CHAPTER ONE

INTRODUCTION

1.1 Background to the study

Information and communication technology has play a vital roles in the academics system

today. In the fifteen century, the possibilities of practical knowledge and speed have a great

limitations which affects the performance of university students across the state and federation

of Nigeria. Today, there are clearly a level of advancement in the academic activities of the

students due to free and easeful flow of information, connectivity with timeliness as this was

made possible through the use of ICT/NEW MEDIA. Any revolution that is taking place today

was as a result of ICT. And that is why Asemah (2011) concludes that "many media houses are

going international today and this has been made possible by ICTs. ICTs did not only impact and

influence the media and the globe, it has also influence the academics and academic

performance.

The possibilities of today wonders is as a result of the availabilities of information and

communication technology gadgets in the education system. In other words, the creativity and

development in the education system are possible today because of the level of ICTs tools that

are available. It also depends on the the ways and expertise of the operators in managing the

ICTs gadget. People study because they want to acquire knowledge and knowledge flows with

comfort through ICTs. There is no assignment or research work today that did not go through
the stages of engaging ICT. In fact, Asemah (2011, pg 44) analyse the roles of information and

communication technology as performing education functions. Due to this, student now

depends on ICT.

Today, ICT has give credibility to online education. Student can now study at home and become

productive in the society. In fact, the third world countries are not betrayed with ICT. They are

open to technological sense that open and advanced their academic system. Also, the uses of

artificial intelligence by student, chat GPT is now very rampant. Information needed by the

student can be fend for through AI. Apart from the speed of work that ICT has made possible, it

has also bring easy access to divergence of information especially in the academic activities of

university students.

However, we cannot totally agree that ICT has totally bless us. According to Cutlip Center and

Broom (2006), ICT is like a two edged sword which has bring both blessing and curse. Among

the blessing of ICT, is that it has enhanced academics. Yesteryears, academic systems are only

exposed to mere teaching without the available of pictorial demonstration of what is been

taught especially in the scientific aspects where diagram are better alternatives to understand

phenomenal.

Knowledge has been substitute for new media. Also, new media lack control, it accepts

everything that is available. Many of these contents on the Internet has lock many individuals in

the prisons of corruption, inhumane attitudes, vice versa. Since this media platform serves as

agenda setting, there will be attitudinal changes and physical changes in the society. Apart from

the dying nature of reading culture, it has increase wrong formation of peers of which some
have negatively influenced the society. Despite the great wonders that new media is

performing, it is not at reach of everybody. It is expensive and as a result, it is limited in reach

both in institutions and to single individuals.

It is not enough to have new media, what about the rightly putting of such tools into uses.

There are some basic requirements for the operation of all these gadgets. Center and Broom

(2006) highlight five requirements for operating new media. Cognitive requirements of new

media state that the users of new media means having the necessary knowledge, awareness

and reason needed to use ICTs. For example, it is not allowed to use smartphone during

examination. Economic requirements is the most important requirement because acquiring a

good ICTs requires huge amount of money. In Nigeria education system, most institutions are

crawling backwards because they are not fit to acquire the new media tools that will enhance

their work. Even in some federal universities of Nigeria, there are limited or dysfunctional ICT

gadgets. There are people in the university who knows little or nothing about ICT. This is

because of their origination, the environment they stayed before gaining admission. Some

people who leave in a typical village where access to ICT is almost impossible. It is believe that

the levels of knowledge we can acquire depends on how often the ICTs is being used. In fact,

ICT will influence the academic performance and talent of students. There are some students

who are rich as students, none of these categories of students acquire wealth without the

wisdom of ICT.

Although, students are closer to smartphone in carrying out their students duties. Some have

laptops to do same in higher propensity. The higher the gadgets, the higher the task it will
perform. Also, in Nigeria university of Benin, the availability of new media provided by

government are average.

1.2 Statement of the Problem

Observing the periods through which ICT have been advented, it is clear that it has bring

development that beat our imagination, Sawyer(2005). However, it is clear through

experiential, happening in our society and even in our present day tertiary institution that new

media though useful, has done more harm than good. The economic and moral degradation

can even be trace to the advent of ICT. The academic performance of students generally are

recorded to be imbalance over the years. Should we now conclude that ICT is a stumbling block

to academic growth and national development?

The availability of ICT is a big threat to students. This may be as a a result of the high cost of

new media gadgets. According to nairametric.com, the University of Benin hosts over 77,000

thousand students. Although, the few that have access to ICT especially tertiary students are

still battling with the requirements needed to manage the new media. It is one thing to have

something. It is another situation to know how to diligently use it. According to Sawyer (2005),

the absence of skills required to manage ICT cognitively, technically, politically and academically

are the factors that portray ICT as stumbling block. In fact, ICT cannot be effectively used for

academic work without meeting it economic requirements such as data/Wi-Fi, maintenance,

etc.

ICT only produce a result we require either positive or negative. However, the managerial skills

will be helpful in arriving at a prominent solution.

To this end, the study seeks to ascertain the level and standards of application of ICT for

academic activities by the undergraduate of the university of Benin.

1.3 Objectives of the study

The objectives of the study were to:

1. Determine the level of ICT usage and it impacts on academic performance among UNIBEN

undergraduate students for academic activities.

2. Evaluate the impact and the challenges associated with the uses of ICT for academic activities

among undergraduate students of university of Benin

3. Identify the most commonly used ICT tools and resources for academic purposes.

4. Evaluate the usage ability, expertise and managerial intelligence of ICT for academic activities

by the undergraduate of the university of Benin

1.4 Research Questions

The following questions are formulated to guide the research work;

1. What is the level of ICT usage and it impact on academic performance by the undergraduate

of Uniben?

2. What are the impact and challenges associated with the uses of ICT for academic activities

among undergraduate students of university of Benin?

3. What are the most commonly used ICT tools and resources for academic purposes.
4. How standard is the usage ability, expertise and managerial intelligence of undergraduate

students of university of Benin using ICT for academic activities?

1.5 Scope of the study

Basically, this study seek to examine the level of application of ICT for academic performance of

undergraduate of university of Benin . Hence, the study aims at discovering how UNIBEN

students use ICT and to discover their managerial intelligence in handling ICT equipment for

academic activities and ascertain the level of their academic performance. This study is covers

the undergraduate of University of Benin, Ugbowo and Ekehuan campus undergraduate

students because relevant data can be gotten from them as they can relate on a personal level

to the study being researched. This will enable accurate data to be gathered and a level of

dependency and satisfactory evaluation to be acquired.

1.6 Significance of the study

The study will definitely serve as immense vitality to academics by adding to knowledge on the

issues that arises on ICT usage, availability, manageability, etc. It will also serve as reference to

researcher who wish to carry a research in this line of study.

This study will also expose the hidden relevance and possibilities of all-round innovation in

academic performance and societal development as well as improving ICT usage ethics and give

more credence to technological engagement in learning.

The study's findings can help in providing a guide on how to manage professionally, ICT's

gadgets psychologically, externally and internally.

The research without any iota of doubt will inform institutional staffs and management,

government and all concerned authorities on the need to brace up and stand forth by providing

more ICTs infrastructure and gadgets and providing a means through which those gadgets can

be easily accessible by students of equal stands.

1.7 Operational Definition of Terms

ICT: Information communication Technology that enable communication and other aspects of

development

New media: Another name for information communication and technology. It is any modern

technological gadgets that aids learning

Level of Application: This connote the range, qualitative and quantitative at which something is

used positively or negatively

Academic activities: This is any activities in higher institutions that are perform to develop the

skills of student. This can be assignment, rehearsal, project work, practical,etc.

Undergraduate: A student at a college or university who has not received a first and especially

a bachelor's degree. They are usually between 100 levels to 500 level depending on the time

frame for their course.

The Internet: It is called “the mother of all networks.” It is a large computer network available

to everyone with a microcomputer and a means to connect it to research, search and connect

without any blockage

Mobile Learning Devices: It is a small machine that are relevant for communication,

connectivity and mobility.

 CHAPTER TWO

LITERATURE REVIEW

This chapter provides a review of existing literature on the application of Information and

Communication Technology (ICT) in academic activities among undergraduate students. It

explores the current state of knowledge on the topic, identifies gaps in the literature, and

provides a theoretical framework for the study. Olomolaye (1986) connotes that research is

finding knowledge from the opinion, studies and beliefs of others, therefore, this study will

analyse concepts, historical review, theoretical review and review of empirical studies backing

this assertion.

