socio-economic and academic challenges facing...
TRANSCRIPT
SOCIO-ECONOMIC AND ACADEMIC CHALLENGES FACING OPEN AND
DISTANCE UNDERGRADUATE POLICE STUDENTS: A CASE OF DAR ES
SALAAM AND MBEYA REGIONS
NADE, PILI ANDREA
A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR MASTER OF EDUCATION ADMINISTRATION,
PLANNING AND POLICY STUDIES OF THE OPEN UNIVERSITY OF
TANZANIA
2014
ii
CERTIFICATION
The undersigned, certifies that he has read and hereby recommend for the acceptance by
The Open University of Tanzania a dissertation titled “Socio-economic and Academic
Challenges Facing Open and Distance Undergraduate Police Students: A Case of Dar
es Salaam and Mbeya Regions” in partial fulfillment of the requirements for degree of
Master of Education Administration, Planning And Policy Studies
______________________________
Signature
(Supervisor)
_____________________________
Date
iii
DECLARATION
I, Nade, Pili Andrea, do hereby declare that this dissertation is my own original work and
that it has not been presented and will not be presented to any other University for a
similar or any other degree award.
__________________________________
Signature
____________________________________
Date
iv
ACKNOWLEDGEMENT
I would like to express my sincere gratitude to all who have assisted me in one way or
another to the completion of this work. I must admit that without their help the
accomplishment of this work would not have been successful.
First and foremost, I acknowledge my dear supervisor Dr. Sydney G. V. Mkuchu of The
Open University of Tanzania without him the completion of this dissertation would not be
possible. His diligent guidance and inputs throughout the study enriched and created
foundation for this dissertation. I do very much appreciate his contribution.
Secondly, I thank the Faculty of Education especially the teaching staff for their
constructive ideas and challenges when I was conducting this study.
Thirdly, I extend my sincere thanks to the Tanzania police officers particularly Mr. Brown
Lekey- Deputy Commissioner of Police and Mr. Denis Crispine Ngotezi for their
counseling and staff officers in Dar es Salaam and Mbeya regions. Without their support
during the study, this work would not have been successful. I hereby declare that all errors
and omissions are upon the author.
Furthermore, special thanks should be given to my better-half Mr. Shaban Amrani for
tolerating my long absence from home when I was out for data collection and yet he
provided me with valuable support and encouragement to move on to the accomplishment
of the study. Not to forget my college mates studying MED APPS at the Open University
of Tanzania, I wish to express my gratitude to Miss Shima Banele, Mary Justice and Idda
Uiso, to name but a few for their encouragement and support in my study.
v
DEDICATION
This work is dedicated to my family especially to my mother Balbina Manda, my late
daddy Andrew Nade, my beloved husband Mr. Shaban Amrani, and to my daughter
Zaituni Shabani and my son Amrani Shabani. Thank you all for your patience,
encouragement and support throughout the study period.
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LIST OF ABBREVIATIONS
CE Correspondence Education
CID Criminal Investigation Department
DCP Deputy Commissioner of Police
FFU Field Force Unit
ICCE International Council for Correspondence Education
ICDE International Council for Open and Distance Education
ICT Information and Communication Technology
KPAs Key Performance Areas
ODL Open and Distance Learning
OUT Open University of Tanzania
TCU Tanzania Commission for Universities
TPF Tanzania Police Force
UNESCO United Nations Education, Scientific and Cultural Organization
UNFP United Nations Population Fund
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ABSTRACT
This study examined the socio-economic and academic challenges facing undergraduate
learners from the Tanzania police force using open and distance learning mode. It is
located in Dar es Salaam and Mbeya regions as a case of study. The specific objectives
were; to examine socio-economic and academic challenges facing undergraduate learners
using open and distance learning mode in the Tanzania Police force. This study adopted
the case study research design and the main data collection method of the study was
questionnaire supplemented with interviews and documentation. The study found that
there are several socio-economic and academic challenges facing ODL undergraduate
from the TPF at the Open University of Tanzania in Dar es Salaam and Mbeya regions and
hence played an important role in influencing their performance. On the other hand, the
study shows that the police force does not support ODL study programs by paying cost to
facilitate smooth learning of ODL police learners. This poses a financial challenge to the
students. On the other hand, the work environment in the TPF does not encourage
employees to succeed in their studies; meanwhile the low salaries paid to police hinder
their smooth learning. The study recommends that the Tanzania police force should
improve work environment and encourage police staff to enroll into undergraduate courses
at The Open University of Tanzania through open and distance learning mode and to
improve remunerations.
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TABLE OF CONTENTS
CERTIFICATION...............................................................................................................ii
DECLARATION.................................................................................................................iii
ACKNOWLEDGEMENT..................................................................................................iv
DEDICATION......................................................................................................................v
LIST OF ABBREVIATIONS.............................................................................................vi
ABSTRACT........................................................................................................................vii
TABLE OF CONTENTS..................................................................................................viii
LIST OF TABLES..............................................................................................................xv
CHAPTER ONE...................................................................................................................1
GENERAL INTRODUCTION...........................................................................................1
1.1 Introduction...................................................................................................................1
1.2 Background to the Problem..........................................................................................1
1.3 Statement of the problem..............................................................................................3
1.4 Research Objectives......................................................................................................4
1.4.1 General Objective.........................................................................................................4
1.5 Research Questions.......................................................................................................5
1.6 Scope and significance of the study..............................................................................5
1.6.1 Scope of the study.........................................................................................................5
1.6.2 Significance of the study...............................................................................................5
1.7.4 Open and distance learning...........................................................................................7
1.8 Limitation of the study..................................................................................................8
1.9 Structure of the Dissertation.............................................................................................8
ix
CHAPTER TWO..................................................................................................................9
LITERATURE REVIEW....................................................................................................9
2.1 Introduction......................................................................................................................9
2.2 Theoretical reviews.......................................................................................................9
2.2.2 Economic challenges facing OUT undergraduate learners from the TPF using ODL
mode............................................................................................................................11
2.2.3 Academic challenges facing undergraduate learners using ODL mode.....................12
2.2.4 Institutional (work place) theory.................................................................................14
2.3 Empirical Literature....................................................................................................15
2.3.1 World related literature...............................................................................................16
2.3.2 Tanzania related literature...........................................................................................17
2.3.3 Qualification for admission into the ODL at the OUT...............................................18
2.4 Conceptual framework and research model...................................................................20
2.5 Research Gap..................................................................................................................21
CHAPTER THREE...........................................................................................................23
RESEARCH METHODOLOGY......................................................................................23
3.1 Introduction.................................................................................................................23
3.3 Study Area..................................................................................................................23
3.4 Study Population.........................................................................................................24
3.5 Units of Analysis.........................................................................................................24
3.6 Target Population, Sample Size and Sampling Techniques.......................................24
3.6.2 Sample size.................................................................................................................25
3.6.3 Sampling Techniques..................................................................................................26
3.7 Types of data...............................................................................................................27
3.8 Data Collection Methods and Instruments..................................................................28
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3.8.1 Questionnaire..............................................................................................................28
3.8.2 Interview.....................................................................................................................28
3.8.3 Documentary analysis.................................................................................................29
3.9 Validity and Reliability...............................................................................................29
3.9.1 Data Validity...............................................................................................................30
3.9.2 Data Reliability...........................................................................................................30
3.10 Data Analysis Methods...............................................................................................31
3.11 Reporting and generalization........................................................................................31
3.12 Research Ethical considerations...................................................................................31
3.13 Chapter summary.........................................................................................................32
CHAPTER FOUR..............................................................................................................33
PRESENTATION, ANALYSIS AND DISCUSSION OF FINDINGS..........................33
4.1 Introduction.................................................................................................................33
4.2 Characteristics of Respondents...................................................................................33
4.2.1 Age of the respondents................................................................................................33
4.2.2 Sex of the respondents................................................................................................34
4.2.3 Marital status of the respondents................................................................................35
4.2.4 Work experience with the Tanzania police force.......................................................36
4.2.5 Departments of the respondents in the Tanzania police force....................................37
4.3 Social Challenges Facing ODL Police Learners.........................................................38
4.3.1 Instructional language challenges facing ODL police learners..................................38
4.3.2 The influence of family obligations on ODL police learners.....................................39
4.3.4 The influence of distance from learners’ residences to the OUT regional centres.....41
4.3.5 The Tanzania police force job obligations and its’ effects on learners using ODL
mode............................................................................................................................43
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4.4 Economic challenges facing ODL police learners......................................................44
4.4.1 Lack of financial support............................................................................................44
4.4.2 The outcome of good salaries and remunerations on smooth learning of ODL police
learners........................................................................................................................45
4.4.3 The influence of the number of family dependents on smooth learning of ODL
police learners.............................................................................................................46
4.4.4 The influence of ODL program costs on smooth learning of ODL police learners. . .48
4.5 Academic challenges facing ODL police learners......................................................49
4.5.1 Availability of learning materials for ODL police students........................................49
4.5.2 Quality of ODL study materials..................................................................................50
CHAPTER FIVE................................................................................................................56
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS...................................56
5.1. Introduction...................................................................................................................56
5.2. Summary of the Study................................................................................................56
5.3 Conclusion..................................................................................................................57
5.4 Recommendations.......................................................................................................58
5.5 Areas for the further research.....................................................................................59
REFERENCES...................................................................................................................60
APPENDICES....................................................................................................................67
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LIST OF TABLES
Table 2.1: Official languages spoken on the African continent...........................................10
Table 2.2: Relationship between evidence-based attributes, conceptual-based attributes
and the end-impacts...........................................................................................21
Table 4.1: Age of the respondents........................................................................................34
Table 4.2: Sex of the respondents........................................................................................34
Table 4.3: Marital status of the respondents.........................................................................35
Table 4.4: Working experience with the Tanzania police force...........................................36
Table 4.5: Department of the respondents............................................................................37
Table 4.6: The influence of instructional language on Open and Distance police learners
...........................................................................................................................38
Table 4.7: The influence of family obligations on Open and Distance police learners.......39
Table 4.8: Effective tutor-learner communication on motivation and promotion of active
learning of students............................................................................................41
Table 4.9: The influence of distance from learners’ residences to the Open University of
Tanzania regional centres..................................................................................42
Table 4.10: The Tanzania police force job obligations interfering with undergraduate
learning in open and distance learning mode....................................................43
Table 4.11: Lack of financial support..................................................................................45
Table 4.12: The influence of good salaries and remunerations on smooth learning of Open
and Distance police learners.............................................................................45
Table 4.13: The influence Number of family dependents on smooth learning of Open and
Distance police learners.....................................................................................47
Table 4.14: The influence of Open and Distance Learning program costs on smooth
learning of Open and Distance police learners..................................................48
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Table 4.15: learning materials are easily available to Open and Distance police students. .50
Table 4.16: Quality of Open and Distance Larning study materials....................................51
Table 4.17: Interaction with other learners at the Open University of Tanzania affects
Open and Distance police students....................................................................51
Table 4.18: Learning environments at the Open University of Tanzania affects Open and
Distance police students...................................................................................53
1
CHAPTER ONE
GENERAL INTRODUCTION
1.1 Introduction
Socio-economic and academic challenges are important factors that influence any
successful academic achievement. The magnitude of the socio-economic and academic
challenges that learners face have a great impact on the future academic destiny of
undergraduate students of the Open University of Tanzania (OUT) from the Tanzania
Police Force (TPF) pursuing their study using Open and Distance Learning mode (ODL).
