Assessing the Awareness and Use of ICT Tools among University Students in Nigeria: Implications for Digital Literacy

The study was undertaken to investigate the impact of control on student evasion of school fees in Nigerian Universities. The purpose was to examine the trending events in the collection of school fees in Nigerian Universities, the position of the Governing Councils of the universities in Nigeria on non-payment of school charges by students in the universities and the major factor that aid evasion of school fees in the universities. The study was necessary because of the impact that control will have on the evasion of school fees in Nigerian universities especially with the current hike in the charges emanating from the withdrawal of education subsidies in higher education in Nigeria. It was a comprehensive study on Nigerian universities. Information for the study was obtain through the internet and brain-storming. In the brain-storming the researcher interacted with 500 respondents at University of Benin, Benin City, Nigeria, Ambrose Alli University, Ekpoma, Taraba State University, Jalingo. It was an exploratory research that would provide information for future researchers in Student Accounts Management in Universities in Nigeria. It was found that all Public and Private Universities are making exorbitant charges of school fees in Nigeria. There is huge debt profile arising from non-payment (evasion) of school charges by students in Nigerian Universities. The major factor that aid evasion of school fees in Nigerian Universities is the management flexibility in the enforcement of deadlines for payment of school fees by the students. It found that at these universities the major cause of student’s evasion of school fees is management flexibility on deadlines for payment of fees. Also, the trending events in Nigeria is the recent withdrawal of educational subsidies on higher education of which the parents and guardian are finding it very difficult to cope with astronomical increases in school fees due to low level of income. It was concluded that education is no more public goods hence, proposals for enormous increase in Public Universities in Nigeria have assumed alarming and frightening dimension in the country. Therefore, it was recommended that appropriate control measures of the management should be affected for prompt collection of school fees. Contract should be given to Software Companies to assist in the collection of school fees to check fraud in the process. Regular accounting and audit report are necessary to ascertain the state of fees collection to reduce the level of evasion of school fees by students in Nigerian universities.

This paper examined inhibiting factors to academic success among first year students in Nigerian public universities. The study was guided by two research questions and two hypotheses, it used an ex post facto design with a survey approach. The population for the study involved all the first-year students in four universities in Delta and Edo states, Nigeria. A simple random sampling technique was used to select 50 students from the faculty of Education in each university. A convenient sample size of 200 respondents was used. The data collected was through a questionnaire titled “Exploring inhibiting Factors to Academic Success among First Year Students’ in Nigerian Universities” (EIFASAFS), data obtained was analyzed with the use of descriptive and inferential statistics. The questionnaire was made up of two sections, A and B, were used to elicit responses from students. They yielded a reliability coefficient of .80, .76, .78 and .73 for sections A, B, C, and D respectively, which was considered adequate. The mean, and standard deviation were used to answer the research questions while the hypotheses were tested with t-test and Analysis of variance (ANOVA) statistics at 0.50 level of significance. The findings revealed that inadequate finance, institutional and student factors were inhibiting factors to academic success among first year students in public universities in Nigeria, the main coping interventions adopted include; religion and prayer (3.24), choosing roommates wisely (3.17) and prompt and regular attendance at lectures. A significant difference was found between age and gender on coping strategies adopted by students. Based on the findings, it was recommended that the university management should provide loan schemes, adequate orientation programmes, among others.

Since the Bologna Declaration was launched in 1999, the signatory countries have freely taken on the challenge of changing their policy frameworks for education in order to create an overall convergence in Europe. The University of Las Palmas de Gran Canaria (ULPGC) in Spain has also taken on this challenge and has promoted since the academic year 2004/2005 the use of ICT integrated environments as the key strategy to ensure the objectives established in the Bologna Declaration. However, the ULPGC is completely conscious that this new way of working is not easy for students, for that reason this educational institution has carried out different research studies to find out important data about this topic. The present paper reports on the results obtained from a students' opinion survey on the use of ICT tools. In order to carry out this study, it was necessary to design a questionnaire to collect data among all university students. The results show that students find ICT integrated environments a good strategy to acquire important skills; indeed, they are consistent in their way of thinking. For that reason, this research has enormously encouraged the ULPGC to keep working with ICT tools on regular basis.

