Exploring the Use of Electronic Resources for Undergraduate Learning

at the National Open University of Nigeria in Kwara State

MARIAM A. SHOMOYE1, NAJEEM O. ADELAKUN2, KEHINDE L. ADEBISI1

1School of Education, Federal College of Education,

Iwo, Osun State,

NIGERIA

2Department of Works and Services,

Federal College of Education,

Iwo, Osun State,

NIGERIA

Abstract: - The significance of learning in achieving academic and career success is a well-established reality

affirmed by existing literature. The study investigates the use of e-resources for undergraduate education at the

National Open University of Nigeria in Kwara State. Employing a survey research method, the study targeted

all undergraduates enrolled at NOUN in Kwara State. The Israel Model was used to allocate responses to each

NOUN center based on their projected population. The data collection instrument was a modified questionnaire

with good psychometric qualities. To address the study questions and evaluate the hypotheses, descriptive and

inferential statistics were used in Statistical Product and Service Solution (SPSS) version 20.0 at a significance

level of 0.05. The results showed that undergraduate students interacted effectively with electronic learning

resources. In addition, no statistically significant differences in the usage of e-resources for learning were

detected based on gender or digital age. The study revealed that deploying proper learning tools can

considerably improve the learning experience for undergraduates. The study recommends encouraging

undergraduates, regardless of gender, to use e-resources for learning. This approach is considered to be

advantageous for establishing good learning outcomes.

Key-Words: - academic success, digital age, e-resources, kwara state, learning engagement, learning tools,

NOUN, undergraduate education.

Received: August 8, 2023. Revised: October 25, 2023. Accepted: November 27, 2023. Published: December 31, 2023.

1 Introduction

The advancement of information and

communication technology (ICT) has played a

significant role in various sectors, particularly

education. The evolution of ICT over the years has

significantly transformed the landscape of education

and rendered teaching and learning more accessible

and enjoyable. This has, in turn, led to a

reconfiguration of how individuals live, learn, work,

and participate in leisure activities, [1], [2]. Through

ICT, learning is easily accessible, and knowledge is

not solely dependent on the teacher but serves as a

primary guide for students. It is noteworthy that

there were approximately 4.54 billion active internet

users, including 4.18 billion unique mobile internet

users, indicating a growth in internet use in

developing countries, [3]. Consequently, technology

plays a vital role in wealth distribution, enhancing

the quality of life, driving genuine economic

progress, and instigating change within any given

society, [4], [5]. This highlights the digital divide in

the utilization of ICT resources, which separates

individuals with access to technology, computers,

and the Internet from those who lack such access,

[6], [7].

Nations globally recognize the potential of the

advancing information era, marked by information

and communication technologies (ICTs). These

technologies are propelling development agendas

worldwide. Both developed and developing

countries are exploring strategies to accelerate

progress by integrating and using ICT in their

economies and societies, [8], [9], [10]. The potential

of ICT to enhance educational access and quality is

significantly pronounced in developed nations.

Broadly, ICT encompasses technologies used for

gathering, storing, manipulating, and transmitting

information to end-users. In this digital age, ICT is

pivotal in education, revolutionizing teaching into a

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format that encourages self-directed learning.

Functionally, ICT has streamlined information

dissemination, enhancing users' operational

efficiency. The scope of ICT encompasses more

than just devices; it includes electronic technologies

used for storing and accessing information, [11].

The primary goal of ICT in the classroom is to

improve teaching and learning by providing tools to

optimize instructional approaches and support for

communication and cooperation, whether in person

or online, [12].

According to, [13], [14], ICT can be defined as

a comprehensive term that covers all

communication technologies, including the internet,

wireless networks, cell phones, satellite

communication, and digital television, facilitating

access to information. ICT plays a pivotal role in

enhancing the learning experience for students in the

21st century, [15]. ICT plays a pivotal role in

enhancing the learning experience for students in the

21st century, [15]. ICT integration into education

systems globally, as highlighted by, [16],

emphasizes its significance for effective knowledge

transfer. In today's digital era, diverse technological

devices like computers, tablets, laptops, and mobile

phones are employed for instructional delivery.

These tools not only extend learning beyond the

classroom but also promote learner autonomy.

Furthermore, ICT applications facilitate seamless

information exchange between learners and

instructors, fostering interactivity and collaboration,

[17]. The study, [18], examines the impact of social

media on students' academic performance in today's

digitally globalized era. They highlight the dual

nature of integrating social media into education,

noting potential distractions and misinformation.

