European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
Volume 3 │Issue 7 │ 2017
doi: 10.5281/zenodo.836513
INVESTIGATION OF UNDERGRADUATE STUDENTS’ ATTITUDE
TO AND PERCEPTION OF MOBILE TECHNOLOGIES FOR
LEARNING AT FEDERAL UNIVERSITY OF TECHNOLOGY,
AKURE, ONDO STATE, NIGERIA
Ibukun Smart Oladelei,
Oyewusi Lawunmi Molara
Department of Educational Technology,
Obafemi Awolowo University,
Ile-Ife, Osun State, Nigeria
Abstract:
The study examined the attitude of undergraduate students towards the use of mobile
technology for learning; it investigated the perception of undergraduate students on the
use of mobile technology for learning and also determined the relationship that exists
between the attitude of the undergraduate students and their use of mobile technology
for learning. These were with the view to encouraging the utilization of mobile
technologies in the classroom in tertiary institutions in Nigeria. Six hundred
undergraduate students were selected from the six faculties using stratified random
sampling based on the level of study and faculty. A 32 item questionnaire designed on
five points Likert Scale was used to gather information from the sample. The results
revealed that the students had a very good attitude towards the use of mobile
technology for learning (X= 42.11, S.D= 4.73). The result showed that undergraduate
students had the right perception of the use of mobile technologies (x= 27.2, S.D= 3.58).
The results also revealed that attitude was a predictor of students use of mobile
technologies (F= 87.48; p< 0.05). There was a significant relationship between the
student’s attitude and their use of mobile technologies for learning r= 0. 7
P < 0.05 .
Also, there is no significant difference between male and female undergraduate
students attitude towards the use of mobile technologies for learning and based on the
result obtained which is p=0.71 which means that p<0.05.
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
702
Ibukun Smart Oladele, Oyewusi Lawunmi Molara
INVESTIG“TION OF UNDERGR“DU“TE STUDENTS’ “TTITUDE TO “ND PERCEPTION OF MOBILE
TECHNOLOGIES FOR LEARNING AT FEDERAL UNIVERSITY OF TECHNOLOGY,
AKURE, ONDO STATE, NIGERIA
Keywords: attitude towards the use technology; perception; mobile technology; Federal
University of technology; undergraduate students
1. Introduction
Mobile technologies have infiltrated every facet of life including the educational
environment. Sofowora (2010) revealed that mobile phone is very useful in ensuring
increase access to quality education especially in developing countries like Nigeria. He
further concluded that mobile technologies are relatively cheaper and more reliable tool
for education when we consider the topography, rural-urban dichotomy and the need
to realize the MDGs as it relates to education. It is also a cheaper and supportive tool for
the realization of educational goals in the face of the unaffordable high cost of relevant
textbooks. This also includes mobile phones, portable digital assistants, and integrated
wireless enterprise solutions such as the popular handheld Blackberry and advanced
mobile phones which provide mobile Internet access via 3G networks.
Traxler (2009) observed that the use of portable, mobile, wireless, and handheld
devices are gradually increasing and cutting across every axis of the educational sector,
in developing and developed worlds. Mobile technologies, as the name implies is the
type of technologies that are portable; which can be moved from one location to another
to carry out a wide variety of activities. Vavoula (2004) opined that mobile technologies
have the potential to transform learning from being highly intentional, structured and
directed to an experience that is more able to value informal and open learner-centred
activity. Mobile technologies, as the name implies is the type of technologies that are
portable; and can be moved from one location to another to carry out a wide variety of
activity. These devices are also capable of bridging the pedagogically designed learning
contexts
facilitate learner’s generated contexts and content while providing
personalisation and ubiquitous social connectedness which makes it be different from
the traditional learning environment (Cochrane and Bateman, 2009). Mobile
technologies are technologies which include handheld computers, Personal Digital
Assistants (PDA), smart phones, E-reader, MP3 players, iPods and many others, which
have the features of portability, ubiquitous connectivity and immediacy of
communication that acknowledge their potential to support teaching and learning. The
prevalence of mobile technologies is in itself a motivator to exploit them for learning.