The Open University of Tanzania devotes significant resources and time, to ensure the
processes and the procedures towards achievement of distant education are sound,
transparent, and followed (Evans et al., 2008). Therefore efficient handling of socio-
economic and academic chaos is always a challenge to many countries, especially the
developing countries with many higher education improvement agendas yet to be executed
(Reuben, 2011).
1.2 Background to the Problem
Higher education has become increasingly important and normally being accomplished by
a teacher, or any other group in society (Reuben, 2011). The whole process of acquiring
education is generally referred to as learning. Since learning is a process in which all
people are inevitably involved from birth until death, it is therefore not restricted to the
ODL kind of learning.
To ensure smooth acquisition of education to all, in December 10, 1948, the General
Assembly of the United Nations adopted and proclaimed the Universal Declaration of
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Human Rights (UN, 1948). The Assembly called upon all member countries to make
public the text of the Declaration and "to cause it to be disseminated, displayed, read and
expounded principally in schools and other educational institutions, without distinction
based on the political status of countries or territories." Article 26 of the Declaration
proclaims that “everyone has the right to education” and that “higher education shall be
equally accessible to all on the basis of merit” (UN, 1948). With this declaration, the right
to higher education has become widely accepted around the globe thus propagating
universal beliefs that education offers hope for employment, a better life for one self and
one’s children, and fulfillment of one’s personal aspirations. With this need for higher
education, global enrollments in conventional higher learning institutions rose drastically
(McBurnie and Ziguras, 2003). In recent decades, the number of enrolled students,
globally, has expanded faster than anticipated (as seen in Table 1.1).
Table 1.1: Enrollment Trends in higher education
Year of enrolment Number of students admitted
Year 1991 60000000
Year 2004 132000000
Year 2007 204000000
Total 396000000
Source: Association of Universities and Colleges of Canada, (2007).
The statistics in Table 1.1 have surpassed global projections that gave 120,000,000
students by 2020 (Association of Universities and Colleges of Canada, 2007). From 1991
to 2004 admissions, estimated average annual growth was to be 5.1 percent, while
estimated admission average annual growth was 10.4 percent.
This rapid increase in enrolments into universities overwhelmed the conventional
universities that new admission criteria had to be formulated such as higher academic
3
divisions, higher points, higher entry examination pass marks and even age limits so as to
get an affordable number of learners admitted (Daniel et al., 2006). It is not true that those
left out due to incompatible admission qualifications were academically incapable. These
admission criteria, in fact, did nothing other than depriving the majority of the people of
their basic right to education. In reaction to the higher pace of increase in global demand
for higher education, governments throughout the world adopted the idea for ODL to
accommodate the marginalized population left out by the conventional universities. Open
Universities were established for putting into action the ODL thus throughout the world,
from 1982 until 2009 the creation and growth of more than 50 open universities were
realized (Evans et al., 2008). The establishment of open universities worldwide is meant to
provide innovative education to learners learning through the open and distance learning
mode (Reuben, 2011).
1.3 Statement of the problem
The main aim for the development of an open and distance learning programme is to
identify competencies needed to perform the functions and roles in specific job areas (Van
Koller, 2003). These competencies are different from Key Performance Areas (KPAs).
Competencies are descriptive tools that identify skills, knowledge and behaviour that are
needed to effectively perform a role, whereas KPAs refer to intended outcomes and
outputs to be achieved. For learners from the Tanzania police force, ODL suits them for
enhanced occupational operations. However, since the Tanzania police force obliges its
employees to work for 24 hours a day, the socio-economic and academic challenges facing
OUT undergraduate learners using ODL mode from the TPF are inevitable.
Earlier studies conducted on challenges facing undergraduate learners using open and
distance mode in Tanzania, and elsewhere in the world (Taylor and Francis Group, 2012)
4
have never shed any light on the particular socio-economic and academic challenges
facing OUT undergraduate learners using ODL mode from the TPF. The researcher
therefore conducted a study on socio-economic and academic challenges facing OUT
undergraduate learners using ODL mode for students from the Tanzania police force TPF
using the case of Dar es Salaam and Mbeya regions.
1.4 Research Objectives
This part presents research objectives of the study. These include the general objective as
well as the specific objectives.
1.4.1 General Objective
The general objective of this study was to find out if the OUT undergraduate students
from TPF learning through ODL face socio-economic and academic challenges using the
case of Dar es Salaam and Mbeya regions. The study also investigated what kinds of
support the students needed from either the University and or the Police Force in
combating socio-economic and academic challenges.
Specific objectives
i. To examine social challenges facing undergraduate students of the OUT from the
Tanzania police force studying through Open and Distance Learning mode.
ii. To examine economic challenges facing undergraduate students of the Open
University of Tanzania from the Tanzania police force studying through Open and
Distance Learning mode.
iii. To assess academic challenges facing undergraduate students of the Open
University of Tanzania from the Tanzania police force studying through Open and
Distance Learning mode.
5
1.5 Research Questions
i. What are social challenges facing undergraduate students of the Open University
of Tanzania from the Tanzania police force studying through Open and Distance
Learning mode?
ii. What are the economic challenges facing undergraduate students of the Open
University of Tanzania from the Tanzania police force learning through Open and
Distance Learning mode?
iii. What are the academic challenges facing undergraduate students of the Open
University of Tanzania from the Tanzania police force learning through Open and
Distance Learning mode?
1.6 Scope and significance of the study
1.6.1 Scope of the study
The scope of the study refers to the boundaries or limits within which the study needs to
be kept. The reasons for such limits may be geographical, historical, ideological, personal
or any other. (Ruane, 2005).The researcher focused on the precise issue she intended to
consider. This helped the researcher to focus and be exhaustive. Therefore, this study
primarily focused on the socio-economic and academic challenges facing undergraduate
students of the Open University of Tanzania from the Tanzania police force learning
through Open and Distance Learning mode.
1.6.2 Significance of the study
The findings of this study are intended to provide information on socio-economic and
academic challenges facing undergraduate students of the OUT from the Tanzania police
force TPF learning through ODL. ODL practitioners may also benefit by understanding
the socio-economic and academic challenges facing undergraduate students of the OUT
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from TPF learning through ODL. The findings of the study also contributes to the
expansion of Tanzania related literature on issues relating to the socio-economic and
academic challenges facing undergraduate students of the Open University of Tanzania
not only those from the Tanzania police force learning through Open and Distance
Learning mode but also to other students studying using ODL mode of delivery.
Moreover, the findings of the study have significance to the world of the academia,
extension of knowledge frontier and to educational policy makers. The study findings will
also benefit employment policy makers, the Tanzania Police Force, civil society and the
community based stakeholders of education.
1.7. Definitions of Key Terms
This part provides definitions of the key concepts used in the study. Specifically, these
terms include challenges, social challenges, economic challenges and open and distance
learning as related to the study.
1.7.1 Challenges
According to Digital Concise Oxford Dictionary (2009, 10th Edition) a challenge is any
demanding situation which can hinder someone from smoothly performing a task. This
study therefore investigated social, academic and economic challenges facing
undergraduate learners of the Open University of Tanzania who study through the ODL
mode of learning.
1.7.2 Social challenges
According to Arthurson and Jacobs (2004) social challenges refer to a set of factors and
processes that influence material and social deprivation or an enforced lack of socially
perceived necessities which are contributed to by numerous “indices of deprivation” such
as poor power relations, low income, lack of adequate housing and education, poor health,
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homelessness, disability, unemployment, low income, nonparticipation in the regular
activities of the society, resource-poor social networks and lack of access to informal
contacts linking to jobs or appropriate role models
1.7.3 Economic challenges
Arthurson and Jacobs (2004) explain the concept of economic challenges as referring to
sets of fundamentals against current and forecasted value of an investment
1.7.4 Open and distance learning
There is no commonly accepted definition of Open and distance learning - it means many
different ways of adopting education to many different people. However, some scholars
have tried to provide definitions of open education and distance education all together.
According to Keegan (1996) the term ‘Distance Education’ refers to an educational
approach in which there is a quasi separation of the learner and the teacher in time and
space. In distance education, the instructor and the instructional strategies are subsumed
into the learning materials (popularly referred to as Self Instructional Materials). These
have been designed as a self-directed learning guide for the students. The term ‘Open
Learning,’ on the other hand, refers to the philosophical construct that seeks to remove
barriers and constraints that may prevent learners from accessing and succeeding in
quality, lifelong education. ODL as an educational method and a philosophic construct has
been identified as the most potent instrument for combating the educational problems
assailing a nation like Tanzania.
Moore and Tait (2002, p.17) asserted that “. . . in developing countries, human knowledge
resource development through initial and continuing education is not only seen as crucial
for growth and competitiveness, but also has far reaching social impact, for example in
8
influencing birth rate, increasing the independence of women, and improving standards of
health and rural environment.”
1.8 Limitation of the study
The limitation of this study emanated from research design of case studies since the
selected regions may not represent the population of all the Tanzania Police Force in
Tanzania. This was due to the fact that Tanzania has many Tanzania police forces posts
which need to be reviewed on the application of socio-economic and academic challenges
facing undergraduate learners of the Open University of Tanzania studying using open and
distance learning modes. But also because of financial instability and time restriction it
could not be possible for the researcher to survey all students from the Tanzania Police
Force in the country studying with the Open University of Tanzania.
1.9 Structure of the Dissertation
This dissertation is composed of five chapters. Chapter one presents the introduction and
background of the study. It presents the statement of the problem, objectives of the study,
research questions, the definitions of the key concepts related to the study, significance of
the study as well as the limitation of the study organization of the study. Chapter Two
presents the literature review on the topic of the study. It further presents the theories
related to the study, the empirical studies and the conceptual framework of the study.
Chapter Three presents design and methodology used in the study. It explains the
population, the sampling design, and data collection instruments and data analysis.
Chapter Four presents the data, analysis and discusses the findings of the study as per
research objectives. Chapter Five presents a summary of the study, conclusion and offers
recommendations. It also provides areas for further studies.
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CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
The review of literature is critical in any research work (Kothari, 2007). This is because it
enables the researcher to get enlightened on different theories related to the identified
topic and gain clarity of the research topic. It also enables the researcher to know the kind
of additional data needed in the study (Kombo and Tromp, 2006). The literature review
assists the researcher in understanding what has been explained by other authors
theoretically and empirically and what has not been explained. This chapter provides
theoretical reviews, empirical reviews and research model of the study.
2.2 Theoretical reviews
In discussing the underlying the theoretical reviews the social, economic and academic
challenges will be discussed.
2.2.1 Social challenges facing undergraduate OUT learners from the Tanzania
police force using ODL mode.
Willems and Bossu (2012) argue that there are critical social challenges that face
undergraduate learners using open and distance mode. For Tanzanian undergraduate
learners using open and distance education mode at the OUT from the Tanzania police
force, such social challenges like language of instruction can be problematic in the
creation of a competent graduate team. According to Willems and Bossu (2012) English is
considered as an international language due to its usage in knowledge dissemination,
publications, international business, technology, and aviation, each being major drivers of
10
globalization. However, the majority of learners not only from the Tanzania Police Force
but worldwide who come from non-English-speaking backgrounds face problems of
English proficiency.
