UNDERGRADUATE STUDENTS’ PERCEPTION ON THE ADOPTION

AND UTILIZATION OF ONLINE TECHNOLOGY FOR LEARNING IN

LAUTECH, OGBOMOSO, NIGERIA.

BY

YINUSA, AISHAT ADEOLA

17/25PL060

A RESEARCH PROJECT SUBMITTED IN PARTIAL FULFILMENT OF THE

REQUIREMENT FOR THE AWARD OF BACHELOR DEGREE B.Sc.(Ed) IN

TECHNOLOGY EDUCATION

DEPARTMENT OF EDUCATIONAL TECHNOLOGY

FACULTY OF EDUCATION

UNIVERSITY OF ILORIN

ILORIN, NIGERIA.

FEBRUARY, 2022

i
 DECLARATION
I declare that this project, “Undergraduate Students’ Perception on the Adoption and

Utilization of Online Technology for Learning in LAUTECH, Ogbomoso, Nigeria” is my own

work and has not been submitted by me or any other person for any course or qualification at this

or any other tertiary institution. I also declare that, as far as I am aware, all cited works have been

acknowledged and referenced.

Name: YINUSA, Aishat Adeola

Matriculation Number: 17/25PL060

Signature: _______________________

Date: __________________________

ii
 CERTIFICATION
This is to certify that this study entitled “Undergraduate Students’ perception on the

Adoption and Utilization of Online Technology for Learning” was carried out by YINUSA,

Aishat Adeola (17/25PL060) had been read and approved as meeting the standard of department

of Educational Technology, Faculty of Education, University of Ilorin, Ilorin Nigeria for partial

fulfillment of the award of Bachelor Degree of Education B.Sc (Ed.) in Building Technology

Education.

…………………………… …………………………

Dr. A. A. Falade Date

Project Supervisor

…………………………… …………………………

Prof. Oyeronke. O. OGUNLADE Date

Head of Department

…………………………… …………………………

Prof. Felicia A. O. Olasehinde-Willams Date

Dean, Faculty of education

…………………………… …………………………

External Examiner Date

iii
 COPYRIGHT
UNDERGRADUATE STUDENTS’ PERCEPTION ON THE ADOPTION AND
UTILIZATION OF ONLINE TECHNOLOGY FOR LEARNING IN LAUTECH,
OGBOMOSO, OYO STATE, NIGERIA.

B.Sc. Ed.

By

YINUSA, Aishat Adeola

17/25PL060

©2021

All right reserved

iv
 DEDICATION
This project is dedicated to Almighty Allah my creator, my strong pillar, my source of

wisdom, knowledge and understanding. He has been the source of my strength. I also dedicate

this project to my parents Alhaji and Alhaja YINUSA for their unconditional love and endless

dua. Your irreplaceable love, care, dua, guidance and support has been the motivation behind my

relentless struggle towards achieving a fulfil life

v
 ACKNOWLEDGEMENT
All praise to ALLAH (S.W.T) the Almighty, for giving me the blessing, the strength and

endurance to complete this study.

I would like to express my sincere gratitude to my project supervisor Dr. A. A. Falade

who helped me in the provision of relevant materials and for his guidance and constructive

criticism throughout the course of study. I benefited from his assistance and remain grateful may

Allah bless you, your family and your work sir.

I am also grateful to my Level Adviser Dr. S. A. Taiwo for advice, may Allah continue to

bless him. Special appreciation to the Head of Department Prof. O. Ogunlade for her

encouragement and words of advice. Thank you Ma.

My sincere appreciation goes to all the lectures in the Department of Educational

Technology, university of Ilorin, and the team who individually and collectively added to my

knowledge and contributed to the success of this project. In person of Prof. M. O. Yusuf, Prof. S.

A. Onasanya, Prof. M. A. Fakomogbon, Dr. O. O. Obielodan, Dr. C. O. Olumorin, Dr. Aderonke

K. Soetan, Dr. Nafisat A. Adelokun Shittu, Dr. I. A. Issa, Dr. A. A. Abd-El-Aziz, Dr. A. A.

Falade, Dr. E. A. Alimi, Dr. M. R. Abdulrahman, Dr. O. A. Adelakun, Mr. K. J. Muhammed,

Mr. E. S. Ibironke, Mr. T. A. Sanni, Mr. S. J. Obadoyin, Mr. M. A. Aderoju, Mr. Nuhu Kehinde

and Mr. S. A. Hamza and all other teaching and non-teaching staffs in the department. God Bless

them all.

I could not have finished this study without the full support of my beloved parents, Alhaji

Yinusa M. A. and Alhaja Lateefat O. who have been there for me from day one, and my beloved

brothers and sisters, for their love, advice, endless prayers and support, words can’t express my
vi
gratitude for everything they have done. Jazakumullahu Khairan. May Allah reward them

abundantly.

My gratitude also goes to my friends Bright, Omotola, Islamiyyah, Basheerah,

Kareemah, Fateemah, Ayokunle Samuel, Shakirudeen, fareedah and many others that I didn’t

mention and as well as my other course mates for their mutual understanding, company and

support. May Allah ease their affairs, grant you all your heart desires and lift you up above your

equals. May we continue to experience an accelerated success in all our endeavours.

My gratitude also goes to Mr. Ibrahim Mukhtar Adeola for his care, support and words of

encouragement. I really appreciate all you have done till this moment. I pray Allah continue to

bless you abundantly. Jazakumullahu Khairan.

TABLE OF CONTENTS
vii
TITLE PAGE..................................................................................................................................i

DECLARATION...........................................................................................................................ii

CERTIFICATION.......................................................................................................................iii

COPYRIGHT................................................................................................................................iv

DEDICATION...............................................................................................................................v

ACKNOWLEDGEMENT...........................................................................................................vi

TABLE OF CONTENTS...........................................................................................................viii

LIST OF TABLES.........................................................................................................................x

ABSTRACT..................................................................................................................................xi

CHAPTER ONE: INTRODUCTION

Background to the Study.................................................................................................................1

Statement of the Problem.................................................................................................................9

Purpose of the Study......................................................................................................................11

Research Questions........................................................................................................................11

Research Hypotheses.....................................................................................................................11

Scope of the Study.........................................................................................................................11

Clarification of Major Terms and Variables..................................................................................12

Significance of the Study...............................................................................................................13

CHAPTER TWO: REVIEW OF RELATED LITERATURE

Concept of Information and Communication Technology (ICT) In Education............................15

Concept, Nature and Relevance of Online Technology in Education...........................................27

Challenges of Utilizing Online Technology for Learning.............................................................33

Gender Influence on the Utilization of Online Technology for Learning.....................................35

Factors Influencing the Adoption of Online Technology for Learning.........................................37

viii
Appraisal of the Reviewed Literature............................................................................................41

CHAPTER THREE: METHODOLOGY

Research Design............................................................................................................................45

Population, Sample and Sampling Techniques.............................................................................45

Research Instrument......................................................................................................................46

Validation of the Research Instrument..........................................................................................46

Procedure for Data Collection.......................................................................................................47

Data Analysis Techniques.............................................................................................................47

CHAPTER FOUR: DATA ANALYSIS AND RESULTS

Summary of the findings...............................................................................................................55

CHAPTER FIVE: DISCUSSION, CONCLUSION AND RECOMMENDATIONS

Discussions....................................................................................................................................57

Conclusions....................................................................................................................................58

Recommendations..........................................................................................................................59

Suggestion for Further Studies......................................................................................................59

REFERENCES............................................................................................................................60

APPENDIX...................................................................................................................................69

ix
 LIST OF TABLES
Table 1: Percentage Distribution of Respondent by Gender

Table 2: Percentage Distribution of Respondents by Level

Table 3: Percentage Distribution of Respondents by Age

Table 4: Online Technology Used Among LAUTECH Undergraduate Students

Table 5: Undergraduate Students Perceived Usefulness of Online Technology for Learning

in LAUTECH, Ogbomoso

Table 6: LAUTECH students perceived ease of use of online technology for learning

in LAUTECH, Ogbomoso

Table 7: t-test Analysis Result on the Gender Difference Among Undergraduate Students on the

Utilization of the Adopted Online Technologies for Learning in

LAUTECH

x
 ABSTRACT
Online Technology have become ubiquitous in today’s modern society. Online Technology is
one of the fastest growing method of communication. More Nigerians are finding the use of
online technologies a normal aspect of their daily lives. The objectives of this study were to:
i. Determine the online technology used among undergraduate students;
ii. examine the undergraduate perceived usefulness of online technologies for learning;
iii. determine the undergraduate perceived ease of use of online technologies for learning;
Descriptive research of the survey method was adopted in this research work. The research
data was obtained from three faculties in LAUTECH University. The sample was selected using
the purposive sampling technique. The instrument for data collection was a researcher designed
questionnaire and one hundred and fifty copies were distributed between the faculties of
Computing and Informatics, Engineering and Environmental Science. The analysis used was
tested using statistical t-test at 0.05 level of significance
The findings revealed the following;
The undergraduates perceived the use online technologies to access learning materials,
view assignments and sharing classroom notes and materials with other students using
smartphone. Undergraduates perceived the ease of use of online technology which offers
learners with easy accessibility to course contents, downloading course materials, accessing of
results and to keep up with the reading required. From the findings it also shows that online
technology helps them to increase their individualize learning option. There is no significance
difference between male and female undergraduates on the utilization of adopted online
technology for learning.
On the basis of these findings, it was recommended that, the Nigerian Government should
make concerted effort to provide the enabling environment, I.T infrastructure and establish e-
learning facilities in all MDIs. It should be made mandatory for all lecturers/facilitators to have
at least a good computer. Also soft loans either by institutions or Government of Nigeria should
be provided for self-development in the field of ICT.
There is compelling need to secure a stable source of power supply in the schools to ensure
sustainable use of Online Technologies. The educational authorities and the school system
should encourage the use of Mobile technologies for learning.

xi
 CHAPTER ONE

INTRODUCTION

Background to the Study

Education is viewed as the bedrock of significant advancement in any general public.

Schooling is viewed as a part of socialization which includes the securing of information and

mastering of abilities fit for forming convictions and virtues. As indicated by Castle (as refered

to in adiele et al, 2010), education is all that happens to us from the day we are brought into the

world to the day we kick the bucket. Education, thus, could be viewed as the interaction by

which each general public endeavors to safeguard and update the aggregated information,

abilities and mentalities in its social setting and legacy to encourage constantly the prosperity of

humanity and assurance its endurance against the unusual (Owo, 2020).

The role of technology can't be overemphasized. Technology has changed the manner in

which information is gotten and transferred. For individual exchange of information there are

websites, wikis, and texting. New programming like Blackboard or Angel, and podcasting

impacts the manner in which educators cooperate with classes. The accomplishment of

technology in education is at last evolved to propel the methodology in the use of information

and communication technology (ICT). Thus, the most widely recognized justification ICT in

instruction has been to set up the students to handle further experiences where ICT gadgets

support the nature of training by expanding students’ commitment and motivation, empowering

the achievement of essential abilities and facilitating teacher working program (Amosa,

Ogunlade & Obielodan, 2016). It was additionally accentuated that ICT can be utilized to offer

anticipated outcome with little mistake or flawless, firm, predictable and interactivity in learning.

1
 The predominance and fast advancement of information and communication technology

(ICT) has transformed the entire world into a worldwide town. It assumes a significant part in the

advancement of any country. It is offering expanding opportunities for conjuring in showing

exercises through having the option to convey learning intellectual exercises anyplace whenever.