Mobile technologies refers to the introduction, use, and application of relevant
contemporary wireless communication medium to help students have access to
educational materials so as to enhance teaching and learning or transfer of related
European Journal of Education Studies - Volume 3 │ Issue 7 │ 2017
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Ibukun Smart Oladele, Oyewusi Lawunmi Molara
INVESTIG“TION OF UNDERGR“DU“TE STUDENTS’ “TTITUDE TO “ND PERCEPTION OF MOBILE
TECHNOLOGIES FOR LEARNING AT FEDERAL UNIVERSITY OF TECHNOLOGY,
AKURE, ONDO STATE, NIGERIA
knowledge. It can be observed here that the availability of the appropriate mobile
technologies devices, the access to the wireless network and the need to acquire
knowledge is what developed into the mobile learning experience. Mobile technologies
are technologies which include handheld computers, Personal Digital Assistants (PDA),
smart phones, E-reader, MP3 players, iPods and many others, which have the features
of portability, ubiquitous connectivity and immediacy of communication that
acknowledge their potential to support teaching and learning. The prevalence of mobile
technologies is in itself a motivator to exploit them for learning.
The importance of applying mobile learning comes from the advantages of its
availability anytime anywhere for learning which is important for students who
frequently change their location and need access to learning material as they move from
one place to another. Mobile devices are relatively affordable, portable, and flexible,
have no start-up time, and require virtually less maintenance. Also, mobile technology
seems to be very attractive to students and usable in the learning process. It is no longer
a new saying that mobile technologies have gained popularity among Nigerians; this is
because of the relative affordability of text messaging. For example, it could be used for
mass distribution of messages to learners and to facilitate communication among
learners and between learners and their lecturers (Aderinoye, Ojokheta and Olojede
2007). Some of the major benefits of mobile technologies to learning include: ubiquity
or god-like presence connectivity, individuality, accessibility and mobility, educate
more and more people, equity of education, facilitate personalized learning, power
anytime, anywhere learning, provide immediate feedback and assessment, ensure the
productive use of time spent in classrooms, build new communities of student, support
situated learning, enhance seamless learning, bridge formal and informal learning,
improve communication and administration. However, mobile technologies have quite
a number of unprecedented new features which have made it a good choice for
educationist and other organization that is using it and those that intend to utilize it.
Oyewusi and Adamu, (2014) concluded that virtually every university student has a
mobile phone or a smartphone. Each individual has different things they do with the
phone ranging from voice calls, short text messaging, listening to music and responding
to Facebook messages, tweets, YouTube, and what apps. The pervasiveness of these
devices prompted the researcher to investigate on how these mobile technologies can
and should be used in reducing some of the challenges of education in Nigerian
Universities; most especially at the Federal University of Technology, Akure, Ondo
State.
European Journal of Education Studies - Volume 3 │ Issue 7 │ 2017
704
Ibukun Smart Oladele, Oyewusi Lawunmi Molara
INVESTIG“TION OF UNDERGR“DU“TE STUDENTS’ “TTITUDE TO “ND PERCEPTION OF MOBILE
TECHNOLOGIES FOR LEARNING AT FEDERAL UNIVERSITY OF TECHNOLOGY,
AKURE, ONDO STATE, NIGERIA
2. Students’ Perception and Attitude towards Learning with Mobile Technologies
Several studies have been carried out both at the national and international levels to
determine students’ perception of mobile technology innovation in learning. The issues
regarding how to promote learner’s adoption of learning with mobile technology seem
to be largely unsolved; this has however been a challenge for service providers.
According to Corbeil and Valdes-Corbeil (2007) as cited by Rossing, Miller, Cecil, and
Stamper (2012) the availability of various mobile technologies for students does not
guarantee their use for educational purpose. Several studies have revealed that
students’ perceptions of learning with mobile technology are positive Garrett &
Jackson 2006; Cavus & Uzunboylu, 2009; Uzunboylu, Cavus & Ercag, 2009 & Al-Fahad,
2009).