The South African Government Information (2009) gave a concrete example of this
linguistic diversity in the Republic of South Africa that it has 11 official languages
recognized in its 1996 constitution. Other states in the African continent share similar
linguistic diversity among their peoples (Van Koller, 2003).
Even though the number of lecturers and tutorial assistants try to translate the contents of
the courses into say Swahili the majority of the learners still fail to derive their answers in
English as conditioned by the nature of the courses (Petrides, Nguyen, Kargliani, and
Jimes, 2008; Silver, 2009). The following is the comparison of the number of articles in
Wikipedia per total speakers (all of which are official languages spoken on the African
continent) (adapted from Vota, 2011).
Table 2.1: Official languages spoken on the African continent
Language Wikipedia articles Total number of speakers
English
French
Arabic
Swahili (Kiswahili)
Ganda (Luganda)
Chichewa (Chinyanja)
Xhosa (isiXhosa)
3,835,393
1,192,267
164,690
22,722
142
133
125
1+ billion
200 million
450 million
100 million
10 million
9 million
8 million
Source: Vota, 2011.
As a result of this situation when learners are not proficient in English they may be unable
to access and learn successfully. Educational institutions, government, and funding bodies
11
should support development and adequate translation of ODL materials from English to
Swahili in order to increase access to these resource materials and thus promote social
inclusion, or else special pre-admission English language courses should be provided to
help equip learners with English language proficiency prior to admission.
Along with the problem of language barrier, technological application is another obstacle
to smooth learning for undergraduate learners using open and distance education mode in
most countries. Willems (2005) states the fact that, access to technology remains a
challenge for some undergraduate learners in open and distance education contexts,
including issues ranging from power stability to Internet access and computer skills. Bates
(2005) puts it that “access is the most important criterion for deciding on the
appropriateness of a technology for open and distance learning” (p. 211). Thus, the
technological applications for learning materials in ODL should be suitable for the student
cohort needing to access those materials (Brady, Dyson, and Asela, 2008). In Tanzania for
example, there is a need to find out the number of indigenous undergraduate learners
using open and distance education mode at the OUT from the Tanzania Police Force do
have access to computers. This is also the case in many developing countries (Silver,
2009).
2.2.2 Economic challenges facing OUT undergraduate learners from the TPF
using ODL mode
Despite the fact that the cost of technology has fallen and personal computers have
become more accessible, there are still a large number of learners and educators in
developing countries who do not have the skills to effectively use, develop, or repurpose
ODL (Kanwar et al., 2010; Lane, 2008; Silver, 2009). More importantly, access and
technological skills do not necessarily translate into effective learning. Helsper (2011)
12
argues that in order to promote social inclusion and close the digital divide gap,
government policies should focus not only on developing infrastructure, but also on
raising public awareness. Otherwise, the users who are likely to take fuller advantage of
these resources are the most educated ones, not those at the greatest disadvantage
(Helsper, 2011).
2.2.3 Academic challenges facing undergraduate learners using ODL mode
A major cause for students to face academic challenges is lack of assistance from the
Open University of Tanzania authority. The study revealed that it is not realized that with
the support and assistance from the university, it becomes easy for learners to navigate
their academic activities (Obiozor, 2009). Based on the research findings and researcher’s
personal experiences in the open university of Tanzania settings; there are other factors
directly linked to academics which compel students to either take too long to graduate or
completely quit studies. These include family issues; poor academic preparedness, for
example, lack of time management, organization and study skills: reading, writing and
listening; unfavorable learning climate such as lack of enough OUT resource centres;
inadequate commitment of students to educational goals and the institution especially as
regards the role of the university vision and mission in meeting the student academic and
social goals; issue of social and academic integration of students in education policies
(How committed are the University, Student Government Board, and Student Center
Programs to attaining the goals?); accessing financial aid by the students from low income
and minority groups plus the higher learning student’s loan board (HELSB).
The study revealed that every faculty and administrative staff of the OUT is equipped with
innovative tools and resources to conduct student-centered instruction and provide support
services. They are experts in a variety of areas, with strong teaching experience and
13
professional service profiles to face the challenges of the learners. Furthermore, these
OUT staffs possess skills in use of ICT technology for teaching, knowledge of educational
planning and implementation of course-embedded assessment, engaging students in
learning, as well as interpersonal skills which can benefit and enhances students’ learning
and academic achievement. Although the Open University of Tanzania utilizes the above
mentioned teaching-learning facilities, they still experience ODL student attrition.
In addition to that, though the OUT aspires to provide effective instructional curriculum
and programs for students learning through open and distance learning mode, for them to
learn better, but some of the OUT resource centres are not doing enough to prepare tutors
to meet their academic and non-academic needs through effective tutor-learner
communication. Kelly (2010) identified one of the common communication barriers to be
the expressive language, reading process and attention. Ideally, if the students report on
such communication problems it becomes easy for the OUT deans to know what
interventions are required. According to Kelly (2010) not all students like letting others
know about their language deficiencies.
Furthermore, in her research on the issue of addressing expressive English language
deficiencies in academics, according to Kelly (2010); Crum asked departments of
curriculum and teaching how instructors could help students such problems. Their
response: open and constant communication, compassion, a willingness to bend the rules
to accommodate students, and one-on-one instruction. Since this is the case in the OUT,
the personal resource officers should device effective teaching strategies to reach out to
every student, especially for those who have been able to disclose their language
deficiency issues. Instructors of students with poor English language background should
endeavor to adopt the following strategies in order to help such students suggested by
14
Duquette (2006); break concepts into smaller chunks, and talk slowly in order to give clear
explanations on the content; utilize hands-on activities and concrete materials; repeat
concepts and procedures, and break task down into smaller components using task
analysis. Other methods include, giving frequent breaks; demonstrate what has to be done
instead of orally, and teach shorter lessons with active student involvement and guided
practice; use prompts, cues, praise and positive reinforcement, and most of all use simple
English grammar. The essence of communicating with the students with English grammar
problems in this regard cannot be overemphasized. One aspect of communication that
some instructors overlook is feedback on assignments, stressed Kelly (2010) adding that
Crum in her research, opined on the need to make comments on every paragraph of
submitted assignments by the students, because it’s a great opportunity to maintain that
communication with students. This is a technique she applies across the board, and it
benefits students with and without English language grammar problems.
This section examined the reasons behind the student academic challenges which initially
result into poor academic achievement, aside from family or financial problems.
2.2.4 Institutional (work place) theory
Institutional (work place) theory emphasizes that work environments are crucial in
shaping the organization structure and actions (Scott and Christensen 1995, Scott 2001 as
cited in Oliveira and Martins, 2011). According to the Institutional theory, the Tanzania
police force work environments are not driven purely by rational goals of efficiency, but
also by socio-economic and academic factors and concerns for legitimacy. The police
force departments are transported by cultures, structures, and routines and operate at
multiple levels. The theory claims that occupational departments in the same field tend to
become homologous over time. For example, rather than making a purely internally driven
15
decision to adopt in service higher learning aspiration, police force occupational
departments are likely to be induced to adopt and support its staffs to pursue higher
education through the ODL mode.
2.3 Empirical Literature
Before 1982 open and distance learning (ODL) was known as correspondence education
(CE) monitored by the International Council for Correspondence Education (ICCE). By
1982 the council underwent transformations into the International Council for Open and
Distance Learning (ICODL). Recently, however, that transformation has been best
characterized by the creation and growth of more than 50 open universities since the 1970s
(Evans, et al., 2008).
UNESCO (2002) held that open and distance learning is usually contrasted with
conventional face to face education, which may be described as the form of education
which takes place in a classroom or an auditorium. However, both distance and face-to-
face education are labels covering a wide range of variations and methods. Face-to-face
education may vary along a continuum from one-to one tutorials, group activities,
seminars and classroom teaching to lectures for large audiences. In each case different
educational philosophies may be applied and different methods may be used. Face-to-face
education may be supported by a range of media, and may be combined with periods of
independent study. In a similar way, distance education has a variety of forms, according
to the underlying educational philosophy, organizational approach and choice of
technology, and distance educators may incorporate into their programs an element of
face-to-face teaching
16
2.3.1 World related literature
According to UNESCO (2000a) open and distance learning (ODL) has become a familiar
universal term. The term distance learning is synonymously used comprehensively and
precisely for the term distance education. The rationale for distance education has been to
open opportunity for learners to study regardless of geographic, socio-economic or other
constraints. Furthermore distance education is an educational process in which all or most
of the teaching is conducted by someone removed in space and/or time from the learner,
with the effect that all or most of the communication between teachers and learners is
through an artificial medium, either electronic or print. By definition, in distance
education the normal or principal means of communication is through technology.
Typically the open nature of education gives learners the freedom of choice for aspects
such as what they learn, how they learn, where they learn, how quickly they learn, who to
turn to for help and whether, when and where to have their learning assessed (UNESCO,
2000a). In Tanzania undergraduate learners using open and distance learning mode from
the Tanzania police force have to be conducted at The Open University of Tanzania.
According to Biao (2012), the major challenge to orderly growth of the domain of ODL in
Africa is absence of national ODL policies. While many ODL outfits spring up and
governments authorize and license conventional and non-conventional tertiary institution
to dispense ODL programs and courses, there are no national polices clearly delineating a
path for ODL to run on. Where government directives (policy incubation) have been
issued for either conventional or non-conventional institutions to run ODL courses, the
very operationalisation of those programmes end up being muffled and contrived by the
unenlightened actions of regulatory agencies.
17
2.3.2 Tanzania related literature
In Tanz8ania, the endorsement for establishment of the Open University of Tanzania
(OUT) was made in 1992 by the parliament of the United Republic of Tanzania (OUT,
2011). The main concern was to increase access to higher education by all who wish to
further their education. OUT was the first university in the country to offer educational
programs through ODL system, and started to enroll students in 1994 with the first 766
students. By 2012/13, a total of 43,802 students had acquired admission at the OUT on
different faculties such as Faculty of Art and Social Sciences (FASS), Faculty of Business
Management (FBM), Faculty of Education (FED), Faculty of Law (FLW) and Faculty of
Science, Technology and Environmental Studies (FSTES) (OUT, 2013). The admission of
students to the OUT is given to those with advanced level secondary education with
principle passes in any two subjects.
According to the OUT (2013), the majority of those who join the programmes are in-
service employees with diploma professions in any fields and some through a one to two
years foundation programs. Those programs are conducted for the learners who lack direct
qualifications to join any higher learning institution for further studies. The OUT gives
people of all kind the opportunity to pursue either undergraduate or postgraduate studies
while engaging themselves in their daily activities. Since in-services employees are
encouraged to enroll in to the OUT for ODL in order to further their level of education
without making a halt to any of their daily programs, people from the police force are also
enrolled. Since this study confined itself to formal open and distance university education
level (ODL), a mode of study which is currently increasingly ranking high in the national
agendas (Encarta Encyclopedia, 2000, as cited in Reuben, 2011), it was revealed that there
are socio-economic and academic challenges facing these undergraduate learners at the
OUT from the Tanzania police force using open and distance learning mode.
18
2.3.3 Qualification for admission into the ODL at the OUT
The qualifications for joining ODL programs at the OUT are not as strict as those of
conventional institutions. Admission to the OUT requires an applicant to have advanced
certificate of secondary education examination or the equivalent as the minimum
qualification. Where the applicant lack advanced certificate of secondary education
examination (or equivalent) has an academic shortfall, a candidate may be offered a one to
two years course in foundation course and if he/she passes then he/she becomes eligible
for entry into degree programs (OUT, 2011). Currently no such one to two years
foundation programs are available in conventional universities.
