Final Project - Assessment of Ultilization of Internet Service

ASSESSMENT OF UTILIZATION OF INTERNET SERVICE AMONG
UNDERGRADUATE IN UNIVERSITY OF ILORIN, ILORIN NIGERIA
BY
JOSEPH, Julius Yisa

17/67RE019
MAY, 2023
i
BY
JOSEPH, Julius Yisa

17/67RE019
DEPARTMENT OF EDUCATIONAL TECHNOLOGY
FACULTY OF EDUCATION
UNIVERSITY OF ILORIN
IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF
BACHELOR DEGREE IN EDUCATIONAL TECHNOLOGY B.SC. (Ed)
COMPUTER SCIENCE EDUCATION
MAY 2023
ii
CERTIFICATION
This is to certify that this research entitled “Assessment of Utilization of Internet
Service among Undergraduate in University of Ilorin, Ilorin Nigeria” was carried out by
JOSEPH, Julius Yisa (17/67RE019). The project had been read and approved as meeting the
requirements in partial fulfilment for the award of Bachelor’s Degree in Educational
Technology in the Department of Educational Technology, Faculty of Education, University
of Ilorin, Ilorin, Nigeria for the award of bachelor degree in computer science education.
Name Date
……………………………………... .....................................
Dr. AbdulRahman Muhammad Robiu
Supervisor
…………………………………….. …………………………..
Dr. O. O. Obielodan
Head of Department
…………………………………….. …………………………
Prof. R. W. Okunloye
Director, Institute of Education
…………………………………….. …………………………
Prof. M. O. Yusuf
Dean, Faculty of Education
…………………………………….. …………………………..
External Examiner
iii
DECLARATION
I declare that this project, titled “Assessment of Utilization of Internet Service among
Undergraduate in University of Ilorin, Ilorin Nigeria” is my own work and has not been
previously submitted by me or any other person for any course or qualification at this or any
other institution.
I also declare that, to the best of my knowledge, all cited works have been duly
acknowledged and referenced.
Name: JOSEPH, Julius Yisa
Matriculation No: 17/67RE019
Signature: ……………………………………..
Date: ……………………………………………
iv
COPYRIGHT

