International Council for Education, Research and Training

South-western Nigerian University Students’ Gender Use of Mobile Technologies for Learning

1Olasedidun, Olutoye Kunle

2Bola, Olaniyi Oladimeji

3Falade, Ayotunde Atanda

1&2Emmanuel Alayande College of Education, Oyo, Nigeria

3Faculty of Education, University of Ilorin, Ilorin, Nigeria


Gender’s potential impact on the uptake of mobile learning technologies was investigated. The study sought to examine the influence of gender on attitudes and intentions toward adopting mobile technology for learning, as well as perceived utility, usability, and usefulness. The survey method was used for the investigation. A total of 1,214 respondents were chosen on purpose from 18 universities in the south-west of Nigeria, including six Federal, six State, and six Private Universities. The data were gathered using researchers’ designed questionnaire. The instrument’s dependability was determined using Cronbach Alpha to be 0.86. The first through fourth hypotheses were put to the t-test. The study’s findings showed that there was no difference between undergraduates of both sexes in terms of their attitudes (t (1, 1212) = 0.76, p = 0.45), usefulness (t (1, 1212) = 0.32, p = 0.75), perceived ease of use (t (1, 1212) = 0.86, p = 0.39) and their intention (t (1, 1212) = 0.06, p= 0.96) toward using mobile technologies for learning. The study’s conclusions show that none of the criteria (perceived usefulness, perceived ease of use, attitude, and intention) differed by gender. It follows that mobile technologies may have a significant impact on how students learn in Nigerian Universities. The study consequently advised against taking gender imbalance into account when implementing mobile-based learning in Nigeria.

Keywords: South-west, Gender, Adoption, Mobile Technologies, Influence.

Impact Statement

Gender’s issue has become as essential issue for discussion by many contemporary researchers. This gender variable in relation to the use of mobile technology for learning is not an exception; this tends to gain more popularity unimagined. This study bothers on gender’s use of mobile technologies for learning among university students in South-western area in Nigeria. South-western university students’ attitudes, intentions, were delved into as it relates to their perceived usefulness, usability and usefulness. The population consists of 18 universities; six each from federal, state and private with a total of 1,214 respondents. The study, therefore, recommended that gender imbalance should not be taken into consideration when implementing mobile-based learning in Nigeria.  

About author

1)Olasedidun, Olutoye Kunle

(NCE, 1991; B.Ed, 1998; M.Ed, 2005; Ph.D. 2004)

Olutoye studied Educational Technology at University of Ilorin for his Bachelor of Education degree (B.Ed) in 1998; University of Ibadan for his Master of Education (M.Ed) degree in 2005 and University of Ilorin again for his terminal degree (Ph.D) in 2014. He had Diploma in Computer Applications from the Federal College of Education Consultancy Services in 2009 and also registered with the Teachers Registration Council of Nigeria the same year. 

Dr. Olutoye Kunle Olasedidun is currently a lecturer at Emmanuel Alayande College of Education, Oyo, he had served as the secretary, Curriculum and Instruction Department; Secretary, Research and Publications Committee of the School of Education as well as the Coordinator, Centre for Educational Technology. He also belonged to Professional bodies such as Educational Media and Technology Association of Nigeria (EMTAN) and Association for Innovative TechnologyIntegration in Education (AITIE).

Dr. Olutoye Kunle Olasedidun has attended over thirty academic conferences, seminars and workshops both nationally and internationally and has presented not less than eighteen papers. His articles have been published in not less than twenty six reputable journals nationally and internationally. He has co-authored four books and has contributed by writing twelve chapters in seven books. 

2)Profile of Dr. Olaniyi Oladimeji BOLA

Olaniyi Oladimeji BOLA is a seasoned educational technologist with several years of teaching and learning experiemce. He is skilled in teaching, researching, management and Conference Speaker in the use of Microsoft and PowerPoint. He has PhD in Educational Technology from the prestigious University of Ilorin, Ilorin, Nigeria. He has published several articles in national and international outlets. He has taught as adjunct lecturer at the Institute of Education, University of Ilorin, Ilorin, Nigeria; Ekiti State University in affiliation with Emmanuel Alayande College of Education, Oyo, Nigeria and as a Facilitator with National Open University of Nigeria, Nigeria. His research focus is on Mobile learning, e-assessment, e-learning and access to internet facilities. 