The study emphasizes the need to address privacy

concerns regarding student data security. Despite

challenges, social media fosters engagement,

collaboration, and access to educational resources.

The paper suggests balanced usage, digital literacy

training, and ongoing monitoring for optimal

benefits in education.

The influence of ICT on distance learning has

revolutionized traditional methods of information

retrieval, particularly through printed library

materials. While print resources were once the

primary format for meeting library users' needs,

electronic or digital resources (e-resources) now

take precedence, catering to researchers and

information seekers, [19], [20]. This shift, noted by,

[21], has prompted investments in electronic

infrastructure and connectivity, transforming the

academic environment and necessitating innovative

approaches to enhance higher education quality. The

International Federation of Library Associations and

Institutions defines e-resources as materials

accessible via computer devices, whether a PC,

mainframe, or handheld mobile device. These are

electronic representations of information accessible

through electronic systems and computer networks,

[22], [23], [24], [25].

E-resources can be accessed either online or

locally, encompassing e-journals, e-books, databases

(including full-text, aggregated, indexing, and

abstracting), reference materials (such as

bibliographies, dictionaries, directories, and

encyclopedias), numeric and statistical databases, e-

images, e-audiovisual resources, and Online Public

Access Catalogues (OPACs), among others. These

electronic resources, which include texts, audio,

visuals, graphics, and animations, are accessible

through digital technologies, greatly expanding

access to information beyond the confines of

traditional print collections in libraries, [26]. They

are becoming essential components of library

resources in academic institutions and are

anticipated to be extensively used by university

students across various academic disciplines, [27],

[28].

Embracing this approach would diversify the

resources accessible to students, available anytime

and anywhere. However, for the electronic learning

system to effectively enhance learning quality and

student performance, it requires thorough planning

and clear instruction, [29]. The significance of e-

resources in open and distance education (ODE) has

been recognized in Nigeria for some time. Studies

have identified various factors affecting e-resource

utilization, including information literacy, limited

resources, fields of interest, skills, awareness, and

time commitments, [30], [31], [32], [33], [34], [35].

The study, [36], found that students lacked

motivation to use e-resources, as they did not

perceive them as an effective means of relaxation.

She also pointed out various challenges faced by

students, including a shortage of computers in the

units, technical issues, and insufficient orientation

toward using e-resources. As a result, postgraduate

students did not fully utilize e-resources due to

factors like limited publicity, inadequate training,

access restrictions like passwords and usernames,

and limitations such as unreliable internet

connections, [37].

The study, [38], investigated the use of

electronic resources by postgraduate students at the

University of Cape Coast. Their objectives were to

assess students' awareness of electronic resources,

frequency of usage, computer literacy, and

identification of usage problems. Findings showed

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students were aware of e-resources but preferred

Google Scholar and web databases over library

databases. Poor internet connectivity was the

primary obstacle to effective e-resource access. The

study, [39], explores the impact of undergraduate

students' learning skills on electronic resource

utilization in private universities in South-west

Nigeria. The findings reveal students' difficulties in

efficiently using e-resources and emphasize the

significance of improving critical skills and

subscribing to appropriate databases. The study,

[33], investigates electronic resource awareness and

usage among Fountain University undergraduates in

Osun State, Nigeria. Findings from a descriptive

survey of 1000 participants indicate widespread

awareness, substantial usage, and proficient skills,

emphasizing the crucial role of electronic resources

in empowering undergraduates.

They offer diverse search options for users and

library management. The advent of e-resources has

significantly transformed information handling in

Nigerian academic settings, particularly university

libraries, [40], [41], revolutionizing how

information is delivered to university communities,

[42].

The study by, [43], explored e-resource

availability and accessibility at the libraries of

Michael Okpara University of Agriculture and the

National Root Crop Research Institute in Nigeria.

The findings demonstrated irregular capacity, and

limited accessibility, and identified problems,

leading to recommendations for improved facilities

and regulations. The study, [44], posited that the

term "digital divide" encapsulates the distinction

between individuals (digital natives and digital

immigrants) with both access to and proficiency in

ICT, particularly in Internet resources, and those

without such access and opportunity. The

significance of incorporating technology in

education encompasses the reshaping of the

teacher's role and the elimination of obstacles to

learning, particularly in the context of distance

education, [45]. Likewise, an educational

institution's e-learning system uses the internet and

associated instructional resources to facilitate

learning, teaching, and, notably, course

management, [46].

