A comparative assessment of the technology attributes and learning outcomes of single-mode and dual-mode ODL university students in Southwest, Nigeria

This study aimed to assess the interplays between three technology attributes (technology affinity, interaction and accessibility) and the learning outcomes of students in both single- and dual-mode ODL universities. The study sought to address an identified research gap in the literature relating to the paucity of empirically- and iteratively-based facts regarding the interplays between technology attributes and learning outcomes amongst single- and dual-mode ODL students. The study deployed the basic descriptive survey design. Five hundred and thirty-four students drawn from six ODL universities located in three States in southwestern Nigeria participated. Data sources included a four-section researcher-designed New Media Environment Survey battery and a 15-item Technology-mediated Scientific Cognitive Abilities Test. Data were analysed using descriptive statistics and t-test. The study revealed no statistically significant differences between single- and dual-mode students in relation to technology affinity (t (532) = 0.40, p = 0.686, α = 0.05), interaction (t (532) = 1.68, p = 0.093, α = 0.05), attitude to learning (t (532) = 1.76, p = 0.079, α = 0.05), and learning performance (t (532) = 1.58, p = 0.114, α = 0.05). However, in relation to accessibility, the results indicated that single- and dual-mode students differed significantly (t (532) = 1.96, p = 0.050, α = 0.05). The study concluded that single- and dual-mode ODL students are homogeneous groups in relation to their learning outcomes, technology affinity and interaction. It was recommended that educational institutions should prioritise the mapping of the factors that mediate the student-content environments. Further research should focus on investigating this study’s subject-matter from an iterative rather than a purely quantitative viewpoint.