2.3.4 Importance of ODL to undergraduate learners from the Tanzania police force
Open and distance education is the means by which undergraduate learners can access and
participate in formal education (Gunawardena and McIsaac, 2004). The undergraduate
learners from the Tanzania Police Force (TPF) are not able to attend classes in person in
conventional institutions due to different factors such as long period of working hours.
According to Bates (2005), ODL helps individual students to overcome educational
inequities in access, participation, and outcomes across a broad spectrum of formal
learning contexts:
Acting from a belief “that universal access to higher quality education is key to the
building of peace, sustainable socio-economic development and intercultural dialogue”
(UNESCO, 2005) Open and Distance Education is therefore very important not only to
individual undergraduate learners from the Tanzania police force but also to the nation at
large. If these undergraduate learners from the Tanzania police force are to be competent
in carrying out their tasks, routine work and inquiry, they must possess good background
knowledge of the structure of global changes (Bates, 2005). They need to understand the
19
differences between the various types of departments within the police force and the
public at large. They have the responsibility to ensure the security and confidentiality of
all the information and documents that pass through their hands. This is only possible with
them being well highly equipped with better and quality higher education. This is similar
to what UNESCO (2011) affirms that ODL workers do probably get equipped with unique
ability to limit the rate of their responsibilities especially when attending to clients in the
sense of not interacting beyond what is necessary. Thus it is ODL that suits undergraduate
learners from the Tanzania police force the most considering that some of the police
officers are working twenty-four hours per day. For example, in Dar es Salaam and Mbeya
regions there are police staffs working at anti-robbery unit who start their work at 12:00
am till 12:00 am of the second day. This situation makes on-campus learning practically
impossible.
Moreover, according to the United Nations Population Fund (UNFP) (2010), education is
a very much important stage in alleviating poverty and inequality. For the undergraduate
learners using open and distance education mode from the Tanzania police force education
through ODL helps them develop skills for decision making thus influencing community
change in key spheres like peace and security. Likewise, UNESCO (2007) viewed
education as the basis for full promotion and improvement of one’s status. Education
therefore, will offer undergraduate learners using open and distance education mode from
the Tanzania police force the ability to form social relationships on the basis of social
equality with all humankind and to achieve self respect. Educated policemen more likely
be more creative and competent in their daily operational responsibilities
20
2.4 Conceptual framework and research model
The conceptual framework of the study is delivered using the key factors in relation to the
social-economic and academic challenges facing undergraduate students of the Open
University of Tanzania from the Tanzania Police Force studying through the Open and
Distance Learning mode. These factors are tabulated and summarized in Table 2.2. The
framework shows the way independent variables of study influence the socio-economic
and academic challenges facing undergraduate students of the OUT from the TPF studying
through the ODL.
In this model therefore the evidence-based attributes serve as steering forces behind
people’s conceptual zeal for positive need to enroll in ODL. The conceptual-based
attributes are those motives featuring from forces in the evidence-based attributes that the
learner reveals prior to or post admission to ODL. These attributes are clearly described in
Table 2.2:
In this study it is therefore assumed that the evidence based attributes result into the
conceptual-based attributes which may initially result into the learner’s development of
disregard toward the open and distance education system.
21
Table 2.2: Relationship between evidence-based attributes, conceptual-based
attributes and the end-impacts
Evidence-based
attributes
Conceptual-based attributes Resulting outcomes
i. Social
ii. Economic
iii. Academic
i. Study expenses
ii. Family obligations
iii. Community activities
iv. Examination techniques
v. ODL study skills
vi. Lack of face to face sessions
vii. Orientation
viii. Availability of study materials
ix. Distance to and from regional
centres
x. Study permit acquisition
difficulties
xi. Instructional language barriers
xii. Possession of study materials
i. Late completion
of studies
ii. Discontinuation
from studies
iii. Poor
performance
iv. Postponement
of studies
v. Supplementary
exams
Source: Adapted from models of Pratt (2001) and Salmon (2000)
2.5 Research Gap
In Tanzania’s context, socio-economic and academic challenges facing OUT
undergraduate learners using ODL from the TPF are inherent to the characteristics of this
mode. ODL espouses values of flexibility and accessibility; it assumes learners to have
sense of both autonomy and responsibility for learning. According to the literature review
covered in this chapter earlier studies conducted on challenges facing undergraduate
learners using ODL in Tanzania have never shed any light specifically on socio-economic
and academic challenges facing OUT undergraduate learners from TPF. This being the
22
knowledge gap, the study therefore sought to find out whether socio-economic and
academic challenges affect studies of OUT undergraduate learners using ODL mode from
the TPF.
23
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction
This chapter provides details on research methodology which comprises research design,
study area, study population, units of analysis, target population, sample size as well as
sampling techniques. Also types of data sources which comprise both primary and
secondary data are covered. Also this chapter covers data collection instruments, validity
and reliability of data and data analysis methods. Reporting and generalization and ethical
consideration of the study are other parts also described; and finally a chapter summary is
presented.
3.2 Research Design
The study was designed as a case study in which respondents were given questionnaires
and interviews to elicit their perceptions on socio-economic and academic challenges
facing undergraduate students from the Tanzania police force studying courses at the OUT
using ODL. The rationale for using a case study was to get systematic way of looking at
events, collecting data, analyzing information, and reporting the results in relation to
socio-economic and academic challenges facing ODL undergraduate students face from
the OUT from the Tanzania Police Force in the selected areas. As a result this provided to
the researcher a sharpened understanding of the subject matter under the study.
3.3 Study Area
The study was conducted at The Open University of Tanzania regional centres located in
Dar es Salaam and Mbeya regions. This was due to the fact that the two regional centres
24
have a good number of ODL learners who are from the Tanzania Police Force. Also, the
areas made it easy for the researcher to collect data. This made it possible to consider that
reasonable conclusions for the whole country may be made by surveying all the OUT
regional centres countrywide.
3.4 Study Population
Population means all the individuals or objects that meet certain requirements for
membership in the overall group (Churchill and Brown, 2007). The population of the
study was a sample of employees working with The Tanzania police force while studying
OUT using open and distance learning mode. Also some officials from both the Tanzania
Police Force and the OUT regional centres of Dar es Salaam and Mbeya regions formed
part of the study population.
3.5 Units of Analysis
A unit of analysis is one of the most important ideas in a research project. The unit of
analysis is the major entity that one analyzes in her/his study. During this study, the units
of analysis were the individual respondents from the Tanzania police force studying using
open and distance learning mode at the OUT, Also include police officers and officials
from the OUT.
3.6 Target Population, Sample Size and Sampling Techniques
In this section researcher discusses about target population, Sample Size and Sampling
techniques used in the study as well as how was selected.
3.6.1 Target population
According to Kothari (2004), target population refers to the vast group of people, animals,
institutions or simply things that have one or more characteristics in common upon which
25
the study is confined. Due to time limits and research costs, this study could not survey the
entire ODL learning population from the Tanzania police force. In that case, the target
populations for this study were all undergraduate learners using open and distance learning
mode from the Tanzania police force, regional police force senior officers in Dar es
Salaam and Mbeya regions, and OUT admission officer of Dar es Salaam OUT
headquarters. Few data makes easier to organize, cost-effective, saves time and leads to
accuracy (Saunders et al., 2003).
3.6.2 Sample size
A sample is a finite part of a statistical population whose properties are studied to gain
information about the whole (Webster, 1985). When dealing with people, it can be defined
as a set of respondents (people) selected from a larger population for the purpose of a
survey. Kothari (2007) defined a sample as few items selected from the universe for the
purpose of study. This is the total number of members of the population and the number
included in the sample is called population size and sample size respectively.
Creswell, (2009) recommends that samples of less than 1 percent of a population can
provide a good reliability with a credible sampling procedure. Since the target population
for the study was high while each category needed representation, in order to improve
efficiency and gain control on the composition of the sample in this research, a sample
constituting of 71 respondents was selected for the study. Thus, 64 (90.1%) respondents
were selected from various groups of the Tanzania police force employees taking ODL
studies through Open and Distance learning mode (ODL), 5 (7.0%) respondents were
from the Tanzania police staff officers having authority from the Ministry of Home
Affairs and 2 (2.8%) respondents were OUT admission officers from OUT headquarters.
Out of the target population therefore, the researcher managed to get a representative
26
sample, of 50 (70.4%) of males and 21 (29.6%) of females. The major factor for the
gender disparity lies on both the OUT’s admission and TPF recruitment criteria which are
based on person’s entry qualification regardless of gender. Table 3.1 summaries the
representative sample size distribution and techniques used to acquire them.
Table 3.1: Representative sample size distribution and techniques used to acquire
them.
Gender Size Distribution
Gender Group Gender Size Percent
Males 50 70.4
Females 21 29.6
Total 71 100.0
Sample Group Distribution
Participants Sampling TechniqueSample
SizePercent
ODL police undergraduate
learners
Purposive, snow ball and
simple random sampling
techniques
64 90.1
Police authority officers
from the Ministry of Home
Affairs in Dar es Salam and
Mbeya regions
Purposive, and snow ball
sampling techniques05
7.0
OUT admission officer, and
Director of regional centers
Purposive sampling techniques02 2.8
Total 71 99.9
Source: Field Data (2014)
3.6.3 Sampling Techniques
Sampling is the act, process, or technique of selecting a suitable sample, or a
representative part of a population for the purpose of determining parameters or
27
characteristics of the whole population (Trochim, 2002). Along the same line of thinking,
Corbetta (2003) defines sampling as observing a part in order to assemble information
about the whole instinctive human act. During this study purposive, snow ball and
convenient sampling techniques were used to obtain respondents. A convenience sample is
merely an available sample that appears and able to offer answers of interest to the
research study (Corbetta, 2003). This is a sampling technique that is preferable for its
economic value. This was chosen because it enabled the researcher to save time. Using
this technique a number of learners from the Tanzania police force taking ODL studies at
the OUT who happened to be around were provided with self-administered questionnaires.
Purposive sampling was another sampling technique that was used. This technique
enabled the researcher to select a sample on the basis of her knowledge of the population,
its elements and research aims. It is based on the researcher’s judgment and purpose of
study (Trochim, 2002). The researcher applied this sampling technique to select individual
respondents who were considered information rich. In this study the respondents who
were considered to be information rich were learners from TPF studying at OUT through
ODL mode.
The other sampling technique used was snow balling. As stated by Kothari (2004), this
technique enabled the researcher to collect data by receiving information of where the
respondents are from their fellow learners.
3.7 Types of data
Both qualitative and quantitative data were collected during this study. Most of the
quantitative data were obtained from the questionnaires which were close-ended questions
while qualitative data were obtained from interview guide questions and open ended
28
questions in the questionnaires. On the other hand, documentary data were also reviewed.
These included Regional Police Force General Registry and admission records of the OUT
in both Dar es Salaam and Mbeya regions.
3.8 Data Collection Methods and Instruments.
Data were collected by using two methods. This included interviews and documentary
analysis.
