TITLE; ASSESSMENT THE ENTITLE CHALLENGES FACING

ADULT FACILITATORS WHEN IMPLEMENTING THE

ADULT LITERACY

THE CASE OF IPAGALA WARD AT DODOMA CITY.

Institute of adult education

July, 2023
TITLE; ASSESSMENT THE ENTITLE CHALLENGES FACING ADULT FACILITATORS

WHEN IMPLEMENTING THE ADULT LITERACY

THE CASE OF IPAGALA WARD AT DODOMA CITY

BY

JUDITH IRAMBA

A research report prepared for the study to be conducted and submitted in Partial Fulfillment of
the Requirements of for the award for ordinary diploma in adult and continuing education of the

Institute of adult education

July, 2023
 CERTIFICATION
The undersigned certifies that he has read and hereby recommends for acceptance by the adult
education of Dodoma, a report entitled challenges facing adult facilitators when implementing
the adult literacy in partial fulfillment of the requirements for the diploma.

…………….………………………………

Mr. Mkoko

(Supervisor)

Date…………………………

i
 DECLARATION AND COPYRIGHT
I, declare that this report is my own original work and that it has not been presented and will not
be presented at any other University for a similar or any other degree award.

Signature………………………………

No part of this report may be reproduced, stored in any retrieval system, or transmitted
in any form or by any means without prior written permission of the author or the adult
education of Dodoma.

ii
 ACKNOWLEDGEMENTS
First and foremost, the Almighty God receives the highest appreciation for sparing my life and
for providing me with sufficient energy and time to write this dissertation. Indeed,
without this favor to me, nothing could have been done. My profound gratitude goes to my
supervisor, madam Anna, for his useful guidance, constructive comments and advice
throughout the undertaking of this research. His maximum degree of help in this study will
not be forgotten in my life.
I wish to thank the collage adult education for facilitating the successful completion of this
academic journey. In an exceptional manner, my appreciation is directed to the Dodoma
city for granting me permission to pursue diploma in collage adult education of Dodoma,

iii
 ABSTRACT
This study sought to assess challenges facing adult facilitators when implementing the adult
literacy course at adult education of Dodoma of Tanzania. Specifically, the study was set to
explore students‟ perception towards Open and Distance Learning in Dodoma, examine the
adequacy of facilitation methods, strategies and techniques employed by the Open University of
Tanzania to facilitate learning. Lastly identified the solutions to the problems that affect the
open distance learning. The study is built on the Transactional Theory (1993) and System Theory
of Distance Education and the cross-section research design were used to collect data.
72 respondents from two centers of Dodoma city were sampled to inform the researcher. SPSS
program was used to analyze quantitative data. Qualitative data were analyzed through content
analysis. The survey results showed that the majority of the Open distance Lerner had negative
perceptions towards the Open and Distance Learning. The existing facilitation methods,
strategies and techniques used by Open distance learning of Tanzania are inadequate. The
stakeholders were not sure whether the support services provided by the collage are adequately
provided to learners. The findings indicate that employing more facilitators in different Open
distance learning centers, establishment of Open distance centers at each district, supply of more
learning materials to learners and enhancing internet connectivity at all centers will ensure
effectiveness of the Open and Distance Learning in the country; hence the attainment of socio-
economic development of the nation. Following the findings of the study, it is recommended
that the Open distance learning of Tanzania should create a nurturing and supportive
environment for facilitators as well as students.

iv
 TABLE OF CONTENTS
CERTIFICATION............................................................................................................................i

DECLARATION AND COPYRIGHT...........................................................................................ii

ACKNOWLEDGEMENTS...........................................................................................................iii

ABSTRACT...................................................................................................................................iv

TABLE OF CONTENTS...............................................................................................................iv

LIST OF FIGURES.......................................................................................................................vii

LIST OF TABLES.......................................................................................................................viii

LIST OF APPENDICES................................................................................................................ix

LIST OF ACRONYMS...................................................................................................................x

CHAPTER ONE..............................................................................................................................1

INTRODUCTION...........................................................................................................................1

1.0 Background of the Study........................................................................................................1

1.1 Statement of the problem.......................................................................................................2

1.2 Purpose of the Study..............................................................................................................3

1.3 Objectives of the Study..........................................................................................................3

1.4 Study Questions.....................................................................................................................3

1.5 Significance of the study........................................................................................................3

1.6 Scope and Delimitation of the Study.....................................................................................3

1.7 Operational Definition of Key Terms....................................................................................4

CHAPTER TWO.............................................................................................................................5

LITERATURE REVIEW................................................................................................................5

2.0 Introduction............................................................................................................................5

2.1 Theoretical Framework..........................................................................................................5

2.2 Reviews of Empirical Studies................................................................................................6

2.3 Review of Local Studies........................................................................................................9

v
 2.4 The Research Gap................................................................................................................10

2.5 Conceptual Framework........................................................................................................10

CHAPTER THREE.......................................................................................................................12

METHODOLOGY........................................................................................................................12

3.0 Introduction..........................................................................................................................12

3.1 Research Approach..............................................................................................................12

3.2 Research Design...................................................................................................................13

3.3 Study Population..................................................................................................................13

3.4 Sample Size and Sampling Technique.................................................................................13

3.5 Study Area............................................................................................................................14

3.6 Data Collection Techniques.................................................................................................14

3.7 Validity and Reliability........................................................................................................15

3.8 Data Analysis.......................................................................................................................16

3.9 Limitation of the Study........................................................................................................17

CHAPTER FOUR.........................................................................................................................18

PRESENTATION OF RESEARCH FINDINGS CONCLUSION AND RECOMMENDATIONS

4.0 Introduction..........................................................................................................................18

4.1 Demographic Information of the Respondents or Descriptive Statistics.............................18

4.2 Presentation of Findings by Research Objective.................................................................19

5.0 Conclusion and Recommendations......................................................................................22

5.1 Conclusion...........................................................................................................................22

5.2 Recommendations of the Study...........................................................................................22

REFERENCES..............................................................................................................................24

