An Assessment of university undergraduates’ adoption of mobile technologies for learning
The study examined influence of undergraduates’ perceived usefulness and ease of use of mobile technologies on its adoption for learning. Two research questions guided the study. Four hundred (400) students were randomly selected from the two purposively selected universities in Ogun State South West Nigeria. The study employed multiple regressions in the analysis of the data collected. From the result it was found out that undergraduate students’ perceived usefulness (=0.305, t=3.867, p<.05) has significant contribution on the adoption of mobile technologies for learning. Also, it was established that undergraduate students’ perceived ease of use (=0.151, t=1.992, p<.05) has significant contribution on the adoption of mobile technologies for learning. The study concluded that perception of students on the usefulness and ease of use influences adoption of mobile technology for learning. Amongst others, the study recommended the need to encourage undergraduates to adopt mobile technologies for learning instead of social media only.
Adedoja, G., Adelore, O., Egbokhare, F & Oluleye, A. (2013). Learners' acceptance of the use of mobile phones to deliver tutorials in a distance learning context: A case study at the University of Ibadan. The African Journal of Information Systems, 5(3), 33-42.
Al-Said, O. (2015). Students' Use of Mobile Learning and their Barriers towards them. Information, communication &Society, 14 (2),21-28.
Al-Zahrani, H. and Laxman, K. (2014). Factors that Enhance or Hinder Acceptance and Use of Mobile Devices for Learning: A Meta-analysis of 60 Studies on Mobile Learning, Computer Communication & Collaboration, 2(4), 20-25.
Chaka, J.G. and Govender, I. (2017). Students' perceptions and readiness towards mobile learning in colleges of education: a Nigerian perspective, South African Journal of Education, 37, (1,) 1-12.
Davis, F.D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS quarterly, (3), 319-340.
Egunjobi,A.O., Adesanya,A.O., Akorede,J.O. and Olori,A.L. (2007). M-learning in the global educational system: Myth or reality. African Journal for Contemporary Issues inEducation,1(1& 2), 72-75.
Heflin, H., Shewmaker, J., and Nguyen, J. (2017). Impact of mobile technology on student attitudes, engagement, and learning, Computers & Education 107, 91-99.
Kim, D., Rueckert, D., Dong-Joong, K. and Seo, D. (2013). Students' Perceptions and Experiences of Mobile Learning, Language Learning & Technology, 17(3), 52-73.
Mai, M.Y .(2014). Pre-Service Teachers' Perception Towards The Usage of Mobile Learning in Higher Education in Malaysia, Mediterranean Journal of Social Sciences, 5( 19)
Maryam, A., Abubakar, A., & Musa, H. U. (2015). Peceived Ease of Use and Utilization of E-Learning Technologies by Academic Staff in Federal College of Education, Zaria (FCE, Zaria). MIS Quarterly, 13(3), 319-339.
Mojaye, E.M. (2015). Mobile phone usage among Nigerian university students and Its impact on teaching and learning. Global Journal of Arts Humanities and Social Sciences, 3(1), 29-38.
Ogulande, O.O., Olafare, F.O & Sakaba, D.A .(2016). Individual and Technological Factors Affecting Undergraduates' Use of Mobile Technology in University of Ilorin, Nigeria, Digital Education Review - Number 29, June 2016. Retrieved from http://greav.ub.edu/der/
Olaitan, W.A and Olusegun, J.O. (2017). Analysis of the attitude of college students towards mobile Phone usage in Nigeria. International Journal of Education, Learning and Development, 5(6), 1-19.
Oyelere, S., Suhonen, J & Sutinen, E. (2016). M-learning: a new paradigm of learning ICT in Nigeria. IJIM, 10(1), 35-44.
Shaibu, S., Mike, S.J., Oyelere, S.S and Jarkko, S. (2016). The Impact of Mobile Devices for Learning in Higher Education Institutions: Nigerian Universities Case Study, I.J. Modern Education and Computer Science, 2016, 8, 43-50.
Total number of hits on abstract = 33 times
Downloads for 2020
This work is licensed under a Creative Commons Attribution 4.0 International License.