3.8.1 Questionnaire
A questionnaire is a group or sequence of questions designed to elicit information from an
informant or respondent when asked by an interviewer or complete unaided by the
respondent (Nichols and Childs, 2009). Data was collected using structured questionnaire
in which the questions asked were precisely decided in advance. This means that the
questions are asked exactly as they are written, in the same sequence, using the same style,
for all interviews questionnaire items as recommended by Kothari (2009) and Saunder, et
al,. (2003). Nonetheless the structured questionnaire can sometimes be left a bit open for
the interviewer to amend to suit a specific context (Nichols and Childs, 2009). The use of
structured questionnaires assisted the researcher in collecting the required information
since it limited the respondents on a particular issue under the study. The questionnaire for
students from the TPF is found in Appendix 1.
3.8.2 Interview
According to Kothari (2007), an interview is a set of questions administered through oral
or verbal communication or is a face-to-face discussion between the researcher and
interviewees. The researcher held interviews with the police force officers and other senior
OUT staffs in order to get direct data from them.
29
Ruane (2005) defines an interview as a more personal form of survey research in which
questions are posed in a face to face or telephone exchange between the interviewer and
the respondent. In-depth interview helps to contact the research subject, to build support
with the research subject, and to listen, to interact and to know the research subject.
Interview assisted the researcher to get information which would not be possible from
questionnaires. On the other hand this research instrument was used to collect data which
were used to supplement information collected through questionnaires. The interview
guides for police staff officers are found in appendix II and OUT officers are found in
Appendix III.
3.8.3 Documentary analysis
Secondary data were collected through reviewing relevant documents. These documents
were OUT admission manuals, education policy as well as higher job profession plans of
the Tanzania police force. As pointed out by Kombo and Tromp (2006) secondary data
for the study involves among others; reports, journals, periodicals, articles and internet
resources. The documentation method was used to support information collected through
other methods including questionnaire and interview. The documentation reviewed on the
study was workers personal files. The documentary checklist is found in Appendix IV.
3.9 Validity and Reliability
The two most important and fundamental characteristics of any measurement procedure
are reliability and validity. Patton (2002) holds that validity and reliability are two factors
which any qualitative researcher should be concerned about while designing a study,
analyzing results and judging the quality of the study.
30
3.9.1 Data Validity
Validity is defined as the extent to which the instrument measures what it purports to
measure. Miller (2006) and Joppe (2000) as cited in Golafshani (2003) argue that validity
determines whether the research truly measures that which it was intended to measure or
how truthful the research results are. In other words, does the research instrument allow
you to hit "the bull’s eye" of your research objective? Researchers generally determine
validity by asking a series of questions, and will often look for the answers in the research
of others. The questionnaires for this study were pilot- tested to some Tanzania police
force employees pursuing undergraduate studies at the OUT using open and distance
learning mode and their comments were used to modify the questionnaires so as to be able
to capture the required information from the respondents.
3.9.2 Data Reliability
Reliability is defined as the extent to which a questionnaire, test, observation or any
measurement procedure produces the same results on repeated trials (Miller, 1986 as cited
in Golafshani, 2003). In short, it is the stability or consistency of scores over time or
across raters. It should be kept in mind that reliability pertains to scores not people. Joppe
(2000) as cited Golafshani (2003) defines reliability as the extent to which results are
consistent over time and an accurate representation of the total population under study is
referred to as reliability and if the results of a study can be reproduced under a similar
methodology, then the research instrument is considered to be reliable. Therefore,
reliability of tools for this research measured what they were supposed to measure basing
on time and respondents, was taken into consideration. On the other hand, both participant
and observer error and biasness were handled with great care to ensure the findings were
reliable.
31
3.10 Data Analysis Methods
Data analysis refers to the computation of certain measures along with searching for
patterns of relationship that exist among data groups (Kothari, 2004 cited in Adam and
Kamuzora, 2008). Kombo and Tromp (2006) defined data analysis as the process of
examining what has been collected in a survey or in experiment and making deductions
and inferences. In the present study the process of data analysis to determine whether the
researchers’ observations supported the research objectives and accompanying questions
were formulated before going into the field to collect the information. Data analysis
involves uncovering underlying structures; extracting important variables, detecting any
anomalies and testing any underlying assumptions.
During this study both qualitative and quantitative approaches were used in data analysis.
Quantitative data for this study were analyzed with the help of Statistical Package for
Social Sciences (Version 16.0 for windows). SPSS was used to produce tables for the data
presentation. Qualitative data that were collected through open-ended questionnaires and
interviews were evaluated in terms of frequency of the respondents. However, the
researcher interpreted qualitative data in accordance to the quality of arguments made
rather than quantity of the respondents with the same opinions.
3.11 Reporting and generalization
For each variable, the best corresponding practice was gauged against findings in order to
determine consistency or inconsistency. These results were used as a base to determine the
conclusion and recommendations.
3.12 Research Ethical considerations
According to Wells (1994) ethics refers to codes of behavior appropriate to academics and
32
the conduct of research. Key issues are about the nature of the research, requirement of
taking part, implications of taking part and participants’ rights, and the use of data
collected and the way in which it is reported with strong emphasis on confidentiality
requirements (Saunders, et al., 2003). In the present study all ethical issues and items
were observed. Respondents were briefed in advance about the purpose of this research
work that it was for academic purposes; likewise provisions of assurance of confidentiality
and anonymity were made. The Research clearance letter from OUT to Regional
Administrative Secretaries of Dar es salaam and Mbeya regions and other research permit
letters are found in Appendices V, VI and VII respectively.
3.13 Chapter summary
In this chapter the research methodology has been discussed whereby the research was
conducted by cross sectional survey in which the respondents gave their opinions on the
socio-economic and academic challenges facing undergraduate learners of the Open
University of Tanzania from the Tanzania Police Force studying through the Open and
Distance mode in Dar es Salaam and Mbeya regions. Furthermore the reliability, validity
and ethical consideration have also been discussed.
33
CHAPTER FOUR
PRESENTATION, ANALYSIS AND DISCUSSION OF FINDINGS
4.1 Introduction
This chapter presents analyses and discusses the findings as per the objectives of the study
as explained in Chapter One. The information presented in this chapter rely on responses
from the questionnaire, interviews and data from various documents on socio-economic
and academic challenges facing undergraduate learners from the Tanzania Police Force
studying using open and distance learning mode at the OUT.
4.2 Characteristics of Respondents
This section presents the description of the respondents in terms of demographic variables
of age, sex, marital status, working experience and department which the respondents are
working with in either the Tanzania Police Force or at the Open University of Tanzania.
4.2.1 Age of the respondents
The study findings show that 36 (50.7%) of the respondents were aged between 30-39
years. A total of 16 (22.5%) respondents were aged between 40-49 years and 15 (21.1%)
of the respondents were aged between 50 years and above. Other 4 (5.6%) respondents
were of those below 30 years. Therefore, the statistics show that the majority of the
respondents interviewed were below 55 years old. Though majority group were from the
age between 30-39 years, other age groups had enough number of representatives. This
implies that the OUT admits undergraduate learners of all ages and at the same time the
Tanzania police force recruits employees from all age groups of adults. Table 4.1 provides
the age ranges of the respondents.
34
Table 4.1: Age of the respondents
Age of the respondent Frequency Percent
Below 30 years 4 5.6
30-39 years 36 50.7
40-49 years 16 22.5
50 years and above 15 21.1
Total 71 99.9
Source: Field data (2014)
4.2.2 Sex of the respondents
Sex of the respondents was considered to be important in assessing factors influencing
socio-economic and academic challenges facing undergraduate learners from the Tanzania
police force using open and distance learning mode at the OUT due to that it is one of the
criteria used for both admission at college and recruitment in the police force. The study
findings show that 50 (70.4%) of the respondents were males while 21 (29.6%) of the
respondents were females.
Table 4.2: Sex of the respondents
Sex of the respondent Frequency Percent
Male 50 70.4
Female 21 29.6
Total 71 100.0
Source: Field data (2014)
The findings show that there were more males than female police employees admitted at
the OUT. The reason behind this disparity is that the conditions for recruitment mostly
concern physical body morphology and education. On the other hand, the implication at
the OUT is that the main condition for admission is individual’s academic qualifications.
35
The general observation here is that the gender disparity is so wide due to the fact that the
majority of those who pioneer for either admission at the OUT or recruitment into the TPF
are males. Table 4.2 summarizes gender distribution of the student respondents.
4.2.3 Marital status of the respondents
Marital status of the respondents was also important in understanding the socio-economic
and academic challenges facing undergraduate learners using ODL from TPF. Marital
status is considered important on in relation to division of labour, resources and in
decision making all of which have effects on recruitment in both the police force and the
challenges facing students at OUT studying using ODL mode of delivery.
Table 4.3: Marital status of the respondents
Marital status of the respondents Frequency Percent
Married 53 74.6
Single 18 25.4
Divorced 0 00.0
Widowed 0 00.0
Total 71 100.0
Source: Field data (2014)
The study found that the majority 53 (74.6%) of the respondents were married and had
children, followed by singles with 18 (25.4%) of the respondents. None of the respondents
had neither divorced nor widowed status. The statistics therefore, show that most of the
police officers undergraduate learners through ODL mode admitted at the OUT were
married and thus had family obligations to attend to hence affecting general academic
performance. The issue of having dependants for students with family obligations
destabilizes their financial bases which can lead into consecutive postponements of
studies. Table 4.3 provides the findings on the marital status of the respondents.
36
4.2.4 Work experience with the Tanzania police force
Work experience was also considered important information in determining the socio-
economic and academic challenges facing undergraduate learners using open and distance
learning mode from the Tanzania police force. The study found out that 38 (53.5%) of the
respondents were less experienced (served below 5 years), while 5 (7.0%) of the
respondents had served in the Tanzania police force for between 6 and 10 years and
between 11 and 15 years. Other 9 (12.7%) of the respondents had served the police force
between 16 and 20 years while 19 (26.7%) of the respondents have served the Tanzania
Police Force for more than 21 years and above. The study findings indicate that the
Tanzania police force had a combination of both experienced and less experienced
employees but the majority of the less experienced were admitted into the OUT for ODL.
This implies that the OUT has a big number of less experienced police employees
admitted for undergraduate studies through ODL mode. Table 4.4 provides the findings of
work experience of the students illustrations.
Table 4.4: Working experience with the Tanzania police force
Working experience with the Tanzania police force Frequency Percent
Below 5 years 38 53.5
6-10 years 3 4.2
11-15 years 2 2.8
16-20 years 9 12.7
21 years and above 19 26.7
Total 71 99.9Source: Field Data, (2014)
37
4.2.5 Departments of the respondents in the Tanzania police force
Departments where the respondents work were considered important in collecting
information on socio-economic and academic challenges facing undergraduate learners
using open and distance learning mode from the Tanzania police force. The departments
are important because they are responsible for providing permission to police officers to
go for further studies. The study findings show that 29 (40.8%) of the respondents were
from the General Duty department. Other 15 (21.1%) of the respondents were from the
Traffic department. Slight majority of them with 23 (32.4%) were from the Criminal
Investigation Department (C.I.D). The remaining 4 (5.6%) of the respondents were from
Dog and Horse department.
The statistics shows that most of the respondents were from C.I.D and General Duty
departments. This was attributed by the fact that C.I.D and General Duty departments
perform the primary role for the entire Tanzania police force which makes them always
engaged in work obligations thus making it hard for them to have enough free time for
their studies, thus having a social and academic challenge. Insufficient time for studies
may easily result into delayed graduation. Table 4.5 shows the department distribution of
the respondents.