Information and Communication Technology (ICT) has been an instrument for accomplishing

social monetary, education, logical and mechanical turn of events (Adedeji, 2010). ICT has

incredibly impacted the educational area particularly on teaching, learning and research. This

assessment was worried by Van der Westhuizzen (2004) who thought that, corresponding to the

utilization of ICT for learning, technology bolds guarantee of further developed access to

information and expanded interactivity and communication between the teacher and their

students. Information and communication technology is characterized as PC base instrument

utilized by individuals to get data and correspondence handling needs of association. Information

and communication technology has diminished physical barrier in communication and have

permitted interaction at a worldwide level.

Subsequently, through technology, information about any piece of the world can be

gotten regardless of the distance. Information and communication technology devices like PC,

organizing administration and cell phones can be utilized to pass information as well as

connection with the world on the loose. The rise of information and communication technologies

(ICTs) and the pervasive availability of web and networks improve man’s inventiveness and

openings given that social orders deliberately rely upon constant information to be proactive and

to limit the impacts of ecological changes (Zhang et al., 2010; Bates & Jenkins, 2007; Al-

Gahtani, 2016; Eze & Chinedu-Eze, 2018).

2
 Institutions of advanced education in developing nation have been putting assets into the

utilization of Information and Communication Technologies (ICTs) to work with schooling

conveyance. This changes in outlook from the conventional technique for educating and figuring

out how, to the utilization of technology interceded apparatuses is alluded to as electronic

learning (eLearning). Islam and Azad (2015) noticed that eLearning ought not be seen as a

substitute to customary learning and educating but instead as an instrument to help and build the

extent of learning. Boateng et al. (2016) alludes to eLearning as the utilization of ICTs to further

develop admittance to resources that facilitate learning and teaching. Instances of eLearning

apparatuses incorporate WebCT, Blackboard, Moodle and Web 2.0 platforms (Tarhini, et al.,

2013).

Several studies have been carried out to experimentally research the adoption of

eLearning advancements in institution of advanced education with regards to developed nations.

Larger part of these investigations recommend that a more fruitful adoption of eLearning

advancements is affected by users’ intention and furthermore the convenience and value of the

technology (Cheung & Vogel, 2013; Islam & Azad, 2015 and Merhi, 2015). These research have

shown that the execution of eLearning advances isn't exclusively a mechanical arrangement yet

are somewhat affected by conduct and social setting. It has been contended that the discoveries

of these investigations can be adjusted within the developing nation setting (Boateng, et al.,

2016).

Be that as it may, the immediate exchange of technology encounters from a developed

country to a developing nation setting has been studied and gone against in the writing of data

frameworks in non-industrial nations (Heeks & Bailur, 2007; Avgerou, 2003; Dasuki, et al.,

2015). Subsequently, discoveries from contemplates that have researched the adoption of

3
eLearning in a developed country can't be at last summed up for a developing nation setting.

Henceforth, there has been a call for more research in understanding the determinants of the

adoption of eLearning in organizations of advanced education in developing nations (Muries &

Masele, 2017). Likewise, the writing on the utilization of ICTs in establishments of advanced

education has called for additional research in various institution of advanced education setting

to praise/look at past discoveries on the reception of eLearning technologies (Boateng, et al.,

2016).

The quick speed of technology and economic advancement has put more prominent

interest on educational framework. The vital requirement for students is to zero in on the

significance of long lasting realizing, that is, to constantly overhaul their abilities, to think

basically and to rouse imagination and advancement to adjust to worldwide change (UNESCO,

2004). Another worldview of teaching and learning process, e-learning, has arisen because of the

fast dispersion of ICT. It is generally accepted that e-learning, whenever carried out

appropriately will enable all students to completely take part in the 21st century. E-learning

likewise alluded to web based learning or virtual learning has been characterized as a wide

arrangement of utilizations and cycles, for example, online learning, PC based learning, virtual

classroom (VCR) and digital collaboration.

The 21st Century has been portrayed with extraordinary expansion in the technological

advancement all throughout the planet. Among these are progresses in Internet facilities,

foundation of libraries, advancement of information technology, enhancements in

communication media and refinement. Adeniyi (2004) set up that everyone needs information to

arrive at their latent capacity and that the more information that is accessible to a framework

about itself and about its current circumstance the more dependable it becomes and the more

4
noteworthy its odds of endurance. Today, the progression of e-learning advances has carried

significant changes to the ways and habits individuals lead their undertakings globally.

Mobile learning (m-learning) is an instructive model arisen alongside the advancement of

mobile technologies (Liaw, 2010). It alludes to adapting all over and whenever through Wi-Fi

prepared cell phones, for example, handheld IT gadgets including personal digital assistants

(PDAs), smartphone, laptops and tablet PCs technologies (Liaw, 2010). M-learning requires the

utilization of ICT to achieve a learning interaction (Hammo, 2010). The arrival of iPad and

comparative tablets is an achievement in mobile technology alongside the possibility of

application store, and thus, portable innovation permits students to wander and find thoughts

unreservedly without limitations and to oversee information any place they are. These days,

mobile technologies have drawn in the consideration of specialists and instructors through their

potential as strong learning devices.

The utilization of internet and web 2.0 applications are developing quickly, particularly

among youthful ages. Moreover, by utilizing Web 2.0 instead of devouring static website pages,

students of today become dynamic by imparting their insights utilizing various innovations on

the Web (Al-Hussain,2012). There is a blast of long range social networking services (SNS) that

have been generally taken on by a large number of users from one side of the planet to the other.

Social networks like Facebook, Twitter, wiki's, blog and web recording have ended up being

extremely helpful instruments for learning (Al-Hussain, 2012).

Advances in the World Wide Web (WWW) have incredibly changed the manner in

which individuals access Information and speak with one another. The advancement of the web

has prompted the improvement of an assortment of innovation known as Web 2.0. The term Web

2.0 was instituted by Valley (2014) and alludes to as Web application, which accommodate

5
online joint effort, support, online technology, cooperation and user generated content sharing

and facilitate successful association in classroom conversation. Online technology sites are

profile-based site that permit users to keep up with social relationship by survey and imparting

rundown of social associations with different individuals (George, 2013).

Mooney (2016) underlined that advances in computer technology achieve new

opportunities and challenges to teaching and learning in Nigerian institutions. It has open new

opportunities and challenges of E-teaching and learning. What's more, the improvement of

schooling framework at all levels in African nations including Nigeria means that the

significance of online technology in education. Ward (2013) noticed that these challenges would,

accordingly, need overhauling of educational plans in addition to media assets to viably support

and help learning modes. Verifying with above perceptions, Majeed (2003) contend that

innovative mulitmedia technology support teaching and Learning for university lecturers and

students.

The significance of E-learning can't be over accentuated. As it has brought about a

surprising change in higher institutions of learning, using sound or video tape, interactive mobile

and remote learning applications, web, intranet/extranet, satellite transmission, TV and CD-

ROM, for interactions and content conveyance among members. Moreover, E-learning has

empowered exchange of information proficiently whenever and anyplace. Similarly, furnishing

students with information and ability on information technology is pivotal for accomplishment in

present overall data economy. Notwithstanding the benefits of E-learning, higher establishment

in Nigeria are not proficiently using its offices in their different organizations. In an investigation

did by Opkomu, Bethel Ebika & Mercy, (2018) shows that Rivers State University need

6
electronic learning facilities for learning purposes and lecturers don't know about electronic

learning facilites in teaching courses.

In a connected report, Benjamin, Okwudili, and O, (2018); believe that teachers are as yet

discovered needing in utilizing e-Learning resources, as they actually utilize old techniques for

teaching. Also, Adisa, Adisa, Usman, and Barau, (2018); discovered that the degree of

mindfulness on ICT use and comparable electronic learning exercises among Nigerian

researchers and teachers were for the most part low. There is feeble ICT strategy execution,

lacking useful sponsorship for scholastic staff on the best way to utilize PC, and expanding cost

of equipment use for ICT. And furthermore, the customary strategy for teaching is as yet being

use. Discoveries from contemplates directed by Opkomu, Bethel Ebika& Mercy, and (2018)

shows an insufficient and low usage of electronic learning facilities for educating purposes. They

suggested that schools should coordinate training program on the best way to utilize electronic

learning facilities and hardware for staff. Also, that, schools ought to prepare and keep up with

existing e-learning facilities.

Ajuong (2013) expressed that accessibility of email, websites, chat rooms, internet cafes,

multimedia presentations, web enabled phones and web/video conferencing have revived

teaching and learning in schools. As indicated by social learning hypothesis, three components

including individual learners, companions and circumstances, possibly influence individual

learning results. Ajayi (2010) expressed that individual's dynamic commitment in developing

information, relational connections in corporative setting, and critical thinking circumstances as

recognized characteristics of powerful PC interceded learning. The secret intricacy and

dynamism of online technology in educational framework as it improves powerful classroom

communication require investigation of the hidden linkage component between online

7
technology and desirable learning outcomes. As a journey of self-managed learning, students'

pursuit of information and feedback through online technology is basic to their transformation

and socialization in an arranged climate. Morrison (2012) kept up with that through online

technology students can procure attitudes, conduct and knowledge for assuming a role in an

arranged climate to help their classroom cooperation.

Notwithstanding, in Nigerian universities the utilization of online technology to facilitate

learning is acknowledged to be of worth across because of the new outbreak of diseases where

most colleges needed to utilize online learning. Nonetheless, online learning might be done in

various structures. They can be executed in colossal open online courses, or in addresses where

an extraordinary number of students watch a video on the web and are then approached to fill

questionnaire or take tests to research their perspectives and the degree to which they have

perceived the substance of the video. The teacher runs practical conversation among the students,

gives homework, and follows individual students (Loeb, 2020). Most institutions make a decent

attempt to give top notch education during the pandemic. To ensure equivalent instruction, their

teaching and learning focuses have characterized instructive value in advanced education overall.

Teaching and learning have gone past the teacher standing before a gathering of students and

dispersing information to them without student’s satisfactory support (Ajayi, 2010). This study

on undergraduate students’ perception on the utilization of online technology for learning in

LAUTECH will fill the loopholes on the use of online technology among students in Nigeria

dependent on their sexual orientation.

8
Statement of the Problem

Online technology is one of the fastest growing method of communication. As of now

online technology sites, along with mobile phone have given a space in which this

communication can happen. Most researchers focus on the role of online technology sites in

staying aware of and supporting of existing offline relationship. The E-learning technology

utilization was at this point limited to computer literacy training without putting in all intents and

purposes of other e-learning system and other related strategy for transport of instructional

materials in e-learning. The present ICT curriculum arrangement merely deals with teaching

about computers and not how computers can be used to change the teaching and learning.

Online technology platform builds up an enabling environment to share and convey

feeling, shared characteristics, needs or experience which can help students experiencing

underestimation to recognize likely solid relationship in their close by neighborhood.

Notwithstanding, the benefit of using mobile technology in fitting setting, the majority of higher

education in Nigeria have yet to include mobile technology as a fundamental part of instructional

arrangement. In any case, mobile technologies is inconspicuously obtaining a spot among higher

education as an important instrument for bringing myriads of students together on the way to

empower collaborative and informal learning.