By
JOSEPH, Julius Yisa

17/67REO19
©2023
All Rights Reserved
v
DEDICATION
This work is dedicated to Almighty Allah for His mercies and faithfulness over me.
vi
ACKNOWLEDGEMENTS
I would like to express my sincere gratitude to Almighty Allah for giving me the
necessary strength, vitality and well-being to successfully complete this course. It is His
grace and the opportunities He has provided that have made the completion of this
undergraduate project possible. While human will plays a role, it is ultimately Allah who
enables the realisation of all endeavours. May His name be praised forever (Alhamdulillah
robbil alamin).
I would like to express my sincere gratitude to my esteemed project supervisor, Dr
AbdulRahman Muhammad Rabiu, for his invaluable guidance, unwavering support and
constant encouragement throughout the duration of this project. Without his exceptional
expertise and unwavering dedication, the completion of this endeavour would not have been
possible. I am deeply grateful for his generous assistance and mentorship, even in the midst
of his demanding schedule, as he always made time to provide valuable insights and
feedback. May Allah bless you and your family, sir.
I would like to express my sincere appreciation to Prof T.R Fayeye and my L.A, Dr
Muhammed J.K, Mr M.A Aderoju, Mr Nuhu, K.M and Mr Asiyanbola Caleb for their
invaluable contributions in imparting knowledge to me throughout my tenure on this campus.
Their guidance and teachings have greatly influenced my academic journey and I am grateful
for their dedication and support.
I would also like to express my deepest gratitude to my beloved parents, for their
unwavering support, constant encouragement and constructive suggestions from the inception
of this project to its completion. Their unwavering support, boundless love and nurturing care
have been the pillars of my strength. May they soon reap the rewards of their hard work and
dedication.
vii
I express my heartfelt gratitude to my beloved wife, Mrs Julius Fibian, and my dear
brother, Mr Gideon Tsado, for their unwavering moral and financial support throughout my
academic journey. I am grateful for their presence in my life and I pray that God will
continue to bless and sustain them. Furthermore, I would like to express my gratitude to my
classmates, the Edutech Class of 2021, for their camaraderie and contributions. Your
collective efforts have made this experience truly remarkable. I would also like to thank the
authors of the works I have cited in this project, whose valuable insights have enriched my
understanding. Finally, I would like to thank all those who graciously responded to my
questionnaire, as their participation was essential to the completion of this research.
viii
TABLE OF CONTENTS
Certification-----------------------------------------------------------------------------------------------iii
Declaration------------------------------------------------------------------------------------------------iv
Copyright---------------------------------------------------------------------------------------------------v
Dedication-------------------------------------------------------------------------------------------------vi
Acknowledgements-------------------------------------------------------------------------------------vii
Table of contents-----------------------------------------------------------------------------------------ix
List of tables----------------------------------------------------------------------------------------------xi
Abstract---------------------------------------------------------------------------------------------------xii
CHAPTER ONE: INTRODUCTION---------------------------------------------------------------1
Background of the study------------------------------------------------------------------------------1
Statement of the problem------------------------------------------------------------------------------4
Purpose of the Study-----------------------------------------------------------------------------------5
Research Questions------------------------------------------------------------------------------------5
Research Hypotheses----------------------------------------------------------------------------------6
Scope of the Study-------------------------------------------------------------------------------------6
Clarification of Major Terms and Variables--------------------------------------------------------6
Significance of the Study------------------------------------------------------------------------------7
CHAPTER TWO: REVIEW OF RELATED LITERATURE---------------------------------9
Nigerian Educational System and Structure--------------------------------------------------------9
Meaning, Nature, and Concept of ICT in Education---------------------------------------------12
Internet usage in Nigeria tertiary institution------------------------------------------------------14
Empirical studies on the internet utilization among undergraduate students-----------------15
Appraisal of the Reviewed Literature--------------------------------------------------------------18
CHAPTER THREE: METHODOLOGY---------------------------------------------------------20
ix
Research Design--------------------------------------------------------------------------------------20
Population, Sample, and Sampling Techniques--------------------------------------------------20
Research Instrument----------------------------------------------------------------------------------21
Validation of the Research Instrument-------------------------------------------------------------21
Procedure for Data Collection----------------------------------------------------------------------21
Data Analysis Techniques---------------------------------------------------------------------------22
CHAPTER FOUR: DATA ANALYSIS AND RESULTS-------------------------------------23
Research Question 1----------------------------------------------------------------------------------24
Research Hypothesis One---------------------------------------------------------------------------29
Summary of Findings--------------------------------------------------------------------------------30
CHAPTER FIVE: DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS- 31
Discussions of the Findings-------------------------------------------------------------------------31
Conclusions--------------------------------------------------------------------------------------------34
Recommendations------------------------------------------------------------------------------------35
Suggestions for Further Studies---------------------------------------------------------------------36
REFERENCES------------------------------------------------------------------------------------------37
APPENDIX----------------------------------------------------------------------------------------------43
x
LIST OF TABLES
Table 1: Description of sample selection-------------------------------------------------------------20
Table 2: Percentage Distribution of Respondent by Gender---------------------------------------23
Table 3: Percentage Distribution of Respondents by Faculty-------------------------------------23
Table 4: Undergraduates’ computer and internet skills--------------------------------------------24
Table 5: Undergraduates’ mode of accessing the internet-----------------------------------------25
Table 6: Frequency and duration of internet usage by undergraduates--------------------------26
Table 7: Online activities undergraduates uses internet for----------------------------------------27
Table 8: Online activities undergraduates’ uses internet for---------------------------------------28
Table 9: Influence of gender on Undergraduates’ usage of internet------------------------------29
xi
ABSTRACT
The use of the internet has become a fundamental part of modern life, providing access to
information, communication, and educational resources. In recent years, the internet has been
increasingly used in universities to support teaching and learning, research, and
administrative activities. However, there is a need to assess the utilization of internet services
in universities to ensure that it is being effectively used to enhance academic and
administrative activities. This study assess the utilization of internet service among
undergraduate in university of Ilorin, Ilorin, Nigeria. Specifically, the study: (i) identify the
computer and internet sills of undergraduate students; (ii) find out the type of internet access
the undergraduate students use in connecting to the internet; (iii) find out the frequency and
duration of internet use among the undergraduate students; (iv) analyse the on-line activities
engaged in by the undergraduate students through the internet; (v) identify the challenges
encountered by undergraduate students in internet usage.
This study was a descriptive research of the survey type. Research sample was drawn from
five faculties in University of Ilorin, Ilorin. 250 undergraduate students were randomly
selected from 5 faculties. The instrument used for data collection was researcher designed
questionnaire structured into four sections. The instrument was used to elicit response based
on the variables. Descriptive and inferential statistics was used to analyze the research
questions. All the research questions were answered with percentage, mean and standard
deviation while the research hypothesis was tested using t-test.
The findings of the study showed that:
1. Students have varying levels of computer and Internet skills, with some skills more
common than others.
2. Students have different preferences for accessing the Internet, with mobile phones
being the most popular mode of access.
3. The majority of students use the Internet frequently for both academic and social
purposes, with social media being the most common use of the Internet among
participants.
4. Students use the internet for both academic and non-academic purposes
5. The cost of surfing the Internet and unreliable electricity supply are the main
challenges that students face when using the Internet.
This study concluded that the majority of the undergraduate students have basic computer
skills, but more needs to be done to educate them about online safety and security. Mobile
phones were found to be the most common way of accessing the internet, followed by
personal modems and commercial cybercafés. It was recommended among others that
educational institutions should provide regular training and awareness programmes on safe
internet practices to improve students' skills and knowledge.
xii
CHAPTER ONE
INTRODUCTION
Background of the study
Education empowers communities and citizens to fully participate in development and
prosperity. In a broad sense, it is generally acclaimed as a tool that has a germane impact on
the mind, character, or physical ability of an individual (Briggs, Ololube, Kpolovie, Amaele
& Amanchukwu, 2012). Education is the fundamental right of human beings with far-
reaching impacts on development and social progress. It is the cornerstone of sustainable
development and it contributes to building a modern and thriving society (Idowu & Esere,
2013). Kolawole (2017) also opined that education is the process of facilitating learning, or
the acquisition of knowledge, skills, values, beliefs, and habits. Education remains a powerful
instrument for human emancipation, advancement and social integration without which no
individual can attain development (Uriah, Ololube & Egbezir, 2015).
Every nation invests in education because it can produce unquantifiable benefits for
individuals, organizations and the society as a whole (Oduma & Ile, 2014). The aim of
education is to develop an individual so that he can be useful to himself, his family and the
society at large. The National Policy on Education (FRN, 2014) identified the levels of
education in Nigeria as basic education (pre-primary, primary and junior secondary), post-
basic education (senior secondary); and tertiary education. Post basic education also known
as senior secondary education is the education children receive after a successful completion
of nine years of basic education. This stage of education is critical to the education of a child,
being the bridge between basic and tertiary education. Consequently, it is also a means of
living and fitting well into society for those who may not aspire further in educational career.
The objectives of post-basic education according to FRN (2014) is to prepare the individual
1
for useful living within the society and provide the opportunity for higher level education,
irrespective of gender, social status, religious or ethnic background.
Education frequently takes place under the guidance of educators, however learners
may also educate themselves. Education can take place in formal or informal settings and any
experience that has a formative effect on the way one thinks, feels or acts. In all this,
education is a must for every human being, therefore, education is the best legacy a country
can give to her citizens. Effective education requires the integration of technology to facilitate
teaching and learning, which thereby improve student’s performance. Thus, this infers that
technology is the strongest factor to consider in shaping educational landscape. Many
educational sectors are showing support for increased levels of technology in the classroom
by providing hardware such as tablets and computers, enhancing internet connectivity, and
implementing programs designed to improve computer literacy for both teachers and
students. Although instructors generally appreciate the benefits of educational technologies,
they often find a smooth and effective integration of new educational technologies
challenging. From the acquisition of new technology equipment to the adaptation of curricula
and teaching techniques to incorporate new educational tools, technology integration presents
significant challenges to educators at each level of school systems (Johnson, Jacovina,
Russell & Soto, 2016).
Ukwueze and Ajala (2014) stated that Information and Communication Technologies
(ICTs) have become one of the basic building blocks of modern society within a very short
time. Many countries regard the understanding and mastering of the basic skills and concepts
of ICTs as part of the core of education, alongside reading, writing and numeracy. However,
the use of ICTs in education is divided into two broad categories: ICTs for Education and
ICTs in Education. ICTs for education refers to the development of information and
communications technology specifically for teaching/learning purposes, while the ICTs in
2
education involves the adoption of general components of ICTs in the teaching learning
process (Collis, 2010).
ICT has the potential of being used to meet the learning needs of individual students,
increase self-efficacy and independent learning among students and improve students’
development. ICT provides cooperative learning that assists students in gaining more
knowledge and techniques through interacting with each other. ICT is considered a powerful
tool for educational change and reform as it is used as productivity tools or enrichment
resources to support the traditional teacher-led mode of instruction, optimize learners-
centered pedagogical methods, develop broad and generic skills, and provide quicker and
easier access to more extensive and current information (Edewor, Imhonopi & Urim, 2014).
Information and communication technologies (ICTs) especially the internet has been
ushering in a new age in the information society and has become the potent force for
transforming social, economic and political life globally (Gurumurthy, 2004). The internet is
a series of technologies with varying meanings for users around the globe. However, Lebow
(1995: 36) defined the internet as “a global network of linked computers that enables people
to share and exchange information”. The internet is not only a conduit for many innovations,
but it is also dependent on other technologies and infrastructures to be in place such as
computers and mobile phones (Putnam and Kolko, 2010).
The internet has become a necessity to a large portion of the world population today
and has become the best, largest and most useful encyclopaedia of information. The internet