APPENDICES...............................................................................................................................26

vi
 LIST OF FIGURES
Figure 1: Conceptual Framework ........................................... ………………………….13

vii
 LIST OF TABLES
Table1: Show Sex of the Respondent (N=60) ……………………………………………21
Table 2: show Age of the Respondents …………………………..………………………21
Table 3: show Age of the Respondents …………..………………………………………22
Table 4. Mean of Respondents’ Perception on Adequacy of Facilitation Methods, Strategies and
Techniques Employed by OUT According to Rank……….……………………………...22

viii
 LIST OF APPENDICES
Appendix 1: Questionnaire ………………………………………………………….28

ix
 LIST OF ACRONYMS
BEST............................................................. Basic Education Statistics in Tanzania
BOCODOL.................................................... Botswana College of Distance Learning
CEC ............................................................. Cooperative Education Centre
DE ................................................................. Distance Education
DRC ............................................................. Director of regional Centre
ICT ............................................................... Information Communication Technologies
NCI .......................................................... National Correspondence Institution
ODL ............................................................ Open and Distance Learning
OUF 1-4 ........................................................ Open university Facilitator
OUT ............................................................ Open University of Tanzania
S 1- 11.......................................................... Open University Student
SIDA .......................................................... International Development Agency
SPSS ............................................................ Statistical Package for Social Science
URT ............................................................ United Republic of Tanzania

x
 CHAPTER ONE
INTRODUCTION
1.0 Background of the Study
Open and distance learning (ODL) is now becoming significant as a modern educational
development. Tanzania is one of the countries that have shown a significant investment
in the ODL. It becomes important since it has been an alternative way to meet the huge
unmet demand for education, especially for those who want to pursue studies while continuing
with their employment (Bryman, 2006). The future of Open and Distance Learning (ODL)
in developing countries and Tanzania, in particular, will benefit from a critical analysis
of its operating environment. It is due to the belief that it might contribute significantly to
poverty reduction if its potentials are recognized (Mbukasa, 2009). However, the effective
provision of this mode of education depends on its ability to cater to students‟ needs within
both rural and urban locations (Niwagila, 2014). This has been a challenging experience for
many countries, especially those in the African continent (Bryman, 2006). Providing open
and distance education in developing countries, like Tanzania, is very important to develop
socio-economic status and to widen access to education. Tanzania is among the countries in the
developing world that have begun to tap the potential of distance education at the higher learning
level. Komba (2009) has written extensively to inform that open and distance learning is an
alternative delivery mode of providing university education. Such documents include the
Poverty Reduction Strategy Paper (2000), the Tanzania Vision 2025, the Education Sector
Development Programme (1998), the Teacher Education, Master Plan (2000), Secondary
Education Master Plan (2000), the Higher Education Sub Master Plan 2003-2018, and the
National ICT Policy (2003), Therefore, the effectiveness of open and distance learning
should be highly emphasized so as to meet millennium challenges. The Tanzanian national
ICT policy aims to use ICT to improve delivery of education and training in all areas, including
distance learning, as well as enhance the quality of the learning experience itself (URT, 2003).
However, the effectiveness of open and distance learning is highly supported by the use of
ICT in higher learning institutions. The establishment of the OUT in Tanzania 1992 followed
from the serious shortage of access to higher education experienced in Tanzania in the 1980s,
and the need to develop a population capable of improving the social and economic
development of the country, (URT, 1990, 1993).This education is highly needed in
Tanzania to achieve socioeconomic development.

1
1.1 Statement of the problem
Scholars have agreed that distance Education institutions have been instrumental in developing
support services that assist students to acquire and improve skills and to perform better in their
daily activities. It is for this reason that there is a need to give more attention to distance
education as an alternative delivery mode of providing open and distance education
(Komba, 2009; URT 2003; Trvastava and Reddy, 2007).
The same has been emphasized by different programmes established to address national
challenges including Poverty Reduction Strategy Paper (2000), the Tanzania Vision 2025, the
Education Sector Development Programme (1998), the Teacher Education, Master Plan
(2000), Secondary Education Master Plan (2000), the Higher Education Sub Master Plan 2003-
2018, and the National ICT Policy (2003). As a sign that these ventures are a success, the open
and distance learning (ODL) has become significant in Tanzania, as elsewhere in the
World, an alternative way to meet the huge unmet demand for education. Even with this
success, the effectiveness of the education in meeting the expectations is less often said, thus,
causing the lack of knowledge whether the education is effective or not. Even with this shortage
of information, the literature available paid attention to other issues regarding distance learning.
For example Ng‟umbi (2009) looked at how O UT has been using mobile phones to facilitate
learning. Also, Nihuka and Voogt (2011) found that despite that mobile phones are owned
by the majority of students and instructors, that mobile phones are not used for delivery
of courses and communication. However, the studies are still squatted since they do not
show whether they are the effective ways of enhancing open and distance learning to most
learners since there are some learners who are not able to access and utilize such kind of
technology. Even though Bhalalusesa (1998) identified that poor infrastructure, inadequate
financial resources, poor learning environment and shortage of qualified tutors, restricted
the effective provision of education at the ODL of Tanzania; the sustainability of these
findings is restricted by the time of the study and a number of changes that have taken place
since then. Further, the study did not clearly explain challenge facing facilitator to provide the
Open and Distance Learning in relation to the ODL of Tanzania. Therefore, this study
attempted to fill this gap by examining the effectiveness of en and Distance Learning in
Tanzania by looking at the experience of students‟ and facilitators at the ODL of Tanzania.

2
1.2 General Objective of the Study
The General Objective of this study was to assess the entitled challenges facing adult facilitators
when implementing the adult literacy

1.3 Objectives of the Study

i. Explore the learners‟ perception towards the Open and Distance Learning in Tanzania.
ii. Examine the adequacy of facilitation methods, strategies and techniques employed by the
Open Collage of Tanzania in implementing Open and Distance Learning.
iv. To identify the best solutions to problems that affect the ODL

1.4 Study Questions

In the light of the objectives given above, this study sought to answer the following questions:
i. What is the perception of learners towards the effectiveness of Open and Distance
Learning in Tanzania?
ii. What is the adequacy of teaching methods, strategies and techniques employed by the
Open collage of Tanzania in implementing Open and Distance Learning?
iv. What are the common solutions to overcome the learning problems of ODL?

1.5 Significance of the study

The study is significant in that it addresses the educational needs of the nation and contributes to
institutional capacity building for distance education. The study is essential since it will fill the
existing gap in the literature on distance education in developing countries. Also to enable the
Open collage to continuously provide quality open and distance education, research and public
Service for the sustainable development of Tanzania. On the other hand, this study will lead to
the development of new tools for learning which may serve as a catalyst for facilitators and
students to improve learning process through the Open and Distance Learning institutions in
Tanzania. It will also take part as of an overall strategy for a systemic change of the educational
system to reflect current knowledge on human learning and help the educational system
be more responsive to the local and national needs as well as global trends.

1.6 Scope and Delimitation of the Study

This study is limited in scope. It is confined only to understanding the effectiveness facilitator to
provide open and distance learning in Tanzania. Further, the sample and area of the study were
limited to students and facilitators at the two campuses of Dodoma and did not extend to include
3
any informant beyond these. Therefore, the findings of this study may not be suitable for
generalizing the characteristics of open and distance learning in the whole country.