Accordingly, the study that was conducted by Shakeel and Ijaz (2012) found that
ease of use; perceived usefulness and facilitating conditions significantly affect
students’ perception to adopt mobile technology for learning.
The perceived
playfulness is however found to have less or no influence on students’ perception of
using mobile technology for learning. Social influence was found to have a negative
impact on the adoption of mobile technology for learning. Phuangthong and Malisawan
005 in their research found that students’ perception towards learning with mobile
technology was influenced by perceived enjoyment.
Wang, Shen, Novak, and Pan (2009) in their study revealed that perceived
usefulness, performance expectancy, learning at a self-managed pace, effort expectancy
and social influence are student’s perception of the adoption and intentions to the use of
mobile technologies for learning. Similarly, the work of Ju, Sriprapaipong and Minh
(2007) pointed out that perceived usefulness has a significant impact on users’
perceptions, which further affects the users’ intention to adopt mobile technology for
learning. In another study, the result showed that perceived playfulness does not have
significant impact on adoption behaviour (Huang, Lin & Chuang, 2007 & Wang, et al.,
2009).
The use of mobile technology for learning has to do with self-management
learning, which implies the extent to which individual learners perceive self-discipline
that allows them to be engaged in autonomous learning (Smith, Murphy & Mahoney,
2003). McFarlane, Roche and Triggs (2007) listed some important factors which
individual learners must consider such as ability to think critically, reflect on their own
learning and the ability to locate and evaluate resources.
European Journal of Education Studies - Volume 3 │ Issue 7 │ 2017
705
Ibukun Smart Oladele, Oyewusi Lawunmi Molara
INVESTIG“TION OF UNDERGR“DU“TE STUDENTS’ “TTITUDE TO “ND PERCEPTION OF MOBILE
TECHNOLOGIES FOR LEARNING AT FEDERAL UNIVERSITY OF TECHNOLOGY,
AKURE, ONDO STATE, NIGERIA
In the area of students attitude towards the use of mobile technology for
learning, Clarke, Faeder, Langmead, Harris, Jha, and Legay (2008) use mobile phone to
put students’ attitude and engagement to test and discovered that students developed
positive attitude towards mobile phone usage; that is, 84% of the students used for the
study found the concept of using SMS worthwhile, meanwhile 83% of them enjoyed it.
While most of the students see this as the best medium as a result of its portability,
convenience; minimal message and most preferred method over other methods such as
daily podcast, email and Moodle.
Hsu, Wang and Comac (2008) worked on mobile phone and telephone, they
found that students had a positive attitude toward mobile phone and telephone and
they believed that they could study and learn from these devices. Although, they seem
to prefer larger screens, which imply that they had positive attitude toward using
mobile technology for learning. Cavus and Uzunboylu (2009) who carried out
experiment using mobile phone to test students’ attitude toward the usefulness of
learning with mobile technology discovered that students developed positive attitude
towards it hence improved at the end of the experiment. Al-Fahad (2009) worked on
utilization of mobile phone among students found them to develop positive attitude
towards using mobile technology for learning due to its portability and effectiveness.
Uzunboylu, Cavus and Ercag (2009) found out that majority of students liked
using mobile technology or devices for learning since they realize the benefits of mobile
technologies for learning in any subject and the perceived importance of using
discussion tools with mobile technology. Wang, et al., (2009) carried out attitude and
achievement experiment with mobile phone using text messages realised that students
develop positive attitude and showed strong interest in learning with mobile
technology. They provided candid feedback to the instructor in a class forum and
students were satisfied with activities conducted in class.
Cavus and Ibrahim (2009) opined that mobile technology usage among students
brought greater flexibility to their learning; arouse their interest to learn and has also
assisted them in learning new words. Venkatesh, Nargundkar, Sayed and Shahaida
(2006) revealed in their study on the use of mobile phones and personal digital assistant
among students found that majority of the students already have the devices, are very
much excited about it and they developed positive attitude towards its utilization.