2.1 HISTORICAL REVIEW

2.1.1 History of ICT

Developments in Information and Communication Technology (ICT)

Kim cited in Asemah (2023) assert that information communication and technology emerged in

mid 1980 and was defined as all types of electronics system for broadcasting

telecommunications and mediated communication with example such as personal or self

owned computer, Internet, cell phone, video games, artificial intelligence also known as AI and

so on.
Technology went through different stages of development. The Stone Age was the

developmental period of the technology. Man obtained light (fire) by the use of sparking stones

to bring light and he cease to take his foods raw. To protect his meat he preserve it using fire.

Successive from the Stone Age to the Iron Age, people began to make farm implements and

weapons of warfare such as hoes, cutlass, arrows, spears, sword, etc. Middle age was the age

when they invented the writing and those pens which are made of feather now. The Industrial

Age came immediately after the Middle Age.

The Industrial Age saw the creation of machines used to build and fight, the creation of systems

that manufactured products. Due to advancement in technology, there is the invention of

Electronic Age. School age involves the use of computer and the internet. We are in the

information Age where a lot of information is produced and accessible at any point of time. This

is having untold effects on human being. One of the effects arising from networking is

information explosion.

According to Williams and Sawyer (2005), the IDC predicted that total person-to person e-mails

to be an average of 36 billion in the year 2005. Even now, as Williams and Sawyer (2005)

suggested, the business user typically wastes about two or more hours per day in handling e-

mail. They emphasised in this regard that people would use the brain less for memorising

because familiar phone numbers are being stored on speed dial cell phones pocket computers

and electronic databases are increasing our dependence on computer.

ICT and the Instantaneous nature of News gathering

According to Dominick (1993), Holliman, one of the CNN reporters had no trouble falling asleep

but he was awakened about 2:30 a.m. by air raid sirens. This had been a fairly common

occurrence the last few nights and Holliman was not alarmed. Suddenly, he heard a new

soundthe poom-poom-poom of anti-aircraft guns. Within a split second, there was a deafening

'Whump' sound as the explosion of a nearby bomb literally. shook the bed loose from its frame

(Ufuophu-Biri, 2006).

This was the time a war was reported live. Though many journalists died, the war was reported

live and interestingly. Some journalists are already tapping advantageously from the availability

of GSM handsets with video and still camera facilities. These enable them to take pictures, still

or motion, of an event and send to their stations without any delay. This is not yet very

common in Third World countries because most of the GSM operators in the Third World have

not yet provided MMS (Multi Media System) and General Packet Radio Service (GPRS) which

offer such services.

In a nutshell, news has become indispensable to humanity. It is more than a daily need. In most

cases, it is satisfied in less than half an hour interval. And the people who make this possible are

the reporters. The reporters are usually there at the venue of the event. They are the eyes of

their organizations. They are the first contact with the news event, and through their effort and

dexterity the news gets published or broadcast.

2.1.2 Development of ICT in UNIBEN

The prestigious University of Benin started developing the uses of Information and

Communication Technology (ICT) when the Information Communication and

Technology/Central Records Processing Unit (ICTU/CRPU) was established in 1999. This unit

was tasked with deploying internet services, developing software, and maintaining hardware

for the university. Led by Prof. Anthony Waka Udezi, the Director of ICT and a Professor of

Clinical Pharmacy, the vision and mission were clear - to provide quality and robust ICT services

to all sectors of the university.

The ICT Department at the University of Benin has been instrumental in advancing

technological capabilities within the institution. With various sub-units each having specific

roles and functions, the department collectively works towards accelerating the goals of the

university through information, communication, and technical development.

One significant aspect where ICT features prominently is at the John Harris Library in UNIBEN,

Ugbowo campus. The library was honoured after a pioneer University librarian, John Harris who

control a vast collections in both print and non-print formats. It caters to all courses offered at

the university and is managed by a university librarian directing its operations. College of

Medical Sciences Within the College of Medical Sciences at UNIBEN, various schools utilize ICT

for teaching and research purposes. Medical school, School of Basic Medical Science, and

School of Dentistry all leverage on technology to enhance their programs.

However, the university of Benin over the years has witnessed unstoppable development

through technological devices available. The number of systems available has doubled

tremendously. The CED examination are now completely CBT base examination. The post utme
exam over the years has been through the uses of CBT and this has bring development in no

little measures to the institution at large. The General studies department which comprise of

philosophy and logic, philosophy of science and technology, Nigerian people and culture, Peace

and conflict resolution among others has been conducting it examination for the 100 level

undergraduate of UNIBEN via CBT.

2.1.3 History of ICT Application in John Harris Library, University of Benin

The history of Information and Communication Technology (ICT) application in the John Harris

Library at the University of Benin showcases a significant evolution in response to the changing

landscape of information management and dissemination. The library, established in 1970, has

witnessed substantial growth and development over the years, incorporating modern

technologies to enhance its services and resources.

Integration of ICT in Library Operations

The integration of ICT in the John Harris Library has revolutionized various aspects of library

operations, making services more efficient and accessible to users. The library has adopted

digital systems for cataloging, classification, circulation, and reference services. Online Public

Access Catalogue (OPAC) points have been implemented to facilitate easy access to library

resources for users.

The electronic library has made it possible for students to study in their conveniences and time

without any need of physical interaction with lecturer.

Enhanced Research and Learning Environment

The utilization of ICT tools has created an enhanced research and learning environment within

the library. The availability of electronic resources, e-books, online journals, and databases has

expanded the scope of information accessible to students, faculty, and researchers. The

implementation of e-learning centers further supports academic activities by providing digital

learning resources.

Collaboration with External Partners

The John Harris Library collaborates with external partners and organizations to enhance its ICT

capabilities. Partnerships with entities like MTN Foundation for e-Learning initiatives

demonstrate a commitment to leveraging external expertise and resources for technological

advancements within the library. Such collaborations contribute to enriching the digital

ecosystem of the library.

The University of Benin, formerly known as Institute of Technology was founded on Saturday,

23rd November, 1970. On the 1st of July, 1971, it was accorded recognition as a full fledged

University by NUC. In April, 1972, a new dawn from Institute of Technology to University of

Benin was announced by the then Military Head of Midwest State who also alert the university

with developing visitation.

The University of Benin library was honoured after the first University Librarian, John Harris.

Professor John Harris was the Director of Library Studies at the University of Legon, Ghana. Mrs

A. P. Harris midwived the first collection of John Harris Library. In April, 1970, Professor John

Harris was chosen to establish the University of Benin Library. He later became the University

Librarian after the completion of his contract term at the University of Legon, Ghana in June,
1970. During these seasons, the University of Benin Library was honoured after Prof. John

Harris in his honour as its first University Librarian, hence, the name John Harris Library.

2.2 Conceptual Review

2.2.1 Concept of ICT

For a proper understanding of this concept, let us consider the following elements of ICT which

are information, communication and technology.

INFORMATION

When one is inquisitive about something, investigation becomes necessary to achieve results.

These results when we store or gathered will enable one to ascertain the truthfulness of a

particular situation and help in making the right decision. The Longman Dictionary of

Contemporary English (19 ) described information as “facts or details that tell you something

about a situation, person, events, etc.” In terms of technology relating to computer,

Folarin(2009) suggest that information is described as “data that have been shortened or

otherwise manipulated to engage in decision making. e.g., total votes cast for each candidate,

which are used to decide who won (Williams and Sawyer, 2005). In essence, Information in this

sense is now the facts or detail that are shortened or manipulated for decision making.

Information in the digital age is opportunity that are stored in the global network which are

designed for transformation, easiness and accessibility.

COMMUNICATION
Communication according to Asemah (20011), which can be verbal or non verbal is the

activities that involves the transfer of understandable ideas and information to a large

heterogenous audience who are in need of information to create a flow and development that

the society need for growth. The ability to communicate the information at lense connotes

communication. Communication therefore is not information but the ability to break down

information into smaller meaningful meaning for the understanding of both the elites and the

common man.

Unogu, cited in Ella and Onwochei (2005) suggest that to communicate effectively lies on one

purpose: the ability to influence the decision and behavior of others to become more extensive

and elaborate.

