The study accessed undergraduate use of Information and Communications Technology for learning concepts in social studies in Universities. Three research questions were raised out of which two of them were hypothesized. A descriptive research design was used in the study. Students enrolled in Edo State’s federal and state colleges totaling 55, 545 made up the study’s population. Three hundred and twenty-one (321) students studying computer science at the 200 and 300 level made up the sample for the study. The sample was chosen using a purposeful sampling strategy. Undergraduates’ Use of Information and Communication Technology (UUICT), a questionnaire created by the researcher, served as the study’s instrument. Three instructors from the University of Benin’s Faculty of Education’s Department of Curriculum and Instructional Technology validated the instrument. The instrument was given to twenty undergraduates who were not involved in the main research in order to determine its reliability. The results of this
analysis were examined using Cronbach’s Alpha statistic, which yielded a reliability
coefficient of 0.703. The investigation’s issues were addressed with frequency counts, simple percentages, means, and standard deviations; the t-test statistics were employed test the null hypotheses. The findings showed that ICT is not used to its full potential by Edo State undergraduate students in state and federal universities. There was no variation in the way that Edo State university students used ICT resources based on their gender or type of school. It was therefore recommended among others that students should be encouraged to use ICT for the learning of social studies concepts.

Keywords: Technology, University, Utilization, Undergraduate, Learning

Publication Date:


Volume, Issue and Page Number:

Vol.5, Issue 1, Pg. 59 - 70


[Full Article]

1Instructional Technologist and Lecturer, Department of Curriculum & Instructional
Technology, Faculty of Education, University of Benin, Benin City, Nigeria

2Lecturer, Department of Curriculum & Instructional Technology, Faculty of Education,
University of Benin, Benin City, Nigeria


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