Abstract-The study adopted an Ex-post facto research design. The population consisted of 637 PGDDE students that were selected with the use of randomization sampling technique. 248 students were sampled for the study and the samples were grouped into two (High and Low) Decision-making skills students. The grouping was done based on the analysis of the samples responses on a standardised Students Academic Decision-making Skills Scale (SADMSS). The instruments for data collection were: Students' Academic Decision-making Skills Scale (

The study investigated the effect of mainstreaming education onthe English language, Mathematics

The purpose of the study is to determine perceptions of ageing population on preferred learning contents and modes towards possible consideration into existing adult life-long open education curriculum in Nigeria. The method involves descriptive, cross-sectional survey design with 378 adult retirees. Data collection instrument was, Ageing Perceived Learning Contents and Modes Scale�. Percentages and t � test statistic was used to analyse the data. The results indicated 61.90 years as mean age, perceived learning contents were, activities for group with specific knowledge and abilities (59=15.61%); preventing security threat (71=18.78%); modalities for starting a petty trading and skill acquisitions (51=13.49%); diverse family and community roles (41=10.85%); ageing social and health care (65=17.19%); changes in legislations and policies (43=11.38%) and favoured learning modes indicated, life-long open education and learning for adult later life (39=10.32%); use of technological innovations (59=15.61%); consideration of gender, culture and economic status (121=32.01%). The result also discovered a significant gender difference on preferred learning contents (t = 4.69 < 2.101) and learning modes (t = 2.91< 1.957) among participants. The study concluded that dynamic of ageing preferred learning contents and modes calls for consideration on exiting adult life-long open education curriculum in Nigeria and other similar areas.Keywords: ageing population; learning contents; ageing-centered learning modes.

No abstract

Inappropriate goal setting and decision-making skills are threat to distant learners' completion of academic programme, development and social well-being. This was realised following two related studies carried out by the authors of this write-up in addition to facts from reviewed literatures as one of the factors responsible for low retention and completion rates among undergraduate learners in open and distance learning institution, To further x-ray the problem, a simple survey was conducted on Student counsellors' responses with 57 Student counsellors representing 91.94% out of the 62 Student counsellors on the need to integrate training on goal setting and decision-making skills into learners support services. The findings suggested learner support services that should integrate the basic steps that were researched for setting achievable goals and decision-making skills necessary for implementing set learning goals. This paper therefore, proposed modalities that can be followed by support services unit of open and distance learning institutions in training learners diagnosed to have inappropriate goal setting and decision-making skills into modules. The modules were tested in training twelve volunteered undergraduate distance learners identified from previous study carried out by the authors. At the end of the trial testing the participated undergraduate distant learners were asked to rate the effectiveness of the activities involved in the training. The trust of the proposed module was to serve as a strategy in training the distant learners particularly, when low retention and completion rate are traced to inadequate skills for setting goals and decisions-making skills.