As a result of rapid innovation in digital technology across the world, various schools

take on e-learning and e-teaching for enlightening teaching and learning process and also to

compliment face to face interaction. According to Owo and Ajie (2020), e-learning decreases

travel time and the cost of infrastructural progression to the extent structures. Moreover,

Arkorful and Abaidoo (2014) set that the cash saving benefit of e-learning in getting students

ready is lesser than that of physical (very close) contact after circumspectly pondering certain

9
components, for instance, the amount of students ready, distance to be journeyed, and period of

planning among various segments. Thusly, Guragain (2016) set that the value of very close class

contacts content development, scattering and backing cost, are just high when stood out from e-

learning which is of lower cost. Thusly, e-learning usage tends to solve the educational

challenges specifically the COVID-19 pandemic period, when no real contact is permitted

among teachers (lecturers) and students (learners). In any case the potential outcomes of e-

learning, some school teachers and students do no not have the ICT capacities expected to

achieve an incredible online postgraduate education (Alexander et al, 2017; Wineburg et al,

2016). Furthermore, Owo and Ajie (2020) set that one huge constraint to quality e-learning

education in Nigeria is inadequate ICT skills posed the by school teachers and students.

Educators need ICT capacities to assist students with cultivating ability in using e-learning

platform for quality learning. Poor Internet accessibility and the massive cost of data subscription

and the tremendous cost of e-learning training facilities set up some huge blocks to e-learning

use in Nigerian schools (Owo & Ajie, 2020; Akpomie, et al, 2020).

In this investigation, the investigator dependent on an examination of student LAUTECH

students and the acceptance of online technology for their learning process. Considering the way

that mobile phones are extensively used in Nigeria and are popular among school students, the

investigator will overall inspect the hardships looked by the students such as poor internet

connection, cost of data to explore and overviewed their experiences and attitudes toward e-

learning advancement to work with their formal and informal learning. Along these lines, the

current investigation assessed undergraduate students' perception on the adoption and utilization

of online development for learning in LAUTECH Ogbomoso, Nigeria.

10
Purpose of the Study.

The main purpose of this research is to examine undergraduate students' perception on the

adoption and utilization of online technology for learning in LAUTECH, Ogbomoso, Nigeria.

Specifically, the study determines;

i. the on-line technologies used among undergraduate LAUTECH students for learning.

ii. the perceived usefulness of on-line technology for learning process in LAUTECH.

iii. the perceived ease of use of the adopted on-line technology for learning process in

LAUTECH on the basis of gender.

Research Questions

The following are some of the questions which the study intends to answer:

i. What are the used on-line technologies among undergraduate students in LAUTECH,

Ogbomoso, Nigeria?

ii. What are the undergraduate students’ perceived usefulness of on-line technology for

learning in LAUTECH?

iii. What are the undergraduate students’ perceived ease of use of the adopted on-line

technology for learning in LAUTECH on the basis of gender?

Research Hypotheses

The statement below shall be the research Hypothesis that will be tested for this study:

H01: There is no significant difference among undergraduate students on the utilization of the

adopted on-line technology for learning in LAUTECH based on gender.

Scope of the Study

The essence of this research is to investigate undergraduate students’ perception on the

adoption and utilization of online technology for learning in LAUTECH, Ogbomoso, Nigeria. To

11
achieve this, the descriptive research design of survey type will be used to elicit information

from the respondents using the researcher’s designed questionnaire. The geographical inclusion

for this research is Ogbomoso, Oyo State, Nigeria and this study would be conducted among

students from the selected faculties.

Clarification of Major Terms and Variables

The following terms were used in the course of this study:

Undergraduate: is a student who is studying at LAUTECH university and has not been awarded

a degree.

Perception: Is the way in which undergraduate LAUTECH students regard, understood and

interpret the utilization of on-line technology

Utilization: Is the manner in which LAUTECH students uses the adopted on-line technology.

Adoption: The decision of LAUTECH students to start using the on-line technology for

learning.

Attitude: This refers to dispositional abilities and reactions of LAUTECH students towards the

adoption and utilization of on-line technology for learning

On-line technology: is an act of using social media website to connect with other users of the

website or services. On-line technology sites include Facebook, Twitter, WhatsApp, Instagram,

YouTube, LinkedIn etc.

World Wide Web: is one of the services communicated via the internet. It is a collection of

interconnected documents and other resources, linked by hyperlinks and Uniform Resource

Locators (URLs).

E-learning: Is the delivery of learning and training through digital resource typically involving

the Internet.

12
Mobile learning: Is a learning/training conducted by means of portable computing devices such

as smartphones, tablets or computers.

Virtual learning: Is a learning experience that is enhanced through utilizing computers and/or

the internet both outside and inside the facilities of the educational organization.

Significance of the Study

This research would be of massive significance and valuable to undergraduate students',

lecturers, educational curriculum developers, government and non-legislative associations and

organization. The research would prompt the audit of educational curriculum development that

would include the utilization of ICT for teaching and learning in schooling area (e-learning

technology).

Undergraduate students could be worked with to utilize their different mobile

technologies to get heaps of educational materials, share thoughts, experiences, information and

data anyplace and whenever. This could manage the cost of undergraduate students with savvy

utilization of portable advancements for cross-rearing of thoughts for learning. Subsequently

versatile innovations (mobile technologies) could be utilized online easily to refresh and update

the students’ knowledge about their course of study.

The lecturers and college analysts would have a more extensive information on sensible

utilization of different online advancements as a vital apparatus for educating and learning. This

new change in perspective of information by means of online advancements can help college

understudies to accomplish better instructive outcome through great exploration and cross

reproducing of smart thoughts.

The research might fill in as a shocker to educational program designers on the utilization

of technology advancements to overcome any issues among formal and informal education. This

13
investigation could fill in as a catalyst to speed up government obligation to the improvement of

scholarly exploration in Nigeria. The Ministry of Education and sports could utilize the

undertaking as an instrument to researching the impacts of e-learning technology of both private

and state funded colleges in the country. This data could likewise be useful to other training

frameworks and some business organizations to help enhance the ICT infrastructural

Development for educating and learning.

The investigation would likewise be utilized as the future reference for the assessment of

the situation with ICT and e-learning technology execution in colleges across the globe.

Furthermore, colleges can likewise utilize this research work as an apparatus to procure awards

from contributors to further develop ICT framework in Universities particularly in the

agricultural nations.

14
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

This chapter is concerned with the review of related literature on the undergraduate students'

perception on the adoption and utilization of online technology for learning in LAUTECH,

Ogbomoso, Nigeria. This can be discussed under the following subheadings.

1. Concept of Information and Communication Technology in Education

2. Concept, Nature and Relevance of Online Technology in Education

3. Challenges of Utilizing Online Technology for Learning

4. Gender Influence on the Utilization of Online Technology for Learning

5. Factors Influencing the Adoption of Online Technology for Learning

6. Appraisal of the Reviewed Literature.

Concept of Information and Communication Technology (ICT) In Education.

Information and communication technology have for some time been perceived as basic

components of economic and social development. In this way, in the 21 st century, policy makers

and academics have coordinated their consideration towards the emphasis on and approach

toward technology including ICT within the educational system of developed and developing

countries Chen et al. (2015) Information and Communication Technology (ICT) first showed up

during the 1980s and was characterized as "A wide range of electronic frameworks utilized for

broadcasting telecommunications and interceded communication", with models including PCs,

computer games, cell phones, web, and electronic installment frameworks and computer

software and so on. According to Jo Shan Fu (2013) information and communication technology

(ICT) includes computer, the internet and electronic delivery system such as radio, television and

projector among others and is widely used in today’s education field.

15
 The term information and communication technology (ICT) is a combination of

information technology (IT) and communication technology (CT). As indicated by (Khan et al,

2015), information and communication technology (ICT) alludes to advancements that give

admittance to data/information through communication. Khan et al. (2015) added that ICT

represents information and communication technology. Likewise, ICT is an umbrella term that

incorporates any specialized gadget, enveloping radio, TV, phones, PC and network hardware,

satellite frameworks, etc. just as the different services and appliance with them, for example,

video conferencing and distance learning (Ibrahim, 2010).

Kreijnsa, Van Acker, Vermeulend & Van Buuren (2014) define information and

communication technology as a set of tools enabling, supporting and reinforcing educational

reforms. Moreover, ICT implies an assortment of technology applications in the process of

communication and information. The word ICT is a combination of these words information

communication and technology. Information implies knowledge, and technology implies the

utilization of computer and communication. According to LISBDnetwork (2014) the term ICT

can be characterized as "the integration of computing, networking, and information processing

technologies and their applications" Thus, ICT implies a blend of computer applications and

communication technology for social occasion, handling, storing and disseminating of

Information.

According to LISBDnetwork (2014) Information Communication Technology is a typical

term referring to the technologies utilized for gathering, storing, altering and imparting

information in different formats. ICT implies the utilization of PC based innovation and the

Internet to make data and correspondence administrations accessible in a wide scope of clients.

ICT is a Hardware and Software that empower society to make, gather, unite and convey

16
information in a media design and for different purposes. ICT is assuming a crucial part in the

current and future improvement of society and country. ICT has impacted all circles of life and

furthermore the library. Information and communication technology (ICT) is a diverse

arrangement of technological tools and assets used to convey and to make, disseminate, store and

oversee information (LISBDnetwork, 2014).

Information and communication technologies (ICTs) are regularly connected with the

most modern and costly computer based technologies. ICTs are fundamentally information

handling tools, a shifted set of merchandise, applications and administrations that are utilized to

deliver, store, process, disseminate and exchange information (Nwachukwu, 2004). ICT-

Information and Communication Technology is a different collection of technological gear and

assets which are utilized to convey. They (ICT) are utilize to create, distribute, gather and

administer information. According to Anyakoha (1991), information technology is "the

utilization of artificial apparatuses for the collection, generation, communication, recording, re-

administration and exploitation of information. It incorporates those applications and products,

by which information is moved, recorded, altered, stored, controlled or spread". ICT is an imply

that has changed numerous parts of the way we live.

According to K.m.P (2018) ICT incorporates the computer equipment (hardware),

programming (software), use of telecommunication technologies, projection gadgets, Local Area

Network (LAN), Wide Area Network (WAN), digital cameras, Compact Disks (CDs), Digital

Video Disks (DVDs), mobile phones, satellites, and fiber optics. Digital Technologies is

anything but a solitary innovation. It is blends of at least two technologies in that framework,

Information Technology and Communication Technology. Information Technology is carrier of

information and the term is used to describe any material that creates, stores and has the ability to

17
exchange the information (Ugwu and Obegbulem, 2011). Noss (2013) define communication as

the process of transferring ideas, skill or attitudes from one person to another accurately and

satisfactorily.

The recent technological advancement such as computer, internet etc. which results in

computer network. Students who uses these technologies to acquire deeper understanding of

sophisticated subjects or topics and concepts are more likely to remember the information and

use it to solve more advance problems outside the homeroom environment (Apple computer,

2015). Information and communication technology (ICT) have been promoted as possibly

amazing empowering devices for instructive change and reform. A more relevant job of

information and communication technology (ICT) is the transmitting, moving, teaching positive

objectives and qualities through instruction that can't be overemphasized in any general public.

While the importance of integrating ICT within educational system is readily agreed to,

initiatives in this realm are varied with regards to method and aims (Phelps, Hase & Ellis, 2005;

Conrad & Munro, 2008; Christensen & Knezek, 2009; Teo & Koh, 2010 & Hakverdi, Dana &

Swain, 2011).

According to UNESCO (2016) ICT integration in education can contribute to access to

education, equity in education, the delivery of rich and quality teaching and learning ability and

also offer more efficient education management, governance and administration. UNESCO take

a holistic stand in promoting ICT in education. In an educational system, ICT is a main impetus

in the process of moving of advantageous objectives from an educator to expected students that

would make them to be valuable to themselves and the general public at large. ICT is another

advancement that is yet to be appropriately unwound in the instructive arrangement of the

underdeveloped nations/least developed nations.

