http://hdl.handle.net/123456789/1548 Sun, 05 Apr 2026 21:55:36 GMT 2026-04-05T21:55:36Z http://hdl.handle.net/123456789/2065 PSYCHOLOGICAL FACTORS AND EDUCATIONAL MEDIA RESOURCE UTILISATION AMONG PUBLIC JUNIOR SECONDARY SCHOOL TEACHERS IN OGUN STATE, NIGERIA Olaotan, Catherine Enobong Utilisation of Educational Media Resource (UEMR) is important for the teaching and learning process because it enhances learning in and out of classroom situations. Students learn abstract, new, and novel concepts more easily when presented in both verbal and visual form, which helps them recall what they have learned. However, many secondary school teachers in Ogun state are not using media resources to complement their teaching activities. Previous studies on UEMR focussed largely on teachers’ competence and school factors without adequate consideration of the psychological factors. This study was, therefore, carried out to examine psychological factors (Personality Factors–PFs, consisting of Big 5 factors, Critical Thinking Ability - CTA and Teacher Attitudes towards UEMR) among public junior secondary school teachers in Ogun state, Nigeria. The study was premised on the Information Utilisation Theory, while the mixed methods design was adopted which consisted of survey and phenomenological approach. The multi-stage sampling procedure was used. Ogun state was stratified into four ethnic-political zones (Remo, Ijebu, Yewa and Egba). From each stratum, eight Local Governments Area (LGAs) were randomly selected. The probability proportionate to size sampling technique was used to select 28 public junior secondary schools across the LGAs. A total sample of 1170 Junior School teachers were drawn using Yamene’s formula. The instruments used were Personality Factors (r=0.81), Critical Thinking Ability (r=0.83), Teachers’ Attitude to UEMR (r=0.80) and UEMR (r=0.99) scales. In-depth interviews were conducted with 14 most experienced teachers, while unstructured interviews were conducted with 15 students. The quantitative data were analysed using descriptive statistics, Pearson product moment correlation and Multiple regression at 0.05 level of significance, while qualitative data were thematically analysed. The majority (60.0%) of the teachers were female and 67.8% had bachelor’s degree. The resources optimally used by the teachers includes: audio ( x =2.84); realia ( x =2.81); computer packed instruction ( x =2.81); visual resources ( x =2.73) and audio-visual ( x =2.69) against the threshold of 2.50. The teachers’ CTA ( x =2.95) and attitude to UEMR ( x =3.00) were high against the 2.50 threshold. The PFs (r=0.50); CTA (r=0.53) and teachers’ attitude to UEMR (r=0.47) had significant relationships with UEMR. There was a significant joint contribution of all the variables on UEMR (F(3,1081)=179.32; Adj. R2 =0.36) accounting for 36.0% of its variance. The PFs (β=0.23), CTA (β=0.30) and teachers’ attitude to UEMR (β=0.37) made significant relative contribution to UEMR. Science teachers used educational media more than other subject teachers. Computer, mobile phone and chart were mostly used. Students complained that their teachers only used educational media resources for lesson introduction. Personality factors, critical thinking ability and teachers’ attitude to educational media resources influenced educational media resources utilisation among public junior secondary school teachers in Ogun state, Nigeria. These factors should be considered to improve media resource utilisation among teachers. Sun, 01 Jan 2023 00:00:00 GMT http://hdl.handle.net/123456789/2065 2023-01-01T00:00:00Z http://hdl.handle.net/123456789/2063 SOCIAL NETWORK USE, PEER INFLUENCE AND PARENTAL INVOLVEMENT AS PREDICTORS OF READING HABIT OF SENIOR SECONDARY SCHOOL STUDENTS IN OSUN STATE, NIGERIA BAMISE, Olasehinde Fadekemi Reading habit is critical for students’ success at all levels and literature have shown that poor reading habit is prevalent among secondary school students in Nigeria, especially in Osun State. Attendant results of poor reading habit include: mass failure, poor communication skills and poor analytical skills which have been a source of concern to stakeholders in educational sector. Existing studies focused largely on students’ academic performance, with little attention paid to reading habit and how it could be influenced by social network use, peer influence and parental involvement. This study, therefore, was carried out to examine social network use, peer influence and parental involvement as predictors of reading habit among public secondary school students in Osun State, Nigeria. The Expectancy-value and Social Cognitive theories were used as the framework, while mixed-methods was adopted. The multistage sampling procedure was used. The three senatorial districts in Osun State were enumerated. The simple random sampling technique was used to select one of the two educational zones in each of the three senatorial districts. The simple random sampling method was assumed to