has a far larger and serious impact on our society than the introduction of television, greater
than the influence of the industrial revolution or the printing press (Ebersole 1999, 2000). The
internet over the past few decades has thus become an important technological tool in the
production, marketing and use of information worldwide. It has given a new approach to
education where students are no longer dependent on their teachers and school libraries as
3
their only source of information. A major cursory observation shows that the internet is a
major means of communication and information among students of higher institutions.
Specifically, the internet is an invaluable tool being used in higher education for information
access, learning, teaching research and development, as a communication medium, and for
teaching and learning (Brändström, 2011). However, there are also many drawbacks in terms
of access and use by the students.
The higher education sector in developing countries such as Nigeria is imperative in
improving economic and social status of such countries. Therefore, in the present knowledge
economy, seamless information access by the students is a major key to academic
improvement in the universities. Globally, different studies have been carried out on students’
use of the internet which depends on various associated factors such as the available internet
facilities, purposes and students’ skills (Fasae and Aladeniyi, 2012). The purpose of this
study was to investigate the use of internet service among students using the University of
Ilorin as a case study.
Statement of the problem
The use of the internet has become a fundamental part of modern life, providing
access to information, communication, and educational resources. In recent years, the internet
has been increasingly used in universities to support teaching and learning, research, and
administrative activities. However, there is a need to assess the utilization of internet services
in universities to ensure that it is being effectively used to enhance academic and
administrative activities.
In Nigeria, the University of Ilorin is one of the largest and most reputable
universities in the country, with a student population of over 40,000. Despite the availability
of internet services on campus, there is a lack of empirical data on the extent of utilization of
these services. While some studies have focused on the general use of the internet in Nigeria,
4
there is a gap in knowledge on how students, faculty, and staff at the University of Ilorin are
using internet services to support their academic and administrative activities.
Moreover, there are also concerns about the quality of the internet services available
on campus, which can impact the utilization and effectiveness of these services. In a survey
of Nigerian universities, Oluwatayo and Odusina (2018) found that poor internet connectivity
was a major barrier to effective utilization of internet services. Therefore, there is a need to
investigate the quality of internet services at the University of Ilorin to identify any barriers to
utilization and to propose solutions for improving access and quality.
In light of these issues, the present study aims to assess the utilization of internet
services at the University of Ilorin, Ilorin, Nigeria, with a focus on identifying the patterns of
usage among students, and the challenges and barriers to effective utilization. By providing
empirical data on the current state of internet utilization on campus, this study will contribute
to the development of policies and strategies to enhance the quality and effectiveness of
internet services at the University of Ilorin and other universities in Nigeria
Purpose of the Study
The main purpose of this study is to assess the utilization of internet service among
undergraduate in University of Ilorin, Ilorin, Nigeria. Specifically, this study sought to:
1. Identify the computer and internet sills of undergraduate students
2. Find out the type of internet access the undergraduate students use in connecting to
the internet
3. Find out the frequency and duration of internet use among the undergraduate students
4. Analyse the on-line activities engaged in by the undergraduate students through the
internet
5. Identify the challenges encountered by undergraduate students in internet usage.
Research Questions
5
The study seeks to answer the following questions;
1. What are the computer and internet skills of undergraduate students at the University
of Ilorin?
2. What types of internet access do undergraduate students at the University of Ilorin use
to connect to the internet?
3. How frequently and for what duration do undergraduate students at the University of
Ilorin use the internet?
4. What online activities do undergraduate students at the University of Ilorin engage in
through the internet?
5. What challenges do undergraduate students at the University of Ilorin encounter in
using the internet, and how do these challenges affect their academic and
administrative activities?
Research Hypotheses
The following null hypotheses were formulated and would be tested at 0.05 level of
significance in this study;
Ho1: There is no significant difference between male and female undergraduate student’s
usage of internet
Scope of the Study
This study focuses on assessment of ultilization of internet service in University of
Ilorin, Ilorin Nigeria. Gender was introduced in this study as a moderating variable.
Undergraduate students form the population of this study. Descriptive research of the survey
type was adopted by administering a questionnaire to seek respondents’ opinion. The sample
comprised of 250 undergraduate students randomly selected from five (5) faculties in
Univerity of Ilorin. 50 students were randomly selected from each faculty.
Clarification of Major Terms and Variables
6
The following terms and variables are clarified as used in this study;
Assessment: This refers to the process of evaluating or measuring the extent to which the
internet services are being used by undergraduate students at the University of Ilorin.
Utilization: This refers to the extent to which the internet services available at the University
of Ilorin are being used by undergraduate students. It encompasses factors such as frequency
and duration of use, types of online activities engaged in, and the challenges encountered in
using the internet.
Internet: This refers to the global network of interconnected computer networks that allows
users to access information, communicate with others, and engage in online activities. In the
context of this study, the focus is on the utilization of internet services provided by the
University of Ilorin to its undergraduate students.
ICT: This stands for Information and Communication Technology, and refers to the use of
technology to access, process, and communicate information. It encompasses a range of
technologies, including computers, the internet, mobile devices, and other digital tools.
Significance of the Study
The result of this study would be beneficial to students, teachers, government,
institutions, educational administrators and curriculum developers.
The findings of this study might help students in tertiary institutions to better
understand their own utilization of internet services and how this impacts their academic and
administrative activities. By identifying the challenges and barriers to effective internet
usage, students can work to address these issues and improve their performance in their
studies. Furthermore, students may be able to use the results of your study to advocate for
improved internet access and quality on campus, which could benefit future generations of
students.
7
This study can help teachers and faculty members to better understand the ways in
which their students are utilizing internet services, and to identify opportunities to integrate
these technologies more effectively into their teaching and learning practices. By
understanding the patterns of internet usage among students, teachers can tailor their
instructional approaches to better meet the needs of their learners. Additionally, the findings
of this study may highlight areas where additional training or support is needed for teachers
to effectively incorporate ICTs into their teaching.
The findings of this study can be valuable to the government of Nigeria in developing
policies and strategies to enhance access to and utilization of ICTs in higher education. By
identifying the challenges and barriers. The study might also provide valuable insights for
other tertiary institutions and beyond on how to assess the utilization of internet services
among undergraduate students. The findings can help other institutions to identify similar
challenges and barriers to effective utilization of ICTs in their respective contexts, and to
develop strategies to address these issues.
This study might inform the decision-making of educational administrators at the
University of Ilorin and other tertiary institutions, by providing a comprehensive assessment
of the utilization of internet services by undergraduate students. By understanding the
patterns of usage and the challenges encountered, administrators can develop strategies to
improve access and quality of internet services, and to integrate ICTs more effectively into
the overall learning and administrative processes of the institution.
Finally, the findings of this study will be valuable to curriculum developers, as
importance of incorporating ICT skills and competencies into the curricula of tertiary
institutions will be highlighted. By understanding the types of online activities engaged in by
undergraduate students, curriculum developers can design programs and courses that better
8
align with the needs and interests of students, and that equip them with the skills and
knowledge needed to succeed in the digital age.
9
CHAPTER TWO
REVIEW OF RELATED LITERATURE
This chapter is the review of related literature, the review covers the following areas:
1. Nigerian Educational System and Structure
2. Meaning, Nature, and Concept of ICT in Education
3. Internet usage in Nigeria tertiary institution
4. Empirical studies on the internet utilization among undergraduate students
5. Appraisal of the Reviewed Literature.
Nigerian Educational System and Structure
Education is a bridge to the future, an agent for human capital formation, a manpower
industry that produces the knowledge and skills necessary for development. It has become a
known creed that a nation’s ability to develop the skills, knowledge abilities and
competencies of its members is crucial and fundamentally linked to the education system, a
social service with positive externalities that foster economic, social, political, and
technological changes (Sanubi & Akpotu, 2015). There are lots of definitions of the concept
of education overflowing in literatures, where some of the findings are; Matthew (2016)
defined education as an economic investment that raises the quality of life, improves health,
and productivity in the market and the non-market world increases individual’s access to paid
employment, as well as facilitates social and political participation of an individual in the
development of his/her nation. While The Oxford Advanced Dictionary (2014) viewed it as
the process of training and instruction, especially of children and young people in schools,
colleges, and so on, which is designed to give knowledge and develop skills. Education is
defined in the Encyclopedia Americana as the process by which an individual gains
knowledge or insight or develops attitude or skills.
10
Education as a development agent is valued by all nations of the world because it has
brought total liberation to man. It has transformed man from ignorance and misery to
knowledge and happiness. It has made man useful to himself, his generation and beyond.
According to FRN (2014), the policy projects that education offered in Nigeria should be
qualitative, comprehensive, functional, relevant and Information Technology driven. The
policy further states that in doing this the Nigeria Government will ensure, sustain and offer
unfettered access and equality Education to all individuals in partnership with the private
sector, Non-Governmental Organizations, and Local Communities to support and fund
education at all levels.
Sanubi and Akpotu (2015) postulated that to be effective and be of good quality,
education must interact with other sectors of the economy in the promotion of inter-sectoral
linkages. It involves developing a strong, functional and reliable education-private sector
collaborative partnership. Through this the needs of the education subsector and those of the
organized private sector are harmonized, coordinated and mutually re-enforced. For example,
curriculum, manpower, facilities are exchanged as research collaboration activities flourished
with the aim of solving specific problems of corporate organizations and society. In fact, the
education that brings development is that which is well funded, provided with the state-of-
the-art facilities and equipment, with well-motivated and dedicated manpower to impart the
science, vocational and technology-compliant curriculum, relevant to societal and
entrepreneurial needs of individuals.
Matthew (2016) stipulated that education can be categorized as formal and informal,
the informal or indigenous education goes on in the society every time, everywhere with
every member of the society as student and learner. In this case, there is no syllabus, subject
teachers, classroom, examination certificate involved. It involves all the people and serves
immediate needs and aspirations. Formal education or western education comes with the
11
white men and it is based on a curriculum, clearly defined content or subject syllabus, a
teaching-learning process with a classroom or school. The formal education in Nigeria
consists of three main stages (Primary, Secondary, and Tertiary) although of recent, early
childhood stage which was in the past not recognized, was officially recognized and
supported by the policy thrust (FRN, 2014).
The Federal Republic of Nigeria amended the National Policy on Education in 2014
policy thereby dividing the Nigerian education system into four different levels, which are;
Early child care and development aged hood 0-4 years (Pre-Primary); Basic Education (5-15
years) - comprising 6 years of Primary Education and 3 years of Junior Secondary Education,
which is compulsory, universal and free; Post-Basic Education of 3 years in Senior
Secondary Education and Technical colleges; and Tertiary Education provided in colleges of
Education, Polytechnics and the Universities. (FRN, 2014).
In Nigeria there are many challenges militating against the achievement of the
objectives of a quality education, they include; inadequate fund; inadequate and decay
infrastructural facilities; inadequate and low quality teachers; negative attitudes of teacher;
indiscipline of students; examination malpractices; low quality students-intake and poor
academic performance of students; wastage; inappropriate curriculum; as well as the dilemma
of disarticulation of schools. To tackle these challenges, and move education forward in this
decade and beyond, it is suggested that the provision of adequate fund for education;
effective administration of institutions; curbing examination malpractices; recruitment and
training of more instructors; commitment and effectiveness of instructors; re-articulation of
disarticulated schools; regular and effective inspection of institutions; recruitment of quality
candidates into institutions; these is as stipulated by Matthew (2016). Education and
technology are two basic elements that play an important role in rendering individual life
effective and efficient (Bozkaya et al., 2018).
12
Meaning, Nature, and Concept of ICT in Education
The introduction of ICT into universities clearly changed the way education is
conducted (Oduma, 2013). It paves the way for a new pedagogical approach, where students
are expected to play more active role than before (that is getting more involved in the
learning process, being active participants of knowledge creation not mere recipients of
knowledge). Using information and known ICT tools in education, students can be able to
communicate, create preservatives in PowerPoint, and interact with colleagues and teachers