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 Prior to clarifying the idea of educational system, in accordance to (Akarowhe, 2017) it is

relevant of pin-point the significance of education and system. Education is a total of the

multitude of positive demeanors (values, perspectives, abilities, and convictions framework) an

individual procure which empower to him to add to the general public which he lives and to

himself. Education is total of the interaction, abilities, affidavits, and conviction system which a

learner gain/accomplish for his positive turn of events and significant commitment to the general

public he/she live. Ugwu and Obegbulem, (2011) posited that education is the deliberate and

systematic influence exerted by the matured person on the immature person through instruction

and discipline.

According to an article written by Akarowhe, (2017) education can likewise be seen, as

the procurement of positive qualities and objectives. Such qualities and objectives are intended

for self-completion of the person which the social system have distinct fascination for its

accomplishment. These qualities can be communicated, moved, instilled in a learner through an

exhaustive educational system. As per Akarowhe, (2017) a system is an assemblage of parts

cooperating for the reason to accomplish a foreordained set goal. Accordingly, an educational

system is agglomeration of all associate partners that are associated with the most common way

of moving and obtaining of positive manners, believes, qualities, abilities and perspectives to

serve the general public overall.

An educational system is designed for students’ efficiency and country building

(Bingimilas, 2009). This is because of the way that, students structure the reason for which the

system comprise, consequently they are given earlier consideration which over the long haul lead

to their significant commitment to the public turn of events. Educational system includes the

students, educators, non-government organizations and the public authority. The non-

19
government organizations and the public authority are regularly added to the educational system

because of the job they play in the system, which might include the arrangement of assets,

offices and required labor to man the system. In an educational system the exercises of the

students, instructors, government and non-administrative association can't be overemphasized

(Akarowhe, 2017).

Information and communication technologies (ICTs) are rolling out powerful

improvements in the public arena. They are impacting all parts of life. The impacts are felt

increasingly more at schools. Since ICTs furnish both the understudies and instructors with more

freedoms in adjusting learning and teaching to individual necessities. society is compelling

schools appropriately react to this specialized advancement. Effort towards integration of ICT in

educational system, furthermore may profit from being better educated with regard to the current

range of ICT skill set among teachers (Alghazo, 2006; Friedrich, 2007; Hron, 2011). According

to Kingsley and Patience, (2019) globalization and technological changes have made another

worldwide economy controlled by innovation, powered by information and driven by

knowledge. The development of this new worldwide economy has genuine ramifications for the

nature and motivation behind educational institutions. The Economic Commission for Africa has

indicated that the ability to access and use information is no longer a luxury, but a necessity for

development. Unfortunately, many developing countries, especially in Africa, are still backward

in ICT application and use (Omariba, 2012).

Information communication technology (ICT) at present are impacting each part of

human existence. They are assuming notable parts in work places, business, education, and

diversion (entertainment) change in working conditions, taking care of and trading data, showing

techniques, learning draws near, logical examination, and in getting to data correspondence

20
advancements (Kingsley, 2019). In this computerized period, ICT use in the study hall is

significant for offering understudies chances to learn and apply the necessary 21st century

abilities. Computer are at the heart of ICT revolution because they are fast information

processing machines, configured to receive, input information and at the same time process the

input data and provide organized output that serve the needs of users (Hawkridge, Jaworski &

McMahon, 2011)

Information and communication technology (ICT) further develops teaching and learning

and its significance for educators in playing out their job of makers of educational conditions.

ICT helps an instructor to introduce his instructions alluringly and ready to learn for the students

at any degree of instructive projects (Ratheeswari, 2018). Today in India teaching training

programs making helpful and alluring by the term of ICT. Information and Communication

Technologies (ICTs) exemplified by the web and intuitive sight and sound are clearly a

significant concentration for future education and should be successfully incorporated into

formal teaching and learning particularly in a teacher education institution.

A compelling utilization of ICT facilities in Nigeria institutions can decidedly affect the

school learning conditions/environment by making more unique communication among students

and lecturers, making cooperation and collaboration in critical thinking exercises, animating

innovativeness in both the students and the teachers, and assisting students with controlling and

screening their own learning (ololube 2015). Likewise, the utilization of ICT in teaching and

learning is an important and useful method of giving education to students that will help in

imbibing them the necessary limit with respect to the value of work. Additionally, the

requirement for the audit of technological tools by Nigeria teachers is urgent in light of the fact

that lecturers’ readiness is vital to the achievement or disappointment of incorporating ICT into

21
education. As indicated by Adu, and Olatundun, (2013), It is just through the integration of ICT

in education that one can educate students to be members in the development cycle in this period

of fast change.

Integration of ICT for guidance conveyance alludes to utilizing accessible ICT devices to

work with, thereby acquiring much required ability and academic knowledge. Integration is a

craft of consolidating or adding parts to make a unified whole (Morrison and Dundalk 2013).

Taking into account this, they portray ICT integration as having teachers and students use

computer as a device rather than a conveyance system for drill and practice of essential ability.

They brought up that when a computer is incorporated as a tool, students and teachers apply a

similar expertise to break down and control information in the classroom. The contention is that

by utilizing the computer as such, students learn example goals just as foster genuine information

and ability. They believed that this kind of integration support teaching practice that underline a

student-centered, open ended learning climate in which sensible setting for learning are utilized.

Information and communication technology ICT has become one of the strong tools in

education. It has a few significance and definition by certain researchers, scientists according to

different perspectives. The broadness of information and communication technology (ICT)

covers any item that will store, recover, control, communicate or receive information

electronically in a computerized structure. Bankole (2016) depict ICT as electronic

advancements utilized for data stockpiling and recovery. He added that ICT is regularly utilized

as a lengthy equivalent for information technology IT, yet is normally a broader term that

stresses the bound together communication and the integration of media communications (phone

lines and remote signs), PCs, center product just as fundamental programming, storage and audio

visual system, which empower users to make, access, store, send and control information. In

22
other word ICT comprises of different electronic assets just as media communications, broadcast

media, a wide range of audio and video processing and transmission and network based control

and observing capacities.

Bankole (2016) affirmed that information and communication technology (ICT) is

significant in teaching and learning as it ensures unhindered access of teachers to important

information and improvement in branch of knowledge just as the arrangement of productive and

viable devices to deal with understudies' individual contrasts. Surveying ICT incorporation as a

course of reproducing and redesigning the learning climate, (Muhammad, 2011) contended that

computers and technology should be seen as far as capacity/function rather than application,

process instead of drawing closer. In his decision he said ICT incorporation in the classroom has

been more with regards to teaching and learning than its with regards to technology. In other

word, coordinating ICT isn't such a great amount about assisting understudies with operating

computer however about assisting understudies with learning all the more proficiently and viably

using of ICT facilities.

Based on ICT facilities, teaching and learning no longer depend on printed materials (Jo

Shan Fu,2013). ICT can be utilized in different ways where it helps the teachers and students to

find out with regards to their individual branches of knowledge. Ugwu and Obegbulem, (2011)

stated that ICTs in education encompasses a greater range of rapidly evolving technologies such

as desktops, notebooks, digital camera, local area network (LAN), the internet, World Wide Web

(WWW), CD Rom and DVDs and applications spread sheets, tutorials, simulations, electronic

mails, digital libraries, computer mediated conferencing, video conferencing and virtual reality.

Technology based teaching and learning can roll out numerous improvements in school

that needs for legitimate preparation and strategy making. Researchers and policymakers must

23
both have a similar knowledge about the tentative arrangement. Dudeney (2010) noticed that

public ICT approaches can serve a few critical capacities. They give a reasoning, a bunch of

objectives, and a dream of how education system run in case ICT is coordinated into teaching

and learning interaction, and they are useful to students, teachers, guardians and everybody of a

given country. Service of Education Malaysia has defined three principle strategies for ICT in

schooling. The main arrangement demands all students are given freedom to utilize ICT. This is

expected to diminish the computerized gap among the schools. The subsequent strategy centers

around the role and capacity played by ICT in education. Other than that, one more arrangement

focused on the utilization of ICT for getting to access information, communication and as

efficiency device (Chan, 2002).

Notwithstanding, foundation and facilities of ICT is then expected to supply to the

schools all through the country. A vital component being used of ICT is adequate computer labs

and ICT gear. This is to guarantee that subject teachers have effective access to ICT devices at

whatever point required (Hennessy, Ruthven, & Brindley, 2005). Absence of satisfactory ICT

hardware and web access is one of the key issues that schools explicitly in country regions are

confronting now. For instance, consequences of an exploration show that in Kenya, a few

schools have computer however this could be restricted to one computer in the workplace in

particular. Indeed, even in schools with computers, the student-computer apportion is high.

Furthermore, the report proceeds with uncovered that the schools with ICT system are upheld by

guardians' drive or local area power (Chapelle, 2011).

In many schools, technical challenges tried to turn into a significant issue and a

wellspring of disappointment for students and teachers and cause breaks in teaching and learning

process. In case there is absence of specialized help and no maintenance on it, teachers can't

24
utilize the computer for a brief time (Jamieson-Proctor et al., 2013). The impact is that educators

will be deterred from utilizing computers as a result of dread of hardware disappointment since

they are not given any help on the issue. Türel and Johnson's review (2012) uncovered that

specialized issues become a significant hindrance for educators. These issues incorporate low

connectivity, virus attack and printer not working. Nonetheless, there are a couple of special

cases. Schools in the nations like Netherland, United Kingdom and Malta have perceived the

significance of specialized help to help educators to utilize ICT in the study hall (Yang & Wang,

2012).

One of the most prominent difficulties in ICT use in instruction is offsetting educational

objectives with monetary real factors. ICTs in education programs require huge capital

speculations and developing nations should be judicious in settling on choices regarding what

models of ICT use will be acquainted and will be aware of keeping up with economies of scale.

Eventually it is an issue of whether the worth added of ICT use counterbalances the expense,

comparative with the expense of options. Ilaonisi and Osuagwu (2010) demonstrated that many

variables limit the infusion of ICT in educational institutions in Nigeria. These incorporate

scarcity of ICT infrastructure and absence of access; high enrolments, lacking subsidizing and

nonattendance of financing designation to technology; significant expense of proprietorship and

cost to the customer and strategy ramifications of the confound between the publicized capacities

of ICT innovation and the points of individual educational institutions.

Also, teachers' preparation and abilities in utilizing ICT are assuming fundamental part in

the utilization of ICT in education. Teachers needs adequate ICT abilities to carry out the

technology and to have high certain level to utilize it in a classroom setting. In addition, teachers

require knowledge into the academic role of ICT, to utilize it meaningfully in their educational

25
cycle (Hennessy et al., 2005). As per Winzenried, Dalgarno and Tinkler (2010) teachers who

have gone through ICT course are more viable in educating by utilizing innovation apparatuses

instead of those that have no involvement with such training. A school in Ireland announced that

teachers who didn't foster adequate certainty tried not to utilize ICT.

The use of computer is gaining ground in many aspect of human endeavors (Amuchie,

2015). In Nigeria Education, it was seen that the substance and extent of communication has

extended strikingly, this makes the teaching of school subject more testing to the teachers.

Therefore, teachers are relied upon to make school subject significantly more intriguing and

invigorating to students, this is conceivable through adoption and use of ICT offices. Teachers

are additionally expected to connect completely with their current circumstance to achieve

attractiveness, viability and adequacy in instructing and learning through the legitimate

utilization of ICT parts, the utilization of different ICT parts in guidance propel and lead to

supply of information by both the teacher and students (Groff, 2013).

