NSOUOPENJOURNAL ISSN: Vol.1 No.1 (January 2018) A multidisciplinary Online Journal of Netaji Subhas Open University, INDIA
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NSOU OPEN JOURNAL ISSN:
Vol.1 No.1 (January 2018)
A multidisciplinary Online Journal of Netaji Subhas Open University, INDIA
Assessment on the Quality of Self-Learning Materials of BBS Programme at Bangladesh
Open University: Reflections from the Learners
Md. Mizanoor Rahman
Assistant Professor, Open School, Bangladseh Open University
E-mail: mizan2006@yahoo.com
Tasrun Jahan
Assistant Professor, Open School, Bangladseh Open University
and
Professor Dr. Santosh Panda
Professor, STRIDE, Indira Gandhi National Open University
Abstract
Bangladesh Open University (BOU) runs Bachelor of Business Studies (BBS) programme using the self-learning
materials (SLMs), radio-TV broadcasts (RTBs), tutorial support services (TSS). The programme mostly relies on the
print which were prepared long back ago and not yet gone through a try-out process. The current research did a
quality audit through analysis and evaluation the textbook developed for the BBS and its strengths or weaknesses
would have a high impact on BOU students of learning of business. It was therefore important to examine whether
it corresponded to the learners’ needs of the particular situation, whether it promoted communicative language,
learner autonomy, made use of problem solving approaches and whether it allowed for differentiated instructions.
The current study uses a 5 point Likert-scale structured questionnaire to acquire the learners’ views, attitudes and
perceptions on the above areas of the text books. 66 learners were the sample for the study. The study aims to
investigate learning and teaching strategies in business through SLMs with particular emphasis on distance learner
to the Bangladesh context; to measure the quality of textbooks in relation to familiarity, interestingness, and
structural coherence; and to suggest for different approaches to the development of textbook analysis for the
BOU. The current research has tremendous implications in the quality assurance process of the BOU.
Keywords: BBS, SLMs, radio-TV
Introduction so on. The text materials were prepared when the
Bangladesh Open University runs Bachelor of programme started in 2007. As a matter of fact,
Business Studies (BBS) programme for the Open these have not yet been gone through a try-out
School’s learners who did their higher secondary process which is the integral part of the checking the
certificate (HSC) on completion of the 12 years of quality of the text materials. Therefore, the current
schooling through open schooling and/or from study presents an assessment of the quality of SLMs
conventional schooling with a view to provide them from the view point of learners. Which is paramount
with a ladder of higher education. The programme important for the quality assurance of the
extensively uses the self-learning materials (SLMs) as programme in particular and for the University in
print media and tutorial support services as human general.
media at twice in a month near to the learners’
corner. Recently, the programme provides some Review of literature
radio-TV broadcasts and video lectures through Open and distance learning (ODL) system relies on
BOUTube. Moreover, the programme mostly relies the self-learning materials (SLMs) as print media,
on the print media which must have quality in terms radio-TV broadcast as electronic media and tutorial
of readability, friendliness, linked to curriculum and support services (TSS) for face-to-face contact ashuman media and also supports through internet. proper curriculum planning. The curriculum should Quality of these media delivery are ensured in focus on using real world knowledge and to be general; but among them the SLMs stays on the top reflected in the SLMs. In this approach the subject because ODL system extensively depends on the cannot be treated in a catalogued fashion. Naidu SLMs for it various opportunities. Mannan (2009) (1994) found that many of the instructional activities states that quality is an incremental process which normally associated with conventional face-to-face involves continuous development along with the instruction, such as classroom discussion and development of ODL institutions. BOU came into immediate and direct feedback that are not easy to existence long back ago in 1992 and it developed an provide in the ODL context, the role of the in-house quality assurance framework which is educational materials that are prepared in advance written in a book entitled ‘Text Writing Manual’ of the learning activity is especially important. So the published by the University. Most of the schools quality of the teaching and learning process in ODL is maintain the process of text writing while dependent on the quality of the study materials. This developing courses of studies. Hopkin (2003) study aims at measuring the quality of self learning suggests the evolution of quality assurance at three materials in relation to familiarity, interestingness, different stages of ODL institutional development: and structural coherence, investigating learning and embryonic, evolving and matured stages. BOU has teaching strategies in business through SLMs in now been at matured stage and it requires acting as distance education. Finally, a brief outline suggest champion in quality ODL delivery. Although distance for different approaches to the development of education ‘outfit’ varies widely from institution to SLMs analysis for the BBS programme. This present institution and one country to another so that evaluation study is complementary to the reviewed specific quality assurance strategy is not universally literature in that the authors examine the attitudes adoptable (Olojede, 2008). Again , Maila and Pitsoe of the students toward SMLs developed for the BBS (2012) note that the concept ‘quality education’, programme of the BOU. seems to be complex and broad in its application, and as mentioned to above, the thought is also contextually grounded. SLMs have to perform the functions of a face-to-face teacher. These materials Research methodology should be self-paced, flexible, auto-instructional, and Research methodology was decided after looking the economical in time and effort, more interesting and