This study investigated determinants of the behavioural intention of Open Distance Learning (ODL) students to use digital tools and resources for learning in Nigeria. The study utilized an online questionnaire to gather data from 522 ODL students from an ODL institution in Nigeria. The Unified Theory of Acceptance and Use of Technology (UTAUT) was the main framework used for the analysis in which attitude was included as an additional variable to seek out a much better model capable of improving the understanding of ODL students’ behavioural intention to use digital tools and resources for learning. Thus, an extended UTAUT model was developed and tested in this study. The model consisted of six constructs: performance expectancy, effort expectancy, social influence, facilitating conditions, attitude and behavioural intention. A Partial Least Square-Structural Equation Modelling (PLS-SEM) was used for data analysis. Results revealed that the proposed model successfully explained critical factors that determine ODL students’ behavioural intention to use digital tools and resources for learning. The study suggested that attitude, performance expectancy and facilitating conditions are the major determinants of behavioural intention to use digital tools and resources but attitude is the most prominent factor. Thus, implications and suggestions for further studies were highlighted.

This study assessed the environmental knowledge, attitude and behaviour among market women in the Nigerian city of Ibadan, Oyo State. A quantitative research design was adopted and 403 market women were randomly selected from different markets in Ibadan. Questionnaire items adapted from Fah and Sirisena (2014) and Abdullahi and Tuna (2014) were pilot-tested among female artisans in Ibadan. Data collected from the study were analyzed using frequency counts, simple percentages, ANOVA, and regression analysis. Results of the analysis revealed that market women have good knowledge about erosion, water pollution, amongst others but lack knowledge in the area of soil degradation. Market women also have pro-environmental attitude based on their responses and they exhibit environmentally responsible behaviours in the area of tree planting, refuse disposal etc. but display irresponsible environmental behaviour by not switching off electricity gadgets when not in use. The findings also showed that there is a significant effect of environmental knowledge on environmental attitude, environmental attitude on environmental behaviour and the joint effects of environmental knowledge and attitude on environmental behaviour among market women.

This study assessed differences in the psychosocial impact of lockdown and life satisfaction among Nigerian working adults during the Covid-19 pandemic. The study was hinged on the social stress theory. Five hundred and eighteen (518) Nigerian working adults participated in the study using a convenience sampling technique. Two sets of questionnaires were the main instruments of data collection and were complemented by in-depth interview. Quantitative data collected were analyzed using one-way ANOVA, while the qualitative data was thematically analyzed. Findings revealed, amongst others, that livelihood activities of working adults in Nigeria were significantly affected by the Covid-19 lockdown. Working adults who lost jobs during Covid-19 lockdown reported a higher psychosocial impact of the lockdown compared to those who stopped working, worked at home and those who worked at the office during the Covid-19 lockdown in the country. Based on the findings, it was recommended among others, that there is a need for concerted efforts by stakeholders in the country to provide enabling environment for working adults to recover and sustainably return to reasonable livelihood from the shocks occasioned by Covid-19 pandemic.

This study examined the predictors of academic staff motivation for online teaching in a Nigerian University. Theory of Planned Behaviour served as the conceptual foundation for the study. A survey design was adopted and a total of one hundred and nine-five (195) academic staff participated in the study from a university that was purposefully chosen for the study. A questionnaire tagged ‘Academic Staff’s Motivation for Online Teaching Survey (SMOTS)’ adapted from Chi (2015) was used for data collection. The questionnaire consisted of six domains - demographics, online teaching consideration, perception of online teaching, motivation for online teaching concerning resources, motivation for online teaching with respect to external factors and general motivation to teach online. Data were analyzed using percentages and frequency distribution, mean, standard deviation, multiple regression analysis, Pearson Correlation, T-test, One-Way Analysis of Variance (ANOVA) and Multivariate Analysis of Variance (MANOVA). Results of the study revealed that the perception of online teaching and academic staff’s motivation for online teaching regarding external factors had a positive significant contribution to the general motivation of academic staff to teach online. Also, age was found to have a significant influence on academic staff’s motivation to teach online indicators (perception of teaching online, motivation to teach online regarding resources, and motivation to teach online regarding external factors). Hence, it was concluded that adequate consideration must be given to these identified contributing factors to motivation for online teaching among academic staff by those who design and implement online teaching initiatives in the university to sustain academic staff’s interest in online teaching over time. Equally, policy decisions on online teaching in the university should be based on clear objectives for the generality of the academic staff irrespective of age, gender, marital status, and faculty rank.

This study reported students' assessment of open and distance learning programmes and services vis-à-vis teaching and learning experience, educational resources, technical support service and infrastructural facilities in ODL institutions in Nigeria. The study adopted a descriptive survey research design and the participants for the study comprised of 719 students randomly drawn from three purposively selected ODL institutions in Nigeria. A semi-structured questionnaire was used as an instrument for the study. Quantitative data generated from the survey were analysed using frequency counts, percentages, and analysis of variance (ANOVA) while the qualitative data was content analysed. Result of the study showed that students enrol in open and distance learning programmes majorly as a result of the flexibility in learning. While students relatively rate their teaching & learning experience, educational resources and available infrastructural facilities in their universities good, they, however, rate technical support services provided in the ODL institutions as being poor. A comparative analysis of the students’ assessment in the three institutions revealed that there exists a statistically significant difference in teaching & learning experiences, available educational resources, technical support services and infrastructural facilities in the institutions. Based on the findiings of the study, some recommendation were made.