Analysis of Open Educational Resources [OERS] Availability and Accessibility for Learning Activities among Students at Kaduna State University: Implications for Institutional Policy

Abstract

This study examines the availability and accessibility of Open Educational Resources (OERs) for learning among undergraduate students at Kaduna State University (KASU), Nigeria. Employing a cross-sectional design, data were collected from 434 students using a validated questionnaire assessing OER types and access methods. Developed on a four-point Likert scale and validated through expert review, the instrument demonstrated high reliability with Cronbach’s Alpha indices of 0.89 (availability) and 0.92 (accessibility), confirmed through pilot testing at Ahmadu Bello University. Descriptive and inferential statistical analyses revealed no significant gender differences in the types of OERs available (t = 0.717, p = 0.866) or methods of access (t = -0.673, p = 0.863), aligning with global trends of narrowing gender gaps in digital resource utilization. However, Male students reported marginally higher access to technical and multimedia resources (for example: lab manuals, podcasts; mean difference = 0.04–0.16), while female students demonstrated slightly greater reliance on academic writing guides (M = 2.72 vs. 2.64) and mobile-based educational apps (M = 2.60 vs. 2.47). Both genders predominantly used search engines (male M = 2.59; female M = 2.77) and peer networks (M ≈ 2.60–2.62) over institutional platforms like KASU’s digital library (M ≈ 2.41–2.44), underscoring systemic gaps in university-led OER promotion.  Institutional policy implications emphasize revitalizing digital infrastructure, integrating gender-responsive OER curation in STEM disciplines, and addressing structural barriers (erratic electricity, high data costs) through partnerships with international OER platforms and subsidized offline access points. The study contributes to the discourse on intersectional approaches to open education in sub-Saharan Africa, advocating for policies that transcend equal provision to foster equitable utilization across gendered academic trajectories.