1.7 Operational Definition of Key Terms

1.7.1 Open Learning
Open Learning is an approach that provides learning in a flexible manner. It is organized
around the geographical, social and time constraints of the learner rather than an institution
(Bates, 1995). Open Learning has primarily been described as a goal, or educational policy,
the provision of learning, in a flexible manner that is built around the geographical, social
and time constraints of individual learners, rather than those of educational institutions
(Siddiqui, 2004). Perraton (2000), Mhlanga (2008) and UNISA (2008) argue that the heart
of Open Learning is the enhancement of educational access and achievement through the
removal of all unnecessary barriers to learning. It also entails an approach to learning that is
learner centered, rather than that which is teacher or content centered, and geared to meet
the idiosyncratic needs and preference of individual learners.
1.7.2 Open and Distance Learning
Scholars have in common agreed that ODL is that learning which a learner and a
teacher are in a distant area (Moon, Leach and Stevens, 2005; Freeman, 2004;Waghid,
2005;Perraton, 2000, Ramanujan, 2000; and UNISA, 2008).For example, UNISA (2008)
puts that ODL is a multidimensional concept aimed at bridging the time, geographic,
economic, educational and communicative distance between students and peers, student and
academics, and students and coursework. Ramanujan (2000) went further saying that it is the
education which makes use of several media to bridge the gap between students and teachers,
students and materials and students and peers. Thus in this study ODL stands to mean the
learning in which students and the more knowledgeable others (teachers) are in a distant
area but communicating each other through the use of media.
1.8 Summary of the Chapter
This chapter has informed that ODL is nowadays becoming essential as the needs for higher
education increase and the numbers of institutions to offer service fail to absorb all the
potential candidates. However, a number of challenges are said to affect the education
elsewhere; but there was less or no current information about the challenges in Tanzania and
consequently, it was not known whether the education in Tanzania is effective or not.

4
 CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
This section presents a description of different literatures related to this study. It is important to
quickly point again that this study was set to find out the Challenges Facing Facilitator in
Implementing of Open and Distance Learning in particular at the Open collage of
Tanzania. Thus, the literature described here is that which is related to the subject at hand. It
reviews the theoretical framework as well as local and foreign empirical studies that are related
to the study. Similarly, the section presents the research gap and lastly, it elaborates the
conceptual framework that was developed following the knowledge acquired from the review of
the literature.

2.1 Theoretical Framework

The theoretical framework is a philosophical basis in which the research takes place and forms
the link between the theoretical aspects and practical components of the study undertaken. It has
implications for every decision made in the research process (Martens et al., 1998). In this
section the description is focused on two areas: the theory of transactional distance (Moore,
1993) and a system view model of distance education (Kearsley & Moore, 1996).

2.1.1 Transactional Theory

The theory of transactional distance was developed by Moore in 1993 to describe the
psychological and communication problems that are experienced due to the geographical
separation between students, tutors and the institutions which they are attached (Moore, 1993).
The extent of psychological and communication distance is what Moore calls „transactional
distance‟. This theory rejects the idea that distance exists in physical terms and argues that it
exists only psychologically and Communicatively. The theory hypothesizes that transactional
distance is mainly influenced by dialogue, structure and student autonomy. The theory
postulates that the transactional distance is high when the educational programs undertaken
are highly structured and the teacher-learner dialogue is non- existent (Moore, 1993).In such
learning the programmes are highly-structured in the sense that students are provided with course
materials that are designed and prepared by their institutions to guide learning in the
absence of teachers. Students are believed to exercise autonomy as they work through the
guided learning provided by these materials. This theorization then informs that any institution
5
offering distance learning should have its own materials prepared to support learners. This theory
deemed to fit in this study since it provides a pedagogical structure and framework for
understanding the teaching and learning practices in distance education (Garrison, 2000). It
reminds teachers and institutions of the methods and media that can help to reduce a
transactional distance. Moreover, the theory prompts tutors to apply the teaching strategies that
call for facilitation and guidance in order to allow for greater autonomy in students‟ learning.
Even though, the theory has suitably informed about the materials that an institution offering
distance education should prepare, it does not inform about the organs that the institutions
should involve in offering education. It is for this reason that the system theory of distance
education was proposed

2.1.2 System Theory of Distance Education

The system view theory of distance education was proposed by Moore and Kearsley in the
1996. This theory posits a number of subsystems that support practices in distance
education. These subsystems include sources of knowledge, design, delivery, interaction
and learning environment

2.2 Reviews of Empirical Studies

2.2.1 History of Distance Education in Tanzania
The practice of distance education in Tanzania began even before the granting of
independence to the country. Before independence, distance education was provided by the
British Tutorial College, the Rapid Results College, Wolsey Hall and the International
Correspondence School (URT, 1990). However, the education provided by these institutions did
not really meet the needs that emerged after independence was declared in 1961, and it was
not accessible enough to the wider Tanzanian population (Niwagila, 2014). During that
period, Tanzania had a number of urgent needs: the education of its people, professional
development, a skilled labor force and the training of policy translators and implements
(URT, 1990). The task of providing distance education was left to the Cooperative
Education Centre (CEC) and the National Correspondence Institution (NCI) (URT, 1990), both
of which were established after independence. The Cooperative Education Centre (CEC)
came under the auspices of the Cooperative Union of Tanzania, while the National
Correspondence Institution (NCI) managed by the Institute of Adult Education (URT,
1990). These two institutions were established for the purpose of providing correspondence
6
education. Their courses were based on print media and the printed materials were sent
to students through the post. However, other modes of study such as study circles, radio
programmes, seminars, correspondence tuition, telephone and even pre-arranged face-to-
face sessions were also used to facilitate the learning of students (URT,1990). The over-
dependency on donor support such as that received from the Swedish International
Development Agency (SIDA) in running programmes, and the lack of suitable sustainability
planning resulted in the eventual demise of the CEC and NCI (Kuhanga, 1990). Other factors
such as a high dropout rate, a shortage of trained staff, the lack of evaluation and
difficulties encountered in the production of correspondence materials were also factors
that limited their effectiveness (URT, 1990). Despite these failings, donor dependency
syndrome and the inadequacy of sustainability plans are still the factors that currently affect
the effective practice of distance education in Tanzania (Komba, 2009).

2.2.2 The Establishment of Open University of Tanzania

The acute shortage of access to higher education experienced in Tanzania in the 1980s,
and the need to develop a population capable of improving the social and economic
development of the country led to the establishment of the Open University of Tanzania
(OUT) in 1992 (URT, 1990, 1993). In responding to the Tanzanian societal need, the
OUT started offering degree courses in 1994 and beginning with 766 students. Recent
statistics indicate that the university has now more than 80,000 students pursuing different
degree programmes (OUT, 2013). This is an excellent achievement for such a young university,
bringing it into line with far more long standing universities such as the Open University
of the UK whose enrollment exceeds 100,000 per year. However, with such large numbers ,it
is also important to reflect on the availability and accessibility of support services at the
OUT. It is also important to know how these services can be sustained within the
provision of undergraduate degree programs offered to the OUT‟s geographically
diversified students (Niwagila, 2014).

