Evaluation of the Adoption of Open Educational Resources in Secondary Schools in Offa Local Government Area, Kwara State
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Background of the Study
The increasing cost of educational materials and the need for accessible and high-quality learning resources have driven global interest in Open Educational Resources (OER). OER are freely available digital or printed educational materials, including textbooks, videos, software, and research papers, that can be accessed, shared, and modified without cost restrictions (Okonkwo & Yusuf, 2024). They serve as a viable alternative to traditional textbooks and teaching aids, offering educators and students access to diverse learning materials that enhance knowledge acquisition and pedagogical practices (Adebayo & Musa, 2023).
In Nigeria, particularly in secondary schools in Offa Local Government Area, Kwara State, the adoption of OER remains relatively low despite its potential benefits. Many schools continue to rely on conventional textbooks, which are often expensive, outdated, or unavailable in sufficient quantities to meet student needs (Olawale & Salisu, 2023). Additionally, limited digital literacy among teachers, inadequate internet access, and lack of awareness about OER hinder their widespread use (Ibrahim & Okafor, 2024). While global educational institutions have embraced OER to enhance learning experiences, many Nigerian secondary schools are yet to integrate these resources effectively into their curricula.
Furthermore, research indicates that where OER adoption has occurred, challenges such as poor content localization, resistance to technology-based learning, and concerns about resource quality persist (Adebayo & Yusuf, 2024). The lack of institutional policies promoting OER adoption also contributes to slow implementation in schools. Given these issues, evaluating the level of OER adoption, understanding the challenges faced, and proposing strategies for effective integration in Offa’s secondary schools is crucial.
This study seeks to assess the extent of OER adoption in secondary schools in Offa, explore factors influencing its implementation, and propose solutions to enhance its usage among teachers and students.
Statement of the Problem
Despite the proven benefits of Open Educational Resources in improving access to quality learning materials, their adoption in secondary schools in Offa remains minimal. Many schools still depend on costly and limited traditional textbooks, leading to educational inequalities, particularly among students from low-income backgrounds (Olawale & Salisu, 2023). The absence of a structured framework for integrating OER into the teaching and learning process further hampers its utilization (Adebayo & Musa, 2024).
Key barriers to OER adoption include inadequate digital infrastructure, lack of teacher training, and concerns about content reliability and authenticity. Many educators are unfamiliar with OER platforms, and even those aware of them often struggle to integrate these resources into their lesson plans effectively (Ibrahim & Okafor, 2023). Additionally, students may lack access to personal digital devices or the internet, limiting their ability to benefit from online learning materials.
Without a proper evaluation of OER adoption in Offa’s secondary schools, efforts to improve educational accessibility and learning quality will remain incomplete. This study seeks to bridge this gap by assessing the current state of OER usage, identifying challenges hindering adoption, and recommending practical strategies to encourage its integration in secondary education.
Objectives of the Study
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To assess the level of adoption of Open Educational Resources in secondary schools in Offa Local Government Area.
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To identify challenges affecting the implementation of OER in secondary schools.
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To propose strategies for improving OER adoption and utilization among teachers and students.
Research Questions
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To what extent have secondary schools in Offa adopted Open Educational Resources for teaching and learning?
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What are the major challenges limiting the adoption of OER in secondary schools?
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What strategies can be employed to enhance OER integration in secondary schools?
Research Hypotheses
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The adoption of Open Educational Resources in secondary schools in Offa is significantly low.
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Challenges such as poor digital literacy, limited internet access, and lack of awareness hinder OER adoption.
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Implementing targeted strategies can significantly improve OER adoption in secondary schools.
Significance of the Study
This study is significant as it provides insights into the adoption of Open Educational Resources in secondary schools, highlighting key challenges and opportunities for improvement. By examining the extent of OER use and identifying barriers to adoption, the findings will inform policymakers, school administrators, and educators on best practices for integrating OER into the education system. The study will also contribute to existing literature on OER adoption in Nigeria, offering recommendations to enhance digital learning accessibility.
Scope and Limitations of the Study
This study is limited to secondary schools in Offa Local Government Area, Kwara State. It focuses on evaluating the adoption of OER, identifying challenges, and recommending solutions. The study does not cover tertiary institutions, other local government areas, or non-digital educational resources.
Definitions of Terms
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Open Educational Resources (OER): Educational materials available for free use, modification, and sharing, including textbooks, videos, and digital content.
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Digital Literacy: The ability to effectively use digital tools and technology for learning, communication, and problem-solving.
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Educational Accessibility: The ease with which students and teachers can access quality learning materials regardless of financial or technological constraints.
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