Assessment of ICT Skills Relevant for Effective Learning Possessed by Undergraduate Students at University of Nigeria

Abstract

This study examined the information and communication technology (ICT) skills relevant for effective learning possessed by undergraduate students. The study made use of descriptive survey research design. The study participants were 320 undergraduate students of university of Nigeria. The instrument used for data collection was “Relevant ICT Skills for Effective Learning among Undergraduate Students Questionnaire” (RISELUSQ). The reliability of the instrument was determined using Cronbach-Alpha method and a reliability coefficient of 0.84 was obtained. Four research questions and two hypotheses guided the study. The data collected were subjected to analysis, the mean and standard deviation were used to answer the research questions while the hypotheses were tested using t-test and ANOVA at 0.05 level of significance. The findings revealed that undergraduate students possessed the relevant ICT skills that will enhance their learning and that the ICT skills of the male students were not different from that of the female. The findings also showed that the ICT skills of undergraduate students differ based on their educational level, particularly, between the 100 level and 500 levels. Equally, the finding reveals that the students face some ICT challenges like non-functional/limited projectors in classrooms, limited e-learning facilities among others. Based on the findings, it was recommended that students be encouraged to continue to improve on their ICT skills as it will enable them strive well academically and that school authorities should ensure adequate and proper infrastructures/ICT facilities be put in place within the university environment.

The Transformation to an Online Course in Higher Education Results in Better Student Academic Performance

“…Thus, apparently, by performing more team-based assessments in which students had to apply the knowledge gathered in the videos, ameliorated their academic performance individually too. In this context, it is important to highlight that ICTs constitute a valuable tool to enhance e-learning since they can foster student active learning by turning them into being creative, collaborative and responsible learners, not only at the individual level but also as a part of a team or community (Oguguo et al, 2020;Torres-Madroñero et al, 2020;Yilan & Koruyan, 2020). Nevertheless, one of the main challenges for students in e-learning approaches is that they need autoregulation, organization and other metacognitive skills while instructors become mediators who guide students to apply knowledge, as they have stated while interviewed about this point.…”

“…Nevertheless, one of the main challenges for students in e-learning approaches is that they need autoregulation, organization and other metacognitive skills while instructors become mediators who guide students to apply knowledge, as they have stated while interviewed about this point. In addition, problem-or casebased learning in online courses need instructional design, facilitation, and technology support, being the latter one of the most important to foster student comprehension and e-learning (Oguguo et al, 2020;Torres-Madroñero et al, 2020;Yilan & Koruyan, 2020).…”

“…Indeed, assessments with digital resources might be tenfold more complex than traditional face-to-face courses (Romero-Martín et al, 2017;Yilan & Koruyan, 2020), both for teachers and students. Moreover, the way that the digital environment transforms sensitive processes such as ICT-mediated learning assessment and the assessment of online learning systems needs to be especially addressed (Oguguo et al, 2020;Torres-Madroñero et al, 2020).…”

Online Learning Expectations among Engineering Students: Analyzing Pre-Determined Factors in the Implementation of Flexible Learning

“…It only means that both groups of engineering students have high level of expectations with regard to proficiency with technology, expectations with the course instructor, course content, social interaction, course organization, and time management and convenience. Both groups of respondents understood that in order to accomplish all the necessary tasks or activities to be given by their instructors it is important that they highly expect to be proficient in attaching files through sending emails to their professors and that the use of word processing applications is beneficial to formally present their output as affirmed by Batez (2021) and Oguguo (2020). It is expected among the students in both groups that they highly viewed that their instructors will share clearly the objectives of the course, which implies the same level of expectations.…”

The Transversal Competencies of Vietnamese Primary Students and The Relationship With Online Learning Activities During The COVID-19 Pandemic

“…ICT skills are understood as proficiency in information and communication technology. Nikitakis (2007) defined ICT skills as the ability to recognize, detect, evaluate and use information effectively (Oguguo et al, 2020). More specifically, Anyim (2018) argued that ICT skills are associated with ethically finding, accessing, managing, sharing, and creating information using digital tools (Onyebinama, 2021).…”