Providing distance education in developing countries such as Tanzania is essential, given the to
develop the countries‟ -economic status countries of the widen access to education,
particularly at the university level. And it is distance education which is a mode of
educational provision which has the potential to address these challenges. The importance

7
of education is seen in its ability to provide an affordable, quality education to the
majority and has the potential to improve the socio-economic status of individuals and their
nations (Jenkins, 1989; Keegan, 1990; Kuhanga, 1990; Rumble, 1997; UNESCO, 2002; Daniel,
2007; Krishnan, 2012).
2.2.3 Students’ Perceptions towards Open and Distance Learning
Purnell et al, (1996) conducted a study on improving distance education for University
students in Queensland, Australia. Focus group discussions and interviews were used for
data collection. The study discovered that interaction was asignificant source of students‟
success in both rural and urban areas. It was revealed that students appreciated the personal
support offered by tutors by telephone, and were also impressed by the audio cassettes and
video tapes that supplemented their study materials. Landbeck and Mugler (2000) examined
students‟ perceptions in open and distance learning in rural and urban areas conducted at the
University of South Pacific. This study was done with 78 extension students and used
interviews to generate information. The study found that students adopted only a surface
approach to learning, influenced mostly by their overdependence on the course study
materials provided by the University. Srivastava and Reddy (2007) conducted a study on the
perceptions of graduate students at the Indira Gandhi National Open University (IGNOU). The
purpose was to discover factors that contributed to the successful completion of students‟
studies.
Questionnaires and interviews were used as data collection methods. The study revealed that
the successful completion of studies by students depended upon a combination of factors,
which included: learning materials, assignments, face-to-face support, regional centers, peer
groups, guidance from counselors and access to library services. Owen et al (2009) explored
the experience of remote students in Australia. The study noted that all of the students who
participated in the study used computers that were accessible within the university and at their
homes. Despite the access to media and technology students‟ the indicated students experienced
a number of difficulties in relation to Internet services, satellite connections and costs
Mbukusa (2009) conducted a study in Namibia which explored the obstacles facing remote
students at the Centre for External Studies at the University of Namibia. This qualitative study
focused on six students who had dropped out from their Bachelor of Education and basic
education teachers‟ d iploma courses. The study adopted a case study approach and used
research diaries, documents and interviews for data collection purposes. The study

8
discovered that students experience inadequate access to academic support which means that
their academic needs were unmet. They were also faced with poor infrastructures and other
administrative problems.
2.2.4 Facilitators Perceptions towards Open and Distance Learning
n particular, the attitudes of the facilitators, the administrators, and the course designers
towards distance education, have a significant impact on the quality of the distance learning
programme. general, studies facilitators‟ towards distance learning indicate that the
facilitators who guide learning at a distance are positive towards distance teaching (Dillon,
1989; Parer, 1988; Johnson and Silvernail, 1990; Mani, 1988; Taylor and White, 1991). It is
evident from other reports lecturers‟ improve the experience with distance education
increases, and as instructors become more familiar with the technology and logistics of distance
teaching (Gilcher & Johnstone, 1989; Kirby & Garrison, 1989). It is also reported that facilitators
believe that distance students perform well or better than traditional students, though the
faculty agrees that distance teaching is not appropriate for all content areas (Dillon, 1989;
Parer, 1988). Research studies by Clark, Soliman and Sungaila (1985) indicate that senior
faculty and professors find distance teaching both more enjoyable and more demanding than the
faculties in the lower ranks. On the other hand, Taylor and White (1991) found educators
to be positive towards distance learning. However, their study also indicated that teaching
faculty prefers traditional face-to-face instruction, citing the quality of interaction and
satisfaction gained from the act of teaching in a traditional setting.

2.3 Review of Local Studies

Bhalalusesa (1998) conducted a study on the challenges that face students at the Open
University of Tanzania. The findings revealed that a number of factors restricted
provision of education at the OUT. These factors include poor infrastructure, inadequate
financial resources, a poor learning environment and a shortage of qualified tutors. To
reduce the challenges encountered by students at the OUT, Bhalalusesa improve the students‟
support at regional strengthen University‟s system; improve the quality of correspondence
tuition; and invest in media and technology. The study also proposed that further research
should be carried out on retention on for and students, women‟s experiences of studying at the
OUT, on the cost effectiveness of distance education in Tanzania and on improving students‟ s
tudy skills (Bhalalusesa, 1998). Studies of female students‟ experiences in Tanzania
(Bhalalusesa, 2001) reveal that women experienced institutional, socio-cultural and personal
9
challenges that restricted their ability to study successfully in distance education.
Culturally, an African woman is expected to consider her marital and family role as
being most important (Mhehe, 2002). This means that a woman‟s education is given less
priority among the Tanzanian communities. Failure to comply with the cultural demands of
her society could lead to an isolation and humiliation at the hands of her husband, relatives and
community members (Niwagila, 2014) Studies conducted by Mhehe (2002) in Tanzania on
the female experience in distance education indicate that the institutions providing distance
education appear to de-motivate and demoralize female students from accessing such an
education. For example, the policies created by institutions do not reflect the need to provide
sufficient support to female students as they have different needs than their male
counterparts who also have fewer social-cultural barriers to overcome in pursuing their
studies (Mhehe, 2002; Gudhlanga, 2012).

2.4 The Research Gap

The literatures described in this section have informed that students have had varying
experiences in distance learning. Studies from developed countries show that students‟ access
support services through online interaction than by face-to-face interaction. The infrastructural
challenges and the low level of development in developing countries limit the effective use of
technology in distance education. The most common way of teaching that is used in
developing countries is based on traditional methods that use print, audio and some forms
of audiovisual media (Aderinoye et al, 2009; Sharma, 2011).

2.5 Conceptual Framework

A conceptual framework explains either graphically or in a narrative form the main things to be
studied, including the key factors and the presumed relationships among them (Miles &
Huberman, 1994). Accessing education through ODL involves many factors; therefore, the
study used the interaction system to explain the effective operation of Open and Distance
Learning in Tanzania.

