This study reported students' assessment of open and distance learning programmes and services vis-à-vis teaching and learning experience, educational resources, technical support service and infrastructural facilities in ODL institutions in Nigeria. The study adopted a descriptive survey research design and the participants for the study comprised of 719 students randomly drawn from three purposively selected ODL institutions in Nigeria. A semi-structured questionnaire was used as an instrument for the study. Quantitative data generated from the survey were analysed using frequency counts, percentages, and analysis of variance (ANOVA) while the qualitative data was content analysed. Result of the study showed that students enrol in open and distance learning programmes majorly as a result of the flexibility in learning. While students relatively rate their teaching & learning experience, educational resources and available infrastructural facilities in their universities good, they, however, rate technical support services provided in the ODL institutions as being poor. A comparative analysis of the students’ assessment in the three institutions revealed that there exists a statistically significant difference in teaching & learning experiences, available educational resources, technical support services and infrastructural facilities in the institutions. Based on the findiings of the study, some recommendation were made.

This study investigated the academic staff’s motivation for online teaching in Nigerian universities using a mixed-methods case study research design. The main instrument used for this study was a questionnaire named ‘Academic Staff’s Motivation for Online Teaching Survey (SMOTS)', which was complemented by in-depth interviews. A total of 195 academic staff across various academic faculties and units in the University of Ibadan participated in the study. Data analysis was done using frequency count, simple percentages, mean and standard deviation, while the in-depth interviews were thematically analysed. The result of the study revealed that the majority of the academic staff have not taught using online platforms before and their frequency of online teaching consideration is occasional. Additionally, they have a high perception of online teaching in terms of helping to learn new technology and encouraging intellectual challenges. The academic staff indicated that individual training opportunities, personal decisions and group training opportunities are among the major resources that can motivate them for online teaching. Likewise, the introduction to new technology for teaching, institutional expectation, and students’ enrolment are the major external motivating factors for online teaching. It was further revealed that most of the academic staff feel motivated to teach online. However, erratic power supply, work overload, and limited knowledge of e-learning stand as major hindrances to online teaching adoption among academic staff. This study has discovered the need for Nigerian university managements to vigorously embark on capacity building of academic staff for online teaching. This will help them to cultivate or enhance basic information and communication technology skills and other essential competencies needed to manage online learning environments.

This study reported a survey conducted to assess the job satisfaction level among adult literacy facilitators in Nigeria and South Africa. The study adopted a quantitative approach and data was collected from eighty-six (86) adult literacy facilitators (Nigeria-50 and South Africa-36) randomly selected from Oyo State, Nigeria and King Cetshwayo District, KwaZulu-Natal province, South Africa. A structured questionnaire validated by experts and pilot-tested among primary School teachers serves as the research instrument. Data collected from the study were analysed using frequency count, simple percentages, mean, multiple regression analysis and T-test. Results revealed that adult literacy facilitators' job satisfaction level in the two countries is on average. Provision of a positive working environment in terms of improvement in the infrastructural facilities in the literacy centre was ranked first amongst others as ways to improve the job satisfaction of literacy facilitators. There was, however, no statistical difference in job satisfaction among literacy facilitators in Nigeria and South Africa. Therefore, it was concluded that conscious effort must be made at mapping out strategies to improve literacy facilitators’ job satisfaction to enhance adult literacy delivery in the two countries.

This study examined the impact of COVID-19-induced concerns regarding health, finance and learning on graduate students’ motivation for programme completion in Nigeria. A quantitative research method using survey approach was adopted for the study. The study utilized an online survey to gather data from 1846 graduate students from a purposively selected university in Nigeria. A model was proposed to serve as a framework for the analysis of the data collected. The model consisted of four constructs: health concerns, financial concerns, learning concerns and motivation for programme completion. A Partial Least Square- Structural Equation Modeling (PLS-SEM) technique in WarpPLS 7.0 was used for data analysis. Results revealed amongst others that the COVID-19-induced health concerns positively and significantly impacted graduate students’ motivation for programme completion. Additionally, the financial concerns related to the pandemic had a negative significant impact on graduate students’ motivation for programme completion. Further, the study found that COVID-19-induced concerns regarding health influenced graduate students’ concerns regarding finance. Similarly, COVID-19-induced concerns regarding finance significantly influenced graduate students’ learning concerns. Hence, the study suggested that university administrators and other stakeholders should assist graduate students with various forms of financial empowerment schemes, student loans and scholarships that could cushion the effect of the financial fallout of the pandemic on the graduate students and mitigate against possible dropout of the graduate students from graduate studies.

The involvement of citizens in developmental endeavors is crucial to achieving rapid and enduring progress. However, the social context often displays varying attitudes that impact community participation. Despite numerous studies on citizen engagement, there is a shortage of research on how different environmental factors influence involvement in community development. This study, investigated the environmental factors that could predict citizens’ participation in developmental activities in Ogbomoso, Oyo State. The descriptive survey research design was adopted. The simple random sampling was used to select 100 respondents from the community of Ogbomoso North Local Government. The data was analysed using the descriptive statistics of percentage, frequency count and inferential statistics of multiple regression. Environmental factors (leadership impact and involvement in community groups) jointly influenced citizens’ participation in development activities (R = 0.46, p<0.05). These factors accounted for 0.20% of the total variance in citizens’ participation in development activities. The relative contribution of the variables is as follows; Leadership impact (β= 0.36; t = 3.59; p < 0.05) and Involvement in community groups ((β= 0.17; t = -1.68; p >0.05). The result showed that citizens participate in development activities irrespective of their involvement in community groups and leadership greatly influences citizens’ participation in developmental activities. Since leadership determines peoples’ participation in community development projects, it is recommended that community leaders should be exemplary in discharging their duties and also visualise projects that are need-based.