The study investigated the socio-demographic characteristics and use of electronic information resources among university students in Nigeria. The study employed a survey research method. Questionnaires were used as data collection instruments. The population of the study comprised 377 final year undergraduates from three (3) purposively selected universities in Nigeria. The findings of the study revealed that the purpose of conducting research is the main reason for using the EIRs by the students while insufficient skill to retrieve needed information is the major challenge facing the use of EIRs. The study also indicates that gender does not significantly influence the use of electronic information resources by final year undergraduate students in Nigerian universities. It was revealed that there is a significant influence of undergraduate students’ age on their use of electronic information resources. The study recommended, among others, the need for the inclusion of computer training in the university curriculum.

Empowering women needs a holistic approach to participate in decision making in the household, community and local domestic sector and prepare women to take up leadership position in agricultural activities. Inadequate information, in terms of relevance and timeliness, has been identified as one of the key hindrances in the decision making of farm women in rural community. A study was conducted to analyze the use and knowledge level of farm women on ICT tool and the effect of change in behavior of farm women on the use of ICT tool after the intervention. About sixty farm women belonging to Farm Women Knowledge Group (FWKG) were selected for the study at Alanganallur block, Madurai district. The results reveal that there is a significant increase in the knowledge and use of ICT tools among farm women after their exposure and training on ICT tool. Mobile phone was the most preferred ICT tool used by the farm women. Development of agriculture depends on farm women due to migration of rural men towards urban for livelihood. Thus, ICT technology in agriculture and for other activities is necessary for women in rural areas, which would enable development in rural India.

Gender essentialism is often used to excuse gender-based biases in the use of ICT tools and online services encouraging gender inequalities in opportunities for both males and females. This chapter aims at exploring ICT tools and online services currently being used by university students. The chapter investigates gender differences in preferences and proclivities for ICT tools and online services. Data collected from 618 university students were analyzed. The results show that males significantly differ in the use and preferences of ICT tools and devices (smart phones and tablets) from females. Conversely, females significantly differ in the use and preferences for online services (WhatsApp, text messaging, and library search engines) from males. The study also finds that smartphone and laptop computers are the most frequently used ICT tools and WhatsApp and Facebook are the most preferred online services. Gender studies in ICT to understand gender differences and proclivities are importance for policy direction towards an effort to bridge the gender gap.

Gender essentialism is often used to excuse gender-based biases in the use of ICT tools and online services encouraging gender inequalities in opportunities for both males and females. This chapter aims at exploring ICT tools and online services currently being used by university students. The chapter investigates gender differences in preferences and proclivities for ICT tools and online services. Data collected from 618 university students were analyzed. The results show that males significantly differ in the use and preferences of ICT tools and devices (smart phones and tablets) from females. Conversely, females significantly differ in the use and preferences for online services (WhatsApp, text messaging, and library search engines) from males. The study also finds that smartphone and laptop computers are the most frequently used ICT tools and WhatsApp and Facebook are the most preferred online services. Gender studies in ICT to understand gender differences and proclivities are importance for policy direction towards an effort to bridge the gender gap.

The study adopted a correlational research design to assess the impact of information communication technology on undergraduate students’ reading proficiency. The population of the study includes all 31,675 undergraduate students in University of Port Harcourt for both newly admitted and returning undergraduate students in the 2020/2021 academic session. 1500 respondents were sampled for the study. The instrument for data collection was two self-designed questionnaire entitled: “Utilization of ICT Scale” (UTIS) and “Reading Proficiency Scale” (RAPS). Out of the 1500, 1287 questionnaires were correctly filled and returned indicating 85.8% response rate. Data was analyzed using descriptive statistics of mean (x̄) and standard deviation (±), and simple regression. The findings showed high use of ICT tools, low reading proficiency and negative relationship between ICT tools and reading proficiency. It was concluded that the use of ICT among students is impacting negatively on their reading performance. Among others, it was recommended that there should be policy of ICT use in education across educational levels, and importantly, learning activities should accommodate learning ICT tools, as well as, providing learning materials in digital formats accessible to students.