10
 Figure 1: Conceptual Framework

Challenges facing adult facilitators when implementing the adult literacy course

-Facilitators
-Students
-Teaching and learning
materials
-Centers for ODL
-Course Outlines
-Parents
-ODL policy

Positive Implementation of Poor implementation of

Active facilitation of learning -Poor facilitation of learning

-Participation of learners
-Problem based learning
-Effective evaluation of
learning
-Provision of feedback
-Close supervision of ODL
-Lack of learners‟ participation
-Poor evaluation of learning
-Little or no feedback
-Unsatisfactory supervision
-Poor Organization of learning

-Production of poor graduates

Production of quality graduates
-Sustainability of learning
outcome
-Motivation to learning
-Learners employability
-Learners behavioral change
-Less sustainability of learning
-Little or no motivation to
learning
-Unemployment to learners
-No or little behavior change

Source: The model adopted & modified from Stufflebeam‟s , 2023

11
 CHAPTER THREE
METHODOLOGY
3.0 Introduction
This section describes the methodological aspects and procedures that were employed in the
process of data collection and analysis. Thus, the chapter consists of the research design location
of the study, research approach, targeted population, sampling procedures and instruments for
data collection. The chapter is also extended into describing the validity and reliability of the
research instruments and ethical issues. The chapter ends with the description of the analysis
procedures used to come up with the research findings.

3.1 Research Approach

The study used mixed approach; that is, qualitative and quantitative research approaches.
The approaches could produce a complete knowledge necessary to the theory and practice
when used together (Johnson et al., 2004).The qualitative part was important in this study
as it helped to understand some aspects of social life, related to distance learning mainly in
words than in numbers (Patton et al., 2002). Since the study sought to understand people‟s
attitudes, perceptions and experience it was important to use qualitative approach since the
approach deals with meaning and ideas people have constructed in making sense of their
world and experiences (Merrium, 2002). Kothari (2004) further supports this choice by the
researcher with an argument qualitative approach is concerned with the subjective
assessment of attitudes, opinions and behavior of people. The qualitative research approach in
this study was used specifically to collect and analyze data about the level of students and
teachers’ perception of the effectiveness of Open and Distance Learning in Tanzania.

The quantitative approach was employed in this study to collect and analyze data since
the determination of perceptions of students towards Open and Distance Learning at the
Open University in of of responses . It explained a phenomenon of collecting numerical
data that are analyzed using mathematically based methods (Aliaga & Gunderson,
2002).On the other hand the quantitative research approach was used to test the results
gained by a series of experiments, leading to a final answer, and a narrowing down of possible
directions for follow up research to take (Bryman, 2006).

12
3.2 Research Design
A research design is the master plan of a research that enlightens how the study was conducted
(Kothari, 2004). It provides a foundation which guides the researcher in reaching the destination
of the study. It is for this reason that this study used the cross sectional survey research design
because it helped the researcher to collect data at one point in time from the sample
selected to represent the larger population (Rindfleisch et al., 2008). The design was preferred
in this study because of its ability to approximate the prevalence of the outcome of interest
for a given population (Levin, 2006).Further, the design was relatively inexpensive and
takes up a short time to conduct.

3.3 Study Population

Population is a group of individuals, objects or items from which samples are taken measurement
(Panneerselvam, 2007). It was used by researchers to obtain the required information
regarding the study hence it assisted in generalizing the findings. The targeted populations
in this study were facilitators, regional directors and students of the Open University of
Tanzania which comprised a total of 72 respondents.

3.4 Sample Size and Sampling Technique

3.4.1 Sample Size Sample size is the number of individuals to be included in a research (Eng,
2003). It is determined by the population defined in the study. The sample size depends on the
nature of the analysis to be performed and the desired precision of the estimates a researcher
wishes to achieve (Webster, 1985).The sample of this study was ten facilitators (10)
lectures, five from each Open collage center; i.e. Dodoma, two directors of regional centers
and sixty (60) students from Dodoma Open collage centers.

3.4.2 Sampling Technique

Sampling is the process of selecting a portion from the entire population hoping that they
represent the characteristics of the whole population (Kothari, 2004). It was used to make
overview and draw the conclusion based on samples about selected population. In this
study, simple random sampling was used in the selection of students who were pursuing
distance learning at the respective Open collage centers. This sampling technique was picked
to give each and every individual in the population an equal chance of being included in the
sample (Moore et al., 2006). The technique was also important in that it allows the researchers
how to use statistical methods to analyze sample results (Taylor, 2014). Purposive sampling
13
technique is a type of non-probability sampling that is most effective when one needs to
study a certain cultural domain with knowledgeable experts in the subject (Tongko, 2007). It
helped the researcher to decide what needs to be known and set out to find the people who can
provide the information by virtue of knowledge or experience (Bernard, 2002). It also
permits logical generalization and maximum application of information to other cases (Patton,
1990). In this study lecturers from the respective Open collage centers were purposively
sampled because they were limited in number.

3.5 Study Area

A study area is a place where a research is carried out (Webster, 2010). Following the need to
have genuine information for the research, careful selection of the research location is
very crucial. It plays a role in influencing the usefulness of information produced by the study
(Komb & Tromp, 2006).The study was conducted at Kigoma and Dodoma municipalities Open
University could be assessed. Dodoma city is located in Dodoma Region, which is in the western
part of Tanzania, situated 1464 kilometers from Dodoma Municipal. This area was chosen
following the presence of the Open University centers where there were reliable data for
the study could be obtained. The area was also selected because
There were several drops out cases among the students who pursue studies through distance
learning. Therefore the researcher wanted to investigate the effectiveness of open and distance
learning. Dodoma Region is situated at the central part of Tanzania, 486 kilometers West of
Dares Salaam and 441 kilometers South of Arusha. Dodoma Region covers an area
of 2669 square kilometers of which 625 square kilometers are urbanized. It is bordered
by Iringa Region to the South, Singida Region to the West, Manyara to the North, Tanga and
Morogoro regions to the East. Apart from the reason that the areas had reliable sources of
information needed for the study, these areas had not experienced a similar research.

3.6 Data Collection Techniques

These are tools that make it easier for a researcher to collect information from the targeted
population (OUT, 1998). In this study, semi-structured interviews, structured and open ended
questionnaires were applied in order to collect data from the targeted samples. The study used
multiple instruments of data collection techniques in order to ensure that the data to be collected
are valid and reliable. The instruments that were used are described in the subsection below.

14
3.6.1 Interviews
The study employed semi- structured interviews to search for the information from the
respondents. According to Margaret (2009), semi structured interviews helped the researcher to
set the questions clearly and eliminate the chances to influence the respondents in answering
questions. With Semi-structured interviews, the researchers examined genuinely into a topic
and understand carefully the answers provided. During the collection of data, different
questions concerning the topic were asked to students and facilitators of the Open University of
Tanzania. Interviews with the Open University lectures helped the researcher to explore
their attitudes, views and experiences towards Open and Distance Learning. Through
interviews, the researcher could understand their inner perspective and the meaning they make
from that perspective (Patton, 1990).

