Nigerian Undergraduate Students' Computer Competencies and Use of Information Technology Tools and Resources for Study Skills and Habits' Enhancement

Nigerian Undergraduate Students' Computer Competencies and Use of Information Technology Tools and Resources for Study Skills and Habits' Enhancement

Adekunle Olusola Otunla (University of Ibadan, Nigeria) and Caleb Okoro Amuda (University of Ibadan, Nigeria)
Copyright: © 2018 |Pages: 11
DOI: 10.4018/978-1-5225-2255-3.ch200

Abstract

Information technology (IT) policy implementation by higher educational institutions is geared towards innovative teaching and learning delivery. This study, investigates undergraduate students' computer and IT tools and resources competences and use in enhancing study skills and habits. The study adopted Ex-post facto research design and involved a total of four hundred and fifty undergraduate students from three universities in Rivers State, Nigeria. Five research questions were answered using three duly validated instruments and data was analyzed using descriptive and inferential statistics. Findings revealed that undergraduate students in Rivers State, Nigeria were technologically-capable and are competent in the use of IT tools and resource. The study also establishes the fact that undergraduate students perceived themselves to possess information literacy skills. It was suggested that undergraduate students should use IT tools towards their studies and research.
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Background

ICT integration among higher institution students particularly in Nigeria has attracted attentions through various studies. For example, Odusanya and Bamgbala (2002) reported ICT uses among final year students at the University of Lagos-Nigeria; Jagboro (2003) reported on postgraduate students’ use of the Internet to search for academic materials at Obafemi Awolowo University, Ile-Ife, Nigeria. Similarly, Ajuwon (2003) reported high rate of regular use of the Internet by medical and nursing students at the University College Hospital, Ibadan, Nigeria and Bello, Arogundade, Sanusi, Ezeoma, Abioye-Kuteyi and Akinsola (2004) also reported that a lower percentage of respondents demonstrated good knowledge of computers and IT at Obafemi Awolowo University Teaching Hospital, Ile-Ife, Nigeria. Ezekoka and Nwosu (2010) also reported that ICT has been found to be very useful in the teaching and learning processes among Nigerian students because of the extensive capacity to store and manipulate information as well as its unmatched ability to serve simultaneously many individual students in different locations as supplementary to classroom instruction. While writing of ICT policy framework, Adomi and Kpangban (2010) observed that the National Policy on Education (Federal Republic of Nigeria, 2004) recognizes the prominent role of ICTs in the modern world and advocated for its integration into the Nigeria educational system especially at the post primary and higher education levels.

Key Terms in this Chapter

Information Literacy: Information Literacy is the ability to locate, evaluate and use effectively the needed information and it is also regarded as the set of skills needed to locate, retrieve, analyze and use information (The College of Dupage Library, 2000 AU48: The in-text citation "The College of Dupage Library, 2000" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).

Information technology (IT): IT is a broad term which covers all the aspects of the uses of computer technology which includes not only hardware and software, but also communication technology; linking computer systems, software engineering, administration and supporting the infrastructure to manage and deliver information ( David, 2006 ).

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