ACCEPTANCE AND UTILIZATION OF OER [ OPEN EDUCATION RESOURCES] FOR EDUCATIONAL PURPOSES AMONG UNDERGRADUATE STUDENTS IN KWARA STATE
Abstract
This study examined the Acceptance and Utilization of Open Educational Resources (OER) for Educational Purposes among Undergraduate Students in Universities in Kwara State, Nigeria. As access to quality and affordable educational resources remains a significant challenge in Nigerian higher education, the study investigated how undergraduates engage with OER, focusing on awareness, acceptance, extent of use, and challenges encountered.
A descriptive survey design was adopted, involving 200 undergraduate students selected from various universities in Kwara State through random sampling. A structured questionnaire was used to collect data, which were analyzed using descriptive and inferential statistics. The study explored seven research questions and tested four hypotheses at a 0.05 level of significance.
Findings revealed that while a wide range of OERs is available for educational use, students’ awareness and acceptance levels were moderate. Utilization of OERs was influenced by factors such as gender, area of specialization, and institutional support. Male students and those in science-related disciplines reported higher engagement with OERs. Challenges identified included limited digital literacy, inadequate internet access, poor infrastructure, and lack of institutional promotion. However, the study also highlighted strategies to improve OER utilization, such as training programs, curriculum integration, and infrastructural development.
The study concluded that OERs have the potential to enhance learning and research if properly implemented and supported. Recommendations include intensified awareness campaigns, improved digital infrastructure, and policy frameworks to support the integration of OER into academic programs. The findings are expected to benefit students, lecturers, school administrators, educational technologists, and policymakers by promoting inclusive, cost-effective, and equitable access to quality learning materials.
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