using technology. Yusuf (2005) stated that culture and society which are major factors of
education, have adjusted to meet the challenges of the knowledge age. These prevalence and
rapid development in ICT has transformed human society from the information age to the
knowledge age. The use of ICT in education by staffs and students is becoming a necessity as
it can be used to improve the quality of teaching and learning in any tertiary institution.
Oduma (2013) likened ICT to a utility like water and electricity which plays a major
role in education and has impacted on the quality and quantity of teaching and learning as
well as research in educational methodology to initiate a new age in education. Internet as a
digital tool of ICT has strengthen teaching and learning as it provides powerful resources and
services for students, thereby enabling them meet their educational needs. It also allows for
networking among students and teachers to facilitate exchange of ideas and improve
opportunities for connecting schools to the world as learning is expanding beyond the
classroom, so real life context can be established (Dotimi& Hamilton-Ekeke, 2013).
Etim et al. (2013) defined the internet as the inter connection of system of subsystems
of equipment that is used in the automatic acquisition, storage, manipulation, management,
movement, control, display, switching, interchange, transmission or reception of data or
information. Dickson (2012) noted that the internet can be seen to provide resources and
services that are used for accessing, processing, gathering, manipulating and presenting or
13
communicating information. The use of internet in education can be said to be growing in all
parts of the world and their application is becoming an integral part of education in many
parts of the globe. Abascal and Nicolle (2015) indicated that most developed countries have
exploited the potential of internet to transform their education landscape.
Nigeria as a country is yet to make available and use ICTs to transform its’
educational system. Ololube (2013) indicated the benefits of internet use in education, and
also found positive and moderately high achievement at all educational level, from computer
use in school subjects, which allows students to focus on strategies and interpretation of
answers rather than spend time on tedious computational calculation. It is then generally
believed that the use of internet in the educational sector in a developing nation like Nigeria
would help bridge the information barrier between developed and developing nations.
However, Dickson (2012) established that improved access does not result in improved
utilization in educational institutions.
ICTs as a field of education had being in existence earlier, they were being regarded
to as teaching aids or apparatus (Abimbade, 2012).But current achievement in the field of
ICT has offered tremendous opportunities for learning through electronic means, the use of
E-learning and internet technology in learning. It is seen as a means to improve accessibility,
efficiency and quality learning. The 21 stcentury ICTs has stretched educational boundaries
and created new ones, some of which are internet, e-learning and m-learning (Ololube, 2013).
The provision of appropriate framework for full integration of ICTs into the
educational system of any nation’s educational sector is the responsibility of the federal or
central government (Yusuf, 2006). For the proper integration of ICTs and related technology
into the educational system, there is need for a comprehensive policy document to serve as a
guide for stakeholders in the education sector, competence, adequate funding, provision of
infrastructural facilities, institutional factions, environmental factors, student’s attitude, skill,
14
student’s interest to usage. These factors help determine the successful use of ICT for
information retrieval and sharing in education (Gillwald & Esselaar, 2015).
Internet usage in Nigeria tertiary institution
The utilization of the internet has become increasingly important in today's world,
particularly in the educational sector. In Nigeria, tertiary institutions have made significant
efforts to integrate internet technologies into their academic and administrative activities.
However, the extent to which these efforts have been successful and the challenges
encountered in the utilization of internet services in Nigerian tertiary institutions are still not
well understood.
Several studies have investigated the patterns of internet usage in Nigerian tertiary
institutions. A study by Oni, Adewoye, and Adesina (2018) found that internet usage among
Nigerian tertiary students was primarily for academic purposes such as accessing course
materials, research, and communication with faculty members. The study also found that
social media usage was a major online activity engaged in by students. Similarly, a study by
Adeyinka-Ojo and Popoola (2016) found that internet usage among Nigerian tertiary students
was primarily for academic purposes, but also included social and entertainment activities.
However, despite the importance of the internet for academic purposes, access to
internet services remains a challenge in Nigerian tertiary institutions. A study by Omotayo,
Ojo, and Oluwadare (2018) found that inadequate internet connectivity, lack of access to
devices, and high cost of data were major barriers to effective utilization of internet services
by Nigerian tertiary students. These findings are consistent with other studies which have
highlighted the challenges of internet access and connectivity in Nigeria (Oloyede, 2016;
Onuoha, 2018).
In addition to challenges with internet access and connectivity, Nigerian tertiary
students also encounter other challenges in the utilization of internet services. For example, a
15
study by Amadi, Ogwo, and Okwara (2017) found that Nigerian tertiary students faced
challenges with internet security and privacy, such as identity theft and unauthorized access
to personal information. The study also highlighted the need for increased awareness and
education on internet security and privacy issues.
Another challenge encountered by Nigerian tertiary students in the utilization of
internet services is the lack of digital skills and competencies. A study by Adekunle and
Taiwo (2017) found that many Nigerian tertiary students lacked the skills and knowledge
needed to effectively utilize ICTs in their academic and administrative activities. This finding
is consistent with other studies which have highlighted the importance of digital skills and
competencies for effective utilization of internet services (Adeyinka-Ojo & Popoola, 2016;
Oni et al., 2018).
Several strategies have been proposed for improving internet access and quality in
Nigerian tertiary institutions. One approach is the use of open educational resources (OER)
which can help to reduce the cost of accessing course materials and improve the quality of
education (Oladokun & Ogunleye, 2015). Another strategy is the use of mobile technologies
such as smartphones and tablets, which can provide more affordable and convenient access to
internet services (Oloyede, 2016). Moreover, a study by Olojede and Alaba (2015) proposed
the adoption of cloud computing technology as a solution to the challenges of internet access
and connectivity in Nigerian tertiary institutions.
Empirical studies on the internet utilization among undergraduate students
This section reviews the empirical studies on internet utilization in tertiary
institutions. Parameshwar and Patil (2009) investigated the use of the internet by faculty and
research scholars at Gulbarga University’s library in India. The study revealed that the
challenges faced included downloading problems, information overload and finding relevant
information. As part of the “PEW Internet Life Project”, Jones et al. (2007) examined a
16
sample of 7421 undergraduate students across the United States. Parameshwar and Patil
(2009) revealed that the students reported using the internet for academic purposes and the
internet had positively impacted their academic lives.
A study conducted by Patel and Darbar (2016) on internet usage among students of
CK Shah Vijapurwala Institute of Management Library, India revealed 100% of the
respondents use the internet and majorly for their studies and social networking. More than
half of the students were satisfied with the WIFI access on their campus and a major problem
to internet use is the low speed internet connectivity. Similarly, Kumar (2017) using a survey
studied the internet access and use among face to face program students of Indira Gandhi
National Open University, India. The study revealed majority of the respondents use the
internet for academic purposes and social networking. The respondents also reported that the
internet improved their professional competence and improved their research process.
A review of literature shows several other studies in Africa that have established a
high degree of internet use among university students and inadequate internet access. A study
by Badu and Markwei (2005) on awareness and use of the internet at the University of Ghana
showed that the students were aware and use the internet. The results showed that e-mail was
the commonly used internet service followed by information search.
In Nigeria, Anasi (2006) highlighted that the low pattern of internet use among
undergraduates’ students from the Faculties of Education and Law at the University of Lagos.
Furthermore, the study revealed that though most of the students browsed the internet, many
of them lacked search strategies skills even though their Internet use had very high impact on
their academic or career related activities. Olufemi (2006) in the investigation of internet use
among undergraduate students of Obafemi Awolowo University, Nigeria reported a high
level of use of the internet and their major access was through the commercial cybercafés
where they paid for access time. The study also showed that problems experienced by the
17
students when using the internet include slowness of the server and high payment of the
access to the internet. Similarly, Awoleye et al. (2008) examined the level of penetration of
internet usage among undergraduate students of Obafemi Awolowo University in Nigeria
reported that the students had high level of internet usage and use the internet mostly for
email, information research and online-chat.
Mishra (2009) studied the use of internet at the University of Maiduguri, Nigeria. The
findings showed that 74.6% of the students using the internet for research and academic
purposes; and concluded that necessary facilities should be put in place for faculty and
students to make optimal use of information resources available on the internet. Furthermore,
Ani (2010) in his study which examined the extent and level of internet access in Nigerian
universities submitted that undergraduate students extensively use the internet. However,
majority of the respondents indicated that they relied on commercial internet services and
cybercafés due to poor internet infrastructure in the university. The results showed that most
of the students use the internet for academic purposes.
Adekunmisi et al. (2013) in their study on the internet access and usage by
undergraduate students of Olabisi Onabanjo University, Nigeria indicated that majority of the
respondents had access to the internet. The students accessed internet facilities from the
privately-owned cybercafés in town despite the fact that the university grossly lacks internet
facilities. Furthermore, the students use the internet mostly for emails, academic purpose and
getting information while the high cost of browsing, slow internet access speed, power outage
and few internet facilities are challenges identified as impediments to internet by the students.
A review of related literature shows that there have been many studies on internet use
globally and most of them reached a consensus that internet usage is most prevalent among
university students’, but no in-depth study has been reported on the use of internet in the
18
university under study. Therefore, this study was carried out to ascertain internet use in the
University of Ilorin, Ilorin, Nigeria.
Appraisal of the Reviewed Literature
This study assess the utilization of internet services in University of Ilorin, Ilorin,
Nigeria. Literatures were review under the following key areas: educational system and
structure in Nigeria, meaning, nature, and concept of ICT in education, internet usage in
Nigeria tertiary institution, and empirical studies on the internet utilization among
undergraduate students.
Literature review on Nigeria educational system revealed that the system is made up
of six years of primary education, six years of secondary education, and four years of tertiary
education. Tertiary education in Nigeria is further divided into universities, polytechnics, and
colleges of education. This system has been criticized for its lack of infrastructure, inadequate
funding, and poor management, which has resulted in a decline in the quality of education in
Nigeria.
Review on ICT showed the general concept of ICT which is the integration of
technology in the teaching and learning process. It involves the use of various tools and
technologies such as computers, smartphones, the internet, and multimedia to enhance the
delivery of educational content. ICT in education has the potential to improve the quality of
education by making it more accessible, flexible, and interactive. However, its
implementation in Nigeria has been slow due to several factors, including poor infrastructure
and inadequate funding.
Internet Usage in Nigeria Tertiary Institution Internet usage in Nigeria tertiary
institutions has been on the rise in recent years. The internet provides students with access to
a vast array of educational resources, including online journals, e-books, and other
educational materials. However, the use of the internet in Nigeria tertiary institutions is still
19
limited due to several factors, including poor internet connectivity, inadequate funding, and a
lack of awareness about its benefits.
Several empirical studies have been conducted on the internet utilization among
undergraduate students in Nigeria. A study by Adepoju et al. (2021) found that the majority
of undergraduate students in Nigeria use the internet for academic purposes, such as research
and communication with lecturers and classmates. Another study by Olojede and Ogunniran
(2020) found that the use of the internet among undergraduate students in Nigeria is
influenced by several factors, including access to technology, computer literacy, and internet
connectivity. Empirical studies showed a mixed result as some authors reported a positive
usage of internet services, while some reported negative usage. Further studies is still needed
to ascertain the current utilization level of internet by undergraduate students in Nigeria
tertiary institutions.
20
CHAPTER THREE
METHODOLOGY
This chapter presents the methods and techniques employed in the process of
collecting necessary and relevant data that were used for this research. It is discussed under
the sub-headings of: research design, population, sample and sampling techniques, research
instrument, validation and reliability of research instrument, procedure for data collection and
Data analysis techniques.
Research Design
This study is a descriptive research of the survey type. This research design was used
because of its simplicity in data gathering and analysis. It allows data gathering from a
representative sample of the population.
Population, Sample, and Sampling Techniques
The population for this study consisted of all undergraduate students in Nigeria
Universities. The target population were all undergraduate students in University of Ilorin,
Nigeria. Five (5) faculties will be randomly selected from the university. Furthermore, fifty
(50) undergraduate students will be randomly selected from each faculty to make up a total of
two hundred and fifty (250) undergraduate students all together from the five faculties. Table
1 below showed the selected faculties, and their respective samples.
Table 1: Description of sample selection
S/N SCHOOL SAMPLE SELECTION