TECHNOLOGY

Technology is that channel through which information that are ripe for communication can be

expressed within a short, fast period of time to a mass audience in the same and in difference

places. Technology is nothing but innovation, the modern innovation that enable faster

dissemination of meaningful information. Not only that technology serves as channel but also

stand as accurate interpreter of any communication that are aliens to a particular forks or

groups of people who might not be able to decode the information that has been passed across

to the general audience(Galbraith (1967).

This technology are apply in print, broadcast and new media to aid journalistic profession. In a

typical broadcast station, the uses of satellite and mask decoder who automatically went to air

seeking and searching for updates are now rampant. The editing that take place in the
television control room of a media house is fully ICT generated. This explains why Damilola

(2009) avers that technology is a bread that feed the hunger of this generation.

New media is also a technology that can never be underestimated. New media are media that

are mostly father by unprofessional such as social media like Facebook, WhatsApp, YouTube,

Instagram, Snapchat, etc. The following mentioned point are channel through which

information can be communicated meaningfully with speed and even accuracy. There are

dimensions of online class on these platforms, video conference on zoom and different

channels that enable dissemination of information to a large heterogenous audience. Someone

in Dubai can reach out to someone in Nigeria through chats and even calls, online dating is

nothing but the headline of our country's newspaper.

Cutlip, Center and Broom (2006) give the various types of ICT use for academic activities are as

follows:

-The Internet

-Computer

-Smart phone

-Social media platforms such as Facebook, YouTube

-Instant messenger such as yahoo

However, Rosen(2006) did a further research to elaborate more on the various forms of ICT we

have. According to Cutlip and B Rosen in their 2006 publication “Technologies of

Communication,” they identify several types of ICT (Information and Communication

Technologies) based on their functions and characteristics. These types include:

-Fixed ICT: This type refers to technologies that are used in a specific location and cannot be

easily moved. Examples include landline telephones, traditional television sets, and wired

internet connections.

-Mobile ICT: Mobile ICT, also known as wireless or portable ICT, allows users to communicate

and access information from anywhere at any time. This includes cellular phones, laptops with

wireless internet access, and personal digital assistants (PDAs).

-Broadcast ICT: Broadcast ICT is used to transmit information to a large audience

simultaneously. Examples include radio, television, and satellite communication systems.

-Interactive ICT: Interactive ICT enables two-way communication between users in real-time.

-Internet-based ICT: Internet-based ICT refers to technologies that rely on the internet for

communication and information exchange. This includes email, social media platforms, online

databases, e-commerce websites, and cloud computing services

These connotes that information communication and technology is a broad concept that needs

to be elaborated so that students will be able to make good use of them. ICT is not just limited

to only computer and mobile phones. It has to do with the various machines that processes

information, software and hardware as well as digital devices that are birthed by technological

means.
Generally, ICT has contributed much to education in Nigeria in no little measures. Every new

drive and development that revolve round the route of education can be attributed to the uses

of ICT. However, despite the blessing, all the mayhems that also bewildered the academics in

our contemporary society can be attributed to ICT.

On this note, Marshall MClutian (1948), Idiong (2012), Arslan (2002:15) give us the benefits and

relevant of ICT for academic activities

-Enhance learning and communication:

Learning has been made easy through the uses of ICT for academics. Students can easily sought

for information online since information is power. Senn (2004) avert that when there is speed

granted in academic process, supported by consistency of the speed, the results will be

positive, positivity that beat imagination. The recent improvement in the academic system are

factors of ict gadgets. ICT enables teachers to introduce new ways of teaching that align with

21st-century learning methods. For example, using projectors or online grading systems can

enhance the delivery of information and help track student performance effectively.

It should be noted that the form of ICT which is also very predominant in Nigeria universities is

the social media. Social media comprise majorly Facebook, WhatsApp, Twitter, YouTube and

Instagram which has become the new normal norms among students of tertiary institutions

across Nigeria (Inyomih, in Asemah, 2023). The utilisation and application of these social Media

is expected to bring vital improvements to the users as heavy usage will translate not just into

better academic performance but also an avenue where academic information can be shared

and distributed. According to Dominick (2009), social media network can also be referred to as
map of certain and obsessed tie such as friendships to which an individual is joined or

connected. Without the social media, smooth running of academic activities will not be

possible. Students always connect online to get class updates and information. In today’s

society, people as consumers of ICT, all strive for the one purpose and aims, the dreams of

oneness or connected together. Internet based social media program makes it simpler to

exchange and produce user generated materials (Asemah, Nwaoboli, and Nwoko, 2022).

-Building Bridges and enhance information

With video conference, WEBCAM, and smartphone, meeting and classes can be organised

among students in US, UK and Nigeria as if they are in one location. The bridge of distance is

broken as a result of the uses of ICT/new media. In turn, the concept of global village is being

advanced through the building of bridges with the uses of ICT.

Corgburn and Adeye (1999) in his writing summarize that with the advent of ICT utilisation and

uses, students can independently read and study provided the teacher or lecturer provided a

guide on what to read by giving outlines and direction. Also, bridge are also broken as distance

is no longer a barrier to study. Online classes are more prominent in most universities of the

world especially the giant called countries of the world who have experienced a dignity in

development. Nigeria been a third world country adopted by adapting to the ICT means of

teaching students during the covid 19 era. Most universities of the country especially the

private universities are at the forefront of the online classes and research have it that it was

effective to a reasonable extent.

-ICT improve, advanced and increased human experience

ICT is like a gate to exposure. Exposure is likened to be a city and the only license and fuel that

can transport one to that city is ICTs. The quest for knowledge becomes so easy for seekers

because it is possible to be everywhere by being in one places through the utilization of ICT.

Through this, there is advancement in knowledge, improvement in skills and academics and

broadened human experience

-Improved Quality of Instruction

The term that exist in today's worlds is the "invisible teacher" that ICT made available. The best

teacher of student in this generation is the Internet. Assignment, research cannot be carried

out without the application and instructions of Internet and other ICTs. The Internet then is like

a strong instructor that guides, informs, educate and direct.

2.3 Opinion Review

2.3.1 Dysfunctional Roles of ICT in the academic activities of UNIBEN Undergraduate

According to the findings reveal by Ahmad Muhammad (2005) in his work, New media and

education: an overview on the academic performance of students, a discovery shows that

students dance sonorous to using social networks which on the other side pose negativity to

academics. The following are the analysis of the dysfunctions of ICT which bewildered

undergraduate students

Abuse of ICT gadgets

As noted earlier, the negatives impact of ICT /social media according to John (2012:1) take

higher propensity than the positive. ICT application standard is nowhere to be found in most of
the Nigeria universities and even among undergraduate. Although, McLuhan (1948) foreseen

that the world will become a global villages that will be transformed into the great world of

easiness through the proper utilisation of ICT. Students in university do not take hardworking as

the way to success and excellence, rather, they are inactive, lazy and nonchalant towards

academics by depending wholly on browsing and cheating with their mobile phones even

during examination (examination malpractices).

Lack of focus and time consuming

ICT over the years have been a blessing to the world. However, ICT has replaced creativity with

dullness from students. Student now focus and spend too much time on the Internet. Student

browse and many are not guided. Due to the lack of control of the Internet, they are carried

away by vices and content that will endangered their life and academics. Students now spend

time on games and leave aside their academic work. Some students will even replace their

resting time for playing games. Empirically, an average of 60 percent of the undergraduate of

UNIBEN are always awake daily doing one Internet jobs or the other. Reading culture among

students is no longer in the existence of standard living and habit.

Laziness

ICT is now the air that students always breath. Any single academic work are always referred to

the Internet for proper consideration. A mere assignment that are given in a class can now be

handled to the Internet. Some student are now so insecure that they copy and plagiarized other

people's work without showing a single and simple atom of acknowledgement. Students can

easily go online and fetch information for any work given to him even though the work needed
extraordinary creativity. Most students do not consider their creativity when giving assignments

or research work. Rather, they consult the use of artificial intelligence (AI), Chat GPT and other

platforms that reveal such work.

Health issues

So many students have developed health issues because of the wrong use of ICT. In a study

conducted by Kanem journal of medical (2021) titled, Computer Vision Syndrome: Prevalence

and Associated Risk Factors among Undergraduates in a Tertiary Institution in North western

Nigeria. it was reveal that computer vision syndrome, CVS are prevalent. This occur due to

prolonged hours spent on computer screen which has over time resulted to low vision ability.

Considering the range of National Optometrist statistics, it was said that majority of the issues

that are related to sight and vision were as a result of the inability to manage lighted electronic

screens such as phone, laptop, television, etc. The bumming light from this gadgets affect the

eyes in no little measure.

