Impacts of Institutional Policy Factors on Learners’ Academic Achievement in Single and Dual Mode Distance Learning Institutions in Nigeria

Learners’ ability to succeed academically through the Distance Education (DE) mode remains a major concern and challenge to Educational stakeholders. Literature is replete with the fact that this challenge can be surmounted using effective institutional policies. Previous studies had focused largely on students’ psycho-social factors with little attention on institutional policy factors. This study, therefore, examines learners’ support services, course material development, information communication technology, staff capacity development, quality assurance and feedback method as determinants of students’ academic achievement in distance learning institutions in the Southwestern Nigeria. The study was anchored on Kember’s system model, while the descriptive survey design was adopted. The National Open University of Nigeria (NOUN) and Distance Learning Centre (DLC), University of Ibadan that are foremost distance learning institutions are purposively selected. The proportional size sampling technique was adopted in selecting 10.0% of learners across 200 to 500 cohorts in the two institutions: NOUN -1,120 and DLC – 636. Learner Support Services (r=0.86), Course Material Development (r=0.84), Information Communication Technology(r=0.83), Staff Capacity Development(r=0.80), Quality Assurance(r=0.78), Feedback Method(r=0.75) questionnaires and students’ cumulative grade performance were used for data collection. Data were analysed using descriptive statistics and Pearson Product Moment Correlation at 0.05 level of significance. After analysis of data, the study reports findings, and recommendations were made on the need for effective implementation of the policies for innovation and quality assurance in Open and Distance Learning practice in Nigeria.