Information and communication technology (ICT) are information handling tools that are

utilized to create, store, process, convey and exchange information. These various instruments

are currently ready to cooperate and consolidate to shape organized world which ventures into

each edge of the globe (FAO, 2011). It is a progressively amazing asset for taking an interest in

worldwide market, advancing political responsibility, working on the conveyance of essential

administrations and improving nearby improvement openings.

Ololube (2015) believed that ICT is an electronic based arrangement of information

transmission, gathering, handling and recovery which has radically changed the manner in which

we think, the way we live and the climate in which we live. It very well may be utilized to get to

worldwide information and correspondence with others. He additionally upheld that students

26
who uses ICT gain further comprehension of mind boggling themes and idea and are bound to

review information and use it to tackle issues outside and inside the homeroom setting. Also,

through ICT, students broaden and develop their insight, investigation and enquiry as indicated

by their requirements and interest when access to information is free on different levels

(Noss,2013).

Concept, Nature and Relevance of Online Technology in Education

Technology is a device that can change the idea of learning. Online technology can

likewise be referred to as internet learning sites/applications that work with learning. Moon

(2017) expressed that online technology tools refers to any program, application or technology

that can be gotten by means of a web connection, that upgrades teaching and learning and

capacity to access and present information. Higher institutions are encountering quick change in

educating and learning as online filled in as the modern tools for effective instruction. Online

technology has become one of the most famous ways to deal with learning in the 21st century as

a method for incorporating innovation into the educational system (Reeves, Karp, Mendez,

Alemany & McDermott, 2015).

The falling norm in education these days among university students has stimulate the

interest of various researchers and scientists to investigate a viable method for coordinating

Online technology to help and improve students’ performance (Oloyede 2008 & Smith 2012).

The current generation of students has been totally standardized by computerized advancements

and is acquainted with utilizing new media not exclusively to assemble information yet

additionally to make new things in new ways. As indicated by a report distributed in 2009 by

Massachusetts Institute of Technology, for sure a few students will probably be more

comfortable with conveying on the web rather than in the homeroom, where they feel too scared

27
to even think about posing inquiries. Moreover, teachers might acquire a clearer image of their

students' advancement through an online forum that is not obliged by study hall timetables and

school hours.

While online technology is encountering a far and wide adoption by students, there is still

a lot of contention encompassing this arising technology comparable to education. With regards

to the field of education, there are various ways that online technology sites, for example,

Facebook, twitter, etc. can be utilized to improve classroom experience and educational

significance in technology driven world (smith, 2012). Outside the classroom numerous

understudies are as of now utilizing social media regularly to convey and accumulate

information about different points. By expanding this interest, teachers can establish an internet

based climate that advance the trading of thoughts and assets to permit students to foster a

comprehension of the advantages of successful correspondence.

As per Lawrence (2009) Online Technology sites offer a wide assortment of resources

and administrations like messaging, writing for a blog, sharing photographs, sound and video,

bunch conversation and conveyance of uses. Online technology sites empower students to reach

out to their companions, organizations and furthermore permit them to interface and meet new

companions. Online technology has seen colossal development as of late and was recognized as

an arising technology for teaching and Learning in Nigerian schools. Ostensibly the most well-

known online technology webpage is the Facebook. Facebook is an online technology

administration which fill in as a social utility that assists individuals with imparting all the more

productively with their companions, family and associates (Facebook 2008).

Madge, Meek, Wellens and Hooley (2009) report on a review directed with first year

students at a British college utilizing an internet based overview. Understudies revealed that they

28
explicitly joined Facebook pre‐registration as a method for making new companions at college,

just as staying in contact with loved ones at home. The review information likewise uncovers

that once at college, Facebook was a social component that assists understudies with subsiding

into college life. Students thought Facebook was utilized in particular for social reasons. Liu

(2010) concentrated on students' utilization, perspectives and view of 16 unique social media

instruments through an internet based poll including 221 understudies. The best four reasons that

incited understudies' utilization of social media devices were viewed as friendly commitment

(85%), direct communications (56%), speed of feedback/results (48%), and relationship building

(47%).

An infographic uncovering a user movement evaluation of famous social networking

sites posted on internet May 2, 2012 by Go-Gulf, the report shows that Facebook has the most

utilized informal organization with 901 million clients. This is trailed by Twitter (555 million),

Google+ (170 million), LinkedIn (150 million), and Pinterest (11.7 million). As far as interesting

month to month guests, Facebook had in excess of multiple times the quantity of guests of the

other long range informal communication sites (SNS) joined. Pinterest had more special month

to month guests (104.4 million) than LinkedIn (85.7 million) and Google+ (61 million). The Pew

Research Center's 2014 Internet Project review of 1,445 Internet clients observed that Blacks will

quite often utilize Facebook generally (73%) trailed by Instagram (34%), Twitter (25%),

Pinterest (21%), and LinkedIn (18%) (Krogstad, 2015)

The American Press Institute's 2015 web-based article, "How recent college grads use

and control social media," saw that generally (88%) get their report from Facebook followed by

YouTube (83%) and Instagram (50%). Regarding a third (36%) get their report from Pinterest

and Twitter (33%) (para. 7). A 2014 online media examination infographic by Leverage New

29
Age Media shows that Facebook stays the reasonable pioneer among social network with more

than one billion dynamic users. LinkedIn positions second with 300 million users generally

(79%) of whom are 35 or more seasoned. Twitter and Instagram rank third and fourth with 241

million and 200 million users respectively. Pinterest has one-10th the quantity of users that

Instagram has and the vast majority of them (83%) are female.

Kumar and Kumar (2013) observed that Facebook was the most well-known online

media among post alumni and research students in an Indian college. Twitter was second

generally well known among those students. Barnabas Nduka (2013) concentrated on web-based

long range interpersonal communication and undergrad numerical accomplishment in Rivers

state, they discovered that 52(88.1%) incline toward Facebook, 5(7.9%) favor Twitter, 1(1.6%)

favor Blackberry and 1(1.6%) incline toward others. Notwithstanding, 4(6.3%) lean toward none.

This shows that Facebook was the most favored online social network among others. This is

huge since (Lenhart et al. 2010) viewed that 71% of youthful grown-ups have a Facebook

account.

The current review showed that Facebook and email were the informal community sites

of decision, with close to 100% of understudies utilizing Facebook and 90% utilizing email. This

finding additionally shows that Facebook is the most famous type of web-based media. Idubor

(2015) researched web-based media utilization and dependence levels among students in

University of Ibadan, Nigeria. The review uncovered that greater part of the respondents certified

Facebook and Twitter as the main web-based media networks which they approach with reaction

paces of 751 (90.2%) and 646 (77.6%) individually. Additionally, about half (388 or 46.6%) and

near four-fifth (307 or 36.9%) of the respondents authenticated their availability of YouTube and

Blogger separately.

30
 Social media are invading the educational field. The internet based Social organization

are progressively being utilized by undergrads as well as by lecturers to help verbal study hall

guidance (Mazer, Murphy & Simonds, 2010). Online media has been characterized in various

ways. In characterizing online media, (Kaplan & Haenlein, 2010) gave an overall meaning of

social media in light of Web 2.0 and User-Generated Content. As indicated by them social media

is a gathering of internet-based applications that form with respect to the philosophical and

technological establishments of Web 2.0 and that permits the creation and trade of User

Generated Content. They likewise went further to depict online media collectively of web put

together applications that form with respect to the philosophical and innovative establishments of

Web 2.0 and that permit the creation and trade of client produced content. Nwanton,

Odoemalamn, Orji-Egwu, Nwankwo and Nweze (2013) defines web-based media as those web

based instruments and administrations that permit clients to draw in with each other, generate

substance, disperse and look for data on the web.

Bryer and Zavatarro (2011) depicted social media as technology that smooth the

advancement of social communication, make conceivable cooperation, and empower

consideration across partners. These technologies currently incorporate web journals (blogs),

wikis, media (sound, photograph, video, text) sharing devices, organizing stages, and virtual

universes. Social Media Online (2011) characterizes social media as fundamentally internet and

versatile based devices for sharing and discussing information by users. The term, as per Andreas

and Michael (2010), alludes to "a gathering of Internet-based applications that expand on the

philosophical and innovative establishments of Web 2.0, and that permit the creation and trade of

user-generated content."

31
 Online technology (social media) is turning out to be progressively pervasive to thousand

years’ learners and education sees the possible advantages of utilizing these instruments for

scholarly purposes (Hughes, 2009 & Nellison, 2007). Through web-based innovation (online

technology) students can extend their insight, research and request as per their requirements and

interest when access to information is free on different levels. Selwyn (2010) focused on that

internet based technology could make the accompanying benefits on teaching and learning;

Creating concentrate on bunch and different collaborations with cohorts with the knowledge of

the instructors, post hoc evaluating of learning encounters and occasions perusing web assets

with little proof of basic request or insightful awareness, to permit students practice their

inventiveness with pictures, sounds and video mashups as the numerous instruments of online

technology can assist students with firming up their agreement, taking note of that he/she is

advanced. Composing insightful web journals, distributing educated and smart analysis on blog,

task and posting new inquiries in different string to assist with incorporating material, ideas and

so on

Laleye, Onasanya and Ogunfunmilakin (2013) focused on that, it is certainly clear that

online technology has both positive and adverse consequence on students' way of life,

assimilation and confidence. It upgrade students' commitment and assemble better relational

abilities which give the lecturers platform to set up back channels that encourage conversation

and surface thoughts that students are excessively bashful or threatened to voice so anyone can

hear. Online technology is an advantageous way for school and students to stay aware of their

expert associations. The utilization of online technology as an informative guide in classroom

interaction permits student-student, student-content and student-teacher connections.

Additionally, students can learn at their own speed and take care of varieties of issues in utilizing

32
the online technology and its interactive tools. Online technology assumes a significant part in

students' development and investigation of close relations among learning peers through which

useful thoughts are shared that could give in their scholarly exhibition and makes learning more

comfortable. A portion of the advantages of e-learning by the utilization of online innovation are:

i. Enables schooling anyplace, whenever and to anybody.

ii. Facilitates independent learning: adaptability to put in any amount of work their helpful

time.

iii. Cost investment funds: parcel of sum can be saved in movement and personal time for

normal classes.

iv. Learner centered: innovation can customize content and expect student's future data

adapting needs.

v. Measurable: secure and dependable frameworks for recording and catching.

vi. Better learning results: better results as far as learning and information maintenance when

contrasted with customary strategies for educating.

Challenges of Utilizing Online Technology for Learning

E-learning instructional method is helped through two components in particular; coordinated

and non-concurrent (Cantoni, 2004). In coordinated learning, the communication is supposed to

be live as all gatherings take an interest simultaneously utilizing a learning model that is

innovation based. Offbeat is electronic and members don't should be online while, is the students

can get to the learning assets at their own time. E-learning execution has confronted difficulties

and to conquer the difficulties looked in the execution of e-learning, most learning organizations

have carried out the mixed method of learning. This mode includes some eye to eye study halls,

occasion based exercises, live e-learning (simultaneous) and independent e-learning (non-

33
concurrent). A portion of these difficulties are mechanical, hierarchical and instructive (Tarus,

Gichoya & Muumbo, 2015). Models incorporate; high ICT lack of education rates among the

understudy local area; low solace levels with innovation; convenience issues of learning the

board frameworks; helpless advertising systems; ineffectual upkeep techniques and inadequate

client/specialized help (Nawaz & Kundi, 2010). These provokes can make e-learning execution

flop somewhat or completely.