Lost of privacy:

ICT especially the Internet is like a prostitute which accepts anything at anytime (Olise 2021)

Student many atimes have been a victims of slander and libel especially those that are popular.

Some normally manipulate technology to cause problems and degrade the reputation of

someone. Recently, a trending video was seen where the US president was seen endorsing

Okpehollo, a governor aspirants for Edo state. This shows how the Internet can invade the

privacy of somebody personalities.

2.3.2 Factors affecting the effective usage of ICT in Uniben

According to Krubu, Okoh and Ebunuwele (2012), they suggest that even when these facilities

are available, there can still not be information service delivery without the necessary tools.

Amongst the pertinent tools according to Ebijuwa (2005) are: Internet, the web, search

engine, website, etc.

Krubu and Okoh (2012) discuss the following challenges associated with the uses of ICT among

undergraduate of Nigeria thus:

Lack of ICT infrastructure

For undergraduates to explore the opportunity that ICT has got to offer in their academic

pursuit, there is need to have ICT infrastructure and the required skill to be able to

make full use of this opportunity. The pertinent questions now is, are the facilities adequately

available and to what extent do undergraduates use them? Although, ICT serves numerous

potential that are worthy of praise, easiness and easeful activities, yet, undergraduate in many

Nigeria academics field failed to properly and efficiently utilize these advantages for

development(Ojedokun, 2007).

This study therefore primarily seeks to examine the extent of use of information and

communication technologies by undergraduates of UNIBEN. One common issues associated

with the proper uses of ict is the lack of infrastructure. Many universities do not have the

facilities and structure needed to house ICT gadgets and due to this, the level and development
in which the institution and the society at large ought to have climbed have dropped drastically.

This is why Ojedokun (2007) cited in Krubu and Okoh (2012) opined that even if there is ICT, is

the element available? This research work is then aims to evaluate the availability of Internet to

undergraduate and how often they utilize it.

Epileptic or poor power supply

Ojedokun(2007) cited in Krubu (2012) also emphasized on power supply as one of the factors

affecting the proper and effective utilisation of ICT. Almost all the ICT gadgets are using electric

power. One of the major issues that has bewildered Nigeria generally is poor power supply.

Even the alternative power supply known as generators is now very expensive because it needs

fuel to work. Aside from this, it easily weakened the strength of ICT machine and gadgets.

Students who have access to ict gadgets are few and even the few find it very difficult to

operate the gadgets due to poor supply of electricity.

High cost of ICT

ICT are not cheap. It is expensive. Generally, there has been issues of fund in Nigeria

educational sectors over the years. The government and the association of Nigeria universities

are hardly on good terms. This lack of ICT according to ASUU chairman is fund. There is no fund

available to purchase those gadgets and due to this, the level of application of ICT in Nigeria

university are very poor. Student are not exposed to ICT. Some students in the university only

operates computer when they wrote their joint admission and matriculation board, jamb exam.
Majority of students do not have laptops and other ict supported equipment to aid their

studies. The reasons is not farfetched. It is because of funds. The smallest iCT equipment are

even expensive and this have created a sense of segregation that ICT are tools only for the rich

Illiteracy and lack of expertise: One of the major challenges facing the effective utilisation of ICT

is lack of expertise. This is the managerial ability and efficiency. The ability to maintain, repair

and keep all ICT equipment in good condition. Some students, especially those who are trained

in rural areas knows little about computers operations when they come to the university. It

become harder as they have not been exposed to the crannies of computer and due to this,

they can not be able to manipulate the computer for positive results and they cannot use ICT

equipment to positive influence the society. When the technical know how is not effective, then

the utilisation of ICT will be poor. The wonders of ICT are only possible if the users can follow

the contemporary trends of the gadgets. The only language ICT understand is literacy and

expertise.

2.3.3 Basic Requirements for using ICT/New media

Asemah (2014) in his work, new media in our contemporary environment today, Asemah note

that there are some certain requirements that needs to be acquired before one can effectively

utilize ICT. These requirements according to Asemah are as follows, Technical Requirement,

Economic requirements, Cognitive requirements, Managerial requirements

2.4 Review of Empirical studies

In this section of the work, the researcher analyze and examine already existing work relating to

the study.

Asemah, Okpanachi and Edegoh(2013) conducted a study on "Influence of Social Media on the

Academic Performance of the Undergraduate Student of Kogi State University, Anyigba,

Nigeria". The objective of the study was to determine whether undergraduate of the university

are exposed to social media network, to determine the frequency of exposure to social media

network, to determine the social media network they usually or mostly utilize and to check the

rate of influence in which the identified ICTs gadgets have on their academic performance. The

survey research design was used and questionnaire was used as an instrument of data

collector.

It was discovered from the study that the undergraduate student of Kogi state university,

Anyigba are exposed to social media network and students often spend a minimum of six to

seven hours daily on the Internet. It was also brought to the limelight that Facebook remains

the most visited and used social platforms. However, findings also expose the fact that this

media has contributed negatively to the academic performance of student in the university.

The study therefore recommends that student should limit their access to social media platform

and that government should endeavor to set up a standard measure capable of making

everything ready for better utilization.

This study was similar to this current study as the objective seems to achieve the same goals.

The current study seeks to examine the impact, influence and challenges of using ICTs gadgets
as well as to identify the most commonly used gadgets. In the course of this study, all these

questions will be accurately discovered.

Krubu, Okoh and Ebunuwele(2012), conducted a study on the extent of the use of ICT by

undergraduates in Edo State. Survey research design was used as a total of 200 questionnaire

was distributed to Ambrose Ali and UNIBEN. The objectives of the study was to observe how

effective ICT are utilize and also to observe if there are infrastructure that are well furnished for

ICTs equipment. Findings from the study shows that ICT has contributed positively to the

growth and development of undergraduate of these universities under study. However, the

challenges faced with ICT is the lack of appreciated infrastructure that are ICT's designed. It was

revealed that the need to utilize ICT for learning and research by undergraduates cannot be

underestimated as it needs urgent attention. It was discovered that students have the

potentials to put these tools into use, but in most cases they do not have free access to them.

This study after carefully finding the issues, recommended that access to Internet should be

made available to help ease student's academic activities. The study also proposed that

universities should be equipped, staffed and funded to identify the opportunities of ICT tools

and necessary man power for capacity building and that ICT curriculum should be accepted in

order to meet up with the prevalent happening in learning, study and passing knowledge and

creativity.

Auwal (2015) conducted a study to check the effectiveness of ICT usage. He agreed that ICT is

the most effective method that can be urgently utilize for speedy transformation academically.

Ahmad Muhammad Auwal cited Kelvin (2005) in Asemah (2011:271) asserts that, “information
and communication technology brought about a fundamental shift on human society and

created profound change in the way we live, work or play.”

Auwal’s study underscores the importance of embracing new media in education to enhance

student learning outcomes and improve academic performances in Nigeria. It advocates for a

balanced approach that harnesses the benefits of new media while addressing potential

challenges that may arise from its integration into educational settings. One of the key findings

of Auwal’s research is the positive correlation between the use of new media technologies and

academic performance among Nigerian students. The study suggests that students who

effectively leverage these tools tend to demonstrate higher levels of academic achievement

compared to their counterparts who do not utilize them effectively.

Abraham (2019) in his quest to seek for the truth also conducted a study to reveal the reasons

why most students academic performance are not on a solid ground in most Nigeria

universities. The survey research design was used and the agenda setting theory was embrace

by this study.

The major findings of this paper summarise that there are no efficient ICT facilities in the

institutions subjected to study. It is also prominent to mention according to the study that there

are no adequate internet connection(wifi), no steady power supply is provided to fulfill the

dream of effective maximization of ICTs in these institutions. One of the findings that will be

acknowledged in this study is that students and even some lecturer are not well equipped with

technological know-how. Proper and accurate operational system of ICTs is still a war that has

not been won.

This study therefore after looking at some problems recommended that government should

make it a priority to equipped universities with ICTs gadgets and endeavor to train staff and

students on how to utilize and express themselves through these devices. The study concluded

by asserting that if the following recommendation are diligently followed, universities will to a

large extent experience unique and speedy growth technologically and in other aspects.

This study is related to this current study as the objectives are similar. Both the two study seek

to ascertain how standard is ICT infrastructure, how often ICT are utilise and it's impact on the

undergraduate of the university.

