ICT Skills and Electronic Information Resources Utilization among Undergraduate Sandwich Students in Nigerian Universities

Clement Ola Adekoya^* and Isaac Oluwadare Busayo ^*Correspondence: Clement Ola Adekoya, Department of Library and Information Science, Olusegun Agagu University of Science and Technology, Akinbo Adesomoju Library, Okitipupa, Nigeria, Email:

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Introduction

Education in Nigeria is taking a new dimension as different modes of education such as sandwich, part-time, and Open and Distance Learning (ODL) are introduced into the Nigerian educational system. Sandwich programmess are modernization and reform in teacher education aimed at the production of proficient manpower to achieve the national educational goals. The programmes are usually organized during school vacations to enable the workers (predominantly teachers) working full-time to have the privilege to progress educationally and advance professionally. Sandwich students, being adult learners, are self-paced and self-directed learners. They are students studying in the institutions of higher education on a part-time basis to acquire education and certificate that will enable them to have more knowledge and reach higher positions in their professions [1]. Education in the contemporary era requires that information resources in both print and electronic forms are used by the learners to enhance the acquisition of knowledge. Odiri, posited that Electronic Information Resources (EIRs) utilization is gradually becoming common among learners and researchers across the globe [2].

Though the use of ICT in the delivery of education in Nigeria in the contemporary era is new, it has improved the quality of education in the country. This necessitates the students to acquire and frequently ameliorate their ICT skills. ICT is a technology for conveying, saving, generating, or disseminating information. Odede and Enakerakpo, viewed ICT as comprising computers, software, networks, satellite links as well as other interconnected systems through which information is accessed, analyzed, created, exchanged, and used [3]. ICT skills refer to ICT literacy, ICT competency, and computer and information literacy [4]. To Jara, et al. ICT skills are digital skills and digital information and communication skills [5]. ICT skills are the basic competence university students require to get the EIRs needed to complement what they are taught in the classroom in the 21^st century. The use of EIRs by students depends broadly on the acquisition of the necessary skills to utilize ICT.

Coupled with the acquisition of basic ICT skills by the sandwich students, the students need to make adequate use of EIRs to support their education because of the significance of EIRs to university education. It is no gainsaying that effective utilization of EIRs requires the students to possess relevant ICT skills. In reality, there have not been enough literature that particularly concentrates on ICT skills and EIRs utilization by sandwich students in Nigerian universities. Due to this, this study is designed to establish in the literature that ICT skills affect EIRs utilization among undergraduate sandwich students in Nigerian universities.

Objectives of the study

The objectives of the study are to:

• Determine the level of ICT skills of undergraduate sandwich students in Nigerian universities.
• Investigate the level of skills on ICT packages possessed by undergraduate sandwich students in Nigerian universities.
• Find out the level of EIRs utilization by undergraduate sandwich students in Nigerian universities.
• Identify the challenges sandwich students encounter in the use of EIRs in Nigerian universities.
• Ascertain the relationship between ICT skills and utilization of EIRs by undergraduate sandwich students in Nigerian universities.
• Find out the difference between the level of ICT skills of male and female undergraduate sandwich students in Nigerian universities.
• Investigate the difference between the level of EIRs utilization by male and female undergraduate sandwich students in Nigerian universities.

Literature Review

ICT skills of undergraduate sandwich students

Information and communication technology is indispensable to mankind in the world today. United Nation Educational, Scientific and Cultural Organization (UNESCO) states that ICT is becoming the basis for all other things in the area of education in the contemporary era. The current era of emerging technological development requires the acquisition of the relevant ICT skills by students in higher schools of learning. The use of ICT stimulates the advancement of knowledge, productivity, and human resources development. As such, the use of ICT requires possessing ICT skills. These skills, according to California library association include hardware skills, web browsing, and surfing skills, sending e-mail, operating system skills as well as troubleshooting skills [6]. The skills are pertinent in the process of using information resources by the students.

