s Discrepancy Evaluation Model
Evaluation Model “...fundamentally aims at delineation Commission; and 77,315 senior academic staff of the
and determination of the worth of an existing or on-going Federal Universities in Nigeria out of which 39,780 are
programme in order to ascertain the aspects that deserve academic staff. The sample of the study consisted of 576
continuation as they are; the aspects that demand students of the NOUN; 112 senior staff of NOUN; 94
modification either by radical change or natural change or senior staff of National Universities Commission (NUC);
both; and the areas that require instant termination”. and 120 academic staff of 12 randomly drawn Federal
(Kpolovie, 2010: 150) Universities in Nigeria, giving a total sample of 902
This study employed Discrepancy Evaluation Model respondents. The sample was selected by method of
(DEM) that is also known as Summative Evaluation random sampling.
Model which was developed in 1969 by Malcom Provus The researchers developed a questionnaire titled
to provide information for programme assessment and Utilitarian Evaluation Questionnaire (UEQ) with 10 broad
programme improvement. Under the DEM evaluation is items, each of which had a number of specific statements
defined as the comparison of an Actual Performance to a in strict accordance with the demands of Utilitarian
Desired Standard. Provus (1969) stated that the purpose Evaluation Design and Discrepancy Evaluation Model as
of evaluation is to determine whether to improve, applicable to the NOUN programme to ensure construct
maintain or terminate a programme. His model is validity. Items 1, 2, and 3 are structured as Very High
primarily a problem-solving set of procedures that seeks Extent (VHE), High Extent (HE), Low Extent (LE), Very
to identify weaknesses (according to selected standards) Low Extent (VLE); item 5 as Allowed, Modified or
and to take corrective actions with termination as the Discarded; item 9 as Yes/No; and items 4, 6, 7, 8, and 10
option of last resort. are structured as open ended to elicit unrestricted views
The Discrepancy Evaluation Model can be visualised as of the respondents. A measure of the internal consistency
an ongoing cycle, as shown in Figure 1. of the instrument used for this study was confirmed using
the Cronbach’s Alpha method and 0.86 was obtained for
the entire instrument, while 0.782 was found for the
Population and sample of the study subtest on Implementation of the National Open
University of Nigeria; 0.761 for Achievement of the
The population of the study is the entire staff and Objectives of NOUN subtest; 0.928 for Adequacy of
students of the 49 study centres (including the NOUN subtest; and 0.820 for the subtest on whether the
headquarters) of the National Open University of Nigeria Objectives of the NOUN should be Allowed, Modified or
(there are 985 staff and 110,276 students of the National Discarded.
Open University of Nigeria as at the 2012/2013 academic Two different sets of data were collected – primary
year); 214 senior staff of the National Universities and secondary data. The primary data consisted of infor-
Table 1. Mean Rating on the Extent of Implementation of the National Open University of Nigeria as Defined
Staff Implementation
Std. 95% Confidence Interval for Mean

N Mean Deviation Std. Error Lower Bound Upper Bound Minimum Maximum
NOUN 112 21.7946 2.59639 .24534 21.3085 22.2808 17.00 26.00
NUC 94 21.5745 2.64571 .27288 21.0326 22.1164 17.00 26.00
FUN 120 21.9417 2.57426 .23500 21.4763 22.4070 17.00 26.00
Total 326 21.7853 2.59880 .14393 21.5021 22.0684 17.00 26.00
NOUN = National Open University of Nigeria; NUC = National Universities Commission;
FUN = Federal Universities in Nigeria
mation gathered through questionnaire administered on Research question two

the staff and students of the National Open University of
Nigeria, staff of the National Universities Commission and To what extent has the National Open University of
staff of conventional Federal Universities in Nigeria, Nigeria achieved its intended objectives?
interviews, and physical visits to NOUN headquarters and Table 2(a), displays the mean rating of the extent of
th study centres. The secondary data, on the other hand, achievement of the objectives of the NOUN for staff of
were extracted from the records of the National Open NOUN, NUC, and FUN. For National Open University of
University of Nigeria. The research questions were Nigeria (NOUN), N is 112, mean is 22.0536, standard
answered using means and standard deviations. To test deviation is 2.10036, and the confidence interval of
the null hypotheses formulated for this study, the One- 21.6603 to 22.4468. The National Universities
way Analysis of Variance (ANOVA) and t-test statistics Commission (NUC), has an N of 94, mean of 21.7660,
were employed, and all the hypotheses tested at the 0.05 standard deviation of 2.03953 and a confidence inter of
significance level. 21.3482 to 22.1837. The N for Federal Universities in
Nigeria (FUN) is 120, mean is 22.2250, standard
deviation is 2.05170, and a confidence interval is 21.8541
RESULTS to 22.5959. The entire group of 326 staff has a mean of
22.0337, standard deviation of 2.06705, and confidence
(a) Answers to Research Questions interval of 21.8085 to 22.2590. The above results
indicate a high extent achievement of the objectives of
Research question one the National Open University of Nigeria. In other words,
the staff of NOUN, NUC, and FUN are in consensus
To what extent has NOUN been implemented as about the extent (high extent) to which the objectives of
defined? the National Open University of Nigeria has been
achieved.
The result presented in Table 1 shows that the mean The mean rating of the extent of achievement of the
rating for the 112 staff of National Open University of objectives of NOUN for students of the Study Centres of
Nigeria (NOUN) has a mean of 21.7946, standard the National Open University of Nigeria at Abuja,
deviation of 2.59639, and a confidence interval of Calabar, Jos, Illorin, Mina, Lokoja, Umudike, Enugu, Port
21.3085 to 22.2808. For the National Universities Harcourt, Uyo, Lagos, and Ondo, presented in Table 2(b)
Commission (NUC), the Table 1 indicates an N of 94, shows an overall N of 576, mean of 22.1233, standard
mean of 21.5745, standard deviation of 2.64571 and a deviation of 2.09689, and a confidence interval of
confidence interval of 21.0326 to 22.1164. The Federal 21.9517 to 22.2949. From the above, and in tandem with
Universities in Nigeria (FUN) has an N of 120, a mean of the views of the staff of NOUN, NUC and FUN, the
21.9417, standard deviation of 2.57426 and a confidence students of the National Open University of Nigeria are of
interval of 21.4763 to 21.5021. The entire group of 326 the opinion that the objectives of NOUN have been
staff has a mean of 21.7853, standard deviation of achieved to a high extent.
2.59880, and confidence interval of 21.5021 to 22.0684.
The above results indicate a high extent implementation
of the National Open University of Nigeria as defined. In Research question three
other words, the staffs of NOUN, NUC, and FUN are in
consensus about the extent (high extent) to which NOUN To what extent are the actual outcomes of the National
has been implemented as defined. Open University of Nigeria in terms of student enrolments
Table 2. Mean Rating on the Extent of the Achievement of the Objectives of National Open University of Nigeria
(a) Staff
Achievement
95% Confidence Interval for

Std. Mean
NOUN 112 22.0536 2.10036 .19847 21.6603 22.4468 18.00 26.00
NUC 94 21.7660 2.03953 .21036 21.3482 22.1837 18.00 26.00
FUN 120 22.2250 2.05170 .18729 21.8541 22.5959 18.00 26.00
Total 326 22.0337 2.06705 .11448 21.8085 22.2590 18.00 26.00
(a)Students
Achievement
Std. Mean
ABJ 50 21.5200 1.94033 .27440 20.9686 22.0714 18.00 25.00
CAL 50 22.8600 1.92735 .27257 22.3123 23.4077 18.00 26.00
JOS 44 22.2500 2.15800 .32533 21.5939 22.9061 18.00 26.00
ILO 46 22.1522 2.05445 .30291 21.5421 22.7623 18.00 26.00
MIN 45 21.9556 2.07754 .30970 21.3314 22.5797 18.00 26.00
LOK 43 22.1163 2.31156 .35251 21.4049 22.8277 18.00 26.00
UMU 50 22.5000 2.10199 .29727 21.9026 23.0974 19.00 26.00
ENU 50 21.7600 2.03600 .28793 21.1814 22.3386 18.00 26.00
PHC 50 21.4000 1.89521 .26802 20.8614 21.9386 18.00 25.00
UYO 50 23.2000 1.79569 .25395 22.6897 23.7103 19.00 26.00
LAG 50 22.0400 2.22197 .31423 21.4085 22.6715 18.00 26.00
OND 48 21.7083 2.10327 .30358 21.0976 22.3191 18.00 26.00
Total 576 22.1233 2.09689 .08737 21.9517 22.2949 18.00 26.00
ABJ = Abuja; CAL = Calabar; JOS = Jos; ILO = Illorin; MIN = Mina; LOK = Lokoja; UMU = Umudike ENU = Enugu;
PHC = Port Harcourt; UYO = Uyo; LAG = Lagos; OND = Ondo
Table 3. Mean and Standard Deviation on the Congruence between Expected and
Actual Outcomes of NOUN
Group Statistics (Expected vs Actual Outcomes)
VAR
00002 N Mean Std. Deviation Std. Error Mean
VAR00001 1 10 111,000.00 58963.26540 18645.82169
2 10 28,899.80 17763.67463 5617.36714
consistent with the intended outcomes? over the ten year period that the programme evaluation
Table 3 shows that the mean of 111,000.00 for the covers.
expected outcomes is much higher than the mean of
28,899.80 for the actual outcomes. Since N (number of
years) is 10 for both the expected and actual outcomes, Research question four
the result in Table 3 indicates that the expected
enrolments are much larger than the actual enrolments To what extent is the National Open University of Nigeria
Table 4. Mean Rating on the Extent of the Adequacy of the National Open University of Nigeria
(a) Staff
Adequacy