The method involved with utilization of web technology in everyday education is perplexing.

As the advantages given by ICT to help teaching and learning are not issue free. As there are

sure factors that block the utilization of online technology for learning; as both the teachers and

learners might come up short on the need abilities to access, process and utilize these sites. There

are a few difficulties as set by (salawudeen, 2010).

i. Disparity of admittance to the actual technology by every one of the understudies: The

expense of a computer (PC) and Laptop are still exceptionally high in Nigeria

considering the pay level of a normal laborer in the country. Barely any understudies that

are privileged to have a PC/Laptop are not associated with the web as this do draw in

additional expense which they can't manage.

ii. Technophobia: Most of the students have no computer education background, thus they

fear operating one, some go to the degree of employing master at an expense to fill their

admission, enlistment and different archives implied for them to fill on the web.

Nonetheless, the not very many who access the computer don't have the foggiest idea

how to utilize it and amplify it use.

iii. Internet Connectivity: The expense of accessing the web/internet is still exceptionally

high in Nigeria. Most Students utilize Cyber Café who charges somewhere in the range

34
 of #100.00 and #150.00 each hour regardless of their helpless services and slow pace of

their server.

iv. School Curriculum: Most of the understudies admitted have no information

technology/computer education knowledge since it was not entrenched in the educational

program(curriculum) at their rudimentary and secondary education level. Not up to this

point when computer education is being presented at rudimentary level and it isn't yet an

obligatory subject at the secondary level of our education.

v. Attitude of Students: ICT give space to autonomous learning and most understudies are

hesitant to assume liability for their own learning, yet they liked to be coddled

consistently.

vi. Software and License cost: It is over the top expensive to get a portion of the delicate

products since they are not grown locally, they are created in Europe and other developed

nations to suit their own system and make their own living. The expense and surprisingly

the understanding of a portion of the software put off a portion of the understudies who

showed interest.

Gender Influence on the Utilization of Online Technology for Learning.

Gender (Sexual orientation) differences in the utilization of technology for learning have

been broadly investigated into by different researchers; as gender alludes to the distinctive social

role that male and female play and the power connection between them. Sexual orientation refers

to social contrast and relationship amongst male and female (Ikolo, 2013). Egbo et al (2011) in

their examination finished up there is the propensity that female understudies would

acknowledge ICT use more than their male partners. In opposition to this (Liaw & Huang 2011)

in their outcomes showed that male understudies have more positive e-learning perspectives than

35
female understudies. They additionally recommended that computer related experience is a

critical indicator on learners‟ self-viability and inspiration toward e-learning.

Bebetsos and Antoniou (2009) in their review demonstrated that sexual orientation

contrasts exists for "influence" and "perceived usefulness", though no sex contrasts were shown

for mentality towards Physical action. Cheng (2006) in his exploration found that demographical

factors like sex, PC abilities and educational system stayed irrelevant. Examination on the

utilization of media and advanced gadgets, demeanor and comprehension of kids and youngsters

(5-15years) highlight some sexual orientation contrasts (Ofcom, 2013). "Young men like

advanced games and young ladies like talking". Young ladies are probably going to utilize their

telephone consistently to pay attention to music and to take photographs; they favor transferring

or sharing photographs via online media. Exercises bound to have been attempted by young men

of this age are making their own internet game, delivering and additionally sharing music or

tunes that they have formed or made themselves on the web. Very little sex contrasts were seen

with different exercises (Ofcom, 2013).

Performance of both male and female on the utilization of ICT tone similarly well in an

examination study, as there was no contrast between the post-test mean score of male and female

material science study in the exploratory gathering, subsequently the performance of male and

female understudies in the experimental group were similarly affected by the utilization of ICT

programming utilized (Onasanya, Fakomogbon, Sheu & Seotan, 2010).

An overview in Denmark, Italy, Roman, the UK and Ireland in 2013, which included

2,500 youngsters matured 9-16 and their folks, refers to gender differences in the day by day

utilization of cell phone, which are exceptionally low inside the single nations. Eminent contrast

was observed when looking at the different nations (Mascheroni, 2014). In higher institution

36
male shows higher uplifting perspective towards utilizing technology for learning than females

(Kahveci-Li & Kirkup, 2007). The gap is more pervasive in emerging nations than the developed

nations. For instance, ITU gauges that the sexual orientation gap in Internet use by end of 2013

will be 11% internationally, with 2% in developed nations and 16% in developing nations (ITU,

2013). The cell phone gender gap is seen as an indications of more extensive sex imbalances,

apparent in education just as in the overall use and ownership of ICTs (UNESCO, 2013). In a bid

to ascertain the reason for the differences in male and female use of online technological tools,

Bimber (2010) discussed that gender differences exist because men and women differ, on

average, in socio-economic status, which influences computer and internet access and use.

Factors Influencing the Adoption of Online Technology for Learning.

Information and communication technology (ICT) has in a general sense changed the

practice and procedures of virtually all types of life and education is no exemption. The adoption

of ICT in education fit itself more to student centered learning settings and with the world

moving quickly into digital media and information, the job of ICT in education is turning out to

be increasingly significant and this significance can't be disclaimed (Daniels, 2002). The

approach of Information and Communication Technology (ICT) has opened up enormous

freedom and difficulties as we continued looking for fulfilling the worldwide needs of

globalization and monetary turn of events. Arrangement of education to residents by countries is

one of the essential for monetary and social development.

Globalization and shift to a “knowledge-based economy” necessitates that, existing

learning institution foster people with the capacity to transform information into knowledge and

to apply that in a dynamic, culturally diverse setting then, ICT is a method for meeting these

difficulties. Studies have been done to decide the elements that lead to the adoption and

37
integration of ICT technology into the teaching, learning and examination in the higher education

institutions. For instance, (Afshari, Kenayathulla, Idris, Ibrahim & Ahmad, 2013) distinguished

and arranged the elements into; Organizational elements effective leadership, e-learning

strategies and objectives, support), organizational culture (shared qualities, beliefs and conduct

expected of individuals from an association) and individual variables (demeanor/attitude,

attributes, inspiration, training, support).

In one more review, (Buabeng-Andoh Charles, 2012) recognized different elements that

included key targets, top administration support, protection from change, staff qualities (support,

training, disposition and beliefs) and finished up that, these elements were pivotal for the

workforce to incorporate and utilize the e-learning technology. (Balanskat, Blamire & Kefalla,

2007) recognized the factors as those at educator level, school-level and system level.

Nanayakkara, and Whiddett, (2005) recognized six main considerations that impact

users’ acknowledgment of e-learning technology and which they assembled into; individual

variables, system factors and organizational factors. The investigation further discovered that

every one of the elements had a solid impact in the acknowledgment of e-learning by the people

examined and on the academic performance of students. The investigations have uncovered that

degrees of adoption of ICT among higher education institutions in the developing world

contrasts horribly with the developed world (Nchunge, Sakwa & Mwangi, 2012) and the

adoption of technology was still low, (Sargent, Hyland & Sawang, 2005).

Observational audit depends on past examinations on factors that impact e-learning

implementation achievement. Selim (2007) fostered a model that showed why a few associations

prevail in rivalries. The review recognized four factors that could impacts achievement. The first

factors in (Selim, 2007) study were; teachers, understudy, Information technology and college

38
support. Current review applied altered rendition of the model by (Selim, 2007) as the theoretical

system for this review. The model was picked as it communicates the connection between the

elements and e-learning achievement (execution). The adjusted builds are; individual,

technological and organizational elements.

I. Individual Factors Influencing Implementation of E-Learning

Individual elements with regards to this review alluded to the issues and attributes that

influence the understudies and educators (personnel) subsequently causing them to adjust and

utilize technology in the learning and teaching. These included; educational level, sexual

orientation, educational experience, insight with the computer for educational reason and

disposition towards computers (Buabeng-Andoh Charles, 2012). The individual element thinks

about the individual attributes of inspiration, responsibilities towards the adoption and

incorporation of the technology. Additionally, the instructor assumes a part in the adequacy and

accomplishment of e-learning dependent on the courses they get ready for the understudies

(Selim, 2007).

The teacher's disposition, competence in technology, teaching style and mentality were some

vital attributes of the educator distinguished in a study by (Webster & Hackley, 1997). Likewise,

the individual's demeanor and earlier communication with a PC could add to the accomplishment

of e-learning. However, the numerous educational and socio-financial matters issues existing in

the colleges were answerable for clients embracing the e-learning technologies. For instance, the

individual attributes included develops like training, inspiration and IT ability towards PCs.

II. Innovative Factors Influencing Implementation of E-Learning

E-learning execution in emerging nations could go from the straightforward utilization of

power point presentation in the homerooms toward refined utilization of Virtual Learning

39
Environments (VLE) and Managed Learning Environments (MLE). These have had a critical

effect after teaching and learning techniques (Sife & Lwoga, Sanga, 2007 & Rhema &

Miliszewska, 2011). The technology made education open to numerous students because of the

fast spread of the web by eliminating topographical boundaries to education, facilitating the

whenever and anyplace learning idea and expanding the openness to schooling assets by

decreasing expense and time (Oye et al. 2011). For the technological factor, it incorporates;

infrastructures accessibility, web accessibility and availability at whatever spot and region is

required so students can get to assets, and it's vital for the accomplishment of e-learning.

III. Organizational Factors Influencing Implementation of E-Learning

Successful integration of technology in institutions has been noted through past examination

to be because of an effective leadership in an institution. This was upheld by (Anderson &

Dexter, 2005) who in their review discovered that the institutional leadership ought to have the

option to survey and assess scholastic and authoritative utilization of technology and make

decisions. Consequently, those heading institutions not exclusively ought to learn and realize

how to operate technology, however they ought to likewise guarantee that different staffs in the

establishment get learning opportunities.

Additionally, they ought to be on the cutting edge in supporting training to the remainder of

their associates. This is on the grounds that viable pioneers are known to urge their staff to utilize

the technology for the most part as an apparatus to facilitate educational targets (Anderson;

Dexter, 2005). Also, this pioneer will create and verbalize an unmistakable and normal vision for

technology use in schools; and the capacity to reform and oversee change. To accomplish this,

the pioneer ought to be proficient, equipped and strong with regards to e-learning to execute an

e-learning program viably. Thusly, apparently educational institution ought to characterize

40
plainly their e-learning strategy and objectives, and have a nitty gritty advancement plan and

system to propel instructors and understudies to use e-learning in their teaching and learning

process.

Rhema, and Miliszewska, (2011), set that faculty was more inspired and serious when they

realized that top administration was steady and empowering. Mapuva (2009) noticed that top

administration in an association could break or settle on e-learning happen given their dynamic

role in their institution. In this manner, top administration support was viewed as urgent in the

execution of the e-learning technology. This called for complete and serious help for e-learning

execution to flourish in the establishments of higher learning. The college top administration

could give the conditions that are required, like ICT strategy, motivating forces and assets.

Sife et al., (2007) noticed that responsibility and interest of the top administration and

different pioneers at each level was the most basic element for effective execution of ICTs.

Dwyer et al., (1997) underscored that for the integration of ICTs to be successful and reasonable,

directors themselves required be skillful in the utilization of the technology, and have an

expansive comprehension of the technical, pedagogical, authoritative, monetary, and social

components of ICTs in education. The organizational elements included top administration

support, organizational culture, e-learning technique and strategy and institutional leadership.

