{"id":3090,"date":"2023-10-01T18:47:32","date_gmt":"2023-10-01T17:47:32","guid":{"rendered":"https:\/\/icertpublication.com\/?page_id=3090"},"modified":"2023-11-02T07:28:03","modified_gmt":"2023-11-02T07:28:03","slug":"south-western-nigerian-university-students-gender-use-of-mobile-technologies-for-learning","status":"publish","type":"page","link":"https:\/\/icertpublication.com\/index.php\/shodh-sari-2\/sodha-sari-vol-2-issue-4\/south-western-nigerian-university-students-gender-use-of-mobile-technologies-for-learning\/","title":{"rendered":"South-western Nigerian University Students\u2019 Gender Use of Mobile Technologies for Learning"},"content":{"rendered":"\t\t
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South-western Nigerian University Students\u2019 Gender Use of Mobile Technologies for Learning<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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1<\/span><\/span>Olasedidun, Olutoye Kunle<\/span><\/p>

2<\/span><\/span>Bola, Olaniyi Oladimeji<\/span><\/p>

3<\/span><\/span>Falade, Ayotunde Atanda<\/span><\/p>

1&2<\/span><\/span>Emmanuel Alayande College of Education, Oyo, Nigeria<\/span><\/p>

3<\/span><\/span>Faculty of Education, University of Ilorin, Ilorin, Nigeria<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Abstract<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Gender\u2019s 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\u2019 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<\/span> (1, 1212)<\/span> = 0.76, p = 0.45), usefulness (t<\/span> (1, 1212)<\/span> = 0.32, p = 0.75), perceived ease of use (t<\/span> (1, 1212)<\/span> = 0.86, p = 0.39) and their intention (t<\/span> (1, 1212)<\/span> = 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.<\/span><\/p>\n

Keywords:<\/i><\/b> South-west, Gender, Adoption, Mobile Technologies, Influence.<\/span><\/i><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Impact Statement<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Gender\u2019s 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\u2019s use of mobile technologies for learning among university students in South-western area in Nigeria. South-western university students\u2019 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.\u00a0\u00a0<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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About author<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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1)Olasedidun, Olutoye Kunle<\/span><\/p>\n

(NCE, 1991; B.Ed, 1998; M.Ed, 2005; Ph.D. 2004)<\/b><\/p>\n

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. <\/span><\/p>\n

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).<\/span><\/p>\n

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. <\/span><\/p>\n

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2)Profile of Dr. Olaniyi Oladimeji BOLA<\/b><\/span><\/p>\n

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. <\/span><\/p>\n

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3)Dr. Ayotunde Atanda Falade<\/b><\/p>\n\n\n\n
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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.<\/span><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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References<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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  13. Obanya, P. (2006). \u201cTomorrow\u2019s University.\u201d A paper delivered at Babcock University Symposium, Babcock University, Ogun State, Nigeria.<\/span><\/li>
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  16. Petrucco, C. (2020). \u2018Meaningful learning by creating technology-mediated knowledge boundary objects between school and the workplace\u2019. In: Rehm, M., Saldien, J. and Manca, S. (eds). Project and design literacy as cornerstones of smart education. <\/span>Smart innovation, systems and technologies,<\/span><\/i> 158.\u00a0<\/span><\/li>
  17. Saghir A, Ashfaq, M. and Noreen, A. (2009). Gender and information and communication technologies (ICTS). <\/span>The Journal of Animal & Plant Sciences, <\/span><\/i>19 (2), 94-97.<\/span><\/li>
  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. <\/span>International Journal of Information and Learning<\/span><\/i><\/li><\/ol>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

    South-western Nigerian University Students\u2019 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 Abstract Gender\u2019s potential impact on the uptake of mobile learning technologies was investigated. The study sought to examine the influence […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":3057,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"no-sidebar","site-content-layout":"page-builder","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"disabled","footer-sml-layout":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-3090","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/3090","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/comments?post=3090"}],"version-history":[{"count":19,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/3090\/revisions"}],"predecessor-version":[{"id":4593,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/3090\/revisions\/4593"}],"up":[{"embeddable":true,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/3057"}],"wp:attachment":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/media?parent=3090"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}