The objective of the study was to determine if there is a significant correlation between the use of ICT tools and academic performance. For this reason, research on the use of ICT tools to improve academic performance in higher education was carried out. The type of research is applied, being the level of descriptive and correlational research. The research was cross-sectional; since the survey was carried out only once using the technique of the questionnaire and notes. The sample is simple random 57 students enrolled in the 2023 semester, which constitute the study. It is shown that of the total number of respondents, the medium level predominates, that is, represented by 34.0% (59.65) perceives that the use of ICT tools occupies, 22.81% (13) at the high level. The average of those surveyed towards the application of the use of ICT tools is favorable. Being the most repeated value 3 (favorable). More than 50% of those surveyed are above 2.9474, that is, they have a favorable attitude. On average the subjects are located at 3.0000 (favorable). Likewise, 1.27365 scale units deviate from the average. A minimum score of 1 and a maximum of 5 was observed. Finally, it is concluded that there is an adequate significant relationship between the use of ICT and the academic performance of university students, due to a moderate correlation of 0.785.

This study analyzed perceptions of students towards online blended learning environment in which quality of literacy courses in online blended learning was analyzed in terms of quality of curriculum, teaching learning environment, feedback and evaluation system. As we all know, this is technology-oriented era and world has transformed into techno-village in which every field of life is influenced with technological interventions. Education and literacy are also impacted by technology drive. Online education is entirely based upon technology gadgets where literacy initiatives are influenced. To achieve the goal of this study, data was collected through survey by administering questionnaire from randomly selected sample of 100 postgraduate university students. The findings gave positive perceptions towards quality curriculum, and teaching-learning environment. However, respondents indicated unsatisfactory provisions and use of ICT tools and learning resources indicating dominance of teacher in selection of teaching methods, a smaller amount of ICT use, strain in courses’ completion process and delayed declaration of exam result. The study recommended that the online blended literacy environment should foster use of proper ICT tools, students’ engagement, use of multiple assessment and feedback activities to enhance quality of online blended literacy environment in a variety of ways.

This quantitative study investigated the primary science teachers’ current practices of ICT tools in teaching primary science in their schools of Tsirang district. The study also aimed to investigate the variations in knowledge, perceptions, challenges faced, and practices of ICT tools based on demographic factors. Data was collected through a survey conducted in 14 primary schools, with a sample size of 92 teachers determined using the Krejcie and Morgan Table. The questionnaire, consisting of 29 items, had a reliable Cronbach's coefficient alpha of 0.85. Data analysis was performed using IBM SPSS v.22, employing descriptive and inferential statistics. The findings revealed a high level of knowledge and perception about ICT tools among teachers, with mean scores of 3.87(SD=.65) and 4.50(SD=.38). Similarly, the use of ICT tools by teachers and challenges encountered were also observed at the high level with mean score of 3.55(SD=.97) and, 3.89(SD=.72). However, there was no significant gender-based differences in knowledge, but found notable distinctions in perceptions. Moreover, the study identified that knowledge, perceptions, and challenges were strong predictors (Model Fit: R2=.560, f (3,88) =6.261, p<.05) of teachers' use of ICT tools in teaching primary science. Future researchers may employ robust designs, like mix-mode research, to delve into teachers' ICT use comprehensively, exploring causation and additional variables.

This study is an online survey on the presence of Nigerian universities on social media platforms. The purpose of the paper was to examine the level of presence of Nigerian universities on five social media platforms which include: Face book, Twitter, YouTube, LinkedIn and Google+. Three research questions were generated and one null hypothesis was formulated for this study. In the methodology, the internet served as the primary source of data, while Nigerian universities’ websites were used as secondary sources. All 129 accredited Nigerian Universities by the National Universities Commission were sampled for this study. Descriptive statistics (Percentage, Mean Rating and Standard Deviation) were used to answer research questions 1 and 2 while inferential statistics (Chi-Square) was used to test and analyse the null hypothesis. Report of Micaiah (2014) on Social Media Awareness in Nigeria Education which states that Nigerian universities’ presence on social media is minimal, was used as a guide; its methodology and data were also adapted for this study. The result showed that Nigerian Universities’ presence on social media platforms was 19% which is below par, compared to the unprecedented social media user base among Nigerian university students. In the analysis of the hypothesis, it was revealed that university ownership does not significantly determine the presence of Nigerian universities on social media platforms. It thus recommends that universities in Nigeria should as a matter of urgency, create a central unit of social media services to manage all necessary social media activities of their institutions, and to heighten Nigerian Universities’ presence on social media platforms which would create a mindset on educational goals and attainment among academics and students in Nigeria. Keywords: Nigerian University, Higher Education, Students, Social Media, Internet