This guarantees that not exclusively is the administration equipped with technology, however,

they give essential material and monetary help to users. Likewise, the integration of innovation

turns into a smooth and well-coordinated issue in the higher education institution.

Appraisal of the Reviewed Literature

Information and communication technology (ICT) has colossally added to an increment

in creating information, giving an empowering environment for innovation and building

41
extraordinary potential information economy. The literature review on concept of information

and communication technology presented that ICT's are technological advances that have proved

to be some rich global resources, and collaborative environment for Sharing of learning

materials, communication, research data and overall exchange of thoughts which is essential for

educational advancement. Information and communication technology (ICT) has made teaching

and learning to be much simpler than it might have been because of the choices it gives

instructors and their understudies towards educating and learning process (Ololube, 2015). As

learning with technology can be utilized to apply, facilitate or improve learning. It tends to be

addressed as a continuum, moving from traditional method of learning to an internet based

strategy; upheld by innovation, to a more adaptable, blended methodology which utilizes

innovation and decreases the regular method of learning (Dundalk, 2013).

The idea, nature and pertinence of online technology in education is viewed as the

interaction where educators uses online technology as an educational medium to blend casual

learning into formal learning climate. Concerning the online technological tools utilized for

making computerized homeroom where current innovation and specialized device are utilized to

give information to students to replace the customary face-face teaching setting, educational

technology is the utilization of technology in education to improve educating and learning; as

educational technology is related to instructional and learning technology.

Social media and online technology can possibly reproduce the learning climate among

understudy and educator. Learning can be capable as an extraordinarily friendly endeavor, course

content can be co-made by a local area of students, where the educator is a student alongside the

understudies. Social media give them the capacity to break limitation of course management

system, empowers imaginative and community collaboration, associate course reading

42
information with true issues and work with customized helpful learning. The evaluated studies

demonstrate that Facebook is the generally utilized social media network (Lenhart et al., 2010;

Kumar & Kumar, 2013 & Idubor, 2015). Curiously, the reasons for the utilization of social

media are for speaking with companions, partners, academic information (Kumar, 2012; Wang,

2013; Choi & Kang, 2014 & Idubor, 2015).

There are many variables that can impact the adoption of e-learning; these elements could

be personal, technical, or organizational. Adoption of e-learning doesn't rely just upon the

advantages of e-learning yet additionally on different factors, for example, the boundaries of e-

learning which incorporate the cost of implementation, the time expected to establish and use e-

learning, the infrastructure and technology expected to carry out e-learning, the readiness to

utilize it among likely users, and numerous more. E-learning adoption in developing nations is an

enormous venture, with numerous standards that might be vital as old as found in the developed

nations with shifting levels of power or significance.

Additionally, there are difficulties confronted while using online technology for learning

among undergrads. As there are sure factors that ruin the utilization and use of online technology

for learning as set by (salawudeen, 2010) for example, inequality disparity of admittance to the

innovation by the understudies, technophobia, internet connectivity, school curriculum,

demeanor of students and software and license cost.

As gender will keep on being a component to consider in educational research towards

the accessibility and utilization of online technology for learning. The gap set on sexual

orientation differences ordinarily has continue to widen in academic environment, as male and

female students varies fundamentally in their perspectives towards computer application which

43
totally have unfriendly impact on their open positions after graduation in higher institution of

learning.

44
 CHAPTER THREE

METHODOLOGY

This chapter present and explain the methods and techniques that would be used to gather

relevance information for this study, and it will be discussed under the following headings:

Research design, population sample and sampling techniques, research instrument, validation of

the research instrument, procedure for data collection and data analysis techniques.

Research Design

This is a descriptive research design of a survey type, which sought information from

undergraduate students' perception on the adoption and utilization of online technology for

learning in LAUTECH, Ogbomoso, Nigeria. According to Daramola (2006), descriptive research

is an effective way of gathering data from different sources within short time at a relatively

cheaper cost. This method is useful for investigating variety of educational problems. The

researcher used this method to carry out the research because it involved larger number of

respondents. Questionnaire was designed in this regard to gather necessary and meaningful

information from the respondents.

Population, Sample and Sampling Techniques

The population for this study comprises of all undergraduates in LAUTECH University,

Ogbomoso. The target population for this study will be undergraduate students from the selected

faculties in LAUTECH. Sample will be drawn from Faculties of Environmental Science,

Engineering and technology and Agricultural Science. The simple random sampling technique

would be used to select one hundred and fifty (150) respondents randomly from three (3)

departments under Faculty of Environmental Science which are; architect, fine and applied art

and urban and regional planning, six (6) departments from the faculty of agricultural science
45
which are; agricultural economics, agricultural extension and rural development, crop production

and soil science, crop and environmental protection, animal nutrition and biotechnology and

animal production and health, and seven (7) departments from faculty of engineering and

technology which are; departments of chemical engineering, civil engineering, computer science

and engineering, electrical and electronics engineering, food engineering, mechanical

engineering and agricultural engineering.

Research Instrument

A researcher designed questionnaire will be use to gather data for the study. The

instrument is designed to seek responses from the respondents in the selected faculties and

departments in LAUTECH, Ogbomoso, Oyo state, Nigeria based on their perception on the

adoption and utilization of online e technology for their learning process.

The questionnaire will consist of two sections (A & B). Section A will house the personal data of

the respondents while section B will focus on undergraduate students' perception on the adoption

and utilization of online technology for learning.

Validation of the Research Instrument

The instrument will be validated by the researcher's supervisor alongside three other

lecturers in the Department of Educational Technology, University of Ilorin, Ilorin, Nigeria who

critically examines the instrument to ensure the face and content validity of the questionnaire.

This is to ascertain the relevance of the instrument and make appropriate corrections, comments

and observation where necessary to improve the instrument before the final draft will be

produce.

46
Procedure for Data Collection

The researcher will seek permission from the Head of Department, Educational

Technology, University of Ilorin, soliciting for the permission of appropriate authority of the

sampled university. The researcher, then administer the questionnaire to the respondents with the

help of research assistant

Data Analysis Techniques

The data obtained from the questionnaire will be subjected to descriptive and inferential

statistics. Descriptive statistics of frequency counts and percentages were used in analyzing

demographic variables and research questions while the nonparametric statistics of t-test will be

used to test the stated hypothesis at a 0.05 level of significance using statistical package for

social science [SPSS] version 25.

47
 CHAPTER FOUR

DATA ANALYSIS AND RESULTS

This chapter deals with presentation and discussion of findings for easy and better

understanding of the research questions. Primary data that was used was based on the data gotten

from the questionnaire administered. A total of one hundred and fifty (150) questionnaires were

distributed randomly to LAUTECH students in the following Faculties; Environmental Science,

Engineering and Technology and Computing and Informatics. The questionnaire was

administered and retrieved immediately by the researcher in order to determine the

undergraduate students' perception on the adoption and utilization of online technology for

learning in LAUTECH, Ogbomoso. The data was gathered using frequency count and percentage

work to determine the findings.

Demographic Information

Table 1: Percentage Distribution of Respondents by Gender

Gender Frequency Percentage (%)

Male 84 56.0

Female 66 44.0

Total 150 100

Table 1 indicate that 150 respondents participated in the study of which 84 (56.0%) were

males and 66 (44.0%) were females. This indicate that there are more male respondents than

female in this study.

48
Table 2: Percentage Distribution of Respondents by Level

Level Frequency Percentage (%)

100 34 22.7

200 38 25.3

300 41 27.3

400 37 24.7

Total 150 100

Table 2 indicate percentage distribution of respondents by level which shows that

34(22.7%) of the respondents were 100 level students, 38(25.3%) of the respondents were 200

level students, 41(27.3%) were 300 level students and 37(24.7%) were 400 level students.

Table 3: Percentage Distribution of Respondents by Age

Age Frequency Percentage (%)

15-20 47 31.3

21-25 93 62.0

25-30 6 4.0

31 and above 4 2.7

Total 150 100

Table 3 reveals the percentage of the respondents by age range. The result reveals that

47(31.3%) falls between the range of age 15-20years, 93(62.0%) falls in age range 21-25years,

6(4.0%) falls in the age range 25-30years and 4(2.7%) falls in the age range 31years and above.

49
Analysis of Research Questions

Research Question 1: what are the online technologies used among undergraduates?

Table 4: Online Technology used among LAUTECH students

S/N Items Used Not used Mean

1 Moodle LMS 100 50 0.67

2 Zoom 140 10 0.93

3 Meets 76 74 0.51

4 Edmodo 40 110 0.27

5 Canvas network 39 111 0.26

6 Google classroom 110 40 0.73

7 Telegram 143 7 0.95

8 Google meets 67 83 0.45

9 Microsoft teams 80 70 0.53

10 Mixlr 53 97 0.35

Grand mean 0.57

Table 4 indicate that 100 respondents with a mean of 0.67 make use of Moodle Lms, 140

respondents with a mean of 0.93 make use of Zoom, 76 respondents with a mean of 0.51 make

use of Meets, 40 respondents with a mean of 0.27 make use of Edmodo, 39 respondents with a

mean of 0.26 make use of Canvas network, 110 respondents with a mean of 0.73 make use of

Google classroom, 143 respondents with a mean of 0.95 make use of Telegram, 67 respondents

with a mean of 0.45 make use of Google meets, 80 respondents with a mean of 0.53 make use of

Microsoft teams and 53 respondents with a mean of 0.35 make use of Mixlr. With a grand mean
50
of 0.57 it can thus be concluded that majority of the respondents make use of Moodle Lms,

Telegram, Zoom and Google classroom. While minority of the respondents use the other online

technologies.

Research Question 2: what are the undergraduate students' perceived usefulness of online

technology for learning in LAUTECH?

Table 5: LAUTECH students perceived usefulness of online technology for learning

S/N Items SA A D SD Mean

1 The use of online technology allowed me to arrange my work 70 68 11 1 1.00

for the class more effectively

2 Using online technology to learn help improve my academic 83 59 7 1 1.00

3 Taking lectures online is preferable to conventional method 57 45 44 4 1.00

4 The use of online technology for learning requires a lot of data 100 37 11 2 1.00

5 The use of online technology makes me feel inferior in front 40 36 30 44 1.00

of the instructor and my fellow students because I cannot

access the internet

6 I would rather use my data to chat on SNS than to use it for 25 31 51 43 1.00

learning on online technology platform

7 The use of online technology for learning lessen my 83 39 21 7 1.00

relationship and genuine interactions with my fellow students

8 Using online technology for learning help me to increase my 85 58 4 3 1.00

individualize learning option

9 Learning via online technology helps to improve my self- 80 52 15 3 1.00

discipline

51
10 The use of online technology makes learning more enjoyable 80 61 5 4 1.00

Grand Mean 1.00

From the result shown in Table 5 it means that 138 respondents agreed with the statement

in item 1, while 12 respondents disagreed with the statement thereby equating to a mean of 1.00.

142 respondents agreed to the statement in item 2 while 8 disagreed resulting to the mean of

1.00. 102 respondents agreed with the statement in item 3 while 48 respondents disagreed with

the statement which give us the mean of 1.00. 137 respondents agreed to the statement in item 4

while 13 respondents disagreed to the statement which results in 1.00 mean.