The study, [47], investigates the adoption of e-

learning in Nigerian private tertiary institutions,

focusing on M-University. While the university's e-

learning resources are deemed sufficient and

accessible, full utilization is hindered by factors like

user attitudes, inadequate internet, and insufficient

training. The study suggests continuous upgrades

and training to optimize e-learning usage. The study,

[48], examined the use of electronic resources by

academic staff at the University of Ilorin, Nigeria.

The study found that most academic staff used e-

resources for research, curriculum development, and

self-education. They primarily accessed electronic

information through search engines and private

subscriptions. Hindrances included slow Internet,

power supply issues, limited e-resource availability,

and inadequate online access. The study

recommended improving Internet facilities and

providing training to encourage more effective use

of electronic resources.

In Nigeria, there is a significant disparity

between the number of applicants for tertiary

education and the actual annual admissions. The rise

of information and communication technologies has

sparked a need to accommodate qualified students

who face limitations in conventional universities

due to resource constraints. This prompted the

introduction of open and distance education (ODE).

Therefore, this study aims to investigate the use of

e-resources for learning among undergraduate

students at the National Open University of Nigeria.

2 Methodology

The study used a quantitative research design with a

survey technique. This design is appropriate since it

is based on unbiased observation and description of

subject behavior. It also aids in the definition of

problems and the collection of relevant data. This

design will be used in the research to obtain

information and data using a questionnaire. The

study's target population consists of undergraduates

from Nigeria's National Open University (NOUN)

in Kwara State. The sample was chosen using a

sequential sampling approach. Initially, NOUN

study centers in Ilorin and Offa were purposefully

selected as the sample institutions due to their

accessibility to a wide range of students. The sample

size of 334 was then determined proportionately

using, [49], and the research instrument (the

questionnaire) was administered using a simple

random sampling technique. The Population and

Sample Size of NOUN Undergraduates Per Study

Centre is presented in Table 1.

Table 1. Population and Sample Size of NOUN

Undergraduates Per Study Centre using, [49].

Name of Centre

Population

Sample

NOUN Undergraduates in

Ilorin Study Centre

526

222

NOUN Undergraduates in

Offa Study Centre

158

112

Total sample size

334

Source: Data Management Office, NOUN Centre, Ilorin

and Offa

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2.1 Research Instrument

The research used a researcher-designed

questionnaire to collect data, chosen for its ability to

efficiently gather real-time data from a large sample.

The questionnaire comprises four sections: Section

A collects demographic information (e.g., gender

and specialization); Section B assesses the

availability of e-resources, rated as "Available" or

"Not Available"; Section C examines

undergraduates' e-resource utilization, using a

modified Likert Mode Scale with options "Always

Used (AU)," "Seldom Used (SU)," "Rarely Used

(RU)," and "Never Used (NU)"; and Section D

gauges undergraduates' attitudes towards e-

resources, rated on a modified Likert Mode Scale

with options "Strongly Agree (SA)," "Agree (A),"

"Disagree (D)," and "Strongly Disagree (SD)," with

weighted scores from 4 to 1. The data was organized

using Microsoft Excel and analyzed with SPSS

(Statistical Package for Social Sciences).

2.2 Validation of the Research Instruments

This process aimed to validate the questionnaire by

ensuring its appropriateness, checking for spelling

and grammar errors, and confirming its face and

content validity. Participants were asked to make

corrections to ensure the questionnaire items aligned

with the study's focus. To assess instrument

reliability, a pilot test was conducted with 20 NOUN

undergraduates at the NOUN Study Centre in

Ibadan, Oyo State, Nigeria. This testing occurred

outside the intended sample. Twenty questionnaires

were administered and completed, and the results

were used to establish reliability and internal

consistency, calculated using Cronbach's alpha at a

significance level of 0.05. The obtained results were

0.694 for Section B (Availability of Institutional-

Based E-Resources for Learning), 0.662 for Section

C (Undergraduates’ Utilisation of E-Resources for

Learning), and 0.699 for Section D

(Undergraduates’ Attitude Towards E-Resources for

Learning). The overall instrument's reliability value

was 0.811.

2.3 Ethical Consideration

Throughout the data collection process, ethical

standards were upheld. The researcher guaranteed

that participants were not pressured to complete the

questionnaire and had the freedom to participate

willingly. Additionally, strict confidentiality and

privacy measures were adhered to at all stages,

including the administration, compilation, and

reporting of research results.

