TERTIARY INSTITUTION STUDENTS’ PERCEIVED PREPAREDNESS TO ADOPT MOBILE-LEARNING TECHNOLOGY INNOVATION: EVIDENCE FROM OYO STATE, NIGERIA

Abstract

Modern telecommunication technology devices, tools and applications have become mobile-learning (m-learning) platforms for learning and innovative teaching strategies. Such technologies are adaptable to tertiary education for both open and distance learning (ODL) as well as blended learning in the conventional school environment. However, it has been observed that most tertiary institutions are still engrossed in face-to-face teaching and learning approaches in a situation where most of the students are perceived to be digital natives with perceived high potentials for technology adoption. Therefore, this study investigated tertiary institution students’ perceived preparedness to adopt Mobile-Learning Technology (MLT) innovation in Oyo State, South-Western, Nigeria. On the threshold of mobile technology adaptation theorems of Prensky (2001) and Judge, Puckett and Bell (2006), which classifies students born after 1985 as digital natives, and those born before 1985 as digital immigrants, the study adopted ex-post facto research design of descriptive survey type; it involves a total sample of 450 tertiary institution students from three public institutions in Oyo State. Data was collected using a duly validated researcher-designed instrument, titled ‘Tertiary Institution Students Mobile-Learning Questionnaire’ (TISMLQ) with a reliability coefficient of r=0.84. It measures students’ self-efficacy on use of mobile technology and level of preparedness towards of mobile-learning technology adoption. Data collected was analysed using descriptive and inferential statistics. Findings revealed perceived high self-efficacy on the use of mobile technology, and very high rate of mobile phone-ownership, especially the use of smart phones. The study concluded that, tertiary institution students are highly prepared to adopt mobile-learning technology. Hence, it was recommended that, tertiary institution lecturers should explore curriculum integrating of mobile-learning, while students should channel mobile phone use towards academic activities. Lastly, workable institutional Information Technology (IT) policy should be implemented by tertiary institutional leaders in Oyo State.