Omoregie and Oboh(2020) in their studies seek to check how staffs uses ICT facilities in Nigeria

public universities. A research model was used in the work and questionnaire serves as

instruments of data collection as a total of 100 questionnaire was distributed to the teaching

and non teaching staff of the university. The purpose of the research was to determine if there

is a positive impact of ICT among the staffs of the university(teaching and non teaching staff).

This study investigated the relationship between ICT facilities, and ICT usage for higher

education, using a structural model. All hypotheses presented by the structural model are

accepted.

This study brings to limelight that ICT facilities was found to have a strong positive effect on ICT

usage and positive effect on perceived attributes. The study therefore recommends the

necessity for the University authorities to train their staff and provide more ICT facilities with

the required ICT facilities like computers, computer software, internet facilities and reliable

databases to effectively use ICT at all levels of management.

Adetimirin(2011) conducted a study to check the usability of ICT in Nigeria universities across

the state. The purpose of the study was to discover the most used ICT gadgets, check the

managerial ability and to rank the level of it impact among students. Seven Nigeria universities

was selected for this study with a questionnaire as instruments of data collection.

The study finds out the availability, application of Information and Communication Technology

and the ICT literacy skills of under-graduates in seven Nigerian universities. The descriptive

survey research design was employed and seven universitics were selected. Four faculties were

selected with a study population of 7,387. Findings proposed that computer, telephone and the

Intenet were the three most commonly used ICT by the undergraduates of the university

subjected to study. Findings from the study also reveal that students lack the managerial

intelligent as majority spend more time on the Internet. Hyperactive which is one of the

prevalent academic deficiency syndrome is the order of the day. However, the study ascertain

that ICTs has positively impact student, although, those who failed to manage the site well has

been hunted into sorrow.

The study recommended that students should instill more discipline in using these gadgets as

everything that have advantages also has it own disadvantages. Also, technology though have

its shortcomings also have a lot of advantages. Therefore, university who sincerely cherish

growth will embrace technology and be eager to invest on it.

Osagie, Okoye and Ajayi (2019) conduct a study to highlight users impact of ICT in Nigeria

University. The objective of the study was to find out the purposes at which student uses the

Internet, the impact of ICT and the challenges faced accessing the internet.
While studying students’ perception on the uses of social media, it was discovered that the

common student usage of the internet is greatly for research and academic purposes and not

for social media purposes. The investigation was based on on survey method. The population

for the study are the Posturaduate Students of the University of Benin (Uniben). For the

students figure was 4877 students. Consequently, the random sampling technique was

employed to choose 300 students who comprise the study sample. Of the tools for data

collection the one that was adopted for use was the questionnaire. Semi structured

questionnaires were developed in accordance with the general research questions of the study.

This research had a combined of opinion type and statements in a 4-point scale and 268

approximately 89% of the questionnaire was fully and accurately completed. They were

received and found usable, the collected data was analysed using the SPSS for statistical

analysis and frequency and percentage was used to present result for the research questions

raised while the t-test analysis was used to test hypothesis.

Meanwhile, the negative influence is not seen to be an hindrance considering the scope of this

paper. The population to which this paper is on the impact of academic perfonance of the

University of Benin Postgraduate students and to a setting degree, this paper has unveiled that

there is a relationship between student performance and ICT.

2.5 Theoretical Framework

2.5.1 Technological Determinism Theory

The term "technological determinism" was coined by Thorstein Veblen (1857-1929), an

American sociologist and economist. The theory model and give the idea that technology in any
giving society utter it's composure and nature. Technology is view as the driving force of culture

in the society and it determines it course of history (Oladele and Asemah, 2022)

Mediawiki.edu (2008), as cited in Aboh, Amah, and Asemah (2021) notes that technology

determinism is the theory that opined that a society strength in technology is equal to its

cultural value, social structure and history. Technology development has changed the face of

communication to the point that citizens journalist have emerged, educational status and styles

have improved and social media are now being used as platform to influence people (Ajibulu

and Asemah, 2021).

Technological Determinism Theory and the Levels of Application of ICT Among

Undergraduates of UNIBEN

The development in communication technology are the main force for human change in the

society (Yaroson and Asemah, Ekhareafo and Asemah, 2013). Academic has changed positively

and this has determined the possibilities in the academic sphere today. The uses of computers,

mobile phones, projector, etc for learning indicate that technology has determined what should

be used for academics. This in turn have effects in the academic performance depending on the

availability and the utilisation of this tools

The levels of application of Information and Communication Technology (ICT) among

undergraduate students at the University of Benin (UNIBEN) can be analyzed in various aspects:

Access to ICT, usage Pattern,. Skills Development, Impact on Learning Outcom and Challenges
In conclusion, analysing the levels of application of ICT among undergraduate students at

UNIBEN through the lens of technological determinism theory provides valuable insights into

how technology influences their academic experiences and learning outcomes. By examining

access to ICT, usage patterns, skills development, impact on learning outcomes, challenges

faced, educators can better understand how to leverage technology effectively to enhance

teaching and learning processes at the university.

2.5.2 Diffusions of Innovation Theory

The theory was coined by Everest Roger in 1962. It originated in communication to revealed

how an idea or product gained prominent and momentum and spread through a particular

group of people or population or social system. The final result of this spread in idea is that

people as part of a social system, adapt to new idea, product, culture, behavior and lifestyle.

Adoption therefore connotes somebody who does somethng differently than what they had

done in time past, purchase or use a new product which is as a result of new innovation

acquired, acquired culture and perform a new behavior. The simple way to adoption is that the

person must embrace the idea, behaviour or product as new or innovative. ICT has been

embrace by university for academics activities because it is consider new, innovative and

creative.

Institution have adopted the uses of ICT to the extent that even lecturers depend on it for

knowledge delivery while students also depends on this ICT to acquire knowledge. The flame of

ICT have spread and diffuse to every aspect of academic, the library, the students assignment
and project, in the lecture hall and classroom, in the security department for the safeguards of

the academic environment and more.

2.6 Summary of the Review

The main purpose of the literature review will be to access existing contributions of knowledge

and previous studies related to this work. This gives the researcher a glimpse of the overall

concept and problems that is crucial to solve. This makes it necessary to start by looking at the

concepts of ICT, it's relevance, etc. Thus, the chapter covers a conceptual review of information

communication technology, an overview of ICT/new media, an overview of ICTs use of

academics activities, a review of empirical studies related to ICT and the theoretical framework

that back up the subject matter.

 CHAPTER THREE

METHODOLOGY

This chapter describes the research approach that was used in the study. For proper evaluation

and investigation of the level of usage of ICT, its impact and challenges and to determine the

commonly used ICT tools for academics activities as well as to knows the general user purposes

level, the following methods and steps will be critically adopt:

-Research Design

-Population of the study

-Sample Size

-Sampling procedure

-Research instrument

-Research instrument validity

-Reliability of the instrument

-Method of Data Collection

-Method of Data Analysis

3.1 Research Design

The researcher apply the survey research formula to detect the level of application of

information and communication technology for academic activities by the undergraduate of

university of Benin, Benin city. According to Asemah (2020), a survey is an empirical study that

apply a distribution of questionnaire or interview to find out characteristics of a phenomenon

descriptively. A survey research method is a logical procedure employed to collate information

from a sample of individuals using such logical procedures such as self-administered

questionnaire or personal interviews.

Since this research work seeks to ascertain the levels of application of information and

communication technology for academic activities by the undergraduate of university of Benin,

it is appropriate to use the survey research method and the questionnaire as a tool to conduct

this research because it will enable the researcher to collect large amounts of data relatively

quickly and at a lower cost compared to other methods.

This will also give clarity in checking the usage ability, expertise and managerial intelligence of

information and communication technology gadgets and point out the challenges associated

with the uses of ICT among the undergraduate of university of Benin.

3.2 Population of the Study

The population subjected to study are gathered from the undergraduates of the University of

Benin. Looking at a review purpose by Unirank, the University of Benin has an accurate

estimated number of 77,000 students. Therefore, the population of the study this work will

employ is 77,000.

3.3 Sample Size

The sample size gotten under the working of Crochan formula for this study is 402. The

researcher utilise the Crochan formula to get this figure as this was formulated in 1977. This

formula becomes relevant for this study since the population is greater than 5%. The working

formula are presented below:

Formula: N = estimated sample / ( 1 + estimated sample / population)

N= 400 / (1+(400 / 77000) = 214.2.