2.4 Data Analysis Techniques

The study used both descriptive and inferential

statistical analysis to answer research questions on

participant demographics. Descriptive statistics were

employed to examine characteristics such as socio-

demographic features, digital age group, field of

specialization, and the use of electronic resources

among undergraduate students. Quantitative

variables like gender, age, and area of specialization

were analyzed using tools like frequency,

percentage, mean, and variance. A four-point Likert-

scale questionnaire was used, with responses above

2.50 indicating agreement. Inferential statistics,

including independent t-tests and ANOVA, were

used to test hypotheses. T-tests compared mean

differences between groups (male and female

students), while ANOVA identified variations in e-

resource utilization across different majors (Arts,

Education, Science & Technology, Communication

& Languages, and Social Science).

3 Results

Research Question One: What is the utilization of

e-resources for learning among NOUN

undergraduates in Kwara State? The Utilisation of e-

resources for Learning is presented in Table 2.

Table 2. Utilisation of e-resources for Learning

S/N

Item

Always

Used

Freq.

(%)

Seldom

Used

Freq.

(%)

Rarely

Used

Freq.

(%)

Never

Used

Freq.

(%)

Educational

CDs

134

(42.1)

113

(35.5)

(11.6)

(10.7)

e-libraries

platform

130

(40.9)

131

(41.2)

(11.6)

(6.3)

e-books and e-

manuscripts

141

(44.3)

123

(38.7)

(12.6)

(4.4)

e-journals

131

(41.2)

128

(40.3)

(13.2)

(5.3)

e-magazines

141

(44.3)

128

(40.3)

(12.6)

9 (2.8)

Online

newspapers

122

(38.4)

140

(44.0)

(11.9)

(5.7)

Online

research report

150

(47.2)

115

(36.2)

(12.3)

(4.4)

Online news

124

(39.0)

119

(37.4)

(12.9)

(10.7)

Online maps

140

(44.0)

119

(37.4)

(11.6)

(6.9)

10.

Online

instructional

videos

129

(40.6)

124

(39.0)

(11.9)

(8.5)

11.

Online

instructional

audio

133

(41.8)

118

(37.1)

(11.3)

(9.7)

12.

Online

catalogues

123

(38.7)

134

(42.1)

(12.6)

(6.6)

Cumulative Total

1598

(41.9)

1492

(39.1)

465

(12.2)

261

(6.8)

Quantitative variables like gender, age, and area

of specialization were analyzed using tools like

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frequency, percentage, mean, and variance. A four-

point Likert-scale questionnaire was used, with

responses above 2.50 indicating agreement.

Inferential statistics, including independent t-tests

and ANOVA, were used to test hypotheses. T-tests

compared mean differences between groups (male

and female students), while ANOVA identified

variations in e-resource utilization across different

majors (Arts, Education, Science & Technology,

Communication & Languages, and Social Science).

3.1 Hypotheses Testing

A. Hypothesis One: There is no significant

difference between male and female NOUN

undergraduates’ utilization of e-resources for

learning in Kwara State.

Table 3. Independent Sample T-test Analysis of

Gender Difference in NOUN Undergraduates’

Utilisation of e-resources for Learning.

Gende

Sig.

(2-

tailed

)

Remar

Male

3.0

.33

3.21

.001

Rejecte

Female

3.2

.37

The data in Table 3 indicates a noteworthy

distinction in the utilization of e-resources for

learning between male and female NOUN

undergraduates in Kwara State. The results of the

hypothesis test (df = 316, t = 3.214, p < 0.05 =

0.001) support this observation. Consequently, the

hypothesis positing that "there is no significant

difference between male and female NOUN

undergraduates’ utilization of e-resources for

learning in Kwara State" is rejected.

B. Hypothesis Two: There is no significant

difference in NOUN undergraduates’ utilization of

e-resources for learning in Kwara State based on the

digital age group.

Table 4. Analysis of Variance (ANOVA) of NOUN

Undergraduates’ Utilisation of e-resources for

Learning based on Digital Age Group

Sum of

Squares

Mean

Square

Sig.

Between

Groups

.161

.080

.589

.555

Within

Groups

42.916

315

.136

Total

43.077

317

Table 4 presents the ANOVA analysis of the

variance in NOUN undergraduates' utilization of e-

resources for learning in Kwara State, categorized

by digital age group. The outcome indicates that

"there is no difference in NOUN undergraduates'

utilization of e-resources for learning in Kwara State

based on digital age group" (F(3,317) = 0.589,

p>0.05 = 0.555). Consequently, the null hypothesis

is accepted.