nature of the research and the objective formulated. exciting and may be developed within the accessible Survey method has been employed for this paper. In resources. SLMs have to perform in such a way that this method variables described as exactly as the students gain enthusiasm to complete their possible. studies which is imperative to prepare the distance leaners more and more self-study. Self-learner can Sample of the Study achieve the competence level of conventional Population of the study consist the male and female system. Interestingly, Rangappa and Narasimharao distant learners from Dhaka and Chittagong RRC of (2010) point out that open universities are following BOU. 66 learners were selected for the sample of the the footsteps of the conventional education system study and the population is of final examinees of the in treating each stage of the educational system as semester. This sample seems to be very reliable and preparation for the next stage education are valid as the total number of the BBS programme is producing unemployable graduates. As per their about 200 (one year intake) and the nature of the findings, the ODL system has to move from its learner is from similar background. traditional system into the realm of knowledge society and knowledge based economy following Development of tools and data Analysis three broad strategies- innovations, borderless The current study uses a five point Likert-scale education and approaches. This is applicable to the structured questionnaire to acquire the learners’ preparation of self-learning materials as well. They views, attitudes and perceptions on the above areas focus on writers’ responsibility in developing the self of the text books. In addition, with a 5 point scale: learning module for the distance learners. In strongly agree (5), agree (4), undecided (3), disagree consistence to this Narasimharao et al (2001) state (2) and strongly disagree (1) were included. For the that giving real world experience is challenging job analysis of data of the study used SPSS statistical for course writers. But, this can be done through package. Researchers personally visited the study
centers had discussions with students and experts and others in order to make the course more
administered questionnaire. The findings of the relevant, learner friendly and academically rich. DE
study have been evaluated within mean of every mostly depends on printed study materials for
item with dependence to the descriptive case study teaching and learning. Therefore Mishra and Panda
model and standard deviation was also used to draw (2007) claim that the learners of DE receive pre-
conclusions. Mean scores were calculated for each designed packets of learning materials that they are
item. In mean scores, higher scores implied the supposed to study and to actively engage with as
higher effectiveness of video presentations to the independent learners. Jahan et al. (2015) identify
student’s learning and lower scores implied less that BOU uses an in-house style for SLMs of different
effectiveness. programmes and as part of revision activities, it
customizes template recommended by the
Discussion and Results Commonwealth of Learning (COL) for some of its
EFA Global Monitoring Report-2005 states that an programmes. The field survey reveals the following
educational provision is said to be assured quality results for evaluating the SLMs of the BBS
when it has learners’ cognitive development as the programme.
major explicit objective of all education systems and
has emphasis on their creative and emotional Learners’ attitude towards lesson structure (LS)
development. It is really to assess. Distance Self-learning materials are different from normal
education provision has been more difficult because texts. While the text book normally has only one
it relies on variety of media – print, ICT and human ‘contents’ for the whole book, distance teaching
contact. Hunt (1998) states that the quality of course materials have a list of such items for every unit. The
delivery influences the quality of learning which in list of learning items is called ‘structure’. The
turns permit the identification of criteria for quality structure with the help of clearly differentiated
of course delivery. Rahman & Panda (2015) identify and logically arranged sections and subsections,
that BOU heavily relies on print materials and its makes the material more learner oriented and
quality of course delivery is, in turn, depends on learner friendly (Jayaram, K. & Dorababu, 2015), The
quality of SLMs which is required continuous questionnaire we administered and the section 1
revision. Jayaram & Dorababu, (2015) states that was on structure of the BBS texts. Chart 1 reports
revision of SLMs is to be in the light of the feedback the results:
that we obtain from the students, tutors, counselors,
Chart 1: Learners’ attitude towards LS [N = 66]
According to the table 1, the survey reveals that BBS University programmes, say, SSC and HSC and they
texts are well-structured (mean 4.33 and SD 0.81) already used to SLMs in their school level. While
and there is strong agreements on get-set up of the conducting focus group discussions, we talked to
books (mean 3.88 and SD 1.074). Again the texts’ students regarding the structure of the SLMs. They
structure are mostly reader friendly (mean 4 and SD passed their positive attitudes. Questionnaire was
0.945). Some learners found margin space to take administered after the FGD and that may be main
notes does exist as shown by the mean result 3.23. reason for strong agreement towards statements on
BBS programme has been designed for matured structure of the SLMs.
students most of them did open school’s pre-Learners’ attitude towards with subject matter learners can construct new through relating with
(SM) their previous experience. Authors of the BOU who
BOU follows some principles for ordering the address learners by the word ‘you’ for giving a
content of the SLMs, they are: to be written in feeling of being paid individual attention. In this
communicative language so that learners can feel way, BOU tries to bring teacher-learner interactive.
their teachers stay with us while reading; each unit Such a style of writing influences the attention and
are linked with the prior knowledge of learners; interest of the learners.