Remaining pertinent in the contemporary information age requires that students have the appropriate ICT skills to boost their learning and research activities. ICT has the capacity of enhancing students to get and use EIRs. As such, the use of ICT by sandwich students thus becomes unavoidable for academic excellence in their different areas of knowledge. The students use ICT to retrieve appropriate information resources to complement print resources to accomplish their academic goals. Ogwu, Ogwu, and Eyitayo emphasize that information retrieval requires having and using ICT skills [7]. A study by Mutula reveals that newly admitted students at the University of Botswana could not make adequate use of ICT tools [8]. This posed a monumental challenge to the institution in terms of doing efficient academic programs. The report of Onyebinama on the use of ICT skills amongst undergraduates in universities in Imo state shows that the ICT skills of the students are high and that the students have ICT skills in computer, internet, information, and media literacy [9]. The study found further that the students’ ICT skills helped them in surfing the Internet to get the appropriate electronic information resources they need for their assignment, research, and other purposes.

Information and communication technology skills entail the ability to surf the Internet. The Internet can even be surfed with the aid of mobile phones and computers. Akintunde emphasizes that proficiency in the use of computers is not the only ICT skill needed for the valuable use of information stored on the Internet. He identifies information literacy as vital in using online information resources. Nikitakis maintains that ICT skills entail the ability to recognize, spot, evaluate and use information [10]. According to Haywood, ICT skills consist of knowledge of spreadsheets, word processors, databases, and presentations. Oguguo, Okeke, Dave-Ugwu, Ocheni, Ugorji, Nwoji, and Ike assess ICT skills appropriate for learning in Nigerian universities and found that the students have adequate ICT skills in areas of MS-word/excel, powerpoint, search engines, internet surfing [11]. These skills are fundamental to the effective use of EIRs.

An empirical investigation of ICT skills and usage by higher institution students was carried out by Siddiquah and Salim [12]. It was found that a great number of the students have access to computers and Internet facilities through which they acquire skills for Microsoft Word, surfing the Internet, social networking, e-mail, uploading files, and video games. In a related study, Odede and Enakerakpo found that university students have sufficient ICT skills for using the internet [3]. Adedokun and Babalola investigate how ICT competence and the utilization of electronic information resources among distance learning students in Nigeria [13]. It was found that most of the students have the required ICT skill to successfully utilize electronic information resources. Anyim states that paucity of funds, lack of interest in acquiring ICT skills, lack of opportunity for ICT training, inadequate ICT facilities, and poor attitude towards digital information are some of the challenges to the acquisition of ICT skills by students [14].

Electronic information resources utilization by undergraduate sandwich students

The use of EIRs has transformed the manner of acquiring knowledge [15]. The prospects provided by EIRs in the enrichment of educational work permit students to have ample information at a click of buttons. Today, students have sufficient access to online search engines like Google, Yahoo, MSN, etc. which permit users to recognize and choose the diverse databases, information base and likewise download information into digital storage devices within a limited time [16]. The efficacy of EIRs is essentially determined by their level of usage. Sambe, Nongo, and Aiyegunle aver that sandwich student that fails to utilize online resources may not have the current information needed for scholarly advancement.

EIRs are acknowledged as being appropriate to studying and research activities in academic institutions. Some of the EIRS used by sandwich students are CD-ROM, internet, Online Public Access Catalog (OPAC), digital libraries, online academic databases, etc. [16]. Chikezie, Ossai- Onah, and Emuchay maintain that students usually adequately utilize EIRs if there is a need for them, and if they are relevant to their studies [17]. Odiri asserts that sandwich students exploit the Internet comprehensively to obtain pertinent information for meeting their information needs more than all other e-resources [2]. The major rationale for the inadequate utilization of other EIRs is insufficient access and lack of required competencies to use the resources. The study found further that sandwich students utilize EIRs consistently owing to their swift nature. A report by Daramola showed that undergraduate students of the Federal University of technology library, Akure make adequate use of EIRs in their educational life. She found further that the students usually use e-journals, e-books, and e-magazines [18].