Std. Mean Maximu
N Mean Deviation Std. Error Lower Bound Upper Bound Minimum m
NOUN 112 14.2857 2.01985 .19086 13.9075 14.6639 10.00 19.00
NUC 94 14.1596 2.08581 .21513 13.7324 14.5868 10.00 19.00
FUN 120 14.0917 2.03332 .18562 13.7241 14.4592 10.00 19.00
Total 326 14.1779 2.03937 .11295 13.9557 14.4001 10.00 19.00
(b) Students
Adequacy

Std. Mean
ABJ 50 13.6000 1.86263 .26342 13.0706 14.1294 11.00 17.00
CAL 50 14.4400 2.13006 .30124 13.8346 15.0454 10.00 19.00
JOS 44 14.0000 2.01159 .30326 13.3884 14.6116 11.00 19.00
ILO 46 14.1739 1.99226 .29374 13.5823 14.7655 10.00 18.00
MIN 45 14.0000 1.95402 .29129 13.4129 14.5871 10.00 18.00
LOK 43 14.3953 2.20540 .33632 13.7166 15.0741 10.00 19.00
UMU 50 14.1000 2.06279 .29172 13.5138 14.6862 10.00 18.00
ENU 50 14.5400 2.13054 .30130 13.9345 15.1455 10.00 19.00
PHC 50 14.2400 2.03600 .28793 13.6614 14.8186 10.00 18.00
UYO 50 14.1600 2.10306 .29742 13.5623 14.7577 10.00 18.00
LAG 50 14.4600 2.12094 .29995 13.8572 15.0628 10.00 19.00
OND 48 14.1875 2.02806 .29273 13.5986 14.7764 10.00 18.00
Total 576 14.1927 2.05050 .08544 14.0249 14.3605 10.00 19.00
adequate in addressing the issues for which it was established.

established? The mean rating for students of the Study Centres of
Table 4(a) and Table 4(b) show a low-extent of the National Open University of Nigeria at Abuja,
adequacy of the National Open University of Nigeria in Calabar, Jos, Illorin, Mina, Lokoja, Umudike, Enugu, Port
addressing the issues for which it was established. Table Harcourt, Uyo, Lagos and Ondo, presented in Table 4(b)
4(a), displays the mean rating for staff of the National shows an overall N of 576, mean of 14.1927, standard
Open University of Nigeria (NOUN) as follows: N is 112, deviation of 2.05050, and a confidence interval of
mean is 14.2857, standard deviation is 2.01985, and the 14.0249 to 14.3605. These results indicate a low-extent
confidence interval is 13.9075 to 14.6639. The National of adequacy of the National Open University of Nigeria in
Universities Commission (NUC) has an N of 94, mean of addressing the intervention for which it was established.
14.1596, standard deviation of 2.08581 and a confidence
interval of 13.7324 to 14.5868. For the Federal
Universities in Nigeria (FUN) N is 120, mean is 14.0917, Research question five
standard deviation is 2.03332, and a confidence interval
is 13.7241 to 14.4592. The entire group of 326 staff has Which objectives of the National Open University of
a mean of 14.1779, standard deviation of 2.03937, and Nigeria should be (a) continued as they are, (b) modified,
confidence interval of 13.9557 to 14.4001 which point to or (c) terminated?
a low-extent adequacy of the National Open Univ- Table 5(a) displays the mean rating for staff of NOUN,
ersity of Nigeria in addressing the issues for which it was NUC, and FUN. For the National Open University of
Table 5. Mean Rating on the Objectives of National Open University of Nigeria that should be Modified
(a) Staff
Modification
Std. 95% Confidence Interval for Mean

NOUN 112 19.1875 1.11929 .10576 18.9779 19.3971 16.00 21.00
NUC 94 19.1277 1.12865 .11641 18.8965 19.3588 16.00 21.00
FUN 120 19.1167 1.12409 .10262 18.9135 19.3199 16.00 21.00
Total 326 19.1442 1.12075 .06207 19.0221 19.2663 16.00 21.00
(b) Students
Modification

Std. Mean
ABJ 50 19.1000 1.09265 .15452 18.7895 19.4105 16.00 21.00
CAL 50 19.1400 1.14304 .16165 18.8152 19.4648 16.00 21.00
JOS 44 19.1136 1.14559 .17270 18.7653 19.4619 16.00 21.00
ILO 46 19.3478 1.11987 .16512 19.0153 19.6804 16.00 21.00
MIN 45 19.1111 1.09175 .16275 18.7831 19.4391 16.00 21.00
LOK 43 18.8605 1.18686 .18099 18.4952 19.2257 16.00 21.00
UMU 50 19.3000 1.05463 .14915 19.0003 19.5997 16.00 21.00
ENU 50 19.0800 1.12195 .15867 18.7611 19.3989 16.00 21.00
PHC 50 19.3400 1.08063 .15282 19.0329 19.6471 16.00 21.00
UYO 50 18.9600 1.17734 .16650 18.6254 19.2946 16.00 21.00
LAG 50 19.3600 1.06445 .15054 19.0575 19.6625 16.00 21.00
OND 48 19.1458 1.14835 .16575 18.8124 19.4793 16.00 21.00
Total 576 19.1580 1.11794 .04658 19.0665 19.2495 16.00 21.00
Nigeria (NOUN), N is 112, mean is 19.1875, standard deviation of 1.11794, and a confidence interval of
deviation is 1.11929, and the confidence interval is 19.0665 to 19.2495. From the above, and in consonance
18.9779 to 19.3971. The National Universities with the views of the staff of NOUN, NUC and FUN, the
Commission (NUC) has an N of 94, mean of 19.1277, students of the National Open University of Nigeria are of
standard deviation of 1.12865 and a confidence interval the opinion that no objective of the National Open
of 18.8965 to 19.3588. The N for Federal Universities in University of Nigeria should be discarded. But that while
Nigeria (FUN) is 120, mean is 19.1167, standard some should be continued as they are, others should be
deviation is 1.12409, and a confidence interval is 18.9135 modified and continued.
to 19.3199. The entire group of 326 staff has a mean of
19.1442, standard deviation of 1.12075, and confidence
interval of 19.0221 to 19.2663. These results indicate Research question six
that the objective of the National Open University of
Nigeria should not be discarded, but some objectives Is the National Open University of Nigeria worthy to
would be retained as they are, while others would be continue as an Open and Distance Learning (ODL)
modified and continued. institution?
The mean rating for students of the Study Centres of As shown in Table 6(a) and Table 6(b) the staff of
the National Open University of Nigeria at Abuja, NOUN, NUC, FNU, and students of NOUN are in
Calabar, Jos, Illorin, Mina, Lokoja, Umudike, Enugu, Port agreement that the National Open University of Nigeria is
Harcourt, Uyo, Lagos, and Ondo, presented in Table 5(b) worthy to continue to exist as an Open and Distance
shows an overall N of 576, mean of 19.1580, standard Learning institution in Nigeria.
Table 6. Mean Rating on the National Open University of Nigeria Continuing as an Open and Distance Learning Institution
(a)Staff
Continuation