pick two Local Government Areas (LGAs) from each educational zone. The proportionate-to-size sampling method was assumed to pick 12 government owned schools in the selected LGAs, and 20.0% of students in each school totaling 1,101 students. The instruments used were Reading habit (r=0.73), Social Network Use (r=0.90), Peer Influence (r=0.89) and Parental Involvement (r=0.86). Six sessions of Focus Group Discussions were held with 60 secondary school students across six schools. Quantitative data were analysed using descriptive statistics, Pearson product moment correlation and Multiple regressions at 0.05 level of significance, while qualitative data were content-analysed. The respondents’ age was 16.00 ± 1.36 years. The majority (58.0%) read for more than one hour every day. However, teachers’ note (x =3.75) was the most preferred reading material, followed by textbooks (x =3.44). The purpose of reading was to pass examinations (x =3.59). The most preferred social network site was Facebook (x =3.30). Against the threshold of 2.50, peer influence (x = 2.70) was high among the students, while parental involvement (x = 2.25) was low. There were positive significant relationships between social network use (r = 0.35), peer influence (r = 0.24), parental involvement (r = 0.29) and reading habit. Social network use, peer influence and parental involvement jointly contributed significantly to the reading habit of students [F (3, 1078) = 68.09 Adj. R2= 0.16] accounting for 16.0% of its variance. Social network use (β = 0.27) and parental involvement (β =0.19) predicted reading habit, while peer influence did not. The students admitted that social network use gave them the opportunity to be abreast of latest information on various subject areas. Social network use and parental involvement, more than peer influence, enhanced reading habit among public senior sec ondary school students in Osun State, Nigeria. Fathers and mothers should participate in the reading activities of their children while teachers should encourage social network use towards improvement of their students’ reading activities. Tue, 01 Aug 2023 00:00:00 GMT http://hdl.handle.net/123456789/2063 2023-08-01T00:00:00Z http://hdl.handle.net/123456789/1552 ELECTRONIC RESOURCES ACCESSIBILITY, ICT SKILLS AND ENVIRONMENTAL FACTORS AS CORRELATES OFUNDERGRADUATES’ ELECTRONIC INFORMATION RESOURCES UTILISATION IN FEDERAL UNIVERSITIES IN NORTH-CENTRAL NIGERIA OSHINAIKE, ABDULLATEEF BABATUNDE The utilisation of electronic information resources in tertiary institutions cannot be underestimated because of its potential in enhancing the quality of teaching and learning. In spite of the versatility of these resources, observations have shown that there was low utilisation of these resources among undergraduates in North-Central Nigeria. Previous studies largely focused on electronic resources accessibility, ICT skills and environmental factors of lecturers without much attention paid to undergraduates. This study, was therefore, carried out to investigate electronic resources accessibility, ICT skills (computer management, computer application and Internet search and use skills) and environmental factors (learning environment and physical infrastructure) as correlates of undergraduates’ electronic information resources utilisation in federal universities in North-Central Nigeria. The study was anchored to the Unified Theory of Acceptance and Use of Technology developed by Venkatesh, Morris and Davis, while the survey design of correlational type was adopted. The multistage procedure was employed. At the first stage, all the conventional federal universities in North-Central Nigeria: University of Abuja, University of Jos, University of Ilorin, Federal University Lokoja and Federal University Lafia, were purposively selected without the specialised ones. Three faculties and two departments common to the universities were selected: Arts - (English and History) - Science (Chemistry and Mathematics); and Social Sciences (Economics and Political Science). The proportionate-to-size sampling technique was used to select 20% of the undergraduates from each of the departments, making a total of 1258. The instruments used were Electronic Resources Accessibility (α = 0.71), Computer Management (α = 0.78), Computer Application (α = 0.81), Internet Search and Use Skills (α = 0.83), Learning Environment (α = 0.79), Physical Infrastructure (α = 0.82) and Utilisation of Electronic Information Resources (α = 0.85) scales. Data were subjected to descriptive statistics, Pearson’s product moment correlation and Multiple regression at 0.05 level of significance. The respondents’ age was 25.50 + 2.42 years, and 50.4% were male. Electronic resources accessibility (r = 0.78), computer management (r = 0.56), computer application (r = 0.41), internet search and use skills (r = 0.32), learning environment (r = 0.29) and physical infrastructure (r = 0.33) had significant positive relationships with electronic information resources