COMPARATIVE STUDY OF THE USE OF PODCAST AMONG BORNO STATE UNIVERSITY AND UNIVERSITY OF MAIDUGURI STUDENTS
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Background of the Study
The integration of digital tools in educational settings has grown exponentially in recent years, driven by the increased availability of technology and the global shift towards digital learning. Podcasts, in particular, have emerged as a significant educational medium due to their flexibility, accessibility, and ability to engage diverse learning styles (Zhang & Wang, 2018). A podcast, which can be defined as a digital audio file available on the internet, allows users to stream or download content on various subjects (Moreno et al., 2016). This medium has been extensively used for educational purposes, enabling students to learn at their own pace, revisiting material when necessary, and making learning more engaging outside the traditional classroom setting.
The use of podcasts in education aligns with broader trends of integrating technology in learning environments to improve student outcomes. According to Kay (2017), digital learning tools, including podcasts, support self-directed learning, enhance retention, and cater to auditory learners who benefit from consuming content through listening rather than reading. Moreover, podcasting provides an avenue for educators to reach students in non-traditional environments, making it suitable for both formal and informal learning contexts (Hew, 2019). Its inclusion in higher education reflects the growing importance of multimedia resources in fostering student engagement and improving academic performance.
In Nigerian universities, the uptake of podcasts as an educational tool has been slower than in developed nations due to infrastructural challenges, limited access to digital resources, and a lack of awareness (Idris & Ali, 2021). However, there has been a recent surge in the adoption of digital tools, including podcasts, due to factors such as increasing internet penetration, the COVID-19 pandemic, and the need for more flexible learning solutions. These developments have highlighted the potential for podcasts to support learning, particularly in universities, where large student populations and limited classroom space may hinder effective knowledge dissemination (Olanrewaju et al., 2022).
The use of podcasts in Nigerian universities provides opportunities for flexible, mobile, and self-directed learning (Adamu, 2020). At Borno State University and the University of Maiduguri, the two institutions at the center of this study, the adoption of podcasts has been relatively recent. As a result, it is imperative to investigate how students use this medium, the challenges they face, and the potential benefits podcasts offer to these academic communities. Studies conducted in other regions have shown that podcasts offer unique advantages, such as enabling students to engage with learning materials during commuting or personal time, which would otherwise be unavailable (Mei et al., 2021). This study seeks to explore whether these benefits are experienced by students at these two universities in northeastern Nigeria.
The higher education system in Nigeria faces several challenges that impact student learning. These include inadequate teaching resources, overcrowded lecture halls, insufficient interaction between lecturers and students, and limited access to libraries and textbooks (Osakwe, 2021). Such constraints necessitate the adoption of alternative teaching and learning strategies, such as podcasts, to bridge the gap between students and knowledge resources. The use of podcasts can also address issues of time management, as students may not always be able to attend physical lectures due to various circumstances, including transportation problems or personal commitments (Nduka & Igwe, 2019).
Podcasts, as a supplement to traditional teaching methods, can provide students with more flexible access to learning materials and offer a personalized learning experience. According to Roos & Van Belle (2020), students who use podcasts in education report a better understanding of the material and improved performance in assessments. Furthermore, podcasts support a multisensory approach to learning, which can lead to better retention of knowledge and understanding of complex subjects. By engaging students both inside and outside the classroom, podcasts can contribute to improved academic outcomes, making them a valuable resource in the higher education context (Brown & Green, 2020).
Despite these advantages, the use of podcasts in Nigerian universities remains under-researched. Little is known about how students at institutions like Borno State University and the University of Maiduguri perceive the usefulness of podcasts, the frequency with which they engage with this medium, or the challenges they face. Studies conducted in Western universities have demonstrated that students’ podcast use is often influenced by their personal learning preferences, technological literacy, and access to resources (Fielding & Lowe, 2022). This study aims to contribute to the existing body of knowledge by exploring these factors in a Nigerian context.
Additionally, it is essential to understand how institutional support for podcasting initiatives varies across universities in Nigeria. At some universities, lecturers have embraced podcasts as a means of supplementing lecture content, recording seminars, and delivering specialized content that can be accessed outside of the classroom (Adewole, 2021). However, other institutions have been slower to adopt these tools, citing barriers such as inadequate funding for technological infrastructure and resistance to change among educators (Ibrahim et al., 2022). This study will examine the institutional differences between Borno State University and the University of Maiduguri regarding their podcast usage and explore how these differences impact student experiences.