constructivist learning theory is applied where
Chart 2: Learners’ attitude towards with SM [N=66]
Participants showed a positive attitude regarding examiner for project and practical assessment
clear objectives of the textbooks (mean 4.36 and SD (part of summative evaluation) in term-end
0.871) as shown in table 2. This table also shows that examination (Chaudhary & Dey, 2013). BOU texts do
learners agreed that the content of the textbooks’ not have pre-test to assess learner’s pre-knowledge;
language are lucid with mean result 4.26. As a result but in the introduction, there is a welcome address
they can easily linking the content with the where there are some sort of indication of what they
objectives in the beginning of the lesson (mean 4.17 learnt before for linking the prior knowledge. The
and SD 1.032). SAQs within a textbook act as a replacement of a
teacher which is a teacher’s question in the
Learners’ attitude towards self-assessed questions classroom for getting feedback. SAQs provide
(SAQs) feedback to the learners to revise information to
Assessment in the ODL system is a multi-task activity support learning. They get feedback as soon as they
unlike in the face-to-face system. Unique practices matched the answers. In addition, there are two
are managed to assess students’ performance types of evaluation in BBS programmes such as
such as: self-assessment (students assess continuous evaluation through tutor
themselves by evaluating their performance when marked/practical assignments and semester-end
they read SLMs), peer assessment (mutual evaluation through semester–end examination.
assessment can be practiced), academic tutors to Chart 3 reports results on the SAQs:
assess assignment (formative evaluation), external
Chart 3: Learners’ attitude towards SAQs [N=66]BBS books contain SAQs which are well-linked to the Learners’ attitude towards quality of teaching-
lesson objectives (mean, 4.08 & SD, 1.027) and based module (TBMs)
based on the content as is shown in the strong Self-learning materials or modules are designed for
agreement by the respondents (mean, 4.29 & SD, learners to study individually with less assistance
0.739). Mix of SAQs provides learners with from other learners of conventional universities. The
appropriate feedback and gaining motivation (mean, texts are designed in consistent with the curriculum
3.8 & SD, 1.011). In this way, they have the – the blueprint of the programme – for ensuring the
reinforcement and learning experiences. programmed learning. Therefore, SLMs do have
lucid language, subjected time to finish, interactivity
and reinforcement. Chart 4 reports the results on
learners’ agreements on teaching-based module:
Chart 4: Learners’ attitude towards with TBMs [N=66]
Learners showed their strong agreement on Learners’ attitude towards supplementary
appropriateness for self-study (mean, 4.32 & learning resources (SLRs)
SD, 0.844) and there is strong supports on The suggestion is that the listed books
reading within the suggested time (3.36 7 SD, should be useful for the learner and should
1.377). While reading the learners feel be easily available at reasonable prices. The
proximity of the teachers (mean, 3.71 & SD, content should be simple and readable so that
1.004); in spite of that they require help from the learners can get something more out of
the shadow teachers (mean, 4.5 & SD, 0.899). these books. Martins (2012) conducted a survey
The contents are along with the activities what with distance and face-to-face learners and the
let the learners with the reinforcement (3.15 & results indicate a strong reliance on the
SD, 1.126). In this way, BBS materials are of textbook as a study resource for the students of
teaching-based modules. both systems and the results also offer a
number of proposals for the use and
development of textbooks and other supporting
resources.
Chart 5: Learners’ attitude towards with SLRs [N=66]
BBS texts are supposed to be programmed materials leaners’ information for other readings what is
and in addition to the content, it needs to provide known as referenced materials. There is strongdisagreement by the leaners and results show the learning. The students’ comments on TMAs are quite
mean vale less than 3. BOU’s broadcast useful for the learners to know their strengths and
programmes ate already in the BOUTube. The texts weaknesses and accordingly improve their
do not provide any clue about these supplementary performance in future. Tutor’s comments on TMAs
materials. reinforce learning. Then the sense of isolation of
both the learner and the tutor/academic
Learners’ attitude towards tutor-marked counselor is reduced. The assignments provide
assignments (TMAs) feedback to both the teacher and the learners.
TMAs are one of the important tools for learners of This is called continuous assessment.
DE to engage the learners in the process of teaching-
Table 6: Learners’ attitude towards with TMAs [N=66]
The survey reveals that learners agreed that material. BBS texts are found good quality and it
assignment questions are based on the content of needs to be reviewed as it is prepared long back ago
the text (mean 4.35 and 0.886). But their and how to revise those materials periodically
disagreement shows that course materials do not should be familiar with all the important terms
provide any information about the submission and relevant to the process of ODL and the results of our
collection dates for the TMAs (mean 1.7 and SD research will be of valuable to them. In learning at a
1.037). As a result, sometimes learners failed to distance programme like BBS, to make
submit their TMAs in due time. communication simple, effective and directive is
imperative. It’s the creativity of the course writer to
Further Research Direction decide, based on his previous experiences related to
The textbook is a critical component of learning the level of language for the target students. Also
design used to reposition and facilitate learning learner’s educational background, intellectual
across all sectors of education. Most of distance growth and maturity of thought mainly determine
education setting is now delivering SMLs through the difficulty level. Thus, BOU should write in a
web and a typology needs to be developed to dictate simple, plain and lucid language. BOU needs to
for open educational resources (OER) the existing incorporate some reference materials and updated
SLMs for exploring the future role of the textbook in information in the texts while revising.
blended learning spaces. The future research on
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