Assessment of Islamic Religious Studies Programmes in Distance Learning Institutions in Nigeria

This study assesses the quality and effectiveness of Islamic Religious Studies (IRS) programmes offered by distance learning institutions in Nigeria. The expansion of open and distance learning in Nigeria has created new pathways for Islamic education, yet the quality of IRS programmes in these settings has not been systematically evaluated. The study employs a mixed-methods design, using structured questionnaires administered to 180 IRS distance learners and 40 academic coordinators in five open universities and distance learning institutions across Abuja, Lagos, Kaduna, Kano, and Port Harcourt. Data were analysed using descriptive statistics and content analysis. Findings indicate that course content quality is generally rated as satisfactory, but student support services, tutor responsiveness, online learning platform reliability, and assessment feedback mechanisms receive lower ratings. Students in northern locations report greater connectivity challenges affecting programme participation. The study recommends investment in student support infrastructure for IRS distance learners, the development of offline-accessible study materials, and the establishment of regional Islamic Studies tutorial support centres. These recommendations are relevant to the National Universities Commission, distance learning institutions, and Islamic education development organisations committed to expanding quality access to Islamic Studies education in Nigeria. Keywords: distance learning, Islamic Religious Studies, programme assessment, open universities, Nigeria.