N= 400 / (1+ 0.005)

N= 400 / 1.005

N= 398

N= 398 / 0.99 (Response rate) = 402

Therefore, the sample size used for this research is 402.

3.4 Research Techniques

In other to arrive at the appropriate destination of achieving the aims and objectives of this

study, multi sampling techniques will be use to select the sample. This technique is suitable

because the respondent in three stages using the simple random, stratified sampling and simple

sampling procedures.

The first level consist a random sample of identified three faculties ( Arts, Education and

Engineering) from the existing 15 faculties in the University of Benin. The existing faculties are

Agriculture, Arts, Education, Engineering, Environmental Science, Law, Life Science,

Management Science, Pharmacy, Physical Science, Social Science, College of Medicine, College

of Dentistry and Veterinary Medicine.

In the second level, 15 departments ( Mass Communication, Theatre Art, English and Literature,

Linguistics, International Studies and Diplomacy, Early Childhood Education, Adult Education,

Chemistry Education, Physics Education, Mechanical Engineering, Chemical Engineering,

Electrical Engineering, Agricultural Engineering, Civil Engineering and Petroleum Engineering)

were chosen from the departments in the three faculties using the purposive sampling

procedure. This representation is suitable because it will guarantee precision and thoroughness

(Asemah, Gujbawu, Ekhareafo, 2022).

In the third level, the researcher then choose the respondents in simple random sampling

procedures to select population equally and objectively.

3.5 Research Instrument

Wimmer and Dominick (2011) noted that a research instrument is a device that is used to

collect data or measure variables that are utilized to answer research questions.

For the purposes of this study, a questionnaire was employed as a data gathering tool. A

questionnaire is a well-designed set of questions, written or not, that are used to collect data

from a group of people known as respondents

The questionnaire was divided into two sections: the demographics section consisting of closed

ended questions structured as they related to the variables or research questions of the study,

and the psychographics section consisting of closed ended questions structured as they related

to the variables or research questions of the study.

3.6 Validity of the Instrument

The idea of validity was proposed in 1927 by Kelly. He suggested that a test is valid if it

measures what it claims to measure. In this sense, validity is seen as the levels to which

proportion of a phenomenon are relevant in arriving conclusion relevant to a given objective

(Asemah 2017). The extent or level at which a research design is capable to measure what it

wants to measure is known as the validity of the instrument. This means, the validity of an

instrument connotes how perfect and correct it measures what it's supposed to measure.

Before the instrument will be used, it will be submitted to the supervisor who will make

necessary corrections and mark the instrument as valid.

3.7 Research Instrument Reliability

Mehren and Lehmann (1991), cited in Asemah et al (2017) sees reliability as the degree of

consistency between two measures of the same thing. Asemah et al (2017) refer to it as the

consistency of scores obtained by the same person when retesting with an identical test or with

an equivalent form of the test on different occasions.

The instrument of data collection which is employed for this research is the questionnaire. It

was strategically used in determining the level of application of information and communication

technology for academic activities by the undergraduate of university of Benin. The

questionnaire aid the work in getting responses to the research questions. In other to check the

reliability of the questionnaire, the researcher carried out a pilot study by first distributing 20

copies of the questionnaire. Payne (2017) avers that a pilot study is a research study

constructed before the real study. The researcher will also study other research work as it

relates to this study to ascertain the reliability of the instrument.

3.8 Method of Data Collection

The researcher will use face to face strategy when collecting data. The researcher will frame the

questions through face to face and deliver copies of the questionnaire to the respondents. The

response will be retrieved immediately after the opinion of the respondents is recoeded. This

will assured that all questionnaire copies were collected at the same time. In addition, the

research allowed the researcher to clarify any issues within the bounds of research ethics.
3.9 Method of Data Analysis

With the help of frequency tables and simple percentages, the data collected and compiled in

this study was statistically presented and analyzed. The frequency tables were utilized to create

simple pictorial representations of the data, making the information accessible to all. The

biodata was analyzed using simple percentages.

CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND DISCUSSION

This chapter presents, analyse and interprete data accumulated through questionnaire. A total

number of of 402 questionnaire were distributed to students through random sampling.

4.1 Data Presentation and Analysis

Table 1 Distribution of Respondents by Gender

______________________________________________________________________________

___

Variable Frequency percentage

______________________________________________________________________________

___
Male 206 51.2

Female 196 48.8

Total 402 100

______________________________________________________________________________

___

Source: Field Survey 2024

Table 1 shows that the study is comprised of males and females gender. Although, male

responded more than the other counterpart. This shows that male students in the study carry

higher percentages

Table 2: Distribution of Respondents by Age Bracket

______________________________________________________________________________

___

Variable Frequency percentage

______________________________________________________________________________

___

16 - 22 215 53.5%
23 - 27 149 37.1%

28 - 37 34 8.5%

38 and above 4 1%

Total 402 100%

______________________________________________________________________________

___

Source: Field Survey 2024

Table 2 reveals that the study was comprised of respondents within various age rate. It

indicates that a higher proportion of the respondents are between the ages of 16 and 22.

Table 3 Distribution of Respondents by Faculty

______________________________________________________________________________

_
Variable Frequency percentage

______________________________________________________________________________

Art 205 51%

Education 54 13.4

Engineering 26 6.5%

Others 117 29.1

Total 402 100%

______________________________________________________________________________

___

Source: Field Survey 2024

Table 3 highlight that the study involved respondents from the Faculty of Arts, Education and

Engineering. However, respondents from the Faculty of Arts were more available to participate

in the study.
Table 4: Extents and Levels of Students exposure and access to any ICT gadgets

______________________________________________________________________________

___

Variable Frequency percentage

______________________________________________________________________________

__

Yes 378 94

No 24 6

Total 402 100

______________________________________________________________________________

___

Table 4 sought to exposed the fact that students have access to one or two ICT equipment. The

data revealed that student in one way or the other have access to one or more ICT gadgets. This

is because 94% of the respondents answered in that direction.

Table 5: Most used ICT gadgets by students

______________________________________________________________________________

___

Variable Frequency percentage

______________________________________________________________________________

___

Computer 49 12.2

Smartphone 359 89.3

Laptop 99 24.6

Others 8 2

Total 402 100

______________________________________________________________________________

___

Table 5 give the details information of the most commonly used ICT gadgets by student. The

data revealed that smartphone (89.3%) is the most common used ICT followed by laptops

(24.6%).
Table 6: Purpose at which ICT is mostly used for

______________________________________________________________________________

___

Variable Frequency percentage

______________________________________________________________________________

___

Assignment 179 44.5

Pleasure 197 49

Reading 183 45.5

Research 205 51

Others 77 19.2

Total 402 100

______________________________________________________________________________

___

Table 6 shows that students uses ICT gadgets for pleasure (49%) and research purposes (51%)

more than any other purposes it can serve as it research purposes stood the highest ground.
Table 7: Availability of WiFi in the school to enhance learning

______________________________________________________________________________

___

Variable Frequency percentage

______________________________________________________________________________

___

Yes 127 31.6

No 218 54.2

Undetermined 57 14.2

Total 402 100

______________________________________________________________________________

___

Table 7 pointed out that there are no availability of WiFi in the department to aid and enhance

learning. This is because of about 218 respondents who equals 54.2% answered in that

direction.
Table 8: Extent to which student prefer Electronic Library to physical library application

______________________________________________________________________________

___

Variable Frequency percentage

______________________________________________________________________________

___

Electronic library 223 55.5

Physical library 179 44.5

Total 402 100

______________________________________________________________________________

___

The information above explained the fact that students prefer to read online, soft copy or

through the Internet than physical books or physical library as the respondents answered in

that direction.
Table 9: Extents to which students will perform excellently, academically without the

application of ICT gadgets

______________________________________________________________________________

___

Variable Frequency percentage

______________________________________________________________________________

___

Strongly disagree 88 21.9

Disagree 158 37.8

Neutral 70 17.4

Strongly agree 44 10.9

Agree 45 11

Total 402 100

______________________________________________________________________________

___
Table 9 sought to investigate how effective academic activities and academic performance will

be without the application of any ICT. (59.7%) of the respondents which mark the highest

disagree that they will perform very good in academic without using ICT.