Finally, the importance of digital literacy in the successful use of podcasts cannot be overstated. Students must possess the necessary skills to access, navigate, and make effective use of digital tools like podcasts. Studies have shown that students in developing countries often struggle with digital literacy, particularly in regions where access to technology is limited (Obiegbu et al., 2019). For podcasts to be effectively integrated into the education system, universities must also focus on building students' digital competencies (Alghamdi & Bayaga, 2021).
Thus, this study seeks to explore the comparative use of podcasts among students at Borno State University and the University of Maiduguri, addressing key questions related to their effectiveness, usage patterns, and challenges. By examining these issues, the study aims to contribute to the broader discourse on digital learning in Nigerian universities and the role that technology can play in improving education quality and accessibility.
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Statement of the Problem
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The use of podcasts in education has proven to be a valuable tool for enhancing student engagement, promoting flexible learning, and supplementing traditional teaching methods (Ibrahim & Brown, 2021). However, despite the global rise in podcast usage in higher education, the extent to which this medium has been adopted and used effectively in Nigerian universities remains unclear. Specifically, at Borno State University and the University of Maiduguri, there has been limited research exploring how students interact with podcasts and whether they derive significant educational benefits from their use.
In many Nigerian universities, traditional learning methods dominate, with podcasts and other digital tools being viewed as supplementary rather than integral to the curriculum (Olanrewaju et al., 2022). This gap between the potential of podcasts as an educational resource and their actual implementation creates a disparity in learning experiences. Students may not have access to podcast-based learning tools or may not be aware of their benefits, which limits the overall impact of digital education (Obiegbu et al., 2019).
Additionally, infrastructure issues such as inadequate internet access, low digital literacy, and resistance to new technology adoption present challenges to podcast usage (Idris & Ali, 2021). While universities in developed nations have made considerable progress in integrating podcasts into education, Nigerian institutions face numerous barriers that hinder similar advancements. As a result, this study aims to investigate the comparative usage of podcasts among students at two universities in northern Nigeria, analyzing their effectiveness and identifying the factors that either promote or inhibit their adoption.
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Research Questions
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What are the patterns of podcast usage among students at Borno State University and the University of Maiduguri?
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What challenges do students face when using podcasts as part of their learning process?
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How does the use of podcasts affect students’ academic performance and learning experiences in the two universities?
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Objectives of the Study
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To compare the patterns of podcast usage among students at Borno State University and the University of Maiduguri.
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To identify the challenges faced by students in using podcasts for learning.
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To assess the impact of podcasts on students' academic performance and learning experiences at both universities.
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Significance of the Study
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This study has several significant implications. First, it will contribute to the growing body of literature on digital learning tools and their role in higher education, particularly in developing countries. By focusing on the comparative use of podcasts in two Nigerian universities, the study will provide insights into the effectiveness of podcasts as an educational tool in a context where digital literacy and infrastructure are still developing. Second, the findings will inform policymakers, educators, and university administrators on how to better integrate podcasts into the curriculum, thus improving the overall learning experience for students. Furthermore, the study will offer practical recommendations for overcoming the challenges of podcast adoption in Nigerian higher education institutions, contributing to the broader goal of improving education through technology.
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Scope of the Study
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This study focuses on the comparative analysis of podcast usage among students at Borno State University and the University of Maiduguri, two institutions located in northeastern Nigeria. It will examine the extent to which podcasts are used by students, the challenges they face in accessing and using this medium, and the impact of podcasts on their academic performance and learning experiences. The study is limited to students in these two universities and will involve the collection of primary data through surveys and interviews with students and faculty members.
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Definition of Key Terms
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Podcast: A digital audio file made available on the internet for streaming or download, typically consisting of a series on a specific topic or theme.
Digital Learning: The use of digital tools and technologies to facilitate learning and teaching in educational contexts.
Comparative Study: A research methodology that involves the comparison of two or more entities to understand similarities and differences in specific variables.
Higher Education: The stage of education that follows secondary schooling, typically provided by universities, colleges, and other institutions.
Digital Literacy: The ability to effectively use digital tools, technologies, and resources for various purposes, including learning and communication.
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