1 Faculty of Education 50
2 Faculty of Engineering 50
3 Faculty of Law 50
4 Faculty of Social Science 50
5 Faculty of Agriculture 50
TOTAL 250
21
Research Instrument
The instrument for this study will be a researcher designed questionnaire titled
“Assessment of Utilization of Internet Services in University of Ilorin, Ilorin, Nigeria”. The
questionnaire was administered to the undergraduate students in the selected faculties, in
University of Ilorin to get their responses. The instrument consisted of two sections; Section
A and B. Section A comprised the demographic information of the respondents; Section B
elicit responses based on variables under study. It contained 20 items in all with response
scale peculiar to each item of the questionnaire.
Validation of the Research Instrument
The instrument will be validated by three lecturers from the Department of
Educational Technology and later perused by the supervisor. Their corrections and
suggestions was used to modify the items in the questionnaire. All necessary corrections,
amendments, modifications, and suggestion were incorporated before the administration of
the instrument. The questionnaire will be pilot tested on 20 randomly selected students from a
faculty which is not part of the sampled school. The data gathered from the pilot study will be
analyzed to check for internal consistency of reliability.
Procedure for Data Collection
The researcher will collect a letter of introduction from the Department of Educational
Technology, University of Ilorin, Ilorin and will be taken to the selected faculties for
permission to conduct the research. The researcher will administer 250 copies of the
questionnaires to the students in each of the selected faculties. The information gathered will
be treated as a matter of confidentiality and solely for the purpose of this research.
Information gathered will be used strictly for the purpose of this research only. The students
will not be coerced to giving information in the course of this research.
22
Data Analysis Techniques
The data obtained from the questionnaire will be subjected to descriptive and
inferential statistics. Mean, frequency counts and percentage will be used to provide answers
to the research questions. Inferential statistics of Independent t-test will be used to test the
research hypothesis. The hypothesis will be tested at 0.05 level of significance.
23
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
This chapter presents the findings of the research questions and hypotheses outlined in
chapter one through data analysis. Two hundred and fifty (250) questionnaires were
distributed to undergraduate students of the University of Ilorin, Nigeria. The data collected
were analysed using mean, frequency count and percentage. While all the questionnaires
were retrieved, only two hundred and twelve (212) were deemed suitable for the study.
Table 2: Percentage Distribution of Respondent by Gender
Gender Frequency Percentage (%)