Ekwelem, Okafor and Ukwoma reported that students’ utilization of EIRs is recording a monumental increase in Nigerian universities [19]. The study found that 52% of the students responded that EIRs gave them access to information they need. Haruna, Oni, and Akpoduado conduct a study on the availability, challenges, and use of print and electronic resources by students of Auchi Polytechnic in the information age [20]. It was found that a greater proportion of the students preferred information in electronic format to the one in print format.

Challenges undergraduate sandwich students encounter in the use of EIRs

It is incontrovertible that university education in Nigeria is advancing swiftly with the arrival of educational technologies. In the last few years, EIRs have progressively become the main resources in all academic libraries [21]. The development and diversity of EIRs, particularly electronic journals, makes many people think that print journals are on the verge of going extinction in an academic environment [22]. More so, technological expansion and improvement open up new prospects for creating, storing, accessing, distributing, and presenting the information. Progressing from text-based to resource-based learning involves heavy utilization of EIRs [23]. As such, accessing and utilizing EIRs become easy and inevitable to get the necessary information to complement what is taught in the classroom. However, effective utilization of EIRs by sandwich students is besieged by some factors. These include a high volume of inappropriate information, insufficient search skills, problems in navigating through electronic information resources, etc.

A study by Haruna, Oni, and Akpoduado reveals that despite the students’ preference for information resources in electronic format, the polytechnic library has not recorded adequate use of the EIRs [20]. The study revealed that preference never means usage, as only a few students made use of the EIRs in the library. Sambe, Nongo, and Aiyegunle claim that the utilization of electronic information resources is affected by inadequate computer skills, lack of access to vital electronic journals and books, epileptic power supply, unbearable cost of subscription, network failure, and poor Internet services [1].

Chikezie, Ossai-Onah, and Emuchay recognize persistent power outages, poor Internet connectivity as well as inadequate time to access the information resources as difficulties to the utilization of EIRs [17]. Daramola notes inadequate computers in the e-library as the major challenge facing the use of EIRs by university students [13]. Isiakpona and Ifijeh aver that the main challenge to the provision of electronic information resources for students to use was the outage of electricity [24].

Nnadi pinpoints a low degree of computer literacy, lack of knowledge of Internet facilities, and shortage of telecommunication facilities as some of the factors affecting the utilization of EIRs by sandwich students in Nigeria. Ekwelem, Okafor, and Ukwoma identify inadequate funds, insufficient skill as well irregular power supply as challenges to the effectual utilization of EIRs by students [19].

Methodology

A descriptive survey design was employed for the study. Six hundred sandwich students in four public universities in South-west Nigeria were randomly selected for the study. The convenience sampling technique was used for the study. A close-ended questionnaire was used for data collection. The existing literature and the view of the author were used for building the items of the questionnaire. The questionnaire had four parts; Part A: Level of ICT skills of undergraduate sandwich students in Nigerian universities; Part B: Level of skills on ICT packages possessed by sandwich students in Nigerian universities; Part C: Level of EIRs utilization among undergraduate sandwich students in Nigerian universities; and Part D: Challenges s undergraduate students in Nigerian universities encounter in the use of EIRs. The response structure for parts A, B, and C were in a four-point likert-type scale of very high level, high level, low level, and very low level. Yes and no were used for part D.

The research instrument was validated by a principal librarian and two lecturers of measurement and evaluation at the University of Benin, Nigeria. The questionnaire was pre-tested to know the extent of its reliability and to ensure that the questions were understood by the intended respondents [25]. Twenty copies of the questionnaire were administered to sandwich students at Tai Solarin University, Ijegun which was outside the study population. The analysis on the questionnaire using the Cronbach Alpha method found a reliability coefficient index of 0.66 which was considered adequate for the study. Meanwhile, the minimum reliability coefficient index recommended by Nworgu is 0.60 [26].