Williams and Bearman (2008) worked on Mp3 players and iPods, found out that
those students who used the podcasts saw them as beneficial, those who did not use
them because it was not required. Rogers, Connelly, Hazlewood and Tedesco (2010)
carried out experiment using Lilly-Pad application on personal digital assistant and
European Journal of Education Studies - Volume 3 │ Issue 7 │ 2017
706
Ibukun Smart Oladele, Oyewusi Lawunmi Molara
INVESTIG“TION OF UNDERGR“DU“TE STUDENTS’ “TTITUDE TO “ND PERCEPTION OF MOBILE
TECHNOLOGIES FOR LEARNING AT FEDERAL UNIVERSITY OF TECHNOLOGY,
AKURE, ONDO STATE, NIGERIA
found students to exhibit positive attitude and engagement as this reflects in their
behaviour as they show excitement and interest in the activity.
3. Justification of the Study
The introduction of mobile technologies in Nigerian university education would create
awareness among students, and emphasize the need to use, and encourage students of
all categories to use, mobiles technologies device for learning. It will also bridge the
gap between lecturers and students as much as it will improve their skills on the use of
mobile technologies for learning and teaching. The outcome of this study would be
useful to government at various levels of governance in the aspects of curriculum
planning, initiation, application and development. This is in view of the fact that the
study would provide useful data for the various tiers of government in the planning,
designing, and implementation of mobile-based learning for the growth and
development of education at all levels in Nigeria.
This study is therefore intended to provide information on the efficiency and
effectiveness of mobile technologies in teaching and the usefulness of educational
application in learning. It is hope that outcome of this study would educate tertiary
institutions and support them on the modus operandi surrounding the use of mobile
technologies for teaching and learning. Also non-governmental organizations will then
know the areas where they could help students and institutions in the acquisition of
mobile technologies.
4. Research Questions
1. What is the attitude of undergraduate students towards the use of mobile
technologies for learning at Federal University of Technology Akure?
2. What is the undergraduate students perception to the use of mobile technologies
for learning; and?
3. Is there any relationship between students’ attitude and use of mobile
technology for learning?
4. Research Objectives
The following specific objectives are stated:
European Journal of Education Studies - Volume 3 │ Issue 7 │ 2017
707
Ibukun Smart Oladele, Oyewusi Lawunmi Molara
INVESTIG“TION OF UNDERGR“DU“TE STUDENTS’ “TTITUDE TO “ND PERCEPTION OF MOBILE
TECHNOLOGIES FOR LEARNING AT FEDERAL UNIVERSITY OF TECHNOLOGY,
AKURE, ONDO STATE, NIGERIA
1. examine the attitude of undergraduate students towards the use of mobile
technologies for learning at Federal University of Technology Akure;
2. investigate the perception of undergraduate students to the use of mobile
technology for learning; and
3. determine the relationship that exists between the attitude of the student and
their use of mobile technologies for learning
4.2 Research Hypotheses
Specifically, this research investigated the following research hypotheses.
Ho1.
There is no significant relationship between undergraduate’s attitude and
their use of mobile technology for learning.
Ho2.
There is no significant difference in the male and female undergraduates’
attitude towards the use of mobile technology for learning at Federal University of
technology Akure, Ondo state.
5. Research Design
The study adopted the descriptive survey research design. The population comprised
11,200 undergraduate students of the six faculties in the Federal University of
Technology Akure, Ondo State. The sample consisted of 600 participants that were
selected through stratified random sampling technique based on faculties. A total of 100
students each were selected from the six faculties using convenience sampling
technique. A questionnaire titled Students’ “ttitude and Perceived Usefulness of
Mobile Technology for Learning (SAPUMTL) was used to elicit information on
undergraduate students’ attitude and perceived usefulness of mobile Technology for
learning. Section A of the instrument contained items on respondents’ demographic
data while section B elicited information on attitude. Section C gathered information on
perceived usefulness and section D provided information on use of the technology.