Food insecurity is a growing public health issue and a barrier to students achieving adequate nutrition. Data regarding food insecurity among university students in Nigeria are scarce. The study assessed the prevalence of food insecurity and associated factors among university students, southeast Nigeria. A cross-sectional survey of 398 randomly selected students recruited from 2 universities in southeast Nigeria was conducted. Food security status was assessed using the 10-item US Household Food Security Scale Module. Anthropometric measurements and sociodemographic data were collected. Multivariate logistic regression was used to identify factors associated with food insecurity. A majority of the students were categorized as food insecure. Of this, about 35.7% and 45.0% were considered to have low and very low food insecurity, respectively. Food insecurity was significantly associated with monthly allowance, daily amount spent on food, and source of income. The odds of food insecurity was significantly higher for students whose fathers were farmers (4.6, 95% confidence interval [CI]: 1.453-14.737), but lower for those whose mothers were farmers (0.18, 95% CI: 0.059-0.564). The result provides an insight into the food security status of university students in Nigeria. The prevalence of food insecurity was high among the students. Therefore, further studies involving different urban and rural (and/or public and private) universities in Nigeria are suggested in order to have a deeper understanding of the magnitude and contributing factors among this population group.

There has been rapid development in the technology sector all over the world; however, this has not influenced the use of ICT in teaching and learning in developing countries. This study was carried out to examine teachers' capacity to use ICT tools, what kind of ICT tools they use and the use of ICT tools in teaching and learning in TVET teacher training institutions in Uganda. The study employed both qualitative and quantitative methods to collect data from respondents. The study used Krejcie & Morgan table to select respondents for the study. The study employed a questionnaire to collect data from respondents. Data analysis was done using statistical package for the social sciences. The results of the study indicate that 63% of the teachers had the capacity to use ICT tools in teaching and learning. The study found out that teachers who had basic skills in ICT use were 53%, intermediate skills in ICT use 38% and advanced skills in ICT use were 9%. Teachers were using desktop computers, laptop computers and internet in teaching and learning. However, the results also indicate that they were no electronic learning infrastructure in the institution (0%). Therefore, this implies that teachers were prepared to use ICT tools in teaching and learning during training and after training. Generally, the study results indicate that the majority of the teachers were using ICT tools in teaching and learning (88%). However, 12% of the teachers were not using ICT tools in teaching and learning. Therefore, there is need for the institution to establish the causes and develop ICT policy to guide teachers and learners.

ICT tools enhance the motivation and engagement of learners, and they can promote the shift to a learner-centered environment. As Mathematics is a key school subject, it is crucial to understand how ICT can be leveraged to enhance students' learning outcomes. This research aimed to identify the ICT tools and tools that math teachers utilize frequently, to find out the attitude of Mathematics tutors towards the use of ICT, and propose ICT tools to be used for improving Mathematics teaching and learning. The study was guided by both constructivism and Diffusion of Innovations (DOI) theories. The research is descriptive by nature as both qualitative and quantitative research methods were used in data collection and analysis. The target population of the study was 462 individuals of which 86 participants including 82 students, 3 tutors, and 1 IT manager were selected by both random and purposive sampling techniques. Questionnaires, interview guides, and observation checklists were used as tools to collect the needed data. Major findings are that ICT tools highly engage teachers and learners in different learning activities; ICT provides opportunities for students to interact with mathematical concepts and search for new things. Some new ICT tools, software and applications, were suggested to be used by students, teachers, and secondary schools. Lastly, this study recommends Mathematics teachers to integrate ICT into education to influence Mathematics performance as another alternative that would be used to resort to the traditional method of teaching and learning process while the school must organize continuous professional development activities related to the use of ICT tools for improving the teaching and learning process, as well as promoting the culture of using online classes like Google Classrooms to strengthen the applications that have been acknowledged and to update the acquired skills.