Mean
Std. Lower
N Mean Deviation Std. Error Bound Upper Bound Minimum Maximum
NOUN 112 1.7946 .40578 .03834 1.7187 1.8706 1.00 2.00
NUC 94 1.7660 .42567 .04390 1.6788 1.8531 1.00 2.00
FUN 120 1.7417 .43955 .04013 1.6622 1.8211 1.00 2.00
Total 326 1.7669 .42347 .02345 1.7207 1.8130 1.00 2.00
(b) Students
Continuation

Std. Mean
ABJ 50 1.7800 .41845 .05918 1.6611 1.8989 1.00 2.00
CAL 50 1.7800 .41845 .05918 1.6611 1.8989 1.00 2.00
JOS 44 1.8182 .39015 .05882 1.6996 1.9368 1.00 2.00
ILO 46 1.8261 .38322 .05650 1.7123 1.9399 1.00 2.00
MIN 45 1.7556 .43461 .06479 1.6250 1.8861 1.00 2.00
LOK 43 1.8372 .37354 .05696 1.7222 1.9522 1.00 2.00
UMU 50 1.7800 .41845 .05918 1.6611 1.8989 1.00 2.00
ENU 50 1.8400 .37033 .05237 1.7348 1.9452 1.00 2.00
PHC 50 1.7400 .44309 .06266 1.6141 1.8659 1.00 2.00
UYO 50 1.7600 .43142 .06101 1.6374 1.8826 1.00 2.00
LAG 50 1.7400 .44309 .06266 1.6141 1.8659 1.00 2.00
OND 48 1.8333 .37662 .05436 1.7240 1.9427 1.00 2.00
Total 576 1.7899 .40771 .01699 1.7566 1.8233 1.00 2.00
Table.6(a), shows the mean rating for staff of NOUN, Calabar, Jos, Ilorin, Mina, Lokoja, Umudike, Enugu, Port
NUC, and FUN with the National Open University of Harcourt, Uyo, Lagos, and Ondo, presented in Table 6(b)
Nigeria (NOUN) having N = 112, mean = 1.7946, shows an overall N of 576, mean of 1.7899, standard
standard deviation = .40578, and the confidence interval deviation of .40771, and a confidence interval of 1.7566
in the range of 1.7187 to 1.8706. The National to 1.8233. From these results, the students of the
Universities Commission (NUC), has an N of 94, mean of National Open University of Nigeria are of the opinion
1.7660, standard deviation of .42567 and a confidence that the National Open University of Nigeria is worthy to
inter of 1.6788 to 1.8531. The N for Federal Universities continue to exist as an Open and Distance Learning
in Nigeria (FUN) is 120, mean is 1.7417, standard (ODL) institution in Nigeria.
deviation is .43955, and a confidence interval is 1.6622 to
1.8211. The entire group of 326 staff has a mean of
1.7669, standard deviation of .42347, and confidence Analysis of items soliciting free responses from
interval of 1.7207 to 1.8130. The above results indicate respondents
that the National Open University of Nigeria is worthy to
continue to exist as an Open and Distance Learning Results of structured interviews and physical visits
(ODL) institution in Nigeria. to NOUN sites
The mean rating for students of the Study Centres of
the National Open University of Nigeria at Abuja, The bedrock of utilitarian evaluation design is the adequ-
Table 7. Analysis of items soliciting free responses from respondents
Item 4. What, if anything, should be added to make for greater utility of the National Open
University of Nigeria?
(a) Staff
S/No. Particulars No. of Respondents

1 More facilitators 41
2 More study programmes 28
3 Availability of internet facility at all study centres 53
4 More funds should be made available 111
5 More public enlightenment 37
6 Provision of larger examination halls 22
7 Prompt dissemination of information to students 29
8 Without response 5
(b) Students

1 More study centres, in all the LGAs of the country 153
2 More study programmes 13
3 Availability of hard copy instructional materials 88
4 Availability of internet facility at all study centres 102
5 Provision of generating sets at the study centres 95
7 Study centres should be on permanent structures of NOUN 11
8 More public enlightenment 57
9 Prompt dissemination of information to students 56
Item 6. What other aspect(s) of the National Open University of Nigeria should
be allowed to remain without modification?
(a) Staff

1 Admission procedures 44
2 Open nature of admission for all 23
3 All year round admission 28
(b) Students

1 Students allowed to study at their own pace 57
2 Students working and studying at the same time 262
Item 7. What other aspect(s) of the National Open University of Nigeria should be modified?
(a) Staff

1 Examinations to be conducted in large halls 41
2 E-learning to be improved 55
3 Internet connectivity should be adequate 106
4 Open educational resources to be enhanced 25
5 More specialist Open and Distance Learning staff to be hired 38
(b) Students

1 Mode of payment to made more friendly 67
2 Learner support to be enriched 38
3 Internet connectivity should be adequate 154
4 Instructional materials to be made available on time 85
5 Soft copy materials to be provided 56
6 Number of study centres to be increased 160
Item 8. What other aspects of the National Open

University of Nigeria should be terminated?
(a) Staff

1 Nil 326
(b) Students

1 Nil 576
Item 10. Please, comment freely on the existence or otherwise of the National Open University of Nigeria.
(a) Staff

1 NOUN is the best thing that has happened to education in Nigeria 37
2 The university is a relief to Nigerian workers and so the employers of labour should buy into it 52
4 Adequate funding should be provided by the Nigerian government to enable the university 54
meet its objectives
5 A great innovation in Nigerian education system that helps students work and study 19
6 Government to provide adequate funding and appropriate supervision of the university to 44
ensure quality
8 For effective e-learning to take place, power supply must be improved upon 56
11 More enlightenment campaign to be carried out to educate the public about the benefits of 27
NOUN
12 The supervision of NOUN should be handled by another body, not NUC 20
(b) Students

1 NOUN is the best thing that has happened to education in Nigeria 24
2 NOUN should ensure its law graduates go to the Nigeria Law School 28
3 A great innovation in Nigerian education system that helps students work and study 98
4 More study centres should be provided to meet the educational needs of millions of Nigerians 151
in the rural areas
5 For effective e-learning to take place, power supply must be improved upon 105
6 Instructional materials to be made available to students on time 61
7 Radio and television programmes should be included to assist the students in the rural areas 31
8 More enlightenment campaign to be carried out to educate the public about the benefits of 44
NOUN
adequate meeting of the underlying standards of good reach and serve the beneficiaries’ targeted needs at
programmes. Every good programme must effectively a reasonable cost, and do so better than other available
Table 8. Interview and Visit Responses to Utilitarian Evaluation Questions
S/No. Questions Answers

