Mobile devices for academic practices by students of college of sciences in selected Nigerian private universities

Abstract

Purpose – This study aims to look at the use of mobile devices by science students with emphasis only on privately owned universities in Nigeria. Design/methodology/approach – A descriptive research design was used, as the study was a survey research. Eighty copies of structured questionnaire were distributed to collect data from science students in advanced levels of their undergraduate programmes in Afe Babalola University, Ado-Ekiti (ABUAD) and Joseph Ayo Babalola University (JABU) Ikeji-Arakeji, in their lecture halls and laboratories with the permission and assistance of their lecturers. The data were collected within a period of five weeks. All the administered questionnaire were correctly filled and returned, yielding a 100 per cent return rate. The data were analysed using descriptive statistics which includes frequency and percentage presented in tables and charts. Findings – The study found that science students in the selected private universities mostly (83.7 per cent) use smartphones than other mobile devices. Also, the students own mobile devices for the purpose of using educational applications (77.50 per cent) and to chat with people (72.50 per cent). The students use the Internet on their devices very often. The Internet facilities mostly used by the students are e-mails (71.25 per cent), social media (68.75 per cent) and search engines (60.50 per cent). The challenges mostly faced by the students using mobile devices for academic practices are poor Internet connectivity (81.25 per cent) and high cost of data subscription (53.75 per cent). Practical implications – Given the knowledge gained from this study, it is desired that universities across Nigeria would encourage the integration of the use of mobile devices into core educational programmes. Also, mobile data service providers need to reduce the cost of data subscription, especially on campuses for students. Moreover, owners of private universities should ensure the provision of good Internet connectivity for mobile devices campus-wide. Free and accessible Wi-Fi hot spots should be created for students. Social implications – Policy makers in the country should encourage mobile data service providers to reduce cost of data subscription on university campuses so as to enable students enjoy to the fullest the numerous features of mobile devices for academic practices. Originality/value – Research on the use of mobile devices for academic practices by students is somewhat new in Nigeria more so that privately owned universities are in focus. The study has therefore opened the floor for more in-depth studies on the subject now that mobile devices should be seen as tools rather than fanciful gadgets.

University students' usage of the internet resources for research and learning: forms of access and perceptions of utility

“…For example, Ahmed and Bukar (2016) found that the majority of Adamawa state university students in Nigeria who utilize the internet for educational and entertainment purposes depended on their mobile devices for internet access. Fasae and Adegbilero-Iwari (2015) discovered that science students in Nigerian private universities who regularly access the internet facilities on their smartphones (such as e-mails, social media and search engines), utilize it for educational and communication purposes. However, poor internet connectivity and the high cost of data subscription were identified to be the major challenges confronting the students.…”

“…However, most of these studies predominantly highlight its impact on academic performance (grades), communication, and general educational purposes (Ifinedo, 2017; Cerretani et al., 2016; Rashid and Han, 2016; Nwagwu et al., 2009; Adegboji and Toyo, 2006; Oduwole, 2004). This indicates that detailed studies that try to interpret student perspective on internet access and usefulness for research and academic learning are still in their embryonic phase (Emeka and Nyeche, 2016; Fasae and Adegbilero-Iwari, 2015; Adekunmisi et al., 2013; Nwezeh, 2010). It is worthwhile to mention that most of these documented researches based merely on students within Southern, Eastern and Western region (Afolabi, 2015; Otunla, 2013; Agboola, 2010; Ani, 2010; Nwagwu et al., 2009; Omotayo, 2006; Adogbeji and Akporhonor, 2005).…”

Factors impacting library-related uses of mobile phones by students in public universities in Malawi

“…A study carried out by Becker, Bonadie-Joseph and Jonathan (2013) at Hunter College in New York (USA) found that 98.7% of the students owned mobile phones. Studies by Dewah and Mutula (2013) in Zimbabwe, De Wee (2013) in South Africa and Fasae and Adegbilero-Iwari (2015) in Nigeria similarly recorded very high mobile phone ownership rates among students.…”

“…A more recent study conducted by Dewah and Mutula (2013) on mobile phone access and use among students at the National University of Science and Technology (NUST) in Zimbabwe, targeting fourth-year undergraduates and master's students found that all the students surveyed owned a mobile phone. A study conducted by Fasae and Adegbilero-Iwari (2015) that involved eighty science students in privately-owned Afe Babalola University and Joseph Ayo Babalola University in Nigeria revealed that 83.8% of the respondents used smartphones.…”

Readiness, Roles, and Responsibilities of Stakeholders for Sustainable Mobile Learning Adoption in Higher Education

“…Several studies have reported that virtually all students in higher education in Nigeria have at least one mobile device, and they access the internet regularly using mobile internet [7][8][9][10][11] rather than traditional broadband connectivity, which has been hindered due to cost and infrastructural challenges [12][13][14][15]. Such findings suggest that m-learning is not only feasible in Nigeria, but the…”