DETERMINANTS OF DISTANCE LEARNERS’ ENGAGEMENT AT AHMADU BELLO UNIVERSITY, NIGERIA: POLICY DIRECTIONS

Abstract

This study examined the relationship among active learning strategies, support services, and distance learners’ engagement at the Distance Learning Centre of Ahmadu Bello University, Nigeria. Four research objectives and four null hypotheses guided the study. The correlational survey research design was adopted. The population comprised 12,500 undergraduate distance learners, from which a sample of 412 respondents was selected using stratified and simple random sampling techniques. Data were collected using a self-developed instrument titled Active Learning, Support Services, and Engagement Questionnaire (ALSEQ), with established validity and reliability. Data were analysed using chi-square statistics at the 0.05 level of significance. The findings revealed that collaborative learning, interactive media tools, academic support, and technical support significantly related to distance learners’ engagement. This indicates that both pedagogical strategies and institutional support systems play a critical role in enhancing learner participation in distance education. The study concludes that effective implementation of active learning strategies, alongside robust academic and technical support services, significantly improves engagement among distance learners. The study recommends that the Directorate of Distance Learning should institutionalise structured collaborative learning activities and integrate interactive media tools into course design to optimise learners’ engagement.