Data collected were analysed using appropriate descriptive and inferential statistics.
Research Question 1: What is the attitude of undergraduates towards the use of
mobile technology for learning at Federal University of Technology Akure?
Item 1 – 14 of the questionnaire elicited information on the attitude of
undergraduate students towards the use of mobile technology for learning as shown in
table 4.3 produced minimum score of 20.00 and the maximum score was 54.00. The
mean was 42.11 and standard deviation was 4.73. The cumulative average was 3.01.
European Journal of Education Studies - Volume 3 │ Issue 7 │ 2017
708
Ibukun Smart Oladele, Oyewusi Lawunmi Molara
INVESTIG“TION OF UNDERGR“DU“TE STUDENTS’ “TTITUDE TO “ND PERCEPTION OF MOBILE
TECHNOLOGIES FOR LEARNING AT FEDERAL UNIVERSITY OF TECHNOLOGY,
AKURE, ONDO STATE, NIGERIA
This value 3.01 corresponds to Agree on the scale. The attitude of the undergraduate
students to mobile learning express as a percentage equals 75.2%.
This value according to Aladejana(2006) attitude scale corresponds to very good
attitude. It can thus be concluded that the undergraduates had very good attitude
towards the use of mobile technology for learning at Federal University of technology,
Akure, Ondo state.
Research Question 2: What is the perception of the undergraduate students to
the use of mobile technology for learning?
Item 1 – 8 of the questionnaire elicited information on the perception of
undergraduate students to the use of mobile technology for learning as shown in Table
4.4. Minimum score of 14 and the maximum score of 32 were obtained. The mean and
standard deviation were 27.21 and 3.58 respectively. The cumulative average was 3.4.
This value corresponds to Agree on the scale. It can thus be concluded that
undergraduate students of Federal University of Technology, Akure, Ondo State had
positive and right perception of the use of mobile technology for teaching and learning.
Research Question 3 Is there any relationship between student’s attitude and
use of mobile technology for learning.
Table 4.5: ANOVA analysis of the relationship between undergraduate student’s attitudes on
the use of mobile technologies for learning
Sum of Squares
Total
df
Mean Square
F
1363.816
1
1363.816
8449.711
542
15.590
9813.528
543
87.481
Sig.
.000a
a. Predictors: (Constant), Attitude of undergraduates towards mobile technology
b. Dependent Variable: Use of mobile technology by students
Table 4.5 as shown is regression analysis of attitude as a predictor of mobile technology
use of the respondents. F=87.48 and the p<0.05. This shows that attitude is a predictor of
undergraduate students’ use of mobile technology for learning across the study area. It
can thus be concluded that the rating of the students’ attitude will determine their
usage of mobile technology.
European Journal of Education Studies - Volume 3 │ Issue 7 │ 2017
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Ibukun Smart Oladele, Oyewusi Lawunmi Molara
INVESTIG“TION OF UNDERGR“DU“TE STUDENTS’ “TTITUDE TO “ND PERCEPTION OF MOBILE
TECHNOLOGIES FOR LEARNING AT FEDERAL UNIVERSITY OF TECHNOLOGY,
AKURE, ONDO STATE, NIGERIA
Table 4.6: Pearson Product – Moment Correlation Coefficient of the relationship between
attitude and undergraduate students’ use of mobile technology
Correlations
Attitude of
Pearson
undergraduates
Correlation
towards mobile
Sig. (2-tailed)
technology
Attitude of undergraduates
Use of mobile technology
towards mobile technology
by students
1
.373**
.000
N
544
544
**. Correlation is significant at the 0.01 level (2-tailed).
Hypothesis (Ho1): There is no significant relationship between undergraduate
students’ attitude and their use of mobile technology for learning.