1 Has an appropriate Over 50 million Nigerians seeking education for employment, promotion, knowledge and a
population been voice in the decision making of the country, who hitherto were excluded owing to the carrying
determined? capacity of the conventional universities in Nigeria serve as the target population for the
NOUN programme.
2 What beneficiary Higher education for all in need, education for life, life-long learning, life-wide education, adult
needs should be education, mass education, media-based education, self-learning, personalised learning, part-
addressed? time studies, and much more.
3 What are the available Conventional face-to-face educational institutions: Federal, State and Private Universities in
alternative ways to Nigeria; which for now have highly limited placements for candidates seeking tertiary
address these needs? education.
4 What are their Most of the conventional universities have been around for a long time and have stabilised,
comparative merits their products and costs are already known and accepted.
and costs?
5 Are plans of services Plans of services and participation are sound but several challenges abound: poor power
and participation supply, epileptic internet connectivity, dearth of qualified Open and Distance Education
sound? professionals, poor funding by the Federal Government of Nigeria, etc.
6 Is there adequate Provision of facilities, materials and equipment is grossly inadequate. Forty-nine Study
provision of facilities, Centres (located only in the urban areas) are obviously insufficient to cater for over 50 million
materials, and Nigerians seeking tertiary education. Instructional materials are in short supply, power supply
equipment? is ridiculous to say the least, internet connectivity is an apology, etc
7 Are the programme Most staff have good academic qualifications: M.Sc.; MA; PhD; etc. There are many
staff sufficiently professors in different academic areas. But qualified manpower in the area of Open and
qualified and credible? Distance Education (ODE) is lacking.
8 Have appropriate roles Not all participants have been assigned appropriate roles. Particularly, owing to the dearth of
been assigned to the ODE professionals, their dedicated roles are assigned to mediocre, leading to administrative
different participants in bottlenecks.
the programme?
9 Are the participants Those that are appropriately assigned are doing okay. But those without requisite qualification
effectively carrying out and experience have serious challenges that are impacting negatively on the growth and well
their assignments? being of the programme.
10 Is the programme The programme is working. There have been challenges, like every other novel idea, but the
working? programme is working. Over 7,000 students have been graduated, and about 3,000 waiting to
graduate.
11 Should the programme More ODE professionals should be recruited, and other staff in the system that are not ODE
be revised in any way? compliant should be trained for effective service delivery and optimum capacity utilisation.
12 Is the programme The programme is not effectively reaching all the targeted beneficiaries. Forty-nine Study
effectively reaching all Centres in few major cities of the country are a distant cry from adequacy and effectiveness in
the targeted meeting the educational needs of over 50 million Nigerians.
beneficiaries?
13 Is the programme The programme is meeting participants’ needs but not sufficiently, and not effectively. The
meeting participants’ dearth of instructional materials, poor power supply, inadequate internet connectivity, and lack
needs? of professionals in the area of ODE are severe drawbacks to meeting the participants’ needs.
14 Did beneficiaries Participants play their parts. They have hungered tirelessly for the kind of educational
satisfactorily play their opportunities NOUN is offering them today. A good many of them are seizing the chance with
part? both hands. Their response, their participation and commitment are enormous.
15 Is the programme It is expected to be better than the competing alternatives. But it is not yet. In its present
better than competing state, it is less than the competing alternatives, not able to effectively meet the intervention for
alternatives? which it was established.
16 Is the programme The NOUN is affordable. Students take courses at their own paces, at their own time and in
affordable? line with the financial resources at their disposal.
17 Is the programme NOUN is supposed to be sustainable. It is a programme that has come at the most opportune
sustainable? time to fill the large gap created by the carrying capacity of the conventional universities in
Nigeria.
18 Is the programme The programme is transportable and applicable to similar populations. If the conventional
transportable or universities in the country house schools of ODE, it will go a long way in complementing the
applicable to any other reach to the teaming population which the few study centres (49) are inadequate to handle.
similar population?
19 Is the programme The programme is worth the initial investment put into it. And indeed much more funding is
worth the required required to enable the NOUN meet its objectives and timely too.
initial investment?
Table 8. Continue
20 Is the programme The programme is operating at grossly below capacity and so cannot be serving a significantly
serving the greatest great majority of the stakeholders for now.
good of all or at least
the significantly greater
majority of the
stakeholders?
21 Is the programme The programme is meeting the needs of the few people it is attending to. But a lot more
actually meeting the people need to be attended to. And this is the crux of the matter: NOUN is yet to cope with
needs of these higher education for all in need.
people?
Table 9. Analysis of Variance (ANOVA) on the difference on mean rating of staff of NOUN, NUC,
and FNU on the Implementation of the National Open University of Nigeria as Defined
ANOVA
VAR00001
Sum of Squares df Mean Square F Sig.
Between Groups 7.122 2 3.561 .526 .592
Within Groups 2187.847 323 6.774
Total 2194.969 325
alternative programmes (Kpolovie, 2012). It is for this retained, F(2, 323 ) = .526, p > .05. In other words, there
purpose that Kpolovie and Ololube (2013) posed the is indeed no significant difference in the mean rating of
under-listed 21 utilitarian evaluation questions to which staff of NOUN, NUC and FNU on the implement-
the researchers, through interviews and physical visits, tation of the National Open University of Nigeria as
provided answers: (Table 8) defined.
Testing of hypotheses Hypothesis Two
Hypothesis One (a) The staff of the National Universities Commission,

staff of the National Open University of Nigeria, and staff
The staff of the National Universities Commission, staff of of the conventional Federal Universities in Nigeria do not
the National Open University of Nigeria, and staff of the differ significantly in their mean rating of the achievement
conventional Federal Universities in Nigeria do not differ of the objectives of NOUN.
significantly in their mean rating of the implementation of Table 10(a) presents the sum of squares of 11.174,
the National Open University of Nigeria (NOUN) as with 2 degrees of freedom, and a mean square of 5.587
defined. for between groups. Within groups has the sum of
Table 9 above presents the sum of squares of 7.122, squares of 1377.455; 323 degrees of freedom, and a
with 2 degrees of freedom, and a mean square of 3.561 mean square of 4.265; while the total has 1388.629 sum
for between groups. Within groups has the sum of of squares and 325 degrees of freedom. The computed
squares of 2187.847; 323 degrees of freedom, and a F is 1.310 which is not statistically significant at .05.
mean square of 6.774, while the total has 2194.969 sum Thus the null hypothesis that “the staff of the National
of squares and 325 degrees of freedom. The computed Universities Commission, staff of the National Open
F is .526 which is statistically not significant at .05. Thus University of Nigeria, and staff of the conventional
the null hypothesis that “the staff of the National Federal Universities in Nigeria do not differ significantly in
Universities Commission, staff of the National Open their mean rating of the achievement of the objectives of
University of Nigeria, and staff of the conventional the National Open University of Nigeria (NOUN) as
Federal Universities in Nigeria do not differ significantly in defined” is retained, F(2, 323) = 1.310, p > .05. In other
their mean rating of the implementation of the National words, there is no significant difference in the mean
Open University of Nigeria (NOUN) as defined” is rating of staff of NOUN, NUC and FNU on the achieve-
Table 10(a). Analysis of Variance (ANOVA) on the difference on the mean rating of staff of
NOUN, NUC, and FNU on the Achievement of the Objectives of the National Open University of
Nigeria.
ANOVA
VAR00001
Between Groups 11.174 2 5.587 1.310 .271
Within Groups 1377.455 323 4.265
Total 1388.629 325
Table 10(b). Analysis of Variance (ANOVA) on the difference on the mean rating of students of
NOUN on the Achievement of the Objectives of the National Open University of Nigeria.
ANOVA
VAR00001
Sum of Squares Df Mean Square F Sig.
Between Groups 153.777 11 13.980 3.321 .127
Within Groups 2374.471 564 4.210
Total 2528.248 575
Table 11. Independent t-test on the Difference between Actual and Expected Outcomes of the National Open University of
Nigeria
Independent T-Test on Expected vs Actual Outcomes
Levene's Test
for Equality of
Variances
Mean Std. Error
F Sig. T df Sig. (2-tailed) Difference Difference
VAR00001 Equal variances
13.301 .002 4.216 18 .001 82100.20000 19473.60984
assumed
Equal variances
4.216 10.620 .002 82100.20000 19473.60984
not assumed
ment of the objectives of the National Open University of Study Centres of the National Open University of Nigeria
Nigeria. at Abuja, Calabar, Jos, Illorin, Mina, Lokoja, Umudike,
(b) The students of the Study Centres of the National Enugu, Port Harcourt, Uyo, Lagos, and Ondo, do not
Open University of Nigeria at Abuja, Calabar, Jos, Illorin, differ significantly in their mean rating of the achievement
Mina, Lokoja, Umudike, Enugu, Port Harcourt, Uyo, of the objectives of NOUN” is retained, F(11, 564) =
Lagos, and Ondo, do not differ significantly in their 3.321, p > .05. In other words, there is in actual fact, no
mean rating of the achievement of the objectives of statistically significant difference in the mean rating of
NOUN. students of the Study Centres of NOUN, in the
Table 4.10(b) above presents the sum of squares of achievement of the objectives of the National Open
153.777, with 11 degrees of freedom, and a mean square University of Nigeria.
of 13.980 for between groups. Within groups has the
sum of squares of 2374.471, with 564 degrees of
freedom, and a mean square of 4.210, while the total has Hypothesis three
2528.248 sum of squares and 575 degrees of freedom.
The computed F is 3.321 which is statistically significant There is no significant difference between the actual and
at .05. Thus the null hypothesis that “the students of the expected outcomes of the National Open University of
Table 12(a). Analysis of Variance (ANOVA) on the difference on the mean rating of staff of NOUN,
NUC, and FNU on the Adequacy of the National Open University of Nigeria in addressing the issues
for which it was established.
ANOVA
VAR00001
Between Groups 2.226 2 1.113 .266 .766
Within Groups 1349.455 323 4.178
Total 1351.681 325
NOUN on the Adequacy of the National Open University of Nigeria in addressing the issues for
which it was established.
ANOVA
VAR00001
Between Groups 35.909 11 3.264 .773 .667
Within Groups 2381.700 564 4.223
Total 2417.609 575
Nigeria. Universities Commission, staff of the National Open

