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STUDENT PERSPECTIVES ON THE ACCESSIBILITY AND USABILITY OF TUTOR-MARKED ASSIGNMENTS (TMA) ON MOODLE AT THE NATIONAL OPEN UNIVERSITY OF NIGERIA

Oni, L. Olubunmi & Buhari Segun

Submitted

May 10, 2026

Accepted

June 15, 2026

Published

June 20, 2026
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Abstract

This study examines student perspectives on the accessibility and usability of Tutor-Marked Assignments (TMA) on Moodle at the National Open University of Nigeria (NOUN) and their implications for sustainable open education. A mixed-method research design was adopted, guided by three research questions and two hypotheses. One instrument was developed, titled the TutorMarked Assignment Accessibility and Usability Scale (TMAAUS), with a reliability coefficient of 0.8. A proportionate stratified sampling technique was used to select students across faculties and programme levels. A sample size of 1,233 students participated in the study. Results showed that over 79% agreed they can log in easily, locate their TMAs without much trouble, and comfortably use their mobile devices for access. Additionally, 76.8% claimed that the platform is easy to navigate, instructions are clear, and the layout is user-friendly. However, over 60% of students encounter issues such as slow loading speeds, system downtime, and internet-related problems, which can make working on TMAs somewhat stressful. The overall F-test result F (4,1259) = 3.211, p = .012) indicates that differences between students’ level of study and their perceptions of usability are statistically significant, since the p-value is below 0.05. Therefore, it is recommended to improve Moodle’s technical infrastructure to reduce downtime and access issues, and to organize regular student training to enhance digital literacy and effective TMA use.

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