Table 5. Analysis of Variance (ANOVA) of NOUN

Undergraduates’ Utilisation of e-resources for

Learning based on Area of Specialisation

Sum of

Squares

Mean

Square

Sig.

Between

Groups

.265

.088

.649

.584

Within

Groups

42.811

314

.136

Total

43.077

317

Table 5 displays the ANOVA analysis of the

variance in NOUN undergraduates' utilization of e-

resources for learning in Kwara State, stratified by

area of specialization. The outcome suggests that

"there is no significant difference in NOUN

undergraduates' utilization of e-resources for

learning in Kwara State based on area of

specialization" (F(3,317) = 0.649, p>0.05 = 0.584).

As a result, the null hypothesis is accepted.

4 Discussion

This study investigates the impact of ICT on the

ODE system as it transitions from conventional

dependency on printed materials to digital resources

known as e-resources. Despite efforts to promote e-

resource usage in the Nigerian ODE system, a

considerable number of NOUN undergraduates still

prefer printed materials, deviating from system

expectations. As a result, NOUN undergraduates'

use of electronic resources remains limited. The

study emphasizes the critical role of undergraduate

attitudes in generating this hesitation, implying that

individual factors such as gender, digital age group,

and area of specialization contribute to this

tendency. Moreover, the study discovered a wide

range of e-resources for learning among NOUN

students in Kwara State, including online

instructional materials, e-books, e-journals, and

more. It also emphasized NOUN undergraduates'

regular use of e-resources, emphasizing the need for

mobile connectivity for accessing these materials. In

addition, the study discovered no significant

differences in the utilization and attitude towards e-

resources for learning among NOUN

undergraduates in Kwara State based on their field

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of study. Language competency, computer literacy,

and information literacy, according to the

researchers, may all contribute to the observed

consistency.

5 Conclusion

The impact of electronic resources on undergraduate

learning experiences at the National Open

University of Nigeria (NOUN) in Kwara State has

been discussed in this research using a survey

research approach. The study confirms that

undergraduates interact well with electronic

resources for learning, presenting the important role

these resources play in bridging educational gaps,

reducing geographical inequities, and combating

marginalization. The implementation of e-resources

at NOUN has been instrumental in the institution's

global prominence. The study reveals that the

adoption of digital resources has occurred

seamlessly, with no observable gender or age-

related differences, emphasizing the favorable effect

on students' attitudes and utilization. Practically, this

study emphasizes the ongoing imperative to

prioritize emerging technologies at NOUN.

Stakeholders are urged to empower students by

creating an atmosphere that allows for the most

effective use of these technologies. The practical

application is a consistent commitment to delivering

cutting-edge resources and ensuring that students

have the requisite abilities to understand and use

these technological breakthroughs for academic

advantage. Future studies might look at the long-

term effects of integrating e-resources and future

technology. The present study's practical

implications are immediate, advocating for the

ongoing improvement of NOUN's digital

infrastructure, ensuring students have unrestricted

access to evolving resources, and ultimately

maximizing their distance education learning

experience.

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advisors.com/tools.php (Accessed Date:

December 24, 2023).

Contribution of Individual Authors to the

Creation of a Scientific Article (Ghostwriting

Policy)

Mariam A. Shomoye Najeem O. Adelakun and

Kehinde L. Adebisi worked on the methodology.

Mariam A. Shomoye and Najeem O. Adelakun

analyzed the data.

Mariam A. Shomoye and Najeem O. Adelakun

organized and worked on the results and discussion

section.

Mariam A. Shomoye and Kehinde L. Adebisi

worked on the conclusion.

Mariam A. Shomoye Najeem O. Adelakun and

Kehinde L. Adebisi were responsible for the

proofreading of the manuscript.

Sources of Funding for Research Presented in a

Scientific Article or Scientific Article Itself

The authors received no financial support for the

research, authorship, and/or publication of this

article. Furthermore, on behalf of all authors, the

corresponding author states that there is no conflict

of interest.

Conflict of Interest

The authors have no conflicts of interest to declare.

Creative Commons Attribution License 4.0

(Attribution 4.0 International, CC BY 4.0)

This article is published under the terms of the

Creative Commons Attribution License 4.0

https://creativecommons.org/licenses/by/4.0/deed.en

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E-ISSN: 2224-2872

310

Volume 22, 2023