There was proper verification of the returned copies of the questionnaire administered before being coded into a computer for analysis. Out of 600 copies of the questionnaire administered, 384 (64%) were filled and returned. Two hundred and nineteen of the respondents were female while the remaining 165 were male. Descriptive statistical methods that some studies considered suitable for analyzing and interpreting ordinal data were used to organize the data [27]. The criterion mean was placed at 2.0. If the average mean calculated is below 2.00, it is considered low, but if it is above 2.0, it is considered high. The analysis and presentation of tables were facilitated with the use of Statistical Package for Social Sciences (SPSS) version 21. The criterion means for data interpretation was 2.50.

Results

ICT skills of undergraduate sandwich students in Nigerian universities

Table 1 shows that the criterion mean (x̄=2.00) is lower than the average mean (x̄=2.29). This means that the level of ICT skills of undergraduate sandwich students in Nigerian universities is high. However, a low level of ICT skills is recorded for database management skills (x̄=1.26) and networking skills (x̄=1.96).

Table 1: Level of ICT skills of undergraduate sandwich students in Nigerian universities

Skills on ICT packages possessed by undergraduate sandwich students in Nigerian Universities

As revealed in Table 2, the average mean (x̄=1.52) is lower than the criterion mean (x̄=2.00).This means that the level of skills on ICT packages possessed by undergraduate sandwich students in Nigerian universities is low.

Table 2: Level of skills on ICT packages possessed by undergraduate sandwich students in Nigerian universities.

EIRs utilization among undergraduate sandwich students

Table 3 shows that the average mean (x̄=1.71) is lower than the criterion mean (x̄=2.00). This indicates that the level of EIRs utilization by the undergraduate sandwich students in Nigerian universities is low.

Table 3: Level of EIRs utilization among undergraduate sandwich students

Challenges undergraduate sandwich students encounter in the use of EIRs

Table 4 reveals the series of challenges undergraduate sandwich students encounter in the use of EIRs. These include lack of required ICT skills to search the Internet (303, 78.9%), uneasiness in navigating through electronic information resources (287, 74.7%), and inadequate ICT professionals in the library to help the students with the search (262, 68.3%).

Table 4: Challenges undergraduate sandwich students encounter in the use of EIRs

Testing of the hypotheses

Hypothesis 1: There is no significant relationship between the level of ICT skills and the level of utilization of EIRs among undergraduate sandwich students in Nigerian universities.

Table 5 shows that the significant value (sig.2-tailed) is 0.024 which is less than 0.05. It, therefore, means that there is a significant relationship between ICT skills and utilization of EIRs among undergraduate sandwich students in Nigerian universities. The null hypothesis is therefore rejected. This denotes that an increase in ICT skills may lead to a corresponding increase in EIRs utilization among the students.

Table 5: Relationship between ICT skills and utilization of EIRs among undergraduate sandwich students in Nigerian universities

Hypothesis 2: There is no significant difference between the level of ICT skills among male and female undergraduate sandwich students in Nigerian universities.

As shown in Table 6, the independent sample z-test carried out on the difference between the level of ICT skills among male and female undergraduate sandwich students in Nigerian universities indicated a significant difference in scores for male students (M=2.81, SD=0.37) and female students (M=2.33, SD=0.69), z(218)=-0.168, p=0.734). More so, the table shows a high level of ICT skills among male undergraduate sandwich students (M=2.81>2.50), while a low level of ICT is recorded for female undergraduate sandwich students (M=2.33<2.50). The null hypothesis is therefore rejected. This implies that there is a significant difference between ICT skills among male and female undergraduate sandwich students in Nigerian universities.

Table 6: Difference between the level of ICT skills among male and female undergraduate sandwich students in Nigerian universities

Hypothesis 3: There is no significant difference between utilization of EIRs among male and female undergraduate sandwich students in Nigerian universities.