Table 11 shows that Levene’s Test for Equality of University of Nigeria, and staff of the conventional
Variances not assumed (F) is 13.301, p value of .002 Federal Universities in Nigeria do not differ significantly in
(Sig.), t ratio of 4.216, degrees of freedom of 10.620 (df), their mean rating of the adequacy of NOUN in addressing
p value of .002 (Sig. for 2-tailed), Mean Difference of the issues for which it was established” is retained, F(2,
82100.20000, and Standard Error Difference of 323) = 0.266, p > .05. In other words, there is no
19473.60984. Thus the null hypothesis that “there is no significant difference in the mean rating of staff of NOUN,
significant difference between the actual and expected NUC and FNU on the adequacy of the National Open
outcomes of the National Open University of Nigeria” is University of Nigeria in addressing the issues for which it
rejected as t(10.620) = 4.216, p < .05, 2-tailed. In other was established.
words, there is a statistically significant disparity or (b) The students of the Study Centres of the National
discrepancy between the expected and actual outcomes Open University of Nigeria at Abuja, Calabar, Jos, Illorin,
of the NOUN. Mina, Lokoja, Umudike, Enugu, Port Harcourt, Uyo,
Lagos, and Ondo, do not differ significantly in their mean
rating of the adequacy of NOUN in addressing the issues
Hypothesis four for which it was established.
Table 12(b) above presents the sum of squares of
(a) The staff of the National Universities Commission, 35.909, with 11 degrees of freedom, and a mean square
staff of the National Open University of Nigeria, and staff of 3.264 for between groups. Within groups has the sum
of the conventional Federal Universities in Nigeria do not of squares of 2381.700, with 564 degrees of freedom,
differ significantly in their mean rating of the adequacy of and a mean square of 4.223, while the total has 2417.609
NOUN in addressing the issues for which it was sum of squares and 575 degrees of freedom. The
established. computed F is 0.773 which is not statistically significant at
Table 12(a) presents the sum of squares of 2.226, .05. Thus the null hypothesis that “the students of the
with 2 degrees of freedom, and a mean square of 1.113 Study Centres of the National Open University of Nigeria
for between groups. Within groups has the sum of at Abuja, Calabar, Jos, Illorin, Mina, Lokoja, Umudike,
squares of 1349.455; 323 degrees of freedom, and a Enugu, Port Harcourt, Uyo, Lagos, and Ondo, do not
mean square of 4.178; while the total has 1351.681 sum differ significantly in their mean rating of the adequacy of
of squares and 325 degrees of freedom. The computed NOUN in addressing the issues for which it was
F is .266 which is statistically not significant at .05. Thus established” is retained, F(11, 564) = 0.773, p > .05. In
the null hypothesis that “the staff of the National other words, there is no significant difference in the mean
NUC, and FNU on the Objectives of the National Open University of Nigeria that should be
continued as they are, modified and continued, or discarded entirely.
ANOVA
VAR00001
Sum of
Squares df Mean Square F Sig.
Between Groups .327 2 .163 .129 .879
Within Groups 407.897 323 1.263
Total 408.224 325
NOUN on the Objectives of the National Open University of Nigeria that should be continued as they
are, modified and continued, or discarded entirely.
ANOVA
VAR00001
Between Groups 12.810 11 1.165 .931 .510
Within Groups 705.813 564 1.251
Total 718.623 575
rating of students of the Study Centres of NOUN, in the NUC and FNU on the objectives of the National Open
adequacy of National Open University of Nigeria in University of Nigeria that should be (i) continued as they
addressing the intervention for which it was established. are, (ii) modified and continued, (iii) discarded in their
entirety.
(b) The students of the Study Centres of the National
Hypothesis five Open University of Nigeria at Abuja, Calabar, Jos, Illorin,
Mina, Lokoja, Umudike, Enugu, Port Harcourt, Uyo,
(a) The staff of the National Universities Commission, Lagos, and Ondo, do not differ significantly in their mean
staff of the National Open University of Nigeria, and staff rating of the objectives of the National Open University of
of the conventional Federal Universities in Nigeria do not Nigeria that should be (i) continued as they are, (ii)
differ significantly in their mean rating of the objectives of modified and continued, (iii) discarded in their entirety.
the National Open University of Nigeria that should be Table 13(b) above presents the sum of squares of
(i) continued as they are, (ii) modified and continued, (iii) 12.810, with 11 degrees of freedom, and a mean square
discarded in their entirety. of 1.165 for between groups. Within groups has the sum
Table 13(a) presents the sum of squares of .327, with of squares of 705.813, with 564 degrees of freedom, and
2 degrees of freedom, and a mean square of .163 for a mean square of 1.251, while the total has 718.623 sum
between groups. Within groups has the sum of squares of squares and 575 degrees of freedom. The computed
of 407.897; 323 degrees of freedom, and a mean square F is 0.931 which is statistically not significant at .05.
of 1.263; while the total has 408.224 sum of squares and Thus the null hypothesis that “the students of the Study
325 degrees of freedom. The computed F is 0.129 which Centres of the National Open University of Nigeria at
is not statistically significant at .05. Thus the null Abuja, Calabar, Jos, Illorin, Mina, Lokoja, Umudike,
hypothesis that “the staff of the National Universities Enugu, Port Harcourt, Uyo, Lagos, and Ondo, do not
Commission, staff of the National Open University of differ significantly in their mean rating of the objectives of
Nigeria, and staff of the conventional Federal Universities the National Open University of Nigeria that should be (i)
in Nigeria do not differ significantly in their mean rating of continued as they are, (ii) modified and continued, (iii)
the objectives of the National Open University of Nigeria discarded in their entirety” is not rejected, F(2, 564) =
that should be (i) continued as they are, (ii) modified 0.931, p > .05. In other words, there is no significant
and continued, (iii) discarded in their entirety” is retained, difference in the mean rating of students of the Study
F(2, 323) = 0.129, p > .05. In other words, there is no Centres of NOUN on the objectives of the National Open
significant difference in the mean rating of staff of NOUN, University of Nigeria that should be (i) continued as they
NUC, and FNU on the worthiness of the National Open University of Nigeria as an Open and
Distance Learning institution.
ANOVA
Continuation
Between Groups .163 2 .081 .452 .637
Within Groups 58.120 323 .180
Total 58.282 325
NOUN on the worthiness of the National Open University of Nigeria as an Open and Distance
Learning institution.
ANOVA
Continuation
Between Groups .769 11 .070 .416 .949
Within Groups 94.812 564 .168
Total 95.582 575
are, (ii) modified and continued, (iii) discarded in their Mina, Lokoja, Umudike, Enugu, Port Harcourt, Uyo,
entirety. Lagos, and Ondo, do not differ significantly in their mean
rating of the worthiness of NOUN.
Table 14(b) above presents the sum of squares of
Hypothesis six .769 with 11 degrees of freedom, and a mean square of
.070 for between groups. Within groups has the sum of
(a) The staff of the National Universities Commission, squares of 94.812, with 564 degrees of freedom, and a
staff of the National Open University of Nigeria, and staff mean square of .168, while the total has 95.582 sum of
of the conventional Federal Universities in Nigeria do not squares and 575 degrees of freedom. The computed F is
differ significantly in their mean rating of the worthiness of 0.416 which is not statistically significant at .05. Thus the
NOUN as an Open and Distance Learning institution. null hypothesis that “the students of the Study Centres of
Table 14(a) presents the sum of squares of .163, with the National Open University of Nigeria at Abuja,
2 degrees of freedom, and a mean square of .081 for Calabar, Jos, Illorin, Mina, Lokoja, Umudike, Enugu, Port
between groups. Within groups has the sum of squares Harcourt, Uyo, Lagos, and Ondo, do not differ
of 58.120; 323 degrees of freedom, and a mean square significantly in their mean rating of the worthiness of
of .180, while the total has 58.282 sum of squares and NOUN to continue as an Open and Distance Learning
325 degrees of freedom. The computed F is .452 which institution” is rejected, F(11, 564) = 0.416, p > .05. In
is not statistically significant at .05. Thus the null other words, there is no significant difference in the mean
hypothesis that “the staff of the National Universities rating of students of the Study Centres of NOUN on the
Commission, staff of the National Open University of worthiness of NOUN to continue as an Open and
Nigeria, and staff of the conventional Federal Universities Distance Learning institution.
in Nigeria do not differ significantly in their mean rating of
the worthiness of NOUN to continue as an Open and
Distance Learning institution” is rejected, F(2, 323) = DISCUSSION
.452, p > .05. In other words, there is no significant
difference in the mean rating of staff of NOUN, NUC and Implementation of the National Open University of
FNU on the worthiness of the National Open University of Nigeria as defined
Nigeria to continue as an Open and Distance Learning
institution. The results indicated a high-extent implementation of
(b) The students of the Study Centres of the National NOUN as defined. Prof. Tenebe, the second Vice
Open University of Nigeria at Abuja, Calabar, Jos, Illorin, Chancellor of NOUN, agrees with the high extent imple-
mentation of the National Open University of Nigeria use of communication technologies (internet services,
when, during the graduation ceremony of 7,220 students radio, television, computers, etc.). Incessant power
of NOUN, he described the National Open University of outages and sometimes total absence of power supply
Nigeria as the only University in Nigeria, capable of create problems for the effective integration of most
providing unlimited access to tertiary education with no instructional materials in the delivery of ODL. Access to
capacity limit (Campus Portal Nigeria, 2013). He telecommunication tools such as the internet is at a very
announced that NOUN could admit thousands or millions low ebb. Internet connectivity in Nigeria and access to
of qualified candidates, adding that the only limitation of other communication services are ridiculous to say the
the NOUN was funding; and that if NOUN was least, and yet service charges are too high. These make
adequately funded, it would move faster to accomplish its the integration of necessary online resources (internet,
set vision, mission, and objectives. email, etc.) into open and distance learning in Nigeria
Oral interviews conducted with some very senior staff very difficult, and sometimes impossible.
of NOUN revealed some challenges that were hiccups to Inadequate funding of the National Open University of
the effective implementation of the National Open Nigeria resulting from poor budgetary allocations to the
University of Nigeria. They include limited number of education sector by the Federal Government of Nigeria
computer teachers, use of school mangers without ODL was another impediment to effective implementation of
training, mean and unworthy treatment of teachers and NOUN. The funding of education in Nigeria has nothing
insufficient facilities for students, poor power supply, low to write home about (Onifade, 2003; Kpolovie and Obilor,
tele-density, inadequate funding, and poor public image. 2013). Even with the minimal funding, financial
The use of persons not trained on Open and Distance mismanagement in the institution is not left out.
Learning matters to run as managers of study centres
and student support services departments is a major
challenge to effective implementation of NOUN. Borisade Achievement of the objectives of the National Open
(2007) revealed outrageous ineffectiveness of managers University of Nigeria
of study centres in the areas of manager-staff, manager-