3.6.2 Questionnaire
This is very brief, a preplanned set of questions designed to yield specific information to
meet a particular need for research information (James, 1997). The study used self-
administered questionnaires to the Open University students since they believed to have
the required information and can answer the questions objectively. The researcher adopted
the use of the questionnaire to students because they are many in number and, thus, it would
take the researcher a long time to interview all of them. Also, the questionnaire gave more
freedom to the respondents because they were assured that their responses would be
unidentified. Questionnaires provided a relatively cheap, quick and efficient way of
obtaining large amounts of information from a large sample of people (McLeod, 2014)

3.7 Validity and Reliability

Validity and reliability of the data collection instruments are important for the
measurement of the service quality and obtain meaningful results (Hair et al., 2011). It helps in
establishing the indicators that provide evidence to ensure that the information collected
through the use of selected instruments is truthful and reasonable (Mertens et al.,1998).

Validity is the accuracy of a measure or the extent to which a score truthfully represents
a concept (Zikmund et al., 2010). In this study the researcher employed (Patton, 1999). The
multiple data collection tools were used in the field work so as to increase the validity of the
information collected from the respondents.
15
Reliability is an indication of how consistent the findings are based on the method of data
collection and analysis (Bollen, 1989). It is an indicator of internal consistency of measurement
over a variety of conditions in which basically the same results should be obtained
(Nunnally, 1978). The research instrument becomes reliable when it yields the same results if
administered several times to similar respondents at different time interval. The clarity of the
instruction that was provided to the respondents was clearly observed to obtain reliability.
Therefore, the pilot study was made to check reliability in terms of the time required and the
quality of the items in the instruments for proper preparation and modification.

3.8 Data Analysis

This is the way in which data collected from different sources are organized together to produce
the findings (OUT, 1998). It is the process that implies editing, coding, classification and
tabulation of the collected data (Kothari, 2011). Data analysis was done so as to enhance
generalization of findings of the examined phenomenon. In this study, following that there
were qualitative and quantitative data, both qualitative and quantitative data analysis techniques
were used to organize, summarize, analyze and draw the suitable conclusion from the findings.
The measures that were used to evaluate data for this study are described hereunder.

3.8.1 Qualitative Data Analysis

Qualitative data analysis is a range of processes and procedures whereby a researcher moves
from the qualitative data that have been collected into some form of explanation,
understanding or interpretation of the people and situations that have been investigated
(Taylor, 2010). Qualitative data that were collected through interviews with the facilitators
of Open University were analyzed through content analysis. Content analysis was used as
a way of working with data from written, visual or hand material for identifying the
specified traits of materials (Best & Kahn, 2006) Responses that were gathered from interviews
were subjected to content analysis in order to explore more information. The information
obtained from the analysis was presented in the form of the quotations obtained from
respondents as interpreted by the researcher.

16
3.8.2 Quantitative Data Analysis
Quantitative data analysis is a systematic approach to investigations in which information
collected is transformed into numerical data (Bryman, 2006). It involved measuring or counting
attributes. The quantitative data in this study were obtained from the Open collage students
through Likert scales. These were analyzed through the following procedure. The researcher
made sense of the responses collected from the respondents by organizing, summarizing and
doing an exploratory analysis. Data from the questionnaire was coded and analyzed by using
SPSS version the statistical information obtained was from the analysis presented in the form
of frequency, percentage and mean. The mean was used to interpret the information provided by
the respondents in the Likert scale.

3.9 Limitation of the Study

Omari (2011) defined limitation of the study as constraints that a researcher encounters
in the field of study. On the basis of this definition, the present study encountered
several problems during the process of data collection as well as analysis. Firstly the
researcher failed to approach the Open University students at scheduled time since it was
not easy to find all of them at the regional centers because their learning mode is
conducted through Open and Distance learning system. Hence, the process of data collection
delayed. Secondly, the researcher lacked financial support to afford research costs. Therefore, it
was difficult to afford costs of printing and transportation.

3.11 Chapter Summary

This chapter presented the research methods that were used as part of the research design. A
cross sectional design was picked to generate and analyze data through qualitative and
quantitative approaches. Data were obtained from students and facilitators as well as the
directors from the two centers of the Open collage of Tanzania. necessary procedures were used
to ensure the reliability and validity of the research instruments. These include Questionnaires
and interview and triangulation of the methods. And lastly, the chapter has described how
ethical consideration was observed

17
 CHAPTER FOUR
PRESENTATION OF RESEARCH FINDINGS CONCLUSION AND
RECOMMENDATIONS
4.0 Introduction
This chapter presents the results of the study regarding the challenges facing facilitator in
implementing of Open Distance Learning. The experience was taken from the Open collage
centers of Dodoma and Dodoma Municipalities in Tanzania. The analysis is based on three
Research questions of the research. These are what is the perception of learners towards the
effectiveness of Open and Distance Learning in Tanzania; to what extent are the teaching
methods, strategies and techniques employed by the Open collage of Tanzania adequate;
and what are the common solutions to overcome the learning problems of the ODL. This study
involved facilitators and students of the Open collage centers of Dodoma. Data were
collected from Open collage centers of Dodoma and Dodoma municipalities. This chapter
begins with demographic characteristics of the respondent followed by the presentation of
the research findings, according to the research questions. Presentation of the findings is done
in tabular form as well as descriptively or narrative form. Scientific Tables have been used
throughout this study. Quantitative data was processed quantitatively using Statistical Package
for Social Sciences (SPSS) version 16.0 while the qualitative data were analyzed qualitatively.
However, the chapter starts with the presentation of the demographic data by Showing
information of the respondents‟ in terms of location, age, sex, educational level and experiences.
Findings were presented by using the tables showing data in frequencies, percentages, and mean,
others are presented descriptively based on their themes for qualitative data.

4.1 Demographic Information of the Respondents or Descriptive Statistics

This section presents the demographic information of the respondents involved in this
study. From this part, the population of respondents, age, sex, education level, economic
activities and marital status of the informants are presented where the Open college
students were the source of information. The knowledge about students‟ experience
towards ODL with regard to their level of education, sex, age, economic activities and marital
status are thought by the researcher that they determine their perception towards Open and
Distance Learning in Tanzania.

Table1: Show Sex of the Respondent (N=60)

18
Sex of the Respondent Frequency Percentage
Females 26 43.3%
Males 34 56.7 %
Total 60 100%
Source: Field data, 2023
Table .1 above shows that out of 60 respondents, 34 (56.7%) were females and 26 (43.3%) were
males. In general, the study involved more females than male respondents because these
were more females than males in the centers. Females prefer to engage in Open and
Distance learning due to family responsibilities. Also, most women do not get permission from
their husbands to go on campus for further studies, thus they opt their studies through Open and
distance learning.