Male 109 51.4%
Female 103 48.6%
Total 212 100%
This table shows the gender distribution of the sample population studied. Of the 212
participants, 109 were male (44.1%) and 103 were female (55.9%). The total number of
participants in the study was 212, which represents 100% of the sample. The table shows that
the gender distribution of the participants was relatively balanced, with a slightly higher
proportion of females in the sample.
Table 3: Percentage Distribution of Respondents by Faculty
Faculty Frequency Percentage (%)

Education 45 21.2
Engineering 40 18.9
Law 37 17.5
Social Science 46 21.7
Agriculture 44 20.8
Total 212 100%
This table shows the distribution of participants by faculty. The highest number of
participants belonged to the faculty of education with 45 participants (21.2%), followed by
social sciences with 46 participants (21.7%) and agriculture with 44 participants (20.8%).
24
The lowest number of participants was found in the Faculty of Engineering with 40
participants (18.9%) and the Faculty of Law with 37 participants (17.5%). The table shows
that the sample population was relatively evenly distributed across the faculties, with no one
faculty dominating the study.
Table 3: Percentage Distribution of Respondents by Age range
Age range Frequency Percentage (%)

15 – 25 years 69 32.5
26 – 35 years 84 39.6
36 years and above 59 27.8
Total 212 100%
This table shows the age distribution of the participants in the study, divided into
three age groups: 15-25 years, 26-35 years and 36 years and over. Out of a total of 212
participants, the largest number of participants (84 or 39.6%) were in the 26-35 age group,
followed by 69 participants (32.5%) in the 15-25 age group, and 59 participants (27.8%) in
the 36+ age group. The table shows that the majority of participants were in the 26-35 age
group, with the remaining participants spread across the other two age groups.
Research Question 1
What are the computer and internet skills of undergraduate students at the University of
Ilorin?
Table 4: Undergraduates’ computer and internet skills
S/No Computer and Internet skills Yes No

(%) (%)
137 75
1 I have basic computer operating skills
(64.4%) (35.4%)
I have basic web browsing skills to navigate
2 different websites and search for information on 118 94
the internet. (55.7%) (44.3%)
I can use search engines such as Google or 121 91
3
Bing to find specific information or websites. (57.1%) (42.9%)
25
I am familiar with email and instant messaging
4 tools such as Gmail, Outlook or Skype to 129 83
communicate with others. (60.8%) (39.2%)
Identify and avoid online scams and phishing 89 123
5
attacks (42%) (58%)
I understand how to use cloud-based services
6 such as OneDrive or Google Drive to share files 119 93
online. (56.1%) (43.9%)
Table 4 shows the responses of the participants regarding their computer and internet
skills. The table consists of six statements related to computer and internet skills, with 'yes'
and 'no' options for each statement. The data in the table show that the majority of
participants have basic computer skills (137 participants or 64.4% answered 'yes' to statement
1). In addition, more than half of the participants indicated that they had basic skills in
browsing the web (statement 2), using search engines (statement 3) and being familiar with
email and instant messaging tools (statement 4). However, responses to statement 5, which
assesses the ability to identify and avoid online scams and phishing attacks, were almost
evenly split between 'yes' (89 participants or 42%) and 'no' (123 participants or 58%).
Regarding statement 6, which assesses knowledge of cloud-based services, slightly more than
half of the participants said they knew how to use such services (119 participants or 56.1%).
Overall, the table shows that the participants in the study have varying levels of computer and
Internet skills, with some skills being more common than others.
Research Question 2
What types of internet access do undergraduate students at the University of Ilorin use to
connect to the internet?
Table 5: Undergraduates’ mode of accessing the internet
S/No Mode of accessing the internet Yes No

(%) (%)
I access the internet through my personal 121 91
1
Modem (57.1%) (42.9%)
I use the school local area network (LAN) to 105 107
2
access the internet (49.5%) (50.5%)
26
I access the internet through a commercial 119 93
3
Cyber-Cafe (56.1%) (43.9%)
I access the internet through my mobile phone 158 54
4
(74.5%) (25.5%)
Table 5 shows the responses of the participants regarding the way they access the
Internet. The data in the table show that the most common mode of accessing the Internet
among the participants is through their mobile phone (158 participants or 74.5% answered
'yes' to statement 4). The next most common mode is through personal modems (121
participants or 57.1% answered 'yes' to statement 1), followed by accessing the Internet
through a commercial cybercafé (119 participants or 56.1% answered 'yes' to statement 3). In
contrast, accessing the Internet through the school's local area network (LAN) is the least
common way of accessing the Internet among the participants, with 105 participants (49.5%)
answering 'yes' to statement 2. The table shows that participants have different preferences
for accessing the Internet, with mobile phones being the most popular mode of access.
Research Question 3
How frequently and for what duration do undergraduate students at the University of Ilorin
use the internet?
Table 6: Frequency and duration of internet usage by undergraduates
S/N Frequency and duration of internet use Very Often Rarely Seldom
Often
1. How frequency do you access the internet on a 76 65 57 14
daily basis (35.8%) (30.7%) (26.9%) (6.6%)
2. How frequent do you access the internet on a 85 71 30 26
weekly basis (40.1%) (33.5%) (14.2%) (12.3%)
3. How often do you use the internet for academic 65 54 76 17
purposes (30.7%) (25.5%) (35.8%) (8%)
4. How often to do you use the internet for social 98 65 29 20
media (46.2%) (30.7%) (13.7%) (9.4%)
This table shows the responses of students to questions about the frequency and
duration of their internet use. The first statement asks how often participants access the
Internet on a daily basis. The data shows that the majority of participants access the internet
27
'very often' or 'often' on a daily basis, with a total of 141 participants (66.5%) responding with
one of these options. The second statement asks how often participants access the Internet on
a weekly basis. The data shows that 156 participants (73.6%) access the Internet 'very often'
or 'often' on a weekly basis. The third statement asks how often participants use the internet
for academic purposes. The data shows that a total of 119 participants (56.1%) use the
internet 'very often' or 'often' for academic purposes. Finally, the fourth statement asks how
often participants use the internet for social media. The data shows that 163 participants
(76.9%) use the internet 'very often' or 'often' for social media. Overall, the data shows that
the majority of students use the internet frequently for both academic and social purposes,
with social media being the most common use of the internet among participants.
.
Research Question 4
What online activities do undergraduate students at the University of Ilorin engage in through
the internet?
Table 7: Online activities undergraduates uses internet for
S/N Item N Min Max Mean Std.

Deviation
1 I use the internet service for 212 1 4 2.45 .844
academic work
2 I use the internet service majorly for 212 1 4 2.93 .921
emails and instant messaging
3 I use the internet for information 212 1 4 2.61 .916
search
4 I use the internet for music and 212 1 4 2.87 .925
movie download
5 I use the internet service for software 212 1 4 2.25 .916
download
Grand Mean **
Expr
essio
n is
fault
y **
28
Table 7 presents the results of a survey conducted among undergraduate students at
the University of Ilorin, Nigeria, to determine their online activities. The responses to each
item were measured on a scale of 1 to 4, with 1 indicating a low frequency of engagement in
the activity and 4 indicating a high frequency of engagement. The table shows that students
engage in different online activities. The item with the highest mean score is 'I use the
Internet service mainly for emails and instant messaging' (mean = 2.93), followed by 'I use
the Internet to download music and films' (mean = 2.87) and 'I use the Internet to search for
information' (mean = 2.61). The item with the lowest mean score is 'I use the Internet service
to download software' (mean = 2.25). The grand mean of all items is 2.62, indicating that
students are moderately engaged in online activities. Overall, the table suggests that students
use the Internet for both academic and non-academic purposes.
Research Question 5
What challenges do undergraduate students at the University of Ilorin encounter in using the
internet, and how do these challenges affect their academic and administrative activities?
Table 8: Online activities undergraduates’ uses internet for
S/N Item N Min Max Mean Std.