student, and manager-community relationships. The The result indicated that the objectives of the National
effective management of ODL programmes must be left Open University of Nigeria have been achieved to a high
with ODL specialist for optimum results. This relates to extent. The National Open University of Nigeria was
the National Universities Commission (NUC) supervising established to realize the following objectives:
the National Open University of Nigeria - the tendency is a) ensure equity and equality of opportunities in
for NOUN to be treated like the conventional universities education but specifically in university education;
in Nigeria. The implication is that of comparing oranges b) provide a wider access to education generally but
with bananas, and the outcome is grossly absurd. specifically university education in Nigeria;
Linked to inexperienced ODL managers is the shabby c) enhance Education for All (EFA) and lifelong
treatments meted out to the lecturers by centre learning;
managers, leading to some of the lecturers pursuing d) ensure the entrenchment of a global culture;
monetary benefits, to the detriment of what the students e) provide educational resources via an intensive use of
should achieve. But what does one expect in a nation Information and Communication Technology;
where counsellors, house of assembly members (national f) provide flexible and qualitative education; and
and state), and senators earn much more than the g) reduce the cost, inconvenience and hassles of
teachers/lecturers that trained them. According to Obilor education delivery (FGN, 2004).
(2012), Nigerian students can only achieve optimally if According to Jegede (2004), the National Open
teachers are given their rightful places: treated with University of Nigeria in realizing its set objectives, is
respect and honour as the geese that lay the golden providing education that is accessible to people who
eggs. cannot attend regular classes due to social, structural or
Another challenge was that of public perception of the personal situations; flexible education that allows study at
National Open University of Nigeria. Entrance any time and place; specialized training for professionals;
examinations were not conducted for admission into efficient academic assessments and tutor interactions;
NOUN. The criteria for admission of students into NOUN excellent learner support services; and good quality
were not the same as those of conventional institutions in learning materials that are provided with the interest of
the country as stipulated by the Joint Admissions and the learners as the focus, and giving support to ensure
Matriculation Board (JAMB) or National Universities that learners have a good chance of successful
Commission (NUC). This casts doubts on the credibility completion of their programmes.
of the expected products of the National Open University The modest achievements recorded by NOUN have
of Nigeria leading to poor public image. won it international recognition. The Commonwealth
Power supply all over the country is outrageously established a Regional Training and Develop-
erratic. Successful ODL cannot be assured without the ment Institute for Open and Distance Learning at NOUN's
headquarters in Lagos, which has organised workshops intervention for which it was established. The indices
on e-learning for Ghana, Kenya and Tanzania. The considered in adequacy of NOUN in this investigation
university also hosted the African Council for Distance were ‘Number of Study Centres; Location of Study
Learning with a view to consolidating the achievements Centres; Availability of Instructional Materials; Staffing;
recorded by some African countries in this area of tertiary Funding; Power Supply; and Internet Connectivity’. The
education. number and location of study centres are dismal, to say
the least. How could 49 study centres located in the
townships (rather than in the rural areas where the ODL
Actual versus expected outcomes of the National is earnestly needed) be adequate for a population of
Open University of Nigeria over 150 million people with a demography that is
predominantly school age and working class.
The results showed that there is a significant discrepancy Funding is inadequate, not only in NOUN but in the
between what NOUN intended to accomplish and what it entire education sector of the country. As indicated by
actually achieved. The student enrolment of the National Onifade (2003), and Kpolovie and Obilor (2013), funding
Open University of Nigeria over the ten years period of its of education in Nigeria is nothing to write home about.
existence is a far cry from the expected outcome of Yet the greatest causes of woe in the National Open
widening the scope of beneficiaries of university University of Nigeria are poor power supply and grossly
education, thus reaching the hitherto unreachable and epileptic internet connectivity. Open and Distance
ensuring that nobody interested in, and capable of having Learning (ODL) is predominantly an e-learning
university education, is left out; and reducing the programme, and adequate power supply with appropriate
pressure on university placement in the conventional internet connectivity are the main drivers. But in Nigeria
universities in the country. Although 49 Study Centres is these two facilities are either non-existent or
grossly inadequate to support higher education for all in unacceptably poor. Access to unhindered use of ICT
need, visits to the centres showed that they are operating tools such as telephone and internet has been very low in
at below capacity. According to Jegede (2004), one of Nigeria (Asogwa, 2007). Despite the advent of the
the challenges confronting the institution was the failure Global System of Mobile (GSM) telecommunication, the
of the country's populace, even the elite, to embrace the use of ICT resources for educational purposes in general
idea of an open university. Many people in this country and Open and Distance Learning in particular is still very
still don't understand the concept of open and distance low in Nigeria.
learning, even at the highest level, stressing that people
seem to have a wrong notion of NOUN and still hold old
and jaded ideas about its concept and quality of its Worthiness of the National Open University of Nigeria
products. This view is not new as according to Walter to continue to exist as an Open and Distance
Perry, the first Vice Chancellor of the Open University of Learning (ODL) Institution
United Kingdom, “scepticism garnished with ridicule and
hostility was the bane of distance education universities The results also showed that the National Open
the world over” (Young 1994). Peat and Helland (2002) University of Nigeria is worthy to continue to exist as an
have also called to question the quality of higher Open and Distance Learning (ODL) institution in Nigeria.
education through distance education. In efforts to meet the new and changing demands for
However, empirical evidences abound that there is no education and training, open and distance learning may
significant difference between learning outcomes that can be seen as an approach that is at least complementary
be attained at traditional institutions versus distance and under certain circumstances, an appropriate
learning (Verduin and Clark 1991). According to Gagne substitute for the face-to-face methods that still dominate
and Shepherd (2001), students taking distance learning most educational systems (UNESCO, 2002). The
courses perform as well as students taking courses via worthiness of the National Open University of Nigeria can
traditional methods. More often than not, perception of be seen in terms of access, social enhancement,
the distance learning system is standing on the way of its economic growth, and poverty reduction.
acceptability. Increased public enlightenment is therefore,
very imperative.
CONCLUSION
Adequacy of the National Open University of Nigeria The provision of quality education to millions of Nigerians
in addressing the intervention for which it was has been one of the major challenges facing the people
established and government of Nigeria. Experiences, both nationally
and internationally, have shown that conventional
The results indicated a low-extent adequacy of education is extremely hard pressed to meet
the National Open University of Nigeria in realising the the demands of today’s colossal demand for education,
especially for developing countries like Nigeria (Jimoh, 3. Internet connectivity must be improved upon if the
2013). The “carrying capacity” of universities in National Open University of Nigeria is to realise its
Nigeria imposes limitations to access to university objective of access to quality education for all.
education. In the efforts to meet the new and 4. The number of study centres should be increased
changing demands for education and training, open and and equipped. A minimum of 150 study centres are
distance learning may be seen as an approach that is at advocated and such additional centres should be located
least complementary and under certain in the hinterland to meet the objective of education for all
circumstances, an appropriate substitute for the face-to- in need.
face methods that still dominate most educational 5. Management of ODL facilities and programmes
systems (UNESCO, 2002). Thus the unsatisfied should be by trained ODL personnel. Open and Distance
demand for education versus the actual supply of Learning is a special education programme and should
educational services has contributed to the be managed by ODL specialists.
acceptance, implementation and growth of distance 6. The National Open University of Nigeria should have
education programmes in Nigeria as a means to bridge increased funding. The minimum recommended by
the gap between demand and supply (Aderinoye and UNESCO to education is 26% of a nation’s budget. The
Ojokheta, 2004). This has further led to the highest budgetary allocation to education in Nigeria was
establishment, in 1983, of the National Open University of 17.59% in 1997. In 2013 it is 8.70%. For ODL to thrive
Nigeria. in Nigeria, improved funding is not negotiable.
This study has shown that the National Open 7. Instructional materials should be timely developed
University of Nigeria has been implemented as defined to and delivered in right quantities and to the right locations.
an extent, though not without serious challenges. The 8. There should be better and more reaching public
objectives of NOUN have been achieved to a high extent, awareness of NOUN. The benefits of NOUN should be
and the National Open University of Nigeria is worthy of “put on the table” for all to see and appreciate. The result
existence as an Open and Distance learning institution in will be improved acceptance of NOUN as an Open and
Nigeria. However, the actual and expected outcomes of Distance Education institution, leading to higher student
NOUN are significantly at variance with each other. Also, enrolment.
the National Open University of Nigeria is adequate to a 9. Nigeria and other African countries should emulate
low extent in addressing the intervention for which it was the Institutional Evaluation Programme (IEP), an
established. independent membership service of the European
On the whole, the numerous benefits of Open and University Association (EUA) that offers support through
Distance Learning may elude Nigeria and Nigerians if evaluation of the participating institutions in the
proper funding and supervision are not provided for the continuing development of strategic management and
National Open University of Nigeria. One sure way to internal quality culture. This will lead to collaboration
achieve these is the setting up of a National Open and among member countries and improved quality of their
Distance Education Commission (NODEC) to monitor, products.
supervise and follow-up on the release, and judicious 10. There should be cross-border collaboration between
utilization of allocated funds. NOUN and other Open Universities across the world.
This will lead to exchange of ideas and facilities, and very
importantly, quality enhancement and control for the
RECOMMENDATIONS National Open University of Nigeria.
Based on the findings of this study, the following

