Influence of perceived ease-of-use on the use of Web 2.0 tools for academic activities by undergraduates in two Nigerian universities

Mercy Temitope Adewoye and Taiwo Adetoun Akinde, PhD
Keywords: Perceived ease of use, Web 2.0 tools, Undergraduates, Nigerian universities, Nigeria
Journal of Library Services and Technologies 2022 4(2), 69-85. Published: December 30, 2022

Abstract

Many undergraduates in Nigerian universities are faced with the problems of knowing which Web 2.0 tools are available for which academic activities and the need to use them seamlessly with little or no effort. It is to this end that this study sets out to examine the influence of perceived ease of use on the use of Web 2.0 tools for academic activities by undergraduates in two Nigerian universities. Descriptive survey research design was adopted for this study. Multi-stage sampling technique was used to select the sample size of 290 out of a population of 35,902 students. Data collected from 281 respondents who duly filled and returned the structured questionnaire from the University of Ibadan and Obafemi Awolowo University were analysed with descriptive and inferential statistics. Findings revealed that most of the respondents found Web 2.0 tools easy to use, easy to understand, flexible and user-friendly. These findings may not be unconnected with their past experiences in using the tools for recreational purposes. A significant positive correlation was found between perceived ease of use and use of Web 2.0 tools (r = .291; df = 280; p < 0.05). Meaning that, the students' perception of the ease of use of the tools actually increases their use for academic activities. The major constraints found by the study are lack of Internet connectivity, electrical power failures and cost of Internet access. The study recommended, among others, that higher Internet bandwidth, alternative electrical power sources and a wide range of Web 2.0 tools should be provided at little or no cost by the University Managements for the gainful use of the technology savvy students for enhanced learning achievements. It was further advised that training should be provided for lecturers who are much older and may not be that adept in the use of Web 2.0 tools for personal development and lecture delivery to enable their being in charge of the teaching-learning environment and to flow with and contribute meaningfully to the educational attainment of their millennia, 22nd century students.