As revealed in Table 7, the independent sample z-test conducted to compare the difference between utilization of EIRs among male and female undergraduate sandwich students in Nigerian universities shows a significant difference in scores for male undergraduate students (M=2.75, SD=0.49) and female undergraduate students (M=2.26, SD=0.66), z(228)=-0.173, p=0.777). This means that at criterion mean of 2.50, the level of EIRs utilization among male undergraduate sandwich students is high (X=2.75>2.50), while the level of EIRs utilization among female undergraduate sandwich students is low (X=2.26<2.50). The null hypothesis is therefore rejected. This means a significant difference between utilization of EIRs among male and female undergraduate sandwich students in Nigerian universities.

Table 7: Significant difference between utilization of EIRs among male and female undergraduate sandwich students in Nigerian universities

Discussion

The findings of the study reveal that the level of ICT skills of undergraduate sandwich students in Nigerian universities is high. The study equally reveals that the level of skills on ICT packages possessed by undergraduate sandwich students in Nigerian universities is low. The level of EIRs utilization by the undergraduate sandwich students in Nigerian universities is low, and the students face a lot of challenges in utilizing the EIRs. The hypotheses tested revealed that there is a significant relationship between ICT skills and utilization of EIRs among undergraduate sandwich students in Nigerian universities, there is a significant difference between ICT skills among the male and female undergraduate sandwich students, and there is a significant difference between utilization of EIRs among the male and female undergraduate sandwich students.

In the contemporary era in which there is the maximum deployment of ICT in the delivery of education, sandwich students are expected to acquire the necessary ICT skills that will make their education easy for them [6]. The mean reported by this study for the level of ICT skills of sandwich students in Nigerian universities indicates that the students have an appreciable level of ICT skills. This is not too far from the submission of Siddiquah and Salim, and Odede and Enakerakpo [3,12]. These studies showed that university students have the appropriate ICT skills which can enhance their usage of RIRs. This is not surprising because UNESCO has affirmed that ICT enhances universal access to education, transfer of knowledge, professional development of teachers as well as effectual educational management [28].

Literature review about the development in education testifies that the ease with which education is delivered in the contemporary era is facilitated by the advent of ICT [14,29]. As such, the students are expected to have high level of skills on ICT packages. This study found low level of skills on ICT packages such as online public access catalogue, digital conferencing tools, powerpoint, microsoft excel (Spreadsheet), system troubleshooting, Web 2.0 tools, database management systems, and website designing, and high level of skills on Internet browsing, word processing, e-mail services and digital communication tools among the students. An earlier study by Oyovwe-Tinuoye, Omeluzor, and Ijiekhuamhen equally found a high level of skills in word processing and Internet browsing among library users [6]. Siddiquah and Salim observe that many university students these days have access to computers and Internet facilities through which they learn Internet browsing, word processing, e-mail services, and digital communication tools [12]. In line with the finding of his study, Oguguo, et al. report that the level of skills of undergraduates on digital conferencing tools, PowerPoint, Microsoft Excel, system troubleshooting, and Web 2.0 tools is too low [11].

This study reported that the level of EIRs utilization by the undergraduate sandwich students in Nigerian universities is low. This portends danger to the academic well-being of the students. The students that fail to utilize online resources may not have the current information needed for scholarly advancement [1]. According to Chikezie et al., and Ekwelem et al. students only use the EIRs that are important to their studies [17,19]. Odiri avers that among the EIRs, e-journals and e-books are highly used; also, the students exploit the advantages the Internet offer education. The reasons Odiri associated with the poor utilization of other EIRs are deficient access and non-possession of needed skills to use the resources [2]. However, a study by Daramola reveals that undergraduates of the Federal University of technology library, Akure adequately utilize EIRs in the pursuit of scholarship. The study found e-journals, e-books, and emagazines were adequately utilized by the students [18]. Sambe et al. investigated the utilization of online resources by Sandwich students in Benue State University, Makurdi. It was found that the Library and Information Science sandwich students highly used the online resources. The study found further that the main reasons the students utilize the resources are for current affairs, to get preliminary information on subjects, for assignment, and preparation for the examination. In an investigation of the utilization and influence of electronic resources at the University of Lagos by Egberongbe, it was found that most of the respondents do not adequately utilize electronic information resources [30]. The study conducted by Isiakpona and Ifijeh on the availability of electronic resources in university libraries in Ogun state, Nigeria revealed that the students use electronic databases [24].