recommendations are made to improve the effectiveness REFERENCES
of the National Open University of Nigeria in actualising Aderinoye R, Ojokheta K (2004). Open-Distance Education as a
the purpose of its establishment: Mechanism for Sustainable Development: Reflections on the
1. Establishment of a National Open and Distance Nigerian Experience. International Review of Research in Open and
Education Commission (NODEC) saddled with the Distance Learning. 5(1), 23-36. Retrieved 05/06/2013 from:
http://www.irrodl.org/index.php/irrodl/article/view/174/256
responsibilities of monitoring, supervising, and
Amadi OA (2004). Evaluation of the Bachelor of Education Sandwich
following-up on the judicious application of allocated Programme of Rivers State College of Education. Unpublished
funds. M.Ed. Thesis, University of Port Harcourt.
2. Power supply in the country should be improved and Anderson G, Benjamin D, Fuss M (1994). The determinants of success
in university introductory economics courses. J. Econ. Edu. 25, 99–
areas not linked to the national power source should be
119. Retrieved on 12/10/2012 from http://www.amstat.org/public
linked. Open and Distance Learning is an illusion in any ations/jse/v17n2/xu.html
place with the type of power supply Nigeria has. The Asogwa SE (2007). A Guide to Occupational Health Practice in
National Open University of Nigeria cannot reach its Developing Countries. 3rd Edition. Enugu: Snaap Press Ltd.
Retrieved on 26/07/2013 from http://www.nou.edu.ng/noun
bloom with the present state of power supply that is /NOUN_OCL/pdf/pdf2/NSS%20508%20MAIN%20TEXT.pdf
regularly irregular. Bell R, Tight M (1999). Open Universities: A British Tradition? Society
for Research into Higher Education. Birmingham, UK: Open Emhai Printing and Publishing Co.
University. Retrieved on 18/10/2012 from http://www.irrodl.org Kpolovie PJ (2010). Advanced Research Methods. New Owerri,
/index.php /irrodl/article/view/174/256 Nigeria, Springfield Publishers Ltd.
Bojuwoye O (1987). A Nigerian Undergraduate Counsellor Training Kpolovie PJ (2012). Education Reforms without Evaluation Designs:
Programme: The Case of the University of Ilorin, Nigeria. School Nigeria at Risk. New Owerri, Nigeria, Springfield Publishers Ltd.
Psychology International. April 1987, 8(2), 167 – 171. Retrieved on Kpolovie PJ, Obilor IE (2013). Adequacy – Inadequacy: Education
12/12/2012 from http://m.spi.sagepub.com/content/8/2... Funding in Nigeria. Uni. J. Edu. General Stu. 2(8), 239 – 254.
Borisade, F. T. (2007). Evaluation of Sandwich Degree Programme of Kpolovie PJ, Obilor IE (2013). Higher education for all in need through
Universities in the South Western Nigeria. Unpublished Ph.D. the National Open University of Nigeria: A paradox in policy
Thesis, University of Ado – Ekiti, Ado – Ekiti, Ekiti State, Nigeria. practice. Merit Res. J. Edu. Rev. 1(8), 172 – 180.
Campus Portal Nigeria (2013). National Open University of Nigeria Kpolovie PJ, Ololube NP (2013). The indispensability of utilitarian
graduates 7220: VC Tenebe lists Achievements. Campus Portal evaluation design in repositioning Nigerian education. Int. J. Sci.
Nigeria, January 27, 2013. Res. Edu. June 2013, Vol. 6(2), 159-178. Retrieved March, 2014
Christie CA, Flieischer DN (2011). Insight into Evaluation Practices: A from http://www.ijsre.com
content-analysis of designs and methods used in Evaluation studies Liston C (1999). Managing Quality and Standards. Buckingham and
published in North Ame. Evaluation-Focused J. Ame. J. Evaluation. Philadelphia Open University Press. Retrieved on 13/07/2012 from
September 01, 2010. 31: 326 – 346. Retrieved on 28/07/2013 from http://journals.akoaotearoa.ac.nz/index.php/JOFDL/article/view/151/
http://aje.sagepub.com/content/31/3/... 114
Cronbach LJ (1951). Coefficient alpha and the internal structure of Monette DR, Sullivan TJ, DeJong CR (1994). Applied Social Research:
tests. Psychometrika. 16, 297 – 334. Retrieved on 15/06/2013 from Tool for the human services (3rd ed.). Fort Worth: Harcourt Brace
www.joe.org/joe/1999april/tt3.php College Pub. Retrieved on 18/06/2013 from www.amazon.com/
Federal Government of Nigeria (2002). Blueprint and Implementation gp/aw/d/0840032056
Plan for the National Open University and Distance Learning National Open University of Nigeria (2007). Getting to Know Your
Programme. Federal Ministry of Education, Abuja. University: An Orientation and Information Guide for Students of
Federal Government of Nigeria (2004). National Policy on Education National Open University of Nigeria. Lagos, NOUN.
(Revised). Retrieved January 13, 2012 from http://www.ibe. Nwankwo OC (2006). A practical guide to research writing. Revised
unesco.org/International/ICE47/English/Natreps/reports/nigeria.pdf edition: Enugu. Ferdinco Publishers.
Federal Republic of Nigeria (1980). National Policy on Education. (2nd Obilor IE (2012). Human Capital Development: Efforts at enhancing the
ed), NERC Press, Yaba, Lagos. Teaching and Learning of Science and mathematics in Nigeria.
Fritzpatrick JL, Sanders JR, Worthen BR (2004). Program Evaluation: Mediterranean J. Soc. Sci. 3(15), 42 – 49.
Alternative Approaches and Practical Guidelines (3rd ed.). Boston: Omelewa M (1982). Historical Antecedence of Distance Education in
Pearson Education, Inc. Retrieved on 12/09/2012 from http:// Nigeria, 1887–1960. Adult Education in Nigeria. 2(7), 7-26.
search.tb.ask.com/search/ Onifade CA (2003). The place of Social Studies Education in Ensuring
GGmain.jhtml?searchfor=Fritzpatrick%2C+J.+L.%2C+Sanders%2C free and fair Elections in Nigeria. Art and Social Science Forum
+J.+R.%... Journal. 1(3), 10 -14. Retrieved on 12/06/2013 from unaab.edu.ng
Gagne M, Shepherd M (2001). A comparison between a distance and a /.../415_DR.%20MRS.%20ONIFADE,%20C.A.pdf
traditional graduate accounting class. T.H.E. J. 28(9). Retrieved Osborne D, Gaebler T (1992). Reinventing Government: How the
06/06/2013 from: http://www.thejournal.com/magazine/vault /A3 Entrepreneurial Spirit is Transforming the Public Sector. New York,
433.cfm USA: Penguin Books. Retrieved on 24/08/2013 from http://www.in
Greene JC, Caracelli VJ, Graham WF (2011). Towards a conceptual novation.cc/books/bibliographies.htm
framework for mixed-method evaluation designs. Retrieved on Peat J, Helland K (2002). Perceptions of Distance Learning and the
18/07/2013 from http://epa.sagepub.com/content/11/3/255.short?rss Effects on Selection Decisions. Retrieved 27/07/2013 from:
=1andssource=mfc http://bus.utk.edu/iopsyc/pdf/Perceptions-of-Distance-Education-
Guerra-Lopez IJ (2007a). Evaluating Impact: Evaluating and Continual siop2003.pdf
for Performance and Improvement Practitioners. Human Resources Provus M (1969). Evaluation of Ongoing Programme in the Public
Development Press. Illinois, USA. Retrieved on 18/10/2012 from School System: The Sixty-eight Year Book of the National Society
http://www.uwlax.edu/ls/faculty%2520library/index.html for Study of Education. Chicago: The University of Chicago Press.
Guerra-Lopez IJ (2008). Performance Evaluation: Proven Approaches Retrieved on 15/07/2013 from www.sciencedirect.com
for Improving Program and Organizational Performance. USA, John Rossi PH, Freeman HE (1993). Evaluation: A Systematic Approach (5th
Wiley and Sons. Retrieved on 14/10/2012 from http://www. ed.). Newbury Park, CA: Sage Publications Inc. Retrieved on
uwlax.edu/ls/faculty%2520library/index.html 12/10/2013 from http://www.michigan.gov/documents/mde/Eval
Jegede OJ (2002b). A Celebration of Teacher Education and Open and Appen_305025_7.pdf
Distance Learning (ODL) in Nigeria: Attainments, Challenges Scriven M (1967). The Methodology of Evaluation. In Gredler, M. E.
Strategies in Teacher Education in Nigeria: Past, Present and Program Evaluation (p.16). New Jersey. Prentice Hall, 1996.
Future. NTI Kaduna. Retrieved on 13/05/2012 from http://core.kmi.open.ac.uk/download
Jegede OJ (2003a). Taking the Distance out of Higher Education in /pdf/937336.pdf
21st Century Nigeria. An Invited Convocation Lecture Presented at Scriven M (1991). Evaluation Thesaurus (4th ed.). Newbury Park, CA:
the Federal Polytechnic Oko, Anambra State on the 28th of Sage Publications, Inc. Retrieved on 13/10/2012 from http://
November 2003. Retrieved on 14/06/2013 from http://www.jo core.kmi.open.ac.uk/download/pdf/937336.pdf
urnalofsciences-.../2013/feb_vol_2_no_2/919888135221482.pdf Short L, Hennesy M, Campbell J (1996). Tracking the work in Family
Jegede OJ (2004). Evolving a National Policy on Distance Education: Violence: Building Coordinated Community Responses: A Guide for
An Agenda for Implementation. Education Today, 8(3), 14-29. Communities. Retrieved January 18, 2012 from http://www.
Retrieved on 14/06/2013 from http://www.journalofsciences- musc.edu/vawprevention/research/programeval.shtml
.../archive/2013/feb_vol_2_no_2/919888135221482.pdf Stufflebeam D (2003). The CIPP Model for Evaluation: An Update: A
Jensen HT, Noorda SJ, Rousseau P, de Carvalho RC, Leisyte L (2012). Review of the Model´s Development, a Checklist to Guide
International Evaluation Programme: University of Bucharest Implementation. Paper read at Oregon Program Evaluators Network
Evaluation Report. Retrieved on 23/03/2013 from www.eua.be Conference, at Portland. Retrieved March 10, 2012 from
/libraries/BU_IEP_final_report. http://www.wmich.edu/evalctr/pubs/CIPP-ModelOregon10-03.pdf
Jimoh (2013). An Appraisal of the Open and Distance Learning Tait A (2003). Reflections on Student Support in Open and
Programme in Nigeria. J. Edu. Practice. 4(3), 1 – 8. Retrieved on Distance Learning. Retrieved on 03/01/2013 from www.undp.org
23/07/2013 from www.docstoc.com/docs/15935 /info21/public/distance/pbdis2.htm. Thisday (2004). Editorial,
Kpolovie PJ (2002). Test, Measurement and Evaluation. Port Harcourt: January, 27, 2004:6
Ukwuije RPI (2003). Introductory Research Method and Statistics in Verduin, J. and Clark, T. (1991). Distance Education: The Foundations
Education. Port Harcourt: Celivil Nigeria Limited. of Effective Practice. San Francisco, CA: Jossey-Bass. Retrieved on
UNESCO (2002). Open and Distance Learning: Trend, Policy and 24/07/2013 from unaab.edu.ng/.../415_DR.%20MRS.%20ONIFAD
Strategy Considerations. Division of Higher Education, Paris: E,%20C.A.pdf
UNESCO. Retrieved on 10/03/2012 from http://www.unesco.org Young M (1994). Prospects for Open Learning. Lecture held at the
/new/en/education/themes/leading-the-international-agenda/ef Open University at Churchill College in Cambridge England on April
areport/reports/20034-gender/ 15, 1994.
UNESCO (2003). Gender and Education for All – The leap to equality:
EFA Global Report. Retrieved on 10/03/2012 from http://www.
unesco.org/new/en/education/themes/leading-the-international-
agenda/efareport/reports/20034-gender/