3)Dr. Ayotunde Atanda Falade

Dr. Ayotunde Atanda Falade joins the services of the University in January 2015. He had earlier taught in secondary schools for six years and at Emmanuel Alayande College of Education, Oyo, Oyo State, Nigeria for ten years. He is presently a Senior Lecturer in the Department of Educational Technology, Faculty of Education, University of Ilorin, Ilorin, Nigeria. He had since then been passionately dedicated to teaching, research, community service and administrative engagements. He has served as Coordinator, Postgraduate Students Seminar; Coordinator, Undergraduate Sandwich Program; Departmental Examination Officer, Coordinator, Departmental Postgraduate Programs; Departmental Representative to Ethical and Editorial Committees, among many others. His areas of research interest covers Pedagogical Applications of Emerging Technologies for Instruction. He has to his credit, about thirty-five publications in reputable outlets covering journals, edited conference proceedings and chapters in books. He has successfully supervised eight master’s dissertations. Dr. Ayotunde Atanda Falade is a member of many professional bodies within and outside Nigeria.


  1. Perception of undergraduates on the adoption of mobile technologies for learning in selected universities in Kwara state, Nigeria. Procedia – Social and Behavioral Sciences 176 (2015), 352 – 356. Accessed on
  2. Adegbija, M. V., Bola, O. O., Riaz, M. N. & George A. O. (2013). A review of the interaction of gender with information and communication in Nigeria. FWU Journal of Social Sciences, 7 (1), 1-5.Accessed on
  3. Biswas, B., Roy, S. K., & Roy, F. (2020) Students Perception of Mobile Learning during COVID-19 in Bangladesh: University Student Perspective. Aquademia, 4(2), ep20023.
  4. Bola, O. O. (2015) Perception of undergraduates on the adoption of mobile technologies for learning in selected universities in south-west, Nigeria. Doctoral dissertation, University of Ilorin, Ilorin, Nigeria. http://doi:10.1016/j.sbspro.2015.01.482
  5. Butler, A., Camilleri, M. A., Creed, A. & Zutshi, A. (2020). The use of mobile learning technologies for corporate training and development: A contextual framework. In Camilleri, M.A. (Ed.) Strategic Corporate Communication in the Digital Age, Emerald, Bingley, UK.
  6. Criollo-C, S.; Guerrero-Arias, A.; Jaramillo-Alcázar, Á.;Luján-Mora, S. (2021) Mobile Learning Technologies for Education: Benefits and Pending Issues. Appl. Sci. 2021, 11, 4111. app11094111
  7. Erinosho, O. (2007). “The quality of Nigeria’s private universities.” Ibadan Journal of Social Sciences, 5 (1), 1-15.
  8. Esiobu, G. O. (2011). Enhancing gender equity and lifelong skills acquisition of pre-service teachers through cooperative group research project. Journal of Research in Education, 1 (1), 10-25.
  9. Ewhrudjakpor, L. A. (2006). Designing hypermedia systems for instruction. Journal of Educational Technology Systems, 12 (19), 14-29.
  10. Grant, M. (2019). Difficulties in defining mobile learning: Analysis, design characteristics, and implications. Educational Technology Research and Development, 67(2), 361–388.
  11. Hashemi, M., Azizinezhad, M., Najafi, V., &Nesari, A.J. (2011). What is mobile learning? Challenges and capabilities. Procedia – Social and Behavioral Sciences, 30, 2477-2481.
  12. Janson, A., Söllner, M. &Leimeister, J. (2019). Ladders for learning: Is scaffolding the key to teaching problem solving in technology-mediated learning contexts? Academy of Management Learning and Education (In-Press). Published Online 9 September.
  13. Obanya, P. (2006). “Tomorrow’s University.” A paper delivered at Babcock University Symposium, Babcock University, Ogun State, Nigeria.
  14. Olatokun, W. & Opesade, O. (2007). “An e-Readiness Assessment of Nigeria’s Premier University (Part 1).” International Journal of Education and Development Using ICT, 4 (2), 1-32.
  15. Oni, A. A., Ayo, C. K., Rowland, G., Geteloma, V., &Abayomi-Zannu, T. (2022). An empirical investigation on adoption of mobile technology in Nigeria. African Renaissance, 2022(sil). Retrieved from 
  16. Petrucco, C. (2020). ‘Meaningful learning by creating technology-mediated knowledge boundary objects between school and the workplace’. In: Rehm, M., Saldien, J. and Manca, S. (eds). Project and design literacy as cornerstones of smart education. Smart innovation, systems and technologies, 158. 
  17. Saghir A, Ashfaq, M. and Noreen, A. (2009). Gender and information and communication technologies (ICTS). The Journal of Animal & Plant Sciences, 19 (2), 94-97.
  18. Zaidi, S. F. H., Osmanaj, V., Ali, O., & Zaidi, S. A. H. (2021). Adoption of mobile technology for mobile learning by university students during COVID-19. International Journal of Information and Learning
Scroll to Top