This study found that the undergraduate sandwich students encounter a lack of required ICT skills to search the Internet, uneasiness in navigating through electronic information resources, Inadequate ICT professionals in the library to help the students with the search, etc. in the use of EIRs. This supports the findings of Chikezie, Ossai-Onah and Emuchay, and Isiakpona and Ifijeh which identified persistent power outages, poor Internet connectivity, inadequate time to access the information resources, and slow progress in the adoption of EIRs as the major factors besetting the utilization of EIRs among Nigerian undergraduates [17,24]. Daramola emphasizes that the failure of the libraries to provide computers and other resources in the e-library will hamper EIRs utilization by students [18]. Low level of computer literacy, lack of knowledge of Internet facilities, and shortage of telecommunication facilities are the factors Nnadi observes as the challenges students face in the use of EIRs [16].

This study found that there is a significant difference between ICT skills among male and female undergraduate sandwich students in Nigerian universities. It means therefore that male undergraduate sandwich students in Nigerian universities acknowledge the importance of ICT to the realization of their educational goals more than their female counterparts. This upholds the finding of Alakpodia that male students are more skillful in the use of ICT for academic purposes than female students. Conversely, the study carried out by Kaminski, Switzer, and Gloeckner reveals that there is no significant difference in the level of ICT skills of male and female undergraduates. Oguguo, et al. also found that the level of ICT skills of the male students is the same as that of female students [11]. Also, the finding that there is a significant difference between utilization of EIRs among male and female undergraduate sandwich students in Nigerian universities is in line with that of Manda and Mulkangara which associated gender with EIRs utilization. Manda and Mulkangara found that there is a high likelihood of male students using EIRs more than female students. Also, Basri, Alandejani and Almadani reported that male students adopted EIRs than female students [31-33].

Conclusion

Success in higher education in Nigeria in the contemporary era requires students to have the relevant ICT skills and adequately utilize EIRs. The nature of the sandwich programme in universities in Nigeria requires that the students complement what they are taught in the classroom with EIRs. Since social media and electronic presentations have been entrenched in the delivery of education in Nigerian universities, the onus is on the students to acquire and improve their skills in the use of ICT. Based on research, skills on ICT packages such as Internet browsing, word processing, e-mail services, digital communication tools, online public access catalogue, and digital conferencing tools are a necessity these days. Also, the bulk of verified knowledge in electronic form is found in e-books, e-journals, e-magazine, CD-ROM databases, and e-thesis/dissertations. As such, sandwich students have the opportunity to exploit these resources for knowledge acquisition. The students, therefore, have to take the necessary steps to overcome the challenges they are likely to face in the course of using the EIRs.

Limitation of the Study

This study covers only the sandwich undergraduate students in Nigerian universities. By nature, most of the sandwich students belong to the working class and they do not have much time to make use of the EIRs. More so, the study was restricted to South-west, Nigeria in which only six hundred students were randomly selected from four public universities. This coverage in terms of the number of respondents and universities covered is too small given the fact that there are more than twenty public universities in South-west, Nigeria with each of the universities having a large number of students. Also, a close-ended questionnaire was used for data collection. This did not give room for the respondents to express their view aside what the researcher stated in the questionnaire. These limit the extent the results of this study attracts universal application. It is expected that any subsequent researcher probing into a related topic should give it a broader coverage.

Recommendations

The following recommendations are made based on the findings of this study:

• The students should endeavor to use their ICT skills to exploit the benefits ICT offers university education.
• The university should organize training for the students on ICT skills, web and computer applications to enhance their research performance.
• The students should be encouraged to acquire skills on ICT packages that are relevant to their academic pursuit, notably Internet browsing, word processing, e-mail services, digital communication tools, online public access catalogue, and digital conferencing.
• The students should cultivate the habit of utilizing the EIRs to support what they are taught in the classroom.

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