Table 10: Estimated time through which UNIBEN students spend on the Internet daily

______________________________________________________________________________

___

Variable Frequency percentage

______________________________________________________________________________

__

1-2 hours 94 23.4

3-4 hours 114 35.8

5-6 hours 82 20.4

7-8 hours 46 11.4

Others 35 8.7
Total 402 100

______________________________________________________________________________

___

Table 10 shows that students usually spends 3-4 hours on the Internet daily. This is because the

respondents answered in that direction.

Table 11: Level of expertise of students in handling and operating ICT tools

______________________________________________________________________________

___

Variable Frequency percentage

______________________________________________________________________________

___

Excellent 79 19.7

Very good 141 35.1

Good 209 51.9

Fair 27 6.7

Poor nil nil

Total 402 100

______________________________________________________________________________

___

Table 11 attempt to investigate the technical managerial requirements of students in handling

ICT gadgets. The data shows that students have a GOOD positive operational knowledge of ICT.

Table 12: Materials in which UNIBEN students are exposed to for academic activities

______________________________________________________________________________

Variable Frequency percentage

______________________________________________________________________________

Ebook 111 27.6

AI/chat GPT 159 39.6

Internet 201 50

Textbook 191 47.5

Handout 132 32.8

Others 23 5.7

Total 402 100

______________________________________________________________________________

Table 12 seeks to highlights the most commonly ICT that students utilize for reading especially

during exams. Through the response gathered, Internet are the most commonly used for

academics (50%). This is in accordance to the response recorded in through the questionnaire.

Table 13: Rate of students who have access to personal laptop for academic activities

______________________________________________________________________________

__

Variable Frequency percentage

______________________________________________________________________________

__

Yes, I have 179 44.5

No,I don't 208 51.7

Maybe 15 3.7
Total 402 100

______________________________________________________________________________

Table 13 shows that (51.7) percent of the respondents does not have access to personal laptop.

Laptop is an advanced ICT which advanced advantages and it's necessary that does who seek

academic development have one.

Table 14: Responses on major factor that hinder compliance to having personal laptop among

students

______________________________________________________________________________

__

Variable Frequency percentage

______________________________________________________________________________

__

Lack of funds/Finance 242 77.3

Lack of expertise 22 7

Others /power supply,

management,etc. 49 15.7
Total 402 100

______________________________________________________________________________

___

Table 14 shows that lack of fund is the major setback as to why students don't have their own

personal laptop.

Table 15: Responses on the availability of projector in the classroom for academic convenience

and comprehensiveness

______________________________________________________________________________

___

Variable Frequency percentage

______________________________________________________________________________

___

Yes it's available 129 32.1

No 245 60.9

Maybe 28 7

Total 402 100

______________________________________________________________________________

__

Table 15 shows that there are no availability of projectors to describe, simplify and explain

some certain phenomenon which needs images and practical touches to comprehend them as

supplied by the respondents.

Table 16: Challenges hindering the effective application of ICT especially the Internet for

academic activities by the undergraduate of UNIBEN

______________________________________________________________________________

__

Variable Frequency percentage

______________________________________________________________________________

__

Data and subscription 237 58.9

Poor Internet connection 199 45.5

Electricity/power supply 206 51.3

Others nil nil

Total 402 100

______________________________________________________________________________

__

Table 16 revealed the challenges commonly encountered when utililising ICT gadgets. The

results shows that data and subscriptions remain the highest challenges of students.

Table 17: Responses on ICT infrastructural availability on campus to aid learning

______________________________________________________________________________

Variable Frequency percentage

______________________________________________________________________________

Yes 94 23.4

No 217 54

Planning progress 38 9.5

Undetermined 53 13.2

Total 402 100

____________________________________________________________________________

Table 17 shows that there are not effective ICT infrastructure for academic activities. This is

because the respondents answered in that direction.

Table 18: Response on the types of ICT mostly use by students daily

______________________________________________________________________________

__

Variable Frequency percentage

______________________________________________________________________________

___

Internet 191 47.5

Social media 201 50

Artificial intelligence 159 39.6

Total 402 100

______________________________________________________________________________

___
Table 18 posited social media as the highest types of ICT used by students. This followed by the

Internet and Ai. This is because the respondents answered in that direction.

Table 19: Responses on managerial intelligence of habitual style of checking social media before

going to bed and after waking up from bed

______________________________________________________________________________

___

Variable Frequency percentage

______________________________________________________________________________

___

Yes 215 53.5

No 28 7

Sometimes 122 30.3

All the time 26 6.5

Often 11 2.7

Total 402 100

_____________________________________________________________________________

Table 19 shows that majority check social media before and after waking up from bed. This

means that students spent more time on social media than the valuable Internet which can be

for research and reading.

Table 20: Response on the effectiveness of ICT special infrastructure with gadgets to aid

academic activities on campus

______________________________________________________________________________

___

Variable Frequency percentage

______________________________________________________________________________

___

Effective 81 27.3

Highly effective 46 15.5

Ineffective 153 51.5

Highly ineffective 17 5.7

Total 402 100

______________________________________________________________________________

__

Table 20 sought to determine how effective ICT infrastructure are. The data show that ICT

infrastructure and gadgets are not available and effective. This is due to the fact that majority

(57.2%) of the respondents answered in that direction.

4.2 Discussion of Findings

4.2.1 Research Questions One; What is the level of ICT usage and it impact on academic

performance by the undergraduate of Uniben?

In answering this question, data accumulated and gathered will be utilise to analyse and find

the factual answers to the question. Table number 4 will be used to explain the level of ICT

usage. Since the question are two,level of it usage and impact, then it will be proper to analyse

it level first. From table 4, it is very obvious that the uses of ICT gadgets is very high. 378 of the

respondents making 94 percent agree that they have access to one or more than one ICTs such

as smart phones, computer, laptop, desktops, iPad, etc. Only 24 respondents, marking 6% are

identified as not having access to one or two ICT gadgets and tools

Table 5 also answered the question, the level of ICT usage. From the data gathered through

questionnaire,it is obvious that students have access to one or other ICT gadgets. 49 of the

respondents (12.2) percent have access to computer, 389 have access to smart phones which

marks the highest and 99 have access to laptop

What impact does this ICT have? Table 6 address the impact thus by asking a question about

ICT purposes. Responses were submitted and ICT has actually helped in assignment purposes

(179) respondents which mark 44.5 percent. 197 use it for pleasure, 183 for reading and 77

response for others. However, the highest purpose ICT are used for is research purposes (205)

respondents.

In other to get clarification on the impact of ICTs on academic activities, a questions was

constructed and the respondents answered accordingly. In table 9, a question which seeks to

investigate and predict the performance of students who does not apply ICTs for academic

activities was asked. In reaction, 88 respondent marking exactly 21.9 percent strongly disagree

that one can succeed academically without the application of ICT. 158 respondents also

disagree while 70 of the respondent cannot actually tell if students will perform excellently well

without the application of ICT.

However, 44 respondent (10.9) strongly agree while 45 also agree that students can be

excellent without using ICT. Although, a total number of 246 respondents (59.7) agree that

student performance will be extremely poor without the application of ICT. Students now rely

solely on ICT to carry out any activities in school. This point out the impact in which ICT have

especially to students. New innovation are possible through the means of ICT and this give

credence to Asemah and Nwammuo (2022) who posited that the end result of diffusion is that

people as social systems adopt new idea, and behavior (Diffusion of Innovation Theory)

4.2.2 Research Question two: What are the challenges associated with the uses of ICT for

academic activities among undergraduate students of university of Benin?

In answering this questions, table 7, 13, 14, 15 and majorly 16 are applicable. Table 16 diligently

attempt to reveal the major challenges the undergraduate under study often face accessing the

Internet. 237 of the respondents highlighted that the major challenges is Data subscription. This

means that data is the major bane for students. 199 respondents posited that it was poor

Internet connection while 206 respondents opined that it power supply.