Table 2: show Age of the Respondents

Age of the Respondents Frequency Percentage

21-30 13 21.7%

31-40 20 33.3%
41-50 25 41.7%
51-60 2 3.3%
Total 60 100%

Source: Field data, 2023

Also, the majority of respondents involved in this study were adults aging 41-50 who formed
(41.7%), the least categories are representatives are between 21-30 and 51-60 years that formed
(35%) respectively. This implies that the ODL of Tanzania is mostly preferred by adults‟
learners who are occupied by multiple roles in their communities. Hence, most of these learners
decide to engage in the Open and Distance learning.

4.2 Presentation of Findings by Research Objective

4.2.1 Explore the learners‟ perception towards the Open and Distance Learning in
Tanzania.
This research objective aimed at understanding the perceptions of the respondents on the Open
and Distance Learning in Tanzania. It was thought that the answers to this research objective

19
would help to explain why the students preferred this mode of education other than the campus
mode education delivery.
Table 3: show Age of the Respondents

Age of the Respondents Frequency Percentage

21-30 13 21.7%

31-40 20 33.3%
41-50 25 41.7%
51-60 2 3.3%
Total 60 100%

Source: Field data, 2023

From above observations, it is clear that the respondents did not have positive perceptions
towards the Open and Distance learning. These negative perceptions result into a prolonged time
of study and increased drop out among the students.

4.2.2 To examine the adequacy of facilitation methods, strategies and techniques employed
by the Open Collage of Tanzania in implementing Open and Distance Learning.
This research objective aimed at exploring the adequacy of the facilitation methods, strategies
and techniques employed by the Open collage of Tanzania in implementing Open and
Distance Learning. The following are the findings of the study with regard to this
research objective.

Table 4. Mean of Respondents’ Perception on Adequacy of Facilitation Methods, Strategies and

Techniques Employed by OUT According to Rank.
s/n Items Mean Rank
1 The existing facilitation methods for learning adopted by distance learning 3.55 1
institution are adequate
2 Provision of learning materials is rarely done at the Open and Distance 3.27 2
Learning institutions in Tanzania
3 The facilitation processes used at the Open collage of Tanzania always 3.27 3
leads to better understanding of course programs.
4 Regular consultation between students and facilitators is always done at the 3.25 4

20
 Open University of Tanzania and other distance learning institutions.
5 Assessment mode applied at the Open collage of Tanzania is done 3.25 5
reasonably
6 The facilitation methods used by the Open collage yields important skills to 2.97 6
the learners.
7 The Open University of Tanzania employs varieties of teaching and 2.53 7
learning strategies to the learners.
8 Learner centered approaches are often applied in distance learning 2.32 8
institutions
9 Online learning processes are practiced by the Open distance learning 2.32 9
institutions in Tanzania
10 10 The learning strategies designed by the Open collage of Tanzania are 2.30 10
more current and up to date.
Source: Field data, 2023
Results presented in Table 4 show that out of 10 items ranked, the highest mean is that of “the
existing facilitation methods for learning adopted by Open and Distance Learning institution are
adequate (3.55) and the lowest ranked mean is (1.87) that 61 which states that “Open and
Distance Learning goes with the change of science and technology. This implies that the existing
facilitation methods, strategies and techniques applied by the Open collage of Tanzania are not
adequate to enhance learning to the learners. It also signifies that the facilitation methods used at
the Open collage of Tanzania do not adequately apply to students.

4.2.4 To identify the best solutions to problems that affect the ODL
The aim of this research object was partly to identify the common solutions to the problems that
affect learning process of the Open collagen of Tanzania. The information to meet this
objective was sought from student and ODL facilitators. With reference to the shortage of
facilitators
Employ enough facilitators of different specializations, so as to make our studying a bit easier In
addition to that,
Government should employ enough facilitators at every Open collage center to reduce our work
load. If the Government employs adequate Teachers, student learning be managed we facilitator

21
Therefore, the provision of study material support systems is essential for these students
in improving their academic performance. With regard to the establishment of enough open
University and collage centers

5.0 Conclusion and Recommendations

5.1 Conclusion
In this study, most of the Open collage stakeholders did no not show positive perceptions
toward the effectiveness of the Open and Distance Learning in Tanzania due to a serious
shortage of facilitators, poor supply of learning materials, negative attitude among the
community members towards ODL as well as perceived high cost required to incur in
order to pursue studies through Open and distance learning.

In case of existing facilitation methods, strategies and techniques applied at the Open collage of
Tanzania are not adequate to enhance effective operation of Open and Distance Learning in
Tanzania. This is due to the fact that face to face session is conducted once per year,
shortage of facilitators for consultation services and poor supply of study materials. Also, the
recently adopted facilitation method known as a Moodle system (online learning
system) seemed to be not sufficient because it has a big challenge based on lack of computer
skills among the open distance learners which limit proper utilization of this facilitation method.
Therefore the effectiveness of Open and Distance Learning is still questionable.

5.2 Recommendations of the Study

The following are the recommendation that the researcher came up with pertaining to the
findings:
The Open collage of Tanzania and all ODL stakeholders in the community should make
sensitization campaign throughout the country about the potentials that are obtained
through Open and Distance Learning. This will help to create a positive attitude towards
people about the effectiveness of Open and distance learning.

The Open collage of Tanzania should increase the teaching and learning strategies, methods and
techniques through organizing evening lectures at least once per week, instead of traditional
face to face session which is done once per year. Furthermore, provision of regular

22
assignments to students at each center should be highly emphasized so as to stimulate learning
attitude among the students. Additionally, distance learners should be given proper directives
about appropriate study skills they should use when studying.

The Open collage of Tanzania should establish a well-developed study centers at each
district so as to facilitate learning within students‟ location. This will help to address the
problems of distance and isolation among students.

The Open collage of Tanzania should employ enough and competent facilitators in each regional
centers so as to cater for the needs of all students learning problems. Also the Government
should improve the financial positions of the Open collage by them secure from loan board.

