Teaching mathematics in Open Distance Learning (ODL): A challenge to quality instruction?

Teaching mathematics through Open Distance Learning (ODL) has been a challenge to educators due to the nature of communication with learners and material delivery during instruction. In this paper, as a case study, we look at one mathematics module offered through ODL and the performance in the course for the past four years. A sample of 50 student-teachers' examination results in the course is analyzed using the five levels of the Anderson et al (2001) taxonomy of educational objectives in the cognitive domain. The findings showed that while the general performance was averagely good, most students performed poorly in higher levels of the taxonomy and performed well in the lower levels. It was concluded that poor performance in these higher levels may not reflect quality in the course offered. It is recommended that innovated ODL resources, using current technologies, be used to supplement current means of delivery of the course.