Item 5 shows 76 respondents agreed to the statement while 74 disagreed to the

statement which results to the mean of 1.00. 56 respondents agreed to the statement in item 6

while 94 respondents disagreed to the statement resulting to the mean of 1.00. 122 respondents

agreed to the statements in item 7 while 28 respondents disagreed to the statement equating to a

mean of 1.00. 143 respondents agreed to the statement in item 8 while 7 respondents disagreed to

the statement in resulting to the mean of 1.00. 132 respondents agreed to the statement in item 9

while 18 respondents disagreed to the statement which total the mean to be 1.00

Item 10 shows that 141 respondent agreed to the statement while 9 respondents disagreed

to the statement resulting in the mean of 1.00. All the respondents’ choices equate to the grand

mean of 1.00 which indicate that the usefulness of the online technologies that is itemized in

table 1 are advantageous in one way or the other.

Research Question 3: what are the undergraduate students' perceived usefulness of online

technology for learning in LAUTECH?

Table 6: LAUTECH students perceived ease of use of online technology for learning

52
S/N Items SA A D SD Mean

1 Since the introduction of online technology I can 97 46 2 5 1.00

now access the course materials before my

lecturer

2 It is convenient to use online technology for 79 64 5 2 1.00

learning

3 Using online technology for learning can be 84 53 10 3 1.00

interactive and collaborative

5 Learning via online technology gives me the 74 59 12 5 1.00

opportunity to exchange and express ideas and

thoughts and interact with my fellow students

through group and bilateral projects

6 Learning via online technology enlighten me 94 49 5 2 1.00

better on how useful computers or phones can be

used for learning in general

7 High computer skill is not required to learn 74 62 11 3 1.00

concept through online technology

8 Internet connection is not a problem for me 56 61 28 5 1.00

9 Online technology help me to learn from home 92 48 8 2 1.00

because I cannot stress myself when things get

hectic after school

10 Learning via online technology allows me to do 85 51 9 5 1.00

53
 my priority

Grand mean 1.00

From the table above it can be deduced that 143 respondents agreed to the statement in

item 1 and 7 respondents disagreed. In item 2 143 respondents agreed to the statement while 7

respondents disagreed to the statement. In item 3 137 respondents agreed to the statement while

13 disagreed to the statement. Also in item 5 it can be deduced that about 133 respondents agreed

to the statement and 17 respondents disagreed to the statement. In item 6 it can be seen that 143

respondents agreed to the statement while 7 respondents disagreed to the statement. Item 8

shows that 117 respondents agreed to the statement and 33 respondents disagreed to the

statement.

Item 9 shows that 140 respondents agreed to the statement while 10 respondents

disagreed to the statement. Also in item 10, it shows that 136 respondents agreed to the statement

and 14 respondents disagreed to the statement. All of these values results to the grand mean of

1.00 which mean that the ease of use of the above mentioned online technologies in table 3 are

advantageous in such a way that learners can now access the course materials before my lecturer

and many others also it can be disadvantageous in such a way that when there is no internet

connection the learners will not be able to access lecture and many others.

Table 7: t-test analysis of difference among undergraduate students on the utilization of the
adopted on-line technology for learning in LAUTECH based on gender.

GENDER Frequency Mean Std dev Df t-value p-value Remarks

54
MALE 84 21.000 42.000 148 0.1684 0.44 Accepted
FEMALE 66 16.500 33.000
From table 7 it can be deduced that 84 out of the 150 respondents are males and 66 are

females with the mean score of 21.00and 16.50 respectively. Their standard deviation are 42.00

and 33.00 and their degree of freedom (df) is 6, the calculated t-value is 0.1684 and the table t-

value is 0.44 at 0.05 level of significance. Thus, it can be deduced that there is significant

difference between male and female undergraduate students on the utilization of the adopted on-

line technology for learning in LAUTECH based on gender.

Summary of the findings

The findings of this study based on the research questions answered and hypothesis tested are

summarized below

1. The result shows that majority of the respondents uses Telegram, Zoom, Google Classroom

and Moodle

2. The result shows that majority of the respondents agreed that online technology help them to

increase their individualize learning option

3. Majority of the respondents agreed that they can access their course material before their

lecturer

4. From the result it shows that the use of online technology consumes a lot of data

5. Majority of the respondents perceived the ease of use of online technology that it enables them

to learn from home since they cannot stress themselves when things get hectic after school

6. The respondents also agreed that the online technology is easier to use since it enable them to

do their priority.

55
7. From the data gathered there is no significant difference among undergraduate students on the

utilization of the adopted online technology for learning.

56
 CHAPTER FIVE

DISCUSSION, CONCLUSION AND RECOMMENDATIONS

This chapter focused mainly on discussion on the findings, conclusions drawn from the findings

and recommendations. Other aspect included are suggestions for further research

Discussions
This study is concern with the Undergraduate Students' Perception on the Adoption and

Utilization of Online Technology for Learning in LAUTECH, Ogbomoso, Oyo State, Nigeria.

According to the findings made by the researcher it shows that majority of the respondents uses

Telegram, Zoom, Google Classroom and Moodle than any other online technology. Also from

the research question 1 it shows that majority of the respondents vote that using online

technology requires a lot of data. Also the use of online technology improves their individualize

learning option and impact their academic performance. It was also notice in research question 1

item 7 that online technology lessens their relationship and genuine interactions with their fellow

colleagues.

The findings from the research revealed that online technology is convenient to use for

learning and also give the students the opportunity to exchange ideas, thoughts and also interact

with their fellow colleagues through bilateral and group projects. Findings also revealed that

online technology allow the students to do their priorities and also enlighten them better on how

useful computers or phone can be utilize for learning in general. This corroborate a study from

Meneal and Hooft, (2011) on the attitude of student toward the use of mobile phone in learning.

It was discovered that a good number of the student responded that mobile technology devices

such as mobile phone and laptops have assisted their overall learning process, helps to plan better

for learning and enable learners to be more productive compared to those who gave a neutral and

57
negative response. From the finding it can be deduced that positive attitude on the part of the

student is important if learning with mobile technologies is to be effective. Change in students

role in learner-centered environment includes a shift from student being a passive recipient of

information to an active participant in the learning process; reproducing knowledge to producing

and sharing knowledge, participating at times as expert and also from learning collaboratively

with others. These are only possible through mobile technology.

With mobile technologies, students have the freedom to perform their tasks anywhere and

at their own leisure. Buck, McInnis, & Randolph (2013) stated that educational apps assist

students in accessing interfaces of virtual classrooms, researching specific subject matter, and

studying flash-card notes while in distant locations. For the testing of hypothesis, t-test was used

to analyze gathered data. Statistical analysis of these ratings show that there is no significant

difference among undergraduate students on the utilization of the adopted online technology for

learning.

Conclusions
Online learning has become a common method of education everywhere. Its adoption is

resulted from the rapid spread of coronavirus in every country in the world. This has caused and

is still causing problems not only to people’s health, but also to their education, either at the

school or university level. Students are the segment of society that has been affected the most by

this epidemiological situation. As a result, the researcher conducted the present study to

investigate undergraduate students’ perspective on the adoption and utilization of online

technology for learning. The study shows the acceptable level of individual characteristics and

system competency level as well as the perceived ease of use of online technology in education.

Based on the research carried out and the analysis conducted it could be deduced that there is no
58
significant difference among undergraduate students on the use of adopted online technology for

learning and most students do use the online technology to source for course materials before

their lecturer so as to increase their individualize learning option and impact their academic

performance.

Recommendations
1. The Nigerian Government should make concerted effort to provide the enabling

environment, I.T infrastructure and establish e-learning facilities in all MDIs.

2. It should be made mandatory for all lecturers/facilitators to have at least a good

computer.

3. Also soft loans either by institutions or Government of Nigeria should be provided for

self-development in the field of ICT.

4. There should be compelling need to secure a stable source of power supply in the schools

to ensure sustainable use of Online Technologies.

5. There should be immediate need for ministry of education to organise seminars,

conferences and workshops to engage lecturers on how to utilize mobile technologies in

teaching and learning process.

6. Undergraduates should all have accessibility to the Mobile technologies and should be

trained on how to use the technologies provided effectively.

Suggestion for Further Studies

For further research the areas are suggested; Regarding the use of mobile for online

technology, how can educators digitally manage students more effectively? Because of the vast

range of online technology, how can online technology be incorporated into education to

facilitate effective teaching and learning?

59
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 APPENDIX
UNIVERSITY OF ILORIN

FACULTY OF EDUCATION

DEPARTMENT OF EDUCATIONAL TECHNOLOGY

(TECNOLOGY EDUCATION)

Questionnaire on the Undergraduate Students' Perception on the Adoption and Utilization

of Online Technology for Learning in LAUTECH, Ogbomoso, Nigeria

Dear Respondent,

This questionnaire is designed to collect information on the undergraduate students'

perception on the adoption and utilization of online technology for learning in LAUTECH,

Ogbomoso, Nigeria. Your cooperation in supplying needed information is highly sought for and

the information collected will be used for research purpose only as all response will be treated

with utmost confidentiality.

Thanks for your anticipated cooperation.

YINUSA, Aishat Adeola

(Researcher)

Section A

Demographic information: please tick (√) the appropriate answer where necessary

Personal Data

Gender: Male ( ) Female ( )

Faculty: Environmental Science ( ) Engineering and Technology ( ) Computing and

Informatics ( )

Level: 100 ( ) 200 ( ) 300 ( ) 400 ( )

69
Age: 15- 20yrs ( ) 21 – 25yrs ( ) 26 – 30yrs 31yrs and above ( )

SECTION B: Online Technology Used Among Undergraduate Students

Instruction: please indicate with a tick (√) if the listed online technology is used or not

S/N ITEMS USED NOT USED

1 Moodle LMS

2 Zoom

3 Meets

4 Edmodo

5 Canvas network

6 Google classroom

7 Telegram

8 Google meets

9 Microsoft teams

10 Mixlr

SECTION C: Perceived Usefulness of Online Technology for Learning

Instruction: please answer the question by ticking (√) the letters that mostly reflect your level of

agreement on undergraduate students' perception on the adoption and utilization of online

technology for learning

SA = Strongly Agree A = Agree D = Disagree SD = Strongly Disagree

S/N Items SA A D SD

1 The use of online technology allowed me to arrange

70
 my work for the class more effectively

2 Using online technology to learn help improve my

academic

3 Taking lectures online is preferable to conventional

method

4 The use of online technology for learning requires a

lot of data

5 The use of online technology makes me feel inferior

in front of the instructor and my fellow students

because I cannot access the internet

6 I would rather use my data to chat on SNS than to

use it for learning on online technology platform

7 The use of online technology for learning lessen my

relationship and genuine interactions with my fellow

students

8 Using online technology for learning help me to

increase my individualize learning option

9 Learning via online technology helps to improve my

self-discipline

10 The use if online technology makes learning more

enjoyable

71
SECTION D: Perceived Ease of Use of the Adopted Online Technology for Learning

Process Among Undergraduates

Instruction: please answer the question by ticking (√) the letters that mostly reflect your level of

agreement on undergraduate students' perception on the adoption and utilization of online

technology for learning

SA = Strongly Agree A = Agree D = Disagree SD = Strongly Disagree

S/N Items SA A D SD

1 Since the introduction of online technology I can now

access the course materials before my lecturer

2 It is convenient to use online technology for learning

3 Using online technology for learning can be interactive

and collaborative

5 Learning via online technology gives me the opportunity

to exchange and express ideas and thoughts and interact

with my fellow students through group and bilateral

projects

6 Learning via online technology enlighten me better on

how useful computers or phones can be used for

learning in general

7 High computer skill is not required to learn concept

through online technology

8 Internet connection is not a problem for me

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9 Online technology helps me to learn from home because

I cannot stress myself when things get hectic after

school

10 Learning via online technology allows me to do my

priority

Thank you.

73