23
 REFERENCES
Aderinoye, R. & Wright, C. (2009), Regional focus issue editorial: A snapshot of Distance
Education in Africa, International Review of Research in Open and Distance Learning.12
(1) 67-102.
Aliaga, M. & Gunderson, B. (2002), .Interactive statistics. New Jersey: Prentice Hall.
Anfara, V. A., & Mertz, N. T. (Eds.). (2006), Theoretical frameworks in qualitative
research, thousand Oaks, CA: Sage.
Bates,T.(1995),Technology, open learning and distance education. London: Routledge.
Bates, T. & Escamilla, J. (1997). Crossing boundaries: Making global distance education
a reality. Journal of Distance Education, 12 (1/2), 49-66.
Bates, T. W. (2005), Technology, e-learning and distance education (2nd Edition).
New York: Rout ledge.
Belanger, F. and Jordan, D.H. (2000), Evaluation and implementation of distance
learning: Technologies, tools and techniques. Hershey, PA: Idea Publishin Group.
Biao, I. (2012), Open and distance learning: Achievements and challenges in a developing
sub-education sector in Africa.
Brien, S.J. (1992), The Adult professional as graduate student: A case study in
university. dissertation abstract international, 5307A
Bryman, A. (2006), Integrating quantitative and qualitative research: How is it done? 6(1),
97– 113.
Clay, M. (1999), Development of training and support programs for distance education
instructors. On line Journal of Distance Learning Administration.4 (1), 37– 73
Cosmas, B. F. and Mbwette, T.S. (2009) Open and distance learning developing countries:
The past, the present and the future. Dar es Salaam: Open university of Tanzania.
Clark, R.G and Soliman M.B. (1985), Staff perceptions of external versus internal
teaching and staff development. Distance Learning.5 (1), 8492.
Daniel, J. S. (1996), Mega-universities and knowledge media: Technology strategies for higher
education. London: Kogan Page.
Daweti, A.M. (2005), Tutoring in open and distance learning. Commonwealth of learning,
vancouver, Canada.
Dunbar, R. (1991), Adapting distance education for Indonesians: Problems with learner
heteronomy and a strong oral tradition. Distance Education, 12(2), 163 – 174.

24
Dzakiria, H. (2005), The role of learning support in open and distance learning: Learners
experiences and perspectives, Turkish Online Journal of Distance Education,6 (2),
95-109.
Cosmas, B. F., and Mbwette, T.S. (2009) Open and distance learning in developing countries:
The past, the present and the future. Dar es Salaam: Open University of Tanzania.
Eng, J. (2003), Radiology and radio logistic analysis: Sample size estimation. Cape Town: Johns
Hopkins University.
Frankola, K. (2001), Why online learners dropout. Workforce, Journal of distance
education October 10, 53-63.
Freeman, D. (2004), Open and distance learning: Managing open and systems.
London:Kogan.
Fulford, C., &Zang, S. (1993), Perceptions of interactions: The critical predictor in distance
education. The American Journal of Distance Education, 7(3), 8-2.
Graham, J. &Grewa, l. (2000), Ethics in social research: The views of research
participants. London: Government Social Research Unit.
Gulati, S. (2008), Technology enhanced learning in developing nations: A review. international
review of research in open and distance learning, 9 (1), 1-
Hair, J. F. & Black, W. C. (2011), Multivariate data analysis (7thed): Beijing: Machine
Press.
Holmberg, B. (1977), Distance education: A survey and bibliography, New York: nichols
publishing.
Jackson, M.J. (1998), A distance education chemistry course for non-majors. Journal of Science
Education and Technology, 7 (2), 163-170
James, P. K. (1997), Questionnaire and interview as data gathering tools. Oklahoma:
Oklahoma State University.
Johnson J.L & Silvernail, D.L. (1990), Reports of faculty perceptions of community. College of
maine instructional Television Systems (fall 1989), University of Maryland.
Johnson, B. & Christensen, L (2014), Educational research: Quantitative, qualitative and mixed
approaches. Pearson Education, Inc.: USA.
Keegan, D. (1990), Foundations of distance education, (2ndEdition), London: room Helm.

25
 APPENDICES
Appendix 1: Questionnaire

Dear Respondent. My name is Judith iramba a diploma student at the collage of adult of

Dodoma. I am doing a research on the Assessment of challenges facing adult facilitators when

implementing the adult literacy in ipagala Ward at Dodoma city as part of my study

programmed. Your participation in this study is of paramount importance so as to make this

study fruitful and achieve the desired objectives. Your responses will be treated with strict

confidentiality. Please do not identify yourself in this paper. Adult Information literacy is defined

as a set of competencies that empower adult citizens to access, retrieve, understand, evaluate, use

and share information and media content in all formats, using various tools

A. RESPONDENTS’ DEMOGRAPHIC FACTORS

1. Location i) Dodoma ( ) Kigoma ( )
2. Sex of the respondent (Tick one)
a) Male ( ) b) Female ( )
3. Age of respondent (Tick one)
a) 21-30 ( ) b) 31-40 ( ) c) 41-50 ( ) d) 51-60 ( )
4. Level of Education (Tick one)
a) Secondary ( ) b) College ( ) c) University ( )
5. Economic activity (Tick one)
a) Farming ( ) b) Livestock keeping ( ) c) Fishing ( )
d) Local business ( ) 5) Government employee ( )
6. Marital Status (Tick one)
a) Single ( ) b) Married ( ) c) Divorced ( )

d) Widow ( ) e) Widower ( )

26
SECTIONB: Perception of Learners towards Open and Distance Learning
Please read the statements and put tick in your appropriate level of agreement below.
s/n STATEMENTS YES NO

1 Open and distance learning enhance conducive learning environment to the

students.
2 Open and distance learning guide learners to acquire important skills to
students
3 Open and distance learning programme is highly valued by the community

4 Open and distance learning goes with the change of science and
technology
5 Open and distance learning is preferred by many scholars in Tanzania

6 Learners in open and distance learning are involved in decision making

regarding to their learning processes

SECTION C: Adequacy of Facilitation Methods, Techniques and Strategies Employed ODL

s/n STATEMENTS YES NO

1 The open university of Tanzania does provide enough learning materials to

its learners.
2 Internet services, study rooms, stationeries and consultation services are
adequately provided by the open university of Tanzania.
3 The open university centers are located in few areas mainly at urban areas.

4 Distance learning institutions have enough and qualified facilitators who

offer learning programmes.
5 Students-facilitators ratio in Open and distance learning institutions is
adequate.
6 Open and distance learners have self-learning tools such as computers and
e-mail

27
SECTION D: Common Solutions to Problems That Affects ODL
Please supply short answers to the blank spaces provided hereunder
1. Mention the sources of learning problems that affect the Open and Distance learning.
i) ___________________________________________________
ii) ___________________________________________________
iii) ___________________________________________________
iv) ____________________________________________________
v) ___________________________________________________

2. List the challenges that face students who pursue studies through Open and Distance learning.
(i) ___________________________________________________
(ii) ___________________________________________________
(iii)____________________________________________________
(iv) ____________________________________________________
(v) _____________________________________________________

3. Suggest the possible solutions that can be used to overcome the learning problems those affect
Open and Distance Learners.
(i) ____________________________________________________________
(ii) _____________________________________________________________
(iii)______________________________________________________________
(iv) _____________________________________________________________
(v) _____________________________________________________________

28