Effect of School Variables on Perceived Students’ Performance in Science Delivered through Open and Distance Learning

Authors

DOI:

https://doi.org/10.56059/wtjn3v06

Keywords:

Open and Distance Learning (ODL), science education, teacher ICT competencies, laboratory resources, teacher workload, perceived student science performance

Abstract

This study investigated the relationships between teacher ICT competencies, laboratory resources, teacher workload, and perceived student science performance in Open and Distance Learning (ODL) within Universal Secondary Education (USE) schools in Kampala, Uganda. Employing a mixed-methods design, quantitative data from 76 randomly selected teachers were analysed using descriptive statistics, Pearson correlation, and multiple regression, while qualitative insights were gathered from 10 purposively sampled participants. Results revealed significant positive correlations between each predictor and perceived student science performance, while the combined regression model explained 40.3% of the variance and 40.3% of the variance in performance. However, only teacher workload significantly predicted perceived student science performance. Qualitative findings highlighted challenges including insufficient ICT training, limited laboratory resources, and instructional pressures from dual-mode delivery. The study concludes that while ICT skills and laboratory resources are vital, their effectiveness depends on manageable teacher workloads. It recommends integrated policies to enhance teacher capacity, infrastructure, and workload management to improve science outcomes in ODL settings across Sub-Saharan Africa.

Author Biographies

  • Ademola Olaniyan, University of Botswana

    Ademola Olaniyan Ademola Olatide Olaniyan, PhD, is a Science and STEM Education scholar at the University of Botswana. His interdisciplinary scholarship spans science education, STEM education, educational technology, curriculum and pedagogy, digital learning, sustainability, and educational equity. His research examines innovative, technology-enhanced, and context-responsive approaches to teaching and learning, with particular emphasis on African educational contexts. His work also involves emerging intersections between science, technology, education, and sustainable development. He has published in peer-reviewed international journals and contributes to scholarship aimed at advancing inclusive, innovative, and sustainable educational practice. Email: olaniyana@ub.ac.bw (https://orcid.org/0000-0001-6571-4758)

  • Olubusayo V. Fakuade, Kampala International University

    Olubusayo V. Fakuade holds a PhD in Educational Technology and is an E-Learning Specialist with expertise in digital pedagogy, learning management systems, instructional design, learning analytics, and AI-driven educational innovation. He has experience in higher education leadership, faculty development, competency-based curriculum development, and digital transformation across African universities. His work focuses on leveraging artificial intelligence, adaptive technologies, and evidence-based strategies to enhance teaching, learning, and institutional innovation. Email: olubusayo.fakuade@kiu.ac.ug (https://orcid.org/0000-0002-2140-0260)

  • Bolanle Susan Olaniyan, King Ceasor University

    Bolanle Susan Olaniyan holds a PhD in Science Education, she is an interdisciplinary scholar whose research focuses on Indigenous Knowledge Systems, education, sustainability, climate change, and culturally responsive knowledge production. Her scholarship examines the integration of Indigenous knowledge into education and environmental sustainability, emphasizing African contexts, climate-change adaptation, epistemic diversity, and equitable approaches to knowledge production and application. Email: bolaniyan@kcu.ac.ug (https://orcid.org/0000-0002-6121-7911)

Downloads

Published

2026-09-21

Issue

Vol. 13 No. 3 (2026): ISSUE 3

Section

Research Articles

License

Copyright (c) 2026 Ademola Olaniyan, Olubusayo V. Fakuade, Bolanle Susan Olaniyan

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish with this journal agree to the following terms:

    1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a https://creativecommons.org/licenses/by-sa/4.0/ that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

    1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).

How to Cite

Olaniyan, A., Fakuade, O. V., & Olaniyan, B. S. (2026). Effect of School Variables on Perceived Students’ Performance in Science Delivered through Open and Distance Learning. Journal of Learning for Development, 13(3), 470-482. https://doi.org/10.56059/wtjn3v06