Table 4.5: Department of the respondents
Department of the respondent Frequency Percent
Criminal Investigation Department (C.I.D) 23 32.4
General Duty 29 40.8
Traffic 15 21.1
Dog and Horse 4 5.6
Total 71 99.9Source: Field data (2014)
38
4.3 Social Challenges Facing ODL Police Learners
This part provides information on the social challenges facing undergraduate learners
using open and distance learning mode at the OUT from the Tanzania police force.
Respondents were asked questions based on the first specific objective of the study if they
thought there were social challenges facing undergraduate learners using open and
distance learning mode at the OUT from the Tanzania police force had any influence on
their academic performance. They were also asked to indicate by selecting their levels of
agreement to statements relating to social challenges facing undergraduate learners using
open and distance learning mode at the OUT from the Tanzania police force: Instructional
language challenges facing ODL police learners; The family obligations; support from
family members: the distance from ODL learners residences to OUT regional study
centers; and the Tanzania police force job obligations on undergraduate learners using
open and distance learning mode.
4.3.1 Instructional language challenges facing ODL police learners
The study was interested in determining the use of English as the language of instruction,
posed any learning challenges to undergraduate learners using open and distance learning
mode at the OUT from the Tanzania Police Force (TPF). The study findings are presented
in Table 4.6.
Table 4.6: The influence of instructional language on ODL police learners
Instructional language influence on ODL police learners Frequency Percent
Yes 47 66.1
No 15 21.1
I don’t know 9 12.7
Total 71 99.9Source: Field data (2014)
39
The study found that the majority 47 (66.1%) of the respondents agreed that incompetence
in the instructional language posed notable challenges on undergraduate learners using
open and distance learning mode at the OUT from the Tanzania police force. Other 15
(21.1%) of the respondents did not agree that the instructional language posed notable
challenges on undergraduate learners using Open and Distance Learning mode at the OUT
from the Tanzania Police Force, while the remaining 9 (12.7%) of the respondents did not
know whether or not the instructional language posed any challenges on ODL learners.
The above study findings imply that lack of proficiency in instructional language is a
notable challenge to ODL police undergraduate learners of the OUT especially in reading
and understanding contents from study materials and in deriving concepts in examinations.
4.3.2 The influence of family obligations on ODL police learners
The study was interested in understanding the perspectives of the respondents on whether
or not family obligations posed any challenges on undergraduate learners using open and
distance learning mode at the OUT from the Tanzania police force. The study findings are
presented in Table 4.7.
Table 4.7: The influence of family obligations on ODL police learners
Do family obligations pose any challenges to undergraduate
learners using open and distance learning mode? Frequency Percent
Yes, they hinder flexibility in studies 37 52.1
No, they have nothing to do with the studies 28 39.4
Not sure whether they have anything to do with the studies 6 8.5
Total 71 100.0Source: Field data (2014)
The study found that the majority 37 (52.1%) of the respondents agreed that family
obligations posed notable challenges. The explanation is that family dependants directly
40
affected the economic base of the learners. Caring for the general upkeep of the family
also demanded much time; hence consuming time for their studies, for undergraduate
learners using open and distance learning mode at the OUT from the Tanzania Police
Force. Other 28 (39.4%) of the respondents did not agree that family obligations posed
notable challenges on ODL police undergraduate learners at the OUT, while the remaining
6 (8.5%) of the respondents were not sure whether or not family obligations posed any
challenges. The above study findings show that family obligations do pose very notable
challenges on ODL undergraduate police learners of the OUT.
4.3.3 Effective tutor-learner communication to motivate and promote active
learning of students
The researcher was also interested to find out from the respondents whether effective
tutor-learner communication helped to motivate and promote active learning of students
and how this posed a challenge to undergraduate learners using Open and Distance
Learning mode at the OUT from the Tanzania police force. Respondents were therefore
asked to indicate their levels of agreement on the positive influence of the effective tutor-
learner communication on academic matters onto ODL undergraduate police learners.
Their responses are summarized in table 4.8.
The statistics show that only 3 (4.2%) of the respondents strongly disagreed with the
statement that effective tutor-learner communication helped to improve learning of
undergraduate learners using open and distance learning mode at the OUT from the
Tanzania police force. These were supported by other 2 (2.8%) who disagreed that the
effective tutor-learner communication has any effects on learners. Other 2 (2.8%) of the
respondents neither agreed nor disagreed on the statement that effective tutor-learner
communication has any effects on learners. On the other hand, 21 (29.6%) agreed on the
41
statement that effective tutor-learner communication is helpful to learners. They were
supported by other 43 (60.6%) who strongly agreed on the statement that effective tutor-
learner communication has some effects on learners.
Table 4.8: Effective tutor-learner communication on motivation and promotion of
active learning of students
Effective tutor-learner communication motivates and
promotes active learning of students Frequency Percent
Strongly disagree 3 4.2
Disagree 2 2.8
Neither agree nor disagree 2 2.8
Agree 21 29.6
Strongly agree 43 60.6
Total 71 100.0
Source: Field data (2014)
The findings revealed that poor communication between tutors and learners leads to poor
academic achievements as well. The findings correspond with Kelly’s (2010) argument
that of the common communication barriers to learners is the expressive language, reading
process and attention. If such communication problems are known it becomes easy for the
OUT Deans of Faculties to know what interventions are required.
4.3.4 The influence of distance from learners’ residences to the OUT regional
centres
The researcher was also interested in finding out from the respondents’ views on whether
the distance from ODL learners’ residences to regional centers poses any challenges on
undergraduate learners using open and distance learning mode at the OUT from the
Tanzania police force. The study findings are summarized in Table 4.9.
42
Table 4.9: The influence of distance from learners’ residences to the OUT regional
centres
Distance from ODL learners residences affects police
ODL learners Frequency Percent
Strongly disagree 38 53.5
Disagree 16 22.5
Neither agree nor disagree 8 11.2
Agree 9 12.7
Total 71 99.9Source: Field data (2014)
The study found out that 38 (53.5%) of the respondents strongly disagreed that the
distance from ODL learners’ residences posed a challenge to undergraduate learners using
open and distance learning mode at the OUT from the TPF. These were supported by other
16 (22.5%) who disagreed on that distance from ODL learners’ residences posed any
challenges on undergraduate learners. 8 (11.2%) of the respondents neither agreed nor
disagreed on the view that the distance poses some challenges on learners.
Contrary to the above views, other 9 (12.7%) of the respondents agreed that the distance
from ODL learners’ residences posed challenges on their studies. The study findings
indicate that a larger number of respondents did not perceive that the distance posed any
challenges on learners. This implies that the distance between the ODL learners’
residences and OUT centres does not have strong influence on ODL undergraduate
learners’ performance at the OUT from the TPF. (Add this statement these findings have
to taken with some caution as the study area was students from city centers. This situation
could not apply if the students could be residing in remote areas which were far from the
OUT regional centers.
43
4.3.5 The Tanzania police force job obligations and its’ effects on learners using
ODL mode
The study was interested to find out whether the police force job obligations interfered
with the learning of the undergraduate learners using open and distance learning mode at
the OUT from the Tanzania police force. The respondents were asked to indicate their
levels of agreement on whether or not their job obligations interfered with their learning.
The study findings are exposed in Table 4.10.
Table 4.10: The Tanzania police force job obligations interfering with undergraduate
learning in open and distance learning mode
The Tanzania police force job obligation interfere with undergraduate learning in open and distance learning mode Frequency PercentStrongly disagree 10 14.1Disagree 10 14.1Neither agree nor disagree 4 5.6Agree 25 35.2Strongly agree 22 31Total 71 100Source: Field data (2014)
The study results show that most of the respondents including 20 (28.0%) student
respondents agreed and strongly disagreed on the statement that the TPF job obligations
interfere with learning of ODL undergraduate police learners. The job obligations include
being bound to work 24 hours a day and seven days a week. This makes it difficult for
learners to balance both time for work and time for study as a result their studies are
affected. On the other hand, 25 (35.2%) agreed the Tanzania police force job obligations
interfered with the learning of undergraduate learners. They were supported by other 22
(30.9%) who strongly agreed on the statement. Only 4 (5.6%) of the respondents neither
44
agreed nor disagreed that the police force job obligations have influence on learners. Their
views were also reflected in interview responses by the senior officers of the TPF when
asked on the same question showed that the nature of police force job obligations can
interfere with the learning of ODL undergraduate police learners. The senior police
officers hold that employees’ interest for further education should not affect the job
obligations.
4.4 Economic challenges facing ODL police learners
This part presents findings on objective number two which sought to find information on
the role of the Tanzania Police Force work environments on economic challenges facing
ODL undergraduate police learners. Respondents were therefore asked a number of
questions on this objective. These included family dependent burden; low salaries; course
requirement costs; and lack of financial support.
4.4.1 Lack of financial support
The study was interested to find out if there was any financial support from the
government given to undergraduate learners using open and distance learning mode at the
OUT from the Tanzania police force. The respondents were asked to show their levels of
agreement on financial support from the police force to ODL undergraduate police
learners. The results are indicated in Table 4.11.
The study found out that the majority of the respondents 40 (56.3%) indicated that there
was absolutely no any financial support given to undergraduate learners using open and
distance learning mode as most of the loan applicants ended up proving unsuccessful.
Other 23 (32.4%) of the respondents commented that loans were offered on merit to
undergraduate learners using open and distance learning mode. Other 8 (11.3%) of the
remaining respondents held that loans were offered to any undergraduate learner using
45
open and distance learning mode. Based on the above statistics, it is clear that there is lack
of direct financial support from the government which poses an economic challenge to
undergraduate learners who study using open and distance learning mode.
Table 4.11: Lack of financial support
Financial support from the government Frequency Percent
Compulsory 8 11.3
On merit 23 32.4
Not guaranteed 40 56.3
Total 71 100.0
Source: Field data (2014)
4.4.2 The outcome of good salaries and remunerations on smooth learning of ODL
police learners
Furthermore, the study sought respondents’ views on whether or not good salaries and
remunerations helped to reduce economic challenges facing undergraduate learners using
open and distance learning mode. The responses are illustrated in Table 4.12.
Table 4.12: The influence of good salaries and remunerations on smooth learning of
ODL police learners
Good salaries and remunerations facilitate smooth learning of ODL police learners Frequency PercentStrongly disagree 4 5.6Disagree 23 32.4Neither agree nor disagree 7 9.9Agree 19 26.8Strongly agree 18 25.4Total 71 100.1Source: Field data (2014)
46
The study findings indicate that only 4 (5.6%) of the respondents strongly disagreed that
good salaries and remunerations helped to decrease economic challenges facing
undergraduate learners using open and distance learning mode. 23 (32.4%) of the
respondents disagreed that good salaries and remunerations influenced academic
challenges facing ODL undergraduate police learners while other 7 (9.9%) of the
respondents neither agreed nor disagreed on the statement. On the other hand, 19 (26.8%)
of the respondents from the TPF agreed that good salaries and remunerations influenced
economic challenges, and other 18 (25.4%) strongly agreed that good salaries and
remunerations had influence on economic challenges. Basing on the above statistics
therefore, good salaries and remunerations helped to decrease economic challenges of
ODL undergraduate police learners.
The researcher’s views on those who are responding that good salaries and remunerations
do not help in addressing economic challenges are very few compared to those said that
the good salary and remuneration helped to decrease economic challenges of ODL from
TPF.
