Analysis of Learning Analytics Utilisation in Improving Student Performance in Nigerian Distance Learning Universities in South East Nigeria

This study analyses the utilisation of learning analytics to improve student performance in distance learning universities in South East Nigeria, with reference to the National Open University of Nigeria's Owerri and Enugu study centres. Learning analytics involves the measurement, collection, and analysis of data about learners and their contexts to optimise learning, but its application in Nigerian ODL contexts remains embryonic. A mixed-methods design was employed, combining a survey of 40 academic facilitators and institutional managers with document review of available learning data system reports. The quantitative component assessed learning analytics tool adoption rates and perceived effectiveness, while the qualitative component explored facilitators' understanding of how to interpret and act on analytics data. Findings reveal that while NOUN's learning management system generates student activity and performance data, fewer than 15 percent of facilitators regularly review these reports. Most facilitators lack training in interpreting learning dashboards and translating insights into instructional adjustments. Institutional barriers including data privacy concerns and management directives prioritising coverage over analytics engagement further constrain utilisation. The study recommends targeted analytics literacy training for facilitators, streamlined dashboard interfaces, and institutional policies that integrate analytics review into facilitator accountability frameworks. Keywords: learning analytics, distance learning, student performance, NOUN, South East Nigeria