utilisation. Electronic resources accessibility, ICT skills and environmental factors jointly contributed to electronic information resources utilisation ( = 11.95, Adj. = 0.59), accounting for 59.0% of its variance. Electronic resources accessibility ( = 0.48), computer management ( = 0.39), computer application ( = 0.42), Internet search and Use skills ( = 0.32), learning environment ( = 0.44) and physical infrastructure ( = 0.38) significantly contributed to electronic information resources utilisation. Electronic resources accessibility, computer management, computer application, Internet search and Use skills, learning environment and physical infrastructure determined electronic information resources utilisation among undergraduates in federal universities in North-Central Nigeria. Therefore, university managements, library administrators and librarians should give congnisance attention to ensure effective utilisation of electronic information. Sat, 01 May 2021 00:00:00 GMT http://hdl.handle.net/123456789/1552 2021-05-01T00:00:00Z http://hdl.handle.net/123456789/1550 ACCEPTANCE, ADOPTION AND USABILITY OF MOBILE LEARNING DEVICES AS CORRELATES OF LIBRARY ELECTRONIC RESOURCE UTILISATION AMONG POSTGRADUATES IN PRIVATE UNIVERSITIES IN SOUTHWESTERN NIGERIA OKUNLOLA, ABIOLA AMOS Library electronic resources are essential information materials which are generally utilised by library patrons. Reports have shown that library electronic resources are underutilised by postgraduate students particularly in Nigerian private universities. Previous studies focused largely on information availability, accessibility and students’ information literacy skills with little attention paid to acceptance, adoption and usability of mobile learning devices. This study, therefore, was carried out to investigate acceptance, adoption and usability of mobile learning devices as correlates of library electronic resource utilisation (purpose, frequency of use and types of resources) among postgraduate students in private universities in southwestern Nigeria. Unified Theory of Acceptance and Use of Technology served as the framework; while the survey design of the correlational type was used. Purposive sampling procedure was adopted to select nine private universities that were approved to run postgraduate programmes by the National Universities Commission as at 2016. All the Ph.D. students were enumerated, while proportionate to size sampling technique was used to select 622 Master degree students in the commonly available faculties/schools namely: Business and Social Sciences, Education and Humanities, Engineering, Environmental Sciences, Leadership Development Studies, Media and Communication, Natural Sciences, Natural and Basic Medical Sciences, and Science and Technology. A total of 764 postgraduate students in the universities were randomly selected as follows: Afe Babalola University, Ado Ekiti (76); Babcock University, Ilisan (343); Bowen University, Iwo (29); Caleb University, Imota (80); Covenant University, Ota (59); Joseph Ayo Babalola University, Ikeji-Arakeji (22); Lead City University, Ibadan (60); Pan Atlantic University, Lekki Lagos (45) and Redeemer’s University, Ede (50). The instruments used were: Utilisation of Library Electronic Resources (r=0.74), Acceptance of Mobile Learning Devices (r=0.72), Adoption of Mobile Learning Devices (r=0.72), and Usability of Mobile Learning Devices (r=0.71) questionnaires. Data were analysed using descriptive statistics, Pearson’s product moment correlation and Multiple regression at 0.05 level of significance. Respondents’ age was 21.30 ± 3.65 years and 52.4% were males, while their distribution based on educational programmes were Ph.D. (18.6%), Master degree (81.4%). Utilisation of electronic resources ( =2.63) and usability of mobile learning devices ( =2.56) were moderate, while levels of acceptance ( =2.95) and adoption ( =2.70) were high as against the threshold of 2.50. There were significant relationships between acceptance (r= 0.15), adoption (r=0.28), usability of mobile learning devices (r=0.40) and utilisation of electronic resources. Acceptance, adoption and usability of mobile learning devices jointly contributed to utilisation of electronic resources (F(3;760)=56.01: Adj.R2=0.17), accounting for 17.0% of its variance. Usability of mobile learning devices (β = 0.36), acceptance of mobile learning devices (β = 0.10) and adoption of mobile learning devices (β = 0.05) relatively contributed to library electronic resource utilisation among the postgraduate students. Acceptance, adoption and usability of mobile learning devices influenced utilisation of library electronic resources among the sampled postgraduate students in private universities in southwestern Nigeria. Private university libraries in southwestern Nigeria need to take cognisance of these factors for improved library electronic resources utilisation. Sat, 01 May 2021 00:00:00 GMT http://hdl.handle.net/123456789/1550 2021-05-01T00:00:00Z