ICT Device Utilization, Student Attitudes and Academic Achievement in Undergraduate Science Education: A Correlational Study
DOI:
https://doi.org/10.59890/ijist.v4i9.44Keywords:
ICT Device, Utilization, Student Attitudes, Academic Achievement, Undergraduates, Science EducationAbstract
This study examined ICT device utilization, students’ attitudes toward ICT and their relationship with academic achievement among undergraduate Science Education students at Usmanu Danfodiyo University Sokoto, Nigeria. A correlational research design was adopted with a sample of 278 students. Data were collected using a questionnaire on ICT utilization and attitudes toward ICT, while academic achievement was measured using students’ CGPA. Descriptive statistics were used to answer three research questions, while Pearson Product Moment Correlation tested two hypotheses at the 0.05 level of significance. The findings of the study revealed a moderate level of ICT utilization among students, with frequent use of smartphones, laptops, internet services and online materials, while tools such as desktop computers, learning management systems and educational software were less utilized. Students also indicated generally positive attitudes toward ICT. The results further showed a significant positive relationship between ICT utilization and academic achievement, as well as between students’ attitudes toward ICT and their level of ICT utilization. The study concludes that positive attitudes toward ICT encourage greater use of digital tools, which improve students’ academic achievement. It recommends strengthening ICT infrastructure, integrating digital pedagogy into teacher education programmes, and improving digital skills among preservice science teachers.
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