4.4.3 The influence of the number of family dependents on smooth learning of ODL
police learners
On the other hand, the researcher was interested to find out respondents’ views on whether
or not the number of family dependents affected smooth learning of ODL police learners.
The respondents were asked to show their levels of agreement on the above statement and
their responses are presented in the Table 4.13.
The study findings revealed that 25 (35.2%) of the respondents strongly disagreed on the
statement that the number of family dependents increased economic challenges facing
47
undergraduate learners using open and distance learning mode. These were supported by
other 28 (39.4%) of the respondents who disagreed on the statement that economic
challenges facing undergraduate learners using ODL mode. Furthermore, 4 (5.6%) of the
respondents neither agreed nor disagreed on the above statement that the number of family
dependents influences economic challenges facing undergraduate learners using open and
distance learning mode. Contrary to the above views, other 14 (19.7%) 14 respondents
(19.7%) had different views by supporting the statement that number of family dependents
increases economic challenges facing undergraduate learners using open and distance
learning mode.
Table 4.13: The influence Number of family dependents on smooth learning of ODL
police learners
Number of family dependents hinder smooth learning
of ODL police learners Frequency Percent
Strongly disagree 25 35.2
Disagree 28 39.4
Neither agree nor disagree 4 5.6
Agree 14 19.7
Total 71 99.9
Source: Field data (2014)
This shows that majority of the respondents refuted the statement that the number of
family dependents have influence on economic challenges facing learners. This also
implies that number of family dependents can hinder smooth learning of undergraduate
learners using open and distance learning mode in such a way that much of the funds
which would be used to finance the studies are used to maintain the upkeep of the family
members thus causing hardships in studying smoothly.
48
4.4.4 The influence of ODL program costs on smooth learning of ODL police
learners
Likewise, the researcher was eager to find out the respondents’ views on the statement that
ODL program costs hinder smooth learning of ODL police learners. Respondents were
asked to show their levels of agreement on the above statement and their responses are
shown in Table 4.14.
Table 4.14: The influence of ODL program costs on smooth learning of ODL police
learners
ODL program costs hinder smooth learning of ODL police learners Frequency PercentStrongly disagree 29 40.8Disagree 24 33.8Neither agree nor disagree 8 11.3Agree 7 9.9Strongly agree 3 4.2Total 71 100.0Source: Field data (2014)
The study revealed that 29 (40.8%) of the respondents strongly disagreed that ODL
program costs hindered smooth learning of ODL police learners. These were supported by
other 24 (33.8%) respondents who disagreed with the statement that ODL program costs
hindered smooth learning of ODL police learners whereas other 8 (11.3%) of the
respondents neither agreed nor disagreed on the statement. Contrary to the above views, 7
(9.9%) of the respondents agreed on the statement that ODL program costs hinder smooth
learning of ODL police learners and were supported by other 3 (4.2%) of the respondents
who strongly agreed that ODL program costs hindered smooth learning of ODL police
learners. The study findings show that the majority of the respondents were in
disagreement with the view program cost affected their studies. This implies that ODL
49
program costs do not hinder smooth learning of ODL police learners because the course
costs are practically affordable as they are very low compared to study cost of
conventional universities. Therefore, this could not be a challenge facing undergraduate
learners using open and distance learning mode by the selected the Tanzania police force.
4.5 Academic challenges facing ODL police learners
This part aimed at finding out responses to address specific objective three on academic
challenges facing undergraduate learners from the Tanzania police force using open and
distance learning mode (ODL). To achieve this, the respondents were asked if they
thought there were academic challenges facing undergraduate learners of the Open
University of Tanzania (OUT) learning through the open and distance learning mode in
the Tanzania police force. To find this out, the study collected students’ perspectives on
ease of availability of study materials; the quality of the ODL study materials; the attitude
of learners toward ICT;
4.5.1 Availability of learning materials for ODL police students
Respondents were asked if there was ease availability of ODL learning materials for
undergraduate learners using open and distance learning mode from the Tanzania police
force. Their responses are presented in Table 4.15.
The study findings show that majority 57 (80.2%) of the respondents agreed that ODL
study materials are easily available for undergraduate learners of OUT learning using open
and distance learning mode (ODL) in the TPF while 13 (18.3%) of the respondents
responded that there is was scarce availability of ODL study materials. The study
materials are provided by the OUT to students upon payment of school fees. Only 1
(1.4%) of the respondents responded that there is total unavailability of ODL study
50
materials for ODL undergraduate learners of OUT. These statistics signify that the issue of
availability of ODL study materials was not a problem since the majority of the
respondents affirmed that ODL study materials were easily available to all degree
programme and are reader friendly as they are arranged in subject modules.
Table 4.15: learning materials are easily available to ODL police students
Availability of learning materials and its effects ODL police
students Frequency Percent
ODL study materials easily available 57 80.2
ODL study materials scarcely available 13 18.3
ODL study materials hardly available 1 1.4
Total 71 99.9Source: Field data (2014)
4.5.2 Quality of ODL study materials
The researcher wanted to determine students’ perceptions on the quality of ODL study
materials provided to undergraduate learners of OUT learning using open and distance
learning mode (ODL) in the Tanzania police force. Therefore, respondents were asked to
provide their views on quality of ODL study materials in relation to academic challenges
facing undergraduate learners using open and distance learning mode as summarized in
Table 4.16.
51
The study findings show that only a few respondents underrated the quality of ODL study
materials in which 1 (1.4%) totally disqualified the quality of the ODL study materials
while other 2 (2.8%) considered the ODL study materials to be of very low quality,
whereas 3 (4.2%) of the respondents rated them moderate. On the other hand, the majority
45 (63.4%) of the respondents approved the quality of the ODL study materials as highly
reliable. These were supported by other 20 (28.2%) of the respondents who rated the
quality of ODL study materials as quality.
Table 4.16: Quality of ODL study materials
Quality of ODL study materials Frequency Percent
High quality 45 63.4
Quality 20 28.2
Moderately quality 3 4.2
Low quality 2 2.8
No idea 1 1.4
Total 71 100.0
Source: Field data (2014)
This shows that OUT learners from the Tanzania police force affirmed that the ODL study
materials were of good quality and therefore relevant to the undergraduate learners as they
were professionally prepared. Interaction with other ODL learners at the OUT affects
police students. Student’s interaction with other learners at the OUT was considered to
play a role in the academic performance of undergraduate learners from the Tanzania
police force using open and distance learning mode. Therefore, respondents were asked to
provide their views showing their levels of agreement as presented in Table 4.17.
52
Table 4.17: Interaction with other learners at the OUT affects ODL police students
Interaction with other learners at the OUT affects ODL police
students Frequency Percent
Strongly disagree 6 8.5
Disagree 5 7.0
Agree 51 71.8
Strongly agree 9 12.7
Total 71 100.0
Source: Field data (2014)
The study found that a total of 11(15.5%) of the respondents disagreed that interaction
with other learners at the OUT poses academic challenges facing undergraduate learners
using open and distance learning mode in the Tanzania police force.. The majority 51
(71.8%) of the respondents agreed that interaction with other learners at the OUT
provides academic challenges facing undergraduate learners using open and distance
learning mode in the Tanzania police force. These were supported by other 9 (12.7%) of
the respondents who strongly agreed that interaction with other learners at the OUT has a
role on in the academic challenges facing undergraduate learners using open and distance
learning mode in the Tanzania police force.
The statistics show that there was significant difference of respondents who disagreed and
those who agreed on the role of interaction with other learners at the OUT in the academic
challenges facing undergraduate learners using open and distance learning mode in the
Tanzania police force. This implies that interaction with other learners at the OUT plays
an important role in promoting academic performance of the undergraduate learners from
the Tanzania police force using open and distance learning mode. Condition of learning
environment at the OUT affects ODL police students
53
A condition of the learning environments at the OUT resource centres was assumed to
have a role in promoting academic performance of undergraduate learners using open
and distance learning mode in the Tanzania police force. The respondents were asked to
provide their views on the same matter and their responses are illustrated in Table 4.18.
The study findings show that the majority 85 (81.7%) of the respondents strongly
disagreed on the role of the learning environments in influencing academic challenges
facing undergraduate learners using open and distance learning mode in the Tanzania
police force. These were supported by other 6 (8.5%) of the respondents who disagreed on
the role of the learning environments in influencing academic challenges facing
undergraduate learners using open and distance learning mode in the Tanzania police
force. Contrary to the above views, minority of 3 (4.2%) of the respondents agreed the
perceptions that the learning environments influence academic challenges facing
undergraduate learners using open and distance learning mode in the Tanzania police
force. These were anchored by other 4 (5.6%) respondents who strongly agreed
perceptions that the learning environments influence academic challenges facing
undergraduate learners using open and distance learning mode in the Tanzania police
force.
Table 4.18: Learning environments at the OUT affects ODL police students
Learning environments at the OUT affects ODL police students Frequency Percent
Strongly disagree 58 81.7
Disagree 6 8.5
Agree 4 5.6
Strongly agree 3 4.2
Total 71 100.0
54
Source: Field data (2014)
The statistics reveal that most of the respondents refuted the connation that the learning
environments present academic challenges to undergraduate learners using open and
distance learning mode in the Tanzania police force.
4.6 Discussion of Findings
The perceptions and attitudes of people are fundamental to understanding the socio-
economic and academic challenges facing undergraduate learners using open and distance
learning mode from the Tanzania police force because they greatly influence peoples’
actions. Ojo, (2000) argues that it is only human personality to analyse things in certain
ways and to act accordingly. The flexible nature of ODL as a mode of education delivery
enables OUT undergraduate learners from the Tanzania police force students to pursue
whatever kind of degree course they want, even though they may be working full time.
Admission requirements are simpler in ODL, and if there is verifiable need, students have
the opportunity to postpone courses, programmes, and even examinations. Such flexibility
is very difficult to obtain in the conventional universities because their activities and
management are more rigid and thus limiting by design.
The use of instructional technology for learners’ innovation is another point of importance
between students and the institution. Use of ICT in learning may also be the reason
leading to favorable attitude indicated by students toward ODL. Other influences may be
personal, social, academic, job-related and situational – factors that may influence the
Tanzania police force employees’ intention to enroll for programmes offered by ODL
institutions (Walker and Lowenthai, 1981). The question of ICT remains rather sparse in
the pedagogical practice of distance education in Tanzania. It is suggested however, that
55
this shortcoming is more a reflection of the entire education system throughout Tanzania.
Indeed, most Tanzanians still grapple with problems inherent in the digital divide; access
to instructional technology and capacity to use such technology is negligible compared to
those of developed nations (Yusuf and Falade, 2005). Thus, those administrators and
leaders charged with oversight of open and distance teaching in Tanzania may want to
concentrate their efforts on overcoming the deficits that face and widen the digital divide.
Findings from this study are very important as well. Most students in this study held
positive perceptions and attitudes towards ODL. This finding alone suggests there is
strong rationale for the expansion of the ODL institutions in Tanzania other than the OUT
only. It also suggests that the ODL institution, that is the OUT, has reached the highest
point of acceptance, and as such it is well positioned to become a permanent component of
the formal education system in Tanzania. The responsibility to support students’ positive
perceptions and improving any shortcomings as they arise lies in the hands of those
responsible for running the Tanzania's ODL institution, OUT. As the name “open and
distance” suggests, this research revealed that most of ODL study materials are open and
available at low cost, and some absolutely for free, from all OUT resource centres.