Table 17 also display that the institution did not have effective infrastructure specifically loaded

with ICT gadgets. To examine and study the availability of ICT clearly without any vague, 94

respondents which mark 23.4% agrees to the fact that the school have infrastructure

specifically performing ICT roles. However, 217 respondents with equal 54 percentage did not

agree to the fact that the institution have ICT infrastructure. 35 of the respondents responded

that the institution plan to construct ICT infrastructure is in progress while 53 which equals

13.2% can't even tell if there are ICT infrastructure in the institution

In table 20, the researcher did further research to reveal the effectiveness of ICT infrastructure

since few percentages in table 17 answered to have it available. Since there's a differences

between availability and the effectiveness of what is available, this question becomes vital,

clarified and imperative. To observe the effectiveness of ICT infrastructure in the institution

which ought to contribute to students knowledge, 81 respondents (27.3) percent disclose that

it is effective, 46 also claimed it to be highly effective. However, 153 respondents (51.5)

observed that ICTs infrastructure in the institution is ineffective while 17 respondents which

equals 5.7 agrees that ICT infrastructure in the institutions is highly ineffective. In total, 170

respondents (57.2) percent all agree that ICT infrastructure was in bad condition and lack
gadgets such as computers, laptops, monitors which are ought to be practical aspects of

knowledge to knowledge

Table 13 and 14 is also found useful in highlighting some potential challenges students

encountered in accessing ICT gadgets. Laptop in some higher institution are made compulsory

because it is commonly the way to academic wealth in our contemporary world. Students

cannot have lecture in Oduduwa university Osun state without laptop. In checking the level at

which the undergraduate of university of Benin have access to personal laptop, a question was

asked and the responses revealed students condition towards the situation. 179 respondents

(44.5) are reported to have personal access to laptop while 208 respondents(51.7%) did not

have access to personal laptop. 15 percent can't tell if they have or not. This might be as a

result of faulty laptop, stolen,or some other factors that can warrant such answers. This shows

that access to personal laptop among students is very low.

Table 14 actually reveals the reasons why students does not have access to personal laptop.

The highest percentage of 77.4 which equals 242 respondents pointed out finance is the major

reasons that limit them from having their personal laptop. Only 7 percent boil on lack of

expertise while 49 respondents (15.7%) says it is other factors like power supply, etc.

4.2.3 Research question three: What are the most commonly used ICT tools and resources for

academic purposes.

In answering research question three, table 5 sought to provide adequate and clarify

information about it. There are different ICTs that are available for learning and academic

activities. A list of some common ICT gadgets are listed through the questionnaire in other to
know the one which student utilse more. However, results has showed through the data

presentation in table 5 that only 49 respondents are using computer. Laptop are utilise by 99

respondents which equals 24.6% of the respondents. Only 2 percent were exposed to other

gadgets. However, the highest and the most commonly used ICT gadget is smartphone which

covers (89.3%) and equals 389 respondents uses smartphone more.

Also in table 12, effort was made to identify the most common, accessible and commonly used

ICTs gadgets used by students especially when preparing for examination. A questions was

asked to sought for information revealing the platform in which student have access to more. A

total number of 402 respondents air their views by choosing the one they have access to more.

A total of 111 respondents which equals 27.6 percent use e-book, 132 (32.8) uses handout. 191

(47.5%) uses textbook while 159 (39.6%) uses Artificial intelligence. However, the highest and

the most commonly used ICT platform is the Internet. 201 (50%) of the respondents strongly

stated their claim to have more access to the Internet than any other ICTs platforms

Table 18 is also found extremely vital and useful in answering research question three. In other

to wage the daily types of ICTs that is mostly used daily, social media, the Internet and Artificial

intelligence, respondents state their claim to the habitual check as 191 (47.5%) use the Internet

for a general purpose including academics. 159 of the respondents uses Ai daily. However,

students still uses the social media more on a daily basis as 201 (50%) responded to be applying

social media daily. This is line with Dei, Denkor and Okyere (2022) which state that social media

is the success behind academic easeful in the university because classes update are always
checked across other functions. The findings of the study concur with the first assumption of

the UGT that states the audience is active and its media use is goal-oriented.

4.2.4 Research Question Four: How standard is the usage ability, expertise and managerial

intelligence of undergraduate students of university of Benin using ICT for academic activities?

In answering this question, table 10, 11 and 19 will be used. Table 11 present the expertise of

students in handling and operating ICTs. This is refer to as managerial requirements of ICT

gadgets whereby we have technical, cognitive and financial requirements. Findings shows that a

total of 79 respondents can operate ICT gadgets excellently, 141 are very good while 155

(38.6%) are good. Findings also reveal that a total of 93.4% can operate ICT and are good in

operating same. Only 27 respondents (6.7%) cannot operate ICT gadgets adequately.

In other to checkmate the cognitive abilities of the undergraduate students of Uniben, table 10

discussed and give details information about it. About 94(23.4%) spent 1-2 hours on the

Internet daily, 82 spent 5-6 hours, 46 spent up to 7-8 hours while 35 respondents (8.7%) spent

more than 8 hours on the Internet and social media daily. However, the highest percentage of

hours spent by students is 3-4 hours as 144 respond in this direction. This connotes that the

cognitive abilities of the student in managing ICTs gadgets are very poor.

This align with Asemah (2013) who posited that the undergraduate of the kogi state university

recorded poor academic performance because of lack of discipline to social media and Internet

additions especially Facebook, WhatsApp and Instagram.

 CHAPTER FIVE

SUMMARY CONCLUSION AND RECOMMENDATION

5.1 Summary

This chapter gives a vital wrap of the diligent findings that the researcher employed. A total

number of 402 respondents was submitted through questionnaire as surveys was carried out.

The data submitted was crucial in analyzing the research topic: the level of Application of

Information and Communication Technology for Academic Activities by the Undergraduate of

Uniben. The two theories that gives credence to this work are the technological determinism

theory and diffusion of innovation theory.

As mentioned earlier, the researcher employ the uses of questionnaire as instruments to gather

data for comprehensive analysis. The summary of the findings through the data sent, filled,

collected, analyze and interpreted are as follows:

1. Students have access to few ICT gadgets especially smartphone and majority will not perform

excellently well in academics without applying it

2. More people uses ICT for reading and research purposes. However, finance, data

subscription, poor Internet connection and power supply remains the major challenges facing

the adequate application of ICTs

3. The most commonly use ICTs for academics is the Internet. Social media platforms also

cannot be left out

4. The standard of ICT infrastructure is very poor. However, a higher percentage knows how to

operate but lacks addictive discipline of social media regulations.

5.2 Conclusion

From the analysis above, it is obvious that the undergraduate of UNIBEN have access to ICTs.

Also, there are poor or no infrastructure dedicated for ICT to serves the interest of learning in

this digital dispensation. Although, students have access to AI, ebook, handout, but students

use more of the Internet for academic purposes. However, in all their uses, majority of the

students lack control and overused time on social media for mere pleasure purposes (Self and

Gratification theory).

It should also be noted that that the institution have lower rate of students who have personal

access to laptop and the major reasons is finance or lack of funds.

5.3 Recommendations

This study practically recommends the following:

1. The institution should pay more attention to the development of ICT has revolution as taken

place academically through ICT. The school should be able to flow with ICT trends

2. The institution should endeavor to have effective free WiFi to aid connectivity as the main

challenges is data subscription.

3. The rate at which ICTs gadgets are expensive is increasingly alarming. Government in

collaboration with the school should come up with a system that will enable students have

access to ICT with ease.

4. Infrastructure dedicated for ICTs should be encouraged. Not only that but it effectiveness

also

5. Users of ICTs should learn disciplinarian measures in other to avoid additions to internet and

social media.

5.4 Suggestions for Further Research

The findings of this study birthed some vital research suggestions which are vital and will

certainly be contributory to knowledge for further research

1. Do a comparable study with a larger sample size to get findings that are more thorough.

2. Undertake a similar research in supplementary regions of Nigeria to ascertain the level of

application of ICT on the target population.

3. Check the extent to which university lecturers and staffs are exposed to the technical know-

how of ICTs

5.5 Contribution to Knowledge

The study contribute to knowledge in various ways. First, it has offer empirical evidence of the

level of application of information and communication technology by the undergraduate of

Uniben. The rate at which students now have access to ICT is clarified even beyond the
common ones which includes smartphones. Two, this study has comprehensively highlights the

challenges associated with the effectiveness of ICTs and most importantly, through various

empirical studies, a solution to all the problems highlighted was discussed in details. Three, the

study create awareness about the inabilities of students to afford laptops. The reasons was

discussed and solutions was stated during recommendations. Four, the study also educate

readers on cognitive and managerial skills of ICTs as some users of ICT spent too much time on

social media and are addicted to the Internet.

To this ends, this study is a success by providing and contributing to knowledge as it informs,

educate the users of ICTs, mobilizing and sensitizing the institution and the government to

provide a channels that will make ICT available and accessible.