Deviation
1 The cost of browsing is too high for 212 1 4 3.06 .844
me
2 I usually experience slow internet 212 1 4 2.76 .921
speed
3 Erratic power supply is major 212 1 4 2.95 .916
challenge
4 I finds it difficult to retrieve 212 1 4 2.48 .925
information easily from the internet
5 I have inadequate browsing skills 2.52
6 There is inadequate internet access in 212 1 4 2.28 .916
my school
Grand Mean **
Expr
essio
n is
29
Table 8 presents the results of a survey conducted to investigate the challenges faced
by undergraduate students of the University of Ilorin in using the internet and how these
challenges affect their academic and administrative activities. The table shows that the
highest mean score was obtained for the statement 'The cost of surfing is too high for me'
(mean = 3.06), indicating that this was the most significant challenge faced by students. The
second highest mean score was for the statement 'Erratic power supply is a major challenge'
(mean = 2.95), followed by 'I usually experience slow Internet speed' (mean = 2.76). The
mean scores for 'I find it difficult to get information easily from the Internet' and 'I have
inadequate browsing skills' were 2.48 and 2.52 respectively. Finally, the lowest mean score
was obtained for the statement 'There is insufficient access to the Internet in my school'
(mean = 2.28). The grand mean for all items was 2.68, indicating that the challenges faced by
students in using the Internet were moderate. The standard deviations ranged from 0.844 to
0.925, indicating that there was a relatively low level of variability in the responses for each
item.
Research Hypothesis One
HO1: There is no significant difference between male and female undergraduate student’s
usage of internet.
To determine whether there is a significant difference between male and female
undergraduate students’ usage of internet, data was analyzed using t-test statistics, the result
obtained is presented in table 9
Table 9: Influence of gender on Undergraduates’ usage of internet
Variable N X SD df T Sig Remarks
30
Male 109 19.65 3.42 210
0.721 0.545 Accepted
Female 103 19.59 3.67
0.05 alpha level
Table 9, revealed that df =210, t = 0.721, p = 0.545. This means that the hypothesis
was Accepted. This was as a result of t-value of 0.721, resulting in 0.545 p value greater than
0.05 significant alpha level. The null hypothesis is usually that there is no significant
difference between the means of the two groups on the variable being tested. In this case, the
p-value is 0.545, which is greater than the usual alpha level of 0.05, indicating that we cannot
reject the null hypothesis. Therefore, there is not enough evidence to suggest that there is a
statistically significant difference between the mean scores of male and female students on
the variable being tested.
Summary of Findings
The findings of this study based on the research questions and hypotheses formulated
were summarized as follows:
1. Students have varying levels of computer and Internet skills, with some skills more
common than others.
2. Students have different preferences for accessing the Internet, with mobile phones
being the most popular mode of access.
3. The majority of students use the Internet frequently for both academic and social
purposes, with social media being the most common use of the Internet among
participants.
4. Students use the internet for both academic and non-academic purposes
5. The cost of surfing the Internet and unreliable electricity supply are the main
challenges that students face when using the Internet.
31
32
CHAPTER FIVE
DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS
This chapter focuses mainly on discussion of the findings, conclusion drawn from the
findings and recommendation.
Discussions of the Findings
The study assessed the utilization of internet service among undergraduates in
university of Ilorin, Ilorin, Nigeria. Five research questions were raised to assess the
computer and internet skills of undergraduate students at the University of Ilorin, determine
the types of internet access undergraduate students use to connect to the internet, examine
how frequently and for what duration do undergraduate students at the University of Ilorin
use the internet, finds out that online activities undergraduate students engage in through the
internet, and Investigate the challenges undergraduate students at the University of Ilorin
encounter in using the internet, and how do these challenges affect their academic and
administrative activities.
Research question one assess the computer and internet skills of undergraduate
students at the University of Ilorin.. The study found that majority of the participants had
basic computer skills, which is consistent with the findings of similar studies conducted in
Nigeria and other countries. For example, a study by Ojo and Popoola (2011) on computer
literacy among university students in Nigeria found that the majority of students had basic
computer skills. Similarly, a study by Rastogi and Rastogi (2018) on internet usage and skills
among university students in India also found that most students had basic computer skills.
The finding that more than half of the participants had basic skills in browsing the web, using
search engines, and being familiar with email and instant messaging tools is also consistent
with previous studies. For example, a study by Kirschner and Karpinski (2010) of internet
skills among college students in the United States found that most students were proficient in
33
using search engines and email. However, the finding that a significant proportion of
participants were unable to identify and avoid online scams and phishing attacks is a cause
for concern. This finding is consistent with previous studies that have highlighted the need
for greater awareness and education on internet safety and security (e.g., Fakunle &
Ogunjobi, 2016; Yau & Lee, 2019). Finding of this study highlights the need for continued
efforts to improve students' computer and internet skills, especially in the area of online
safety and security.
Research question two determine the types of internet access undergraduate students
use to connect to the internet. The results show that the majority of participants access the
Internet via their mobile phones, which is consistent with the trend observed in other studies
of Internet use among students. According to a survey by the Pew Research Center, 96% of
American undergraduate students own a smartphone, and 58% of them use their mobile
device as their primary means of accessing the Internet. This highlights the growing
importance of mobile technology for accessing the Internet and its potential impact on
students' learning behaviour. The use of personal modems was the second most common way
of accessing the Internet among participants. This may be due to the unreliability of the
Internet service provided by the school's local area network, which was reported as the least
common way of accessing the Internet. The findings are consistent with other studies that
have reported similar challenges with campus network infrastructure, such as slow Internet
speeds, limited bandwidth and frequent disconnections, which can hinder students' access to
online resources and affect their academic performance. The use of commercial cybercafés
was also reported as a common way of accessing the Internet, which may be due to the
availability of commercial cybercafés in the vicinity of the university campus. However, the
use of such public facilities may also expose students to risks such as cyber-attacks, malware
and other online threats. There is therefore a need for educational institutions to provide
34
students with adequate and secure Internet access on campus and to educate them about safe
Internet practices. In conclusion, the findings suggest that undergraduate students in the
University of Ilorin access the Internet through a variety of means, with mobile phones being
the most common mode of access. The findings are consistent with other studies on Internet
use among undergraduate students and highlight the need for educational institutions to
provide reliable and secure Internet access to students on campus (Sclater, 2008).
Research questions 3 and 4 examined how often students used the internet and what
online activities were carried out via the internet. The results indicate that the majority of the
undergraduate students surveyed in the University of Ilorin use the internet frequently for
both academic and non-academic purposes. The data shows that social media is the most
common use of the internet among the participants. This finding is in line with the current
trend in internet usage, where social media platforms are among the most accessed websites.
The survey also shows that students engage in different online activities, with email and
instant messaging being the most common online activity, followed by downloading music
and films and searching for information. This finding suggests that students use the Internet
not only for entertainment but also for academic purposes such as research. The overall mean
score of 2.62 suggests that students are moderately engaged in online activities. This finding
implies that although students use the Internet frequently, they do not spend an excessive
amount of time online, which is an important consideration for academic success.
Research question 5 investigate the challenges undergraduate students at the
University of Ilorin encounter in using the internet, and how do these challenges affect their
academic and administrative activities. Our findings suggest that the cost of internet access is
the most significant challenge faced by students in accessing and using the internet for
academic and non-academic purposes. This finding is consistent with previous studies that
have identified cost as a significant barrier to internet access and use among students,
35
particularly in developing countries (Alvarez and Mejias, 2017; Kao et al., 2019; Tella et al.,
2007). The second highest mean score related to power supply is also consistent with
previous studies that have identified infrastructure challenges such as power supply as a
significant barrier to internet access and use (Elo and Vainikainen, 2016; Song et al., 2017).
The finding that slow internet speed is a significant challenge for students is also consistent
with previous research (Kao et al., 2019; Okoli and Pawlowski, 2004). This highlights the
importance of reliable and fast internet connections in facilitating effective use of the internet
for academic and non-academic purposes. The relatively low mean scores for inadequate
browsing skills and difficulty finding information easily on the Internet may suggest that
students have basic digital literacy skills, which is consistent with the notion that today's
students are digital natives (Prensky, 2001). However, the low mean score for inadequate
access to the internet at school is somewhat surprising given that previous research has
identified lack of infrastructure and inadequate access to the internet as significant barriers to
internet use among students (Alvarez and Mejias, 2017; Elo and Vainikainen, 2016). This
may suggest that the University of Ilorin has made significant efforts to provide adequate
internet access to students. Overall, the findings highlight the need for policies and
interventions to address the challenges faced by students in accessing and using the internet
for academic and non-academic purposes, particularly in terms of cost and infrastructure.
Such efforts could include the provision of affordable internet access and reliable electricity
supply, as well as measures to improve internet speed and digital literacy.
Conclusions
This study examined the use of Internet services by undergraduate students at the
University of Ilorin, Nigeria. The results showed that the majority of the participants had
basic computer skills, but more needs to be done to educate them about online safety and
security. Mobile phones were found to be the most common way of accessing the internet,
36
followed by personal modems and commercial cybercafés. Social media was the most
common online activity, followed by email and instant messaging, downloading music and
films, and searching for information. The cost of internet access was identified as the biggest
challenge for students, followed by electricity supply. The findings highlight the need for
educational institutions to provide students with reliable and secure Internet access on
campus, to educate students about online safety and security, and to address cost and
infrastructure challenges. These efforts would help improve students' academic performance
and their overall online experience.
Recommendations
Based on the findings of the study, the following recommendations are made
1. Improve computer and internet literacy training: The study found that while most
participants had basic computer and Internet skills, a significant proportion lacked
knowledge about online safety and security. Therefore, educational institutions should
provide regular training and awareness programmes on safe internet practices to
improve students' skills and knowledge.
2. Provide reliable and secure internet access on campus: The study found that mobile
phones were the most common mode of Internet access among participants, likely due
to the unreliability of the Internet service provided by the school's local area network.
Therefore, educational institutions should invest in providing reliable and secure
Internet access on campus to enable students to access online resources for their
academic and non-academic activities.
3. Remove cost barriers to Internet access: The study found that the cost of Internet
access is the most significant challenge students face in accessing and using the
Internet. Educational institutions and policy makers should explore options to reduce
37
the cost of internet access, such as subsidies, public-private partnerships and
investment in infrastructure.
4. Encourage responsible use of the Internet: The study found that while students use the
Internet for both academic and non-academic purposes, they do not spend excessive
time online. However, educational institutions should continue to encourage
responsible use of the internet and discourage excessive use of social media and other
non-academic online activities that may interfere with academic performance.
5. Address infrastructure challenges: The study found that infrastructure challenges,
such as power supply, are also a significant barrier to internet access and use.
Educational institutions and policy makers should invest in infrastructure
development to address these challenges and ensure that students have access to
reliable electricity and other necessary infrastructure to access and use the Internet.
Suggestions for Further Studies
Based on the findings of this study, the following were suggested for further studies
1. Conduct a comparative study on the use of internet services by undergraduate students
in different universities in Nigeria to identify factors that influence internet usage and
adoption.
2. Investigate the impact of internet usage on academic performance of undergraduate
students in the University of Ilorin and other universities in Nigeria.
3. Conduct a longitudinal study to examine the trends in Internet use among
undergraduate students over a period of time to identify patterns of use and changes in
behaviour.
4. Investigate the factors that affect the accessibility and availability of the internet
among students, including infrastructure, connectivity and cost.
38
5. Conduct a qualitative study to gain in-depth insights into how students use internet
services and how this affects their academic, social and personal lives.
REFERENCES
Bozkaya, M., Aydin, E. İ., & Kumtepe, G. E. (2016). Research Trends and Issues in
Educational Technology. Turkish Online Journal of Educational Technology-TOJET,
11(2), 264-277.
Brandt, D. (2020) Docebo LMS Review. Available at https://lmschef.com/docebo-lms-
review/
Briggs, T., Ololube, P. N., Kpolovie, J. P., Amaele, S., & Amanchukwu, N. R. (2012).
Evaluating the quality of public early childhood education and Vision 20. African
Journal of Economic and Sustainable Development, 1(3), 243–264.
Briggs, U. C., Ololube, N. P., Kpolovie, P. J., Amaele, S., & Amanchukwu, R. N. (2012).
Education and national development: A theoretical review. Journal of Educational and
Social Research, 2(2), 191-198.
Chehayeb, A. (2015, December 15). Google for Education. Retrieved from New in
Classroom:saving time while grading: googleforeducation.blogspot.com/2015/12/new-
in-Classroom-saving-time-while-grading.html?m=1
Chris, N., Ellen, N., & Alan, A. (2018), Google Scholar Goes to School: The presence of
Google Scholar on College and University Web Sites. The Journal of Academic
Librarianship, 34 (1), 39–51.
39
Cochran, K. (2013) The Docebo e-learning platform. Available at
https://learningnews.com/news/docebo/2013/the-docebo-e-learning-platform-embeds-
now-a-pdf-ppt-converter-to-easily-build-multimedia-courses
Collis, B. (2010). ICT for education and development: ICT4IEDUC. Journal of Educational
Technology & Society, 13(2), 1-2.
Crawford, .. (2015). Google Classroom. Retrieved from acrawf41.weebly.com/…3/7/ a-
crawford_emerging technology
Dahlstrom E, Brooks D, Bichsel J (2014) The current ecosystem of learning management
systems in higher education: student, faculty, and IT perspectives. Research report,
ECAR, Louisville, CO. Available from: http://www.educause.edu/ecar
Daramola, F. O., Omoyajowo, B. S., & Adegbija, M. V. (2016). A Review of the Interaction
of teachers with Information and Communication Technology in Nigeria Education
system. Educational Technology. Ilorin, Kwara state.: unpublished Report.
Daramola, F.O. & Adegbija, M.V. (2012). Impact of Internet communication on academic
staff effectiveness in Federal Polythechnic, Offa, Kwara State, Nigeria. Ife Journal of
Educational Leadership, Administration & Planning, 1(1).
Deb, S. (2011, April 6). Effective distance learning in developing countries using mobile and
mutimedia technology. International Journal of Mutimedia and Ubiquitous
Engineering, 6(2), 33-40.
Edewor, N., Imhonopi, D., & Urim, U. (2014). The role of information and communication
technologies (ICTs) in higher education in Nigeria: A case study of three universities
in Delta State. Journal of Education and Practice, 5(3), 23-31.
Federal Republic of Nigeria. (2014). National policy on education. Abuja: NERDC Press.
Gregorian, V. (2017, 05 10). What Higer Education Must do to Address the Gap in
Information and Communication Proficiences. Retrieved from Succeeding in the 21st
40
Century:
www.ets.org/media/tets/information_and_communication_technology_literacy/
ICTwhitepaper.pdf
Gurumurthy, A. (2004). Locating gender in information communication technologies for
development. Feminist Media Studies, 4(1), 79-82.
Gussen, Olarinonye and Garba. (2016). Emerging Information and Communication
Technology issues in Education:. Journal of curriculum studies, 220.
Hamilton-Ekeke, J. T., & Mbachu, C. E. (2015). The Place of Information, Communication
and technology (ICT) in Teaching and Learning in Nigerian Tertiary Institutions.
American Journal of Educational Research, 3(3), 340 – 347.
Hemrungrote, S., Jakkaew, P., & Assawaboonmee, S. (2017). Deployment of Google
Classroom to Enhance SDL Cognitive Skills. In 2017 International Conference In
Digital Arts, Media and Technology (ICDAMT), , (pp. 200–204). Retrieved from
https://doi.org/10.1109/ICDAMT.2017.7904961
Hockenson, L. (2015). Google classroom update with calader intergration new teacher tools.
the next web.
Idowu, A. B., & Esere, M. O. (2013). Education and development in Nigeria: A historical
perspective. American Journal of Educational Research, 1(8), 325-330.
Iftakhar, S. (2016, Feb). Google Classroom: What works and how? Journal of Education and
Social Sciences, 3(1), 12-18.
Imhonopi, D., & Urim, U. M. (2016). Information and Communication Technologies
(ICTs):New Media Tools for Language Teaching and Learning in Tertiary Institutions
in Nigeria. Paper prepared for the 8th ELTT Annual Conference on Resources and
Resourcefulness in English Language Teaching and Learning in the 21st Century held
41
at the Department of Communication and General Studies, University of Agriculture
Abeokuta, Ogun state. Abeokuta: University of Agriculture, Abeokuta.
Imhonopi, D., & Urim, U. M. (2017). Nigeria’s Expensive Democracy: A Confederal Option
for development. The Journal of Sustainable Development in Africa, 14(7), 70 - 80.
Israel, G. D. (2013). Sampling the evidence of extension program impact. Program Evalution
and Organisational Development, 5. Retrieved from Program Evalution and
Organisational Department: www.goo.gl/x8JIAW.
Izenstark, A., & Leahy, K. L. (2015, May 15). Google classroom for librarians. In A.
Izenstark, & K. L. Leahy, Features and opportunities (Vol. 32, pp. 1-3). Rhode Island
University: Public Services Department Faculty Publications. Retrieved from features
and opportunites: http://dx.doi.org/10.1108/LHTN-05-2015-0039
Johnson, L., Jacovina, M. E., Russell, J., & Soto, V. (2016). NMC/CoSN horizon report:
2016 K–12 edition. Austin, Texas: The New Media Consortium.
Keeler, A. (2014). "15 More things you can do with Google Classroom". Retrieved from
http://www.alicekeeler.com/teachertech/2014/09/22/15-more-things-you-can-do-with-
google-classroom/
Kolawole, E. B. (2017). Education in Nigeria: Problems and prospects. Journal of Education
and Practice, 8(2), 20-27.
Liaw S. S. & Huang, M. H. (2017) A study of investigating learners’ attitudes towards e-
learning. 5th International Conference on Distance Learning and Education, 12(1), 28 –
32
Lopez, V. (2014, November 1). An exploration of the use of information technology in
college classroom, College Quarterly,. Retrieved 2018, from
http://www.Collegequarterly.Ca/2003-vol06-num01-fall/lopes.htm.
42
Magid, L. (2014). Google classroom offers assignments centers for teachers and students.
Forbes.
Mardinger, R. (2021) Docebo’s PDF and PPT slides converter is now available. Available at
https://www.docebo.com/learning-network/blog/docebo-pdf-ppt-slide-converter-
elearning/
Matthew, D., Irinyang, D. J., & Haruna, M. (2015, February). The Role of Information
Communication Technology in Nigeria Educational System. International Journal of
Research in Humanities and Social Studies, 2(2), 1-5.
Matthew, I. A. (2016). Financial allocation to Education:Trends, Issues and way forward in
Nigeria. Educatia Plus, 15(1), 227-242.
McLaughlin, M. (2020) Docebo Review. Available at
https://www.pcmag.com/reviews/docebo
Mehra, V. and Omidian, F. (2011). Examining Students’ Attitudes Towards E-learning: A
Case from India. Malaysian Journal of Educational Technology,, 11(2), 13-18.
Mohammed, S. (2017) Relevance of Information Technology (IT) to the development of
distance education for teachers in Nigeria. European Journal of Open Education and E-
learning studies, 2(1), 80 – 98
Mondal, A., & Mete, J. (2012, Dec 6). ICT in Higher Education: Opportunities and
Challenges. (P. K. Mishra, Ed.) Bhatter College Journal of Multidisciplinary Studies,
21(60), 4. Retrieved from http://bcjms.bhattercollege.ac.in.
Moore, B. (2004). Definition of Education. (M. Bruce, Editor, & Melbourne Oxford
University press) Retrieved from www.oxforddictionary.com/definitionofeducation.
Nassoura, A. B. (2012). Students' acceptance of mobile learning for higher education in Saudi
Arabia. American Academic & Scholarly Research Journal, 4(2), 24-30. Retrieved
from http://aasrc.org/aasrj/index.php/aasrj/article/download/248/188
43
Oduma, E. T., & Ile, C. C. (2014). Investment in education: A prerequisite for economic
growth and development in Nigeria. International Journal of Academic Research in
Business and Social Sciences, 4(10), 442-453.
Onaiyekan, F. (2019) What is the great purpose of education? – Part 3. Retrieved from
https://guardian.ng/opinion/what-is-the-great-purpose-of-education-part-3/
Papaioannou, P., & Charalambous, K. (2011). Principals’ attitudes towards ICT and their
perceptions about the factors that facilitate or inhibit ICT integration in primary schools
of Cyprus. Journal of Information Technology Education, 10, 349-369. Retrieved from
http://www.jite.org/documents/Vol10/JITEv10p349-369Papaioannou958.pdf
Pappas, C. (2015, August 20). elearning industry. Retrieved 2018, from Google classroom
review: pros and cons for using google classroom: elearningindustry.com/Google
Classroom Review_ Pros And Cons Of Using Google Classroom In eLearning -
eLearning Industry.
Putnam, J. W., & Kolko, J. (2010). An introduction to the digital society. In J. W. Putnam &
J. Kolko (Eds.), The internet and American business (pp. 1-10). MIT Press.
Ukwueze, E., & Ajala, E. M. (2014). The role of ICT in education sector in Nigeria and
South Africa: A critical review. International Journal of Information Technology and
Business, 3(2) 121 – 130
44
APPENDIX
UNIVERSITY OF ILORIN
FACULTY OF EDUCATION
DEPARTMENT OF EDUCATIONAL TECHNOLOGY
Questionnaire on Assessment of Utilization of Internet Service among
Undergraduate in University of Ilorin, Ilorin Nigeria
Dear Respondent,
The researcher is an undergraduate student of the University of Ilorin, from the Department
of Educational Technology. This research seeks to assess the “Utilization of Internet Service
among undergraduate in University of Ilorin, Ilorin Nigeria”. It contains two sections and
each section contains its own instruction that guides the response to be given. The responses
gotten from this questionnaire would be treated with the utmost confidentiality.
(Researcher)
Section A: Demographic Data
Instruction: You are required to fill the following information, please tick () appropriately
Faculty: ___________________________________
Gender: Male ( ) Female ( )
Level: 100 ( ) 200 ( ) 300 ( ) 400 ( ) 500 ( )
Age range: 15 – 25 ( ), 26 – 35 ( ), 36 years and above ( )
Section B – Undergraduates’ Computer and Internet skills
Instruction: Please, indicate by the ticking () the appropriate boxes that best suit your
response.
S/N Computer and Internet Skills Yes No