56
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1. Introduction
This chapter gives the reader a summary of what has been done in this research work,
conclusion, recommendations as made by the author and areas of future research. The
main objective of the study was to assess the socio-economic and academic challenges
facing undergraduate learners using open and distance learning mode in the Tanzania
police force using the case of Dar es Salaam and Mbeya regions. Based on the study
objectives and questions, the study findings were able to assess the socio-economic and
academic challenges facing undergraduate learners using open and distance learning mode
among the Tanzania police force employees.
5.2. Summary of the Study
This research sought to find out whether the OUT undergraduate students from the
Tanzania police force who pursue undergraduate courses using the open and distance
learning mode (ODL) are facing any socio-economic and academic challenges and if so
what could be the magnitude and form of those challenges. The study adopted the case
study design located in Mbeya and Dar es Salam. The specific objectives of the study
were; to examine social challenges, economic challenges and academic challenges facing
undergraduate learners from TPF using ODL mode. The respondents in the study were
found through purposive, snow ball and simple random sampling techniques. The data
from the respondents are collected using questionnaires, interviews and documentary
reviews. In analysis of the findings all respondents reported facing challenges which they
57
stated clearly but a few commented on the learning support that they needed. Findings
from the questionnaires indicated that students faced big challenges which were caused by
the Tanzania police force administration or management, financial crisis according to low
salaries, family problems and work pressures from the institution. The challenges ODL
learners from the Tanzania Police Force face can be overcome through careful planning by
the course provider and the individual student.
5.3 Conclusion
The primary purpose of this study was to discuss socio-economic and academic challenges
facing undergraduate students of the Open University of Tanzania (OUT) from the
Tanzania police force (TPF) learning courses using the open and distance learning mode
(ODL). The motive for the study was the fact that a number of undergraduate students of
the Open University of Tanzania (OUT) from the Tanzania police force (TPF) who enroll
in the ODL courses do either take too long than normal to graduate or drop out of school
completely. Hence, the study assessed forces behind socio-economic and academic
challenges facing undergraduate students of the Open University of Tanzania (OUT) from
the Tanzania police force (TPF) learning courses using the open and distance learning
mode (ODL) and came up with some findings as presented in the summary above. The
study found that most of the issues relating to challenges facing undergraduate students of
the Open University of Tanzania (OUT) from the Tanzania police force (TPF) learning
courses using the open and distance learning mode (ODL) corroborated with previous
studies. This suggests that there is a need to improve the socio-economic and academic
conditions of the learners from the Tanzania police force (TPF) through innovation and
ICT for better academic achievements. This would also be important for all organizations
in the world for the purpose of having competitive advantages in the academia scenario.
58
5.4 Recommendations
The main goal of the present research was to enhance understanding of the socio-
economic and academic challenges facing undergraduate students of the Open University
of Tanzania (OUT) from the Tanzania police force (TPF) learning courses using the open
and distance learning mode (ODL). On the basis of study findings and the review of
related literature, the following recommendations are provided for further improvement of
the socio-economic and academic conditions of undergraduate students of the Open
University of Tanzania (OUT) from the Tanzania police force (TPF) learning courses
using the open and distance learning mode (ODL).The author recommends that;
i) The Ministry of Home Affairs should set forth special budgets for assisting its
staffs who wish to further their education. ICT’s, internet and library services
should be emphatically linked with the ODL delivery mode since they have
become a necessity in this technological age. Equipment, buildings and learning
materials for these areas are inadequate in the OUT resource centres and should be
increased and improved.
ii) Instructors should be trained on how to prepare e-learning materials and how to
conduct e-tutoring along with increasing the number of face to face contact hours
for tutorials from the current 2 to at least 4 per academic year.
iii) There should be a database which will keep records of all who make an attempt to
apply for ODL courses and all who succeed to acquire admission. The database
should enable sorting of the data by whatsoever category when tracking individual
information. In this since, it will be easy to know the exact number of in service
applicants.
59
Finally, since this research was conducted only in the Dar es Salaam and Mbeya OUT
regional only, there is need for further research in other regions and maybe using different
instruments and target groups.
5.5 Areas for the further research
The study assessed socio-economic and academic challenges facing undergraduate
learners from the Tanzania police force using open and distance learning mode. However,
the author recommends the following areas for the further research:-
i) Further studies should also be carried out on the socio-economic and academic
challenges facing undergraduate learners using open and distance learning mode
from Tanzania police forces on the remained areas.
ii) Researches should also be carried out to try and ascertain what are exactly types of
socio-economic and academic challenges facing undergraduate learners using open
and distance learning mode.
iii) Lastly, the research should be carried out to ascertain the exact amount of money
the government pays towards ODL undergraduate learners at the OUT from the
Tanzania police forces.
60
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APPENDICES
Appendix I: Questionnaires for the Tanzania Police Force employees
Introduction
Dear Sir/Madam
I am, NADE, Pili Andrea, a Masters student at The Open University of Tanzania (OUT)
doing research on socio-economicand academic challenges facing undergraduate
learners using open and distance learning mode at the OUT from the Tanzania police
force. I would like to be informed on certain issues on socio-economicand academic
challenges facing undergraduate learners using Open and Distance Learning mode at the
OUT from the Tanzania police force. You have been selected as one of the respondents in
this study. Your answers will make great contributions on the study. All information
provided will be used only for academic purposes and will be treated confidential.
Part I: Personal Information
1. Age of the respondent (please tick/shade the relevant answer)
a. Below 30 years b. 30-39 years c. 40-49 years d. 50 years and above
2. Sex of the respondent (circle/shade the relevant answer)
a. Male ( ) b. Female ( )
3. Working experience with the Tanzania police force
a) Below 5 years ( )
b) 6-10 years ( )
c) 11- 15 years ( )
d) 16-20 years ( )
e) 21 and above ( )
4. Department of the respondent in the Tanzania police force
a) General duty ( )
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b) Criminal Investigation Department (C.I.D) ( )
c) Field Force Unit (F.F.U) ( )
d) Traffic ( )
e) Health department ( )
f) Dog and horse department ( )
5. Area of specialization ………………………………………………………..
Part II: Social challenges facing undergraduate learners using open and distance
learning mode at the OUT from the Tanzania police force
6. Do you think that the instructional language is one of the social challenges facing
undergraduate learners using open and distance learning mode at the OUT from
the Tanzania police force?
a. Yes b. No c. I don’t know
7. Please indicate by selecting your level of agreement to each of the following
statements in regard to the influence of social challenges on ODL for police
learners (Strongly Disagree = 1; Disagree = 2; Neither agree nor disagree =
3; Agree = 4; Strongly Agree = 5)
S/N Questions 1 2 3 4 5
1. The Instructional language is a challenge to ODL police
learners
2. Effective tutor-learner communication motivates and
promotes active learning of students
3. Distance from ODL learners residences poses challenges
on ODL police learners
4. The Tanzania police force job obligation influence on
undergraduate learners using open and distance learning
mode
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Part III: Economic challenges facing undergraduate learners using open and
distance learning mode at the OUT from the Tanzania police force
8. Do you think the Tanzania police force working environments are conducive to
influence settled learning?
a. Yes b. No c. I don’t know
9. Do you think there is any financial support from the government?
a. Yes b. No c. I don’t know
10. Please indicate by selecting your level of agreement to each of the following
statements in regard to the influence of economic challenges on ODL police
learners (Strongly Disagree = 1; Disagree = 2; Neither agree nor disagree =
3; Agree = 4; Strongly Agree = 5)
S/N Questions 1 2 3 4 5
1. Good salaries and remunerations facilitate smooth
learning of ODL police learners
2. Number of family dependents influence smooth learning
of ODL police learners
3. ODL program costs hinder smooth learning of ODL
police learners
Part IV: Academic challenges facing undergraduate learners using open and
distance learning mode at the OUT from the Tanzania police force
11. Do you think there is Ease of availability of learning materials affects ODL
police students?
a. Very easily available ( ) b. Very scarcely available ( ) C. Hardly available
( )
12. Please indicate by selecting your level of agreement to each of the following
statements in regard to the influence academic challenges on ODL police
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learners (Strongly Disagree = 1; High quality = 2; Quality = 3; Moderately
quality = 4; Low quality = 5; No quality = 6)
S/N Questions 1 2 3 4 5 6
1. Quality of ODL study materials
2. Reliability of the ODL education system
13. Please indicate by selecting your level of agreement to each of the following
statements in regard to the influence of social challenges on ODL police learners
(Strongly Disagree = 1; Disagree = 2; Neither agree nor disagree = 3; Agree =
4; Strongly Agree = 5)
S/N Questions 1 2 3 4 5
1. Lack of interaction with other learners at the OUT affects
ODL police students
2. Learning environments at the OUT affects ODL police
students
14. Kindly provide any other information you think is relevant on socio-economic
and academic challenges facing undergraduate learners using open and distance
learning mode at the OUT from the Tanzania police
forc
e……………………………………………………………………………………
………………………………………………………………………………. (
You may attach a separate sheet of paper)
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Appendix II: Interview Guiding Questions for police staff officers
1. Explain how the Tanzania police force facilitates undergraduate police learners at
the Open University of Tanzania using open and distance learning mode.
2. Provide information on the study permit criteria for police employees wishing to
enrol into undergraduate programs at the Open University of Tanzania using open
and distance learning mode
3. Show the extent to which the Tanzania police force working environment
influence on the Open University of Tanzania undergraduate learners using open
and distance learning mode from the force.
4. Show how the Tanzania police force occupational principles influence both
positively and negatively its staffs undertaking undergraduate courses at the Open
University of Tanzania using open and distance learning mode
5. Explain how the force perceives the reality that the majority of the younger and
less experienced employees strive for higher learning opportunities?
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Appendix III: Interview Guiding Questions for the OUT staff officers
1. Explain how the whole process of admitting undergraduate students is done and
how applications and admission records are kept. Does the institution have a
database for ease of access of individual information?
2. Do you usually categorize applicants according to their occupational status? If yes,
how many police officers apply annually?
3. Are there any special entry criteria for Tanzania Commission for Universities
(TCU) and in-service applicants? If yes, what are they?
4. Can you explain on both direct and indirect program costs and their effects on the
students from the police force?
5. Show how the trend is for the police students and the challenges they encounter
considering that they are full time (working twenty four hours) employees.
6. Explain any socio-economic and academic challenges facing undergraduate
learners using open and distance learning mode in the Tanzania police force.
73
Appendix IV: Documentary review checklist from Tanzania Police Force (TPF)
registries of Dar es Salaam and Mbeya regions.
Documents Information needed
TPF staff personal
files
Application forms for learning
PF 185
Manpower
correspondents files
Number of staffs learning
through ODL
Appendix V: Focus group discussions guide/schedule for learners from TPF learning
through open and distance learning
5 What are the economic factors that can affect participation of TPF staff in learning
through ODL in your region?
6 Explain the social challenges facing learners learning through ODL in TPF?
7 Through your experience what do you think are academic obstacles in your learning
processes?
8 (a) Is the nature of your work being the obstacle in your studies;
i. Yes (…) ii. No (…)
(b) If the answer is Yes, how?
9 What suggestions can you provide that can assist the ODL learners to complete their
study without any problem?
Date: 20/02/2014
Signature: ………………………………
Name:
NADE PILI ANDREA- HD/E/216/T12
(CANDIDATE)
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