As shown in the Table 6; the Pearson product moment correlation coefficient r=
0.373 and p < 0.05. This shows a positive and significant relationship in the attitude of
the undergraduate student and their use of mobile technology for learning. Therefore
the hypothesis which states that there will be no significant relationship between the
undergraduate student attitude and their use of mobile technology for learning is
rejected.
Hypothesis 2 (Ho2): There is no significant difference in the male and female
undergraduates’ attitude towards the use of mobile technology for learning at Federal
University of technology Akure, Ondo state.
This hypothesis was evaluated by using t-test, to determine any significant
difference between the male and female undergraduates attitude towards the use of
mobile technology.
Table 7: Showed the difference between male and female undergraduates attitude towards the
use of mobile technology
Group
N
X
S.D
Df
T
Sig
Male
306
42.03
4.77
536
0.375
>0.05
Female
232
42.18
4.72
From Table 4.7, the male group had a mean score of 42.03 in the engagement with
mobile technology for learning with a standard deviation of 4.77 while the female
counterpart had a mean value of 42.18 and a standard deviation of 4.72 in their
engagement with mobile technology for learning. When the mean and the standard
deviation were subjected to a t-test of significance, a t-test value of 0.375 was obtained at
European Journal of Education Studies - Volume 3 │ Issue 7 │ 2017
710
Ibukun Smart Oladele, Oyewusi Lawunmi Molara
INVESTIG“TION OF UNDERGR“DU“TE STUDENTS’ “TTITUDE TO “ND PERCEPTION OF MOBILE
TECHNOLOGIES FOR LEARNING AT FEDERAL UNIVERSITY OF TECHNOLOGY,
AKURE, ONDO STATE, NIGERIA
p=0.71 (>0.05), which is not significant at 0.05 level. This implies that there is no
significant difference between both gender (male and female) in using mobile
technology for learning, hence the null hypothesis is accepted.
6. Conclusions
Much has been written about attitude and perception of student towards the use of
mobile technologies for learning and several studies have indicated that student’s enjoy
using it (e.g, the portability, convenience; minimal message and most preferred method
over other methods such as daily podcast, email and Moodle). it is now apparent that
students have developed positive attitude and right perception towards mobile
technologies (PDAs, mobile phones, mp3 players) and they are putting them to use for
entertainments as well as access to information, based on the advantages offered by
mobile technology, it could also be harnessed, and used for educational purpose in
places where they are yet to be used. Attitude and perception are important in using
mobile technology for learning because positive experiences will elicit participation and
acceptance of using mobile technology for learning by the concerned students. The
study therefore concluded that mobile technologies can serves as creative, viable and
innovative learning tools only if it is utilized and when both teachers and students have
good attitude and right perception.
7. Recommendations
In other to encourage the use of mobile technologies in Nigerian Universities Seminars,
workshops, conferences and symposia should be organized for students to enable them
acquire necessary skills and also update their knowledge about the development and
proper use of mobile technology. Government should formulate favorable policy on the
adoption of mobile technologies in education. These could also help the various bodies
to prevent the challenges or factors militating against the use of mobile technologies in
the Nigeria educational system.
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Ibukun Smart Oladele, Oyewusi Lawunmi Molara
INVESTIG“TION OF UNDERGR“DU“TE STUDENTS’ “TTITUDE TO “ND PERCEPTION OF MOBILE
TECHNOLOGIES FOR LEARNING AT FEDERAL UNIVERSITY OF TECHNOLOGY,
AKURE, ONDO STATE, NIGERIA
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European Journal of Education Studies - Volume 3 │ Issue 7 │ 2017
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Ibukun Smart Oladele, Oyewusi Lawunmi Molara
INVESTIG“TION OF UNDERGR“DU“TE STUDENTS’ “TTITUDE TO “ND PERCEPTION OF MOBILE
TECHNOLOGIES FOR LEARNING AT FEDERAL UNIVERSITY OF TECHNOLOGY,
AKURE, ONDO STATE, NIGERIA
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