Abstract:
Open data and data-driven decision-making have potential value as material for use in learning
activities. However, approaches to harnessing this are not well understood or in mainstream use in
education. In this research, Mixed research methods (Qualitative and quantitative) have been used
as a methodology to explore their rationale for using open data in teaching and the practical
challenges of using open data. Research participants have been drawn from four universities,
namely Jimma, Mettu, Bonga, and Mizan Tepi Universities. A thematic analysis was conducted to
identify patterns and relationships in these open data-based practices that have already emerged.
Drawing on this, common approaches and issues are identified, and a conceptual framework to
support greater use of open data by educators is described. There were total of 681 (336 academic
staff and 345 students) who participated in the study. 506(74.31%) of the participants were male
while the rest 175 (25.69%) were female. Out of 681 respondents, 42.31% used open data for
teaching and learning activities. 92.6% of the respondents were found to have a positive attitude
towards open data and data-driven decision-making. Open data is supposed to engage in an
argumentative discourse to acquire knowledge. Some of the major barriers to research identified
by the study were the lack of data literacy (85.3%) of the respondents, followed by lack of
availability of information (67.2%), awareness (68.23%), technical support (54.3%), and
inadequate financial support (51.7%). The study has shown that the overall attitude of open data
and data-driven decision-making towards education quality was positive but the practice of the
open data in various learning activities was found to be low. The authors recommend that all the
stakeholders encourage quality education in their academic pursuits by providing the necessary
time and resources needed to perform quality.