1. I have basic computer operating skills
2. I have basic web browsing skills to navigate different websites and
search for information on the internet.
3. I can use search engines such as Google or Bing to find specific
information or websites.
45
4. I am familiar with email and instant messaging tools such as
Gmail, Outlook or Skype to communicate with others.
5. Identify and avoid online scams and phishing attacks
6. I understand how to use cloud-based services such as OneDrive or
Google Drive to share files online.
Section C – Undergraduates’ Mode of accessing the internet
S/ Mode of Accessing the Internet Yes No

N
1. I access the internet through my personal Modem
2. I use the school local area network (LAN) to access the internet
3. I access the internet through a commercial Cyber-Cafe
4. I access the internet through my mobile phone
Section D – Frequency and Duration of Internet use among Undergraduates
S/N Frequency and duration of internet use Very Often Rarely Seldom
Often
1. How frequency do you access the internet on a daily
basis
2. How frequent do you access the internet on a weekly
basis
3. How often do you use the internet for academic
purposes
4. How often to do you use the internet for social media
Section E – Purpose of using the internet service
S/N Purpose of internet usage SA A D SD

1. I use the internet service for academic work
2. I use the internet service majorly for emails and
instant messaging
3. I use the internet for information search
4. I use the internet for music and movie download
5 I use the internet service for software download
46
Section F – Challenges of using the internet service
S/N Challenges encountered while using the internet SA A D SD

1. The cost of browsing is too high for me
2. I usually experience slow internet speed
3. Erratic power supply is major challenge
4. I finds it difficult to retrieve information easily from
the internet
5 I have inadequate browsing skills
6 There is inadequate internet access in my school
47

Final Project - Assessment of Ultilization of Internet Service

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Final Project - Assessment of Ultilization of Internet Service

Uploaded by

Copyright:

Available Formats

ASSESSMENT OF UTILIZATION OF INTERNET SERVICE AMONG

UNDERGRADUATE IN UNIVERSITY OF ILORIN, ILORIN NIGERIA

JOSEPH, Julius Yisa

JOSEPH, Julius Yisa

DEPARTMENT OF EDUCATIONAL TECHNOLOGY

IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF

BACHELOR DEGREE IN EDUCATIONAL TECHNOLOGY B.SC. (Ed)

COMPUTER SCIENCE EDUCATION

This is to certify that this research entitled “Assessment of Utilization of Internet

requirements in partial fulfilment for the award of Bachelor’s Degree in Educational

Technology in the Department of Educational Technology, Faculty of Education, University

acknowledged and referenced.

Name: JOSEPH, Julius Yisa

Matriculation No: 17/67RE019

ASSESSMENT OF UTILIZATION OF INTERNET SERVICE AMONG

JOSEPH, Julius Yisa

I would like to express my sincere gratitude to my esteemed project supervisor, Dr

feedback. May Allah bless you and your family, sir.

invaluable contributions in imparting knowledge to me throughout my tenure on this campus.

for their dedication and support.

questionnaire, as their participation was essential to the completion of this research.

CHAPTER ONE: INTRODUCTION---------------------------------------------------------------1

Background of the study------------------------------------------------------------------------------1

Statement of the problem------------------------------------------------------------------------------4

Purpose of the Study-----------------------------------------------------------------------------------5

Scope of the Study-------------------------------------------------------------------------------------6

Clarification of Major Terms and Variables--------------------------------------------------------6

Significance of the Study------------------------------------------------------------------------------7

CHAPTER TWO: REVIEW OF RELATED LITERATURE---------------------------------9

Nigerian Educational System and Structure--------------------------------------------------------9

Meaning, Nature, and Concept of ICT in Education---------------------------------------------12

Internet usage in Nigeria tertiary institution------------------------------------------------------14

Empirical studies on the internet utilization among undergraduate students-----------------15

Appraisal of the Reviewed Literature--------------------------------------------------------------18

CHAPTER THREE: METHODOLOGY---------------------------------------------------------20

Population, Sample, and Sampling Techniques--------------------------------------------------20

Validation of the Research Instrument-------------------------------------------------------------21

Procedure for Data Collection----------------------------------------------------------------------21

Data Analysis Techniques---------------------------------------------------------------------------22

CHAPTER FOUR: DATA ANALYSIS AND RESULTS-------------------------------------23

Research Question 1----------------------------------------------------------------------------------24

Research Question 2----------------------------------------------------------------------------------25

Research Question 3----------------------------------------------------------------------------------26

Research Question 4----------------------------------------------------------------------------------27

Research Question 5----------------------------------------------------------------------------------28

Research Hypothesis One---------------------------------------------------------------------------29

CHAPTER FIVE: DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS- 31

Discussions of the Findings-------------------------------------------------------------------------31

Suggestions for Further Studies---------------------------------------------------------------------36

Table 1: Description of sample selection-------------------------------------------------------------20

Table 2: Percentage Distribution of Respondent by Gender---------------------------------------23

Table 3: Percentage Distribution of Respondents by Faculty-------------------------------------23

Table 4: Undergraduates’ computer and internet skills--------------------------------------------24

Table 5: Undergraduates’ mode of accessing the internet-----------------------------------------25

Table 6: Frequency and duration of internet usage by undergraduates--------------------------26

Table 7: Online activities undergraduates uses internet for----------------------------------------27

Table 8: Online activities undergraduates’ uses internet for---------------------------------------28

Table 9: Influence of gender on Undergraduates’ usage of internet------------------------------29

The findings of the study showed that:

Background of the study

Education empowers communities and citizens to fully participate in development and

reaching impacts on development and social progress. It is the cornerstone of sustainable

individual can attain development (Uriah, Ololube & Egbezir, 2015).