Kpolovie and Obilor PDF

Uploaded by

Copyright:

Available Formats

Kpolovie and Obilor PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Kpolovie and Obilor PDF

Uploaded by

Copyright:

Available Formats

Merit Research Journal of Education and Review (ISSN: 2350-2282) Vol. 2(3) pp.

028-053, March, 2014

Full Length Research Paper

Utilitarian evaluation of the National Open University of

Keywords: Utilitarian evaluation design, Summative evaluation model,

areas. well they operate, or how effectively they achieve their

Std. 95% Confidence Interval for Mean

mation gathered through questionnaire administered on Research question two

95% Confidence Interval for

Group Statistics (Expected vs Actual Outcomes)

95% Confidence Interval for

95% Confidence Interval for

adequate in addressing the issues for which it was established.

Std. 95% Confidence Interval for Mean

95% Confidence Interval for

95% Confidence Interval for

95% Confidence Interval for

Table 7. Analysis of items soliciting free responses from respondents

S/No. Particulars No. of Respondents

S/No. Particulars No. of Respondents

S/No. Particulars No. of Respondents

S/No. Particulars No. of Respondents

S/No. Particulars No. of Respondents

S/No. Particulars No. of Respondents

Item 8. What other aspects of the National Open

S/No. Particulars No. of Respondents

S/No. Particulars No. of Respondents

S/No. Particulars No. of Respondents

S/No. Particulars No. of Respondents

Table 8. Interview and Visit Responses to Utilitarian Evaluation Questions

S/No. Questions Answers

Testing of hypotheses Hypothesis Two

Hypothesis One (a) The staff of the National Universities Commission,

Independent T-Test on Expected vs Actual Outcomes

Nigeria. Universities Commission, staff of the National Open

Based on the findings of this study, the following

You might also like