ASSESSMENT OF ICT LITERACY SKILLS AND ITS INFLUENCE ON UTILIZATION FOR LEARNING AMONG UNDERGRADUATES OF NURSING SCIENCE IN UNIVERSITY OF JOS

TOPIC IS SUITABLE FOR:
1. Department of Nursing Science

2. Department of Medical Library and Information Science

3. Department of Educational Technology

4. Department of Information and Communication Technology

TOPIC: ASSESSMENT OF ICT LITERACY SKILLS AND ITS INFLUENCE ON UTILIZATION FOR LEARNING AMONG UNDERGRADUATES OF NURSING SCIENCE AT THE UNIVERSITY OF JOS

TABLE OF CONTENT
Abstract

CHAPTER ONE: INTRODUCTION

1.1 Background of the Study

1.2 Statement of the Problem

1.3 Objectives of the Study

1.4 Research Questions

1.5 Research Hypotheses

1.6 Significance of the Study

1.7 Scope of the Study

1.8 Definition of Terms

CHAPTER TWO: REVIEW OF LITERATURE

2.1 Conceptual Framework

2.2 Theoretical Framework

2.3 Empirical Review

2.4 Summary of Literature Review

CHAPTER THREE: METHODOLOGY

3.1 Research Design

3.2 Research Setting

3.3 Target population  

3.4 Sample size 

3.5 Sampling technique

3.6 Instruments for data collection

3.7 Validity and Reliability of Instrument

3.8. Pilot Study

3.9 Method of data collection

3.10 Method of data analysis

3.11 Ethical consideration  

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

4.0 Introduction

4.1 Data Presentation

4.2 Demographic Analysis 

4.3 Analysis of the Level of ICT Literacy Skills among Undergraduate Nursing Science Students of the University of Jos

4.4 Analysis of the Extent of ICT Utilization for Learning among Undergraduate Nursing Science Students of the University of Jos

4.5 Analysis of the Influence of Computer Operation Skills on ICT Utilization for Learning among Undergraduate Nursing Science Students of the University of Jos

4.6 Analysis of the Influence of Internet Navigation and Information Retrieval Skills on ICT Utilization for Learning among Undergraduate Nursing Science Students of University of Jos

4.7 Test of Hypotheses

CHAPTER FIVE: DISCUSSION OF FINDINGS

5.1 Key Findings    

5.2 Implications of findings for nursing    

5.3 Limitations of the study    

5.4 Summary of the study      

5.5 Conclusion    

5.6 Recommendations     

5.7 Suggestions for further studies                                                                                                          

REFERENCES

APPENDIX  

ABSTRACT
This study was carried out to assess ICT literacy skills and their influence on utilization for learning among undergraduates of Nursing Science at the University of Jos. The study was specifically carried out to assess the level of ICT literacy skills among undergraduate Nursing Science students of the University of Jos, examine the extent of ICT utilization for learning among undergraduate Nursing Science students of the University of Jos, determine the influence of computer operation skills on ICT utilization for learning among undergraduate Nursing Science students of the University of Jos, and assess the influence of internet navigation and information retrieval skills on ICT utilization for learning among undergraduate Nursing Science students of the University of Jos. The study employed the descriptive survey research design. The population of the study comprised 1,248 undergraduate nursing science students enrolled in the Department of Nursing Science, University of Jos, during the 2024/2025 academic session. A sample size of 303 respondents was determined using the Taro Yamane formula, while a validated sample size of 288 respondents was utilized for the study. The study adopted a multi-stage sampling technique involving stratified and convenience sampling methods. Hence, the questionnaire was used for data collection, while the data collected were analyzed using frequency counts and percentages. The hypotheses were tested using the Pearson chi-square statistical tool at the 0.05 level of significance. From the responses obtained and analyzed, the findings revealed that undergraduate nursing science students possessed a moderate level of ICT literacy skills, with a cumulative agreement response of 56.6% on effective use of basic computer applications and 56.3% on digital file management. The study also showed a moderate extent of ICT utilization for learning, with 57.6% of the respondents indicating regular use of ICT tools for learning activities and 56.6% affirming the use of digital technologies to access educational content. Furthermore, the findings revealed that computer operation skills significantly influenced ICT utilization for learning among undergraduate nursing science students with a cumulative agreement response of 59.7%, while internet navigation and information retrieval skills significantly influenced ICT utilization for learning with a cumulative agreement response of 60.0%. The study therefore recommends that the University of Jos should organize regular ICT training programs and workshops, provide adequate ICT facilities and internet services, and encourage students to continuously improve their computer operation, internet navigation, and information retrieval skills to enhance ICT utilization for learning.

Keywords: ICT literacy skills, ICT utilization, learning, computer operation skills, Internet navigation skills, nursing science students.

CHAPTER ONE
INTRODUCTION (Preview)
1.1 Background of the Study
Information and Communication Technology (ICT) has been a key component of today's education systems worldwide, endowing academic institutions with new ways to access, process, and share information. The use of digital technologies in teaching and learning has been widely recognized as transforming teaching and learning processes, providing increased access to information resources, and enhancing the delivery of education. Ogunsanya (2021) identified that the use of ICT in education has brought about more opportunities for interaction and learning in education and better engagement of learners in their learning. Moreover, according to Audrin & Audrin (2022), digital competence is becoming more and more important in higher education because of the speedy transition towards technology-supported instruction. Additionally, Soyemi & Olalere (2022) reported that there was a gradual increase in the use of digital tools in institutions to facilitate blended and online learning. These developments had made the use of ICT an integral part of education systems today, especially tertiary education, where it was expected of the students to interact with digital platforms for their activities and learning.

ICT literacy had been defined as the ability to effectively locate, evaluate, use, and communicate information through digital technologies in a responsible and efficient manner. This included the technical skills, thinking skills, and sense of right and wrong that are needed to interact in digital spaces. Based on Jimola (2023), the term "ICT literacy" has included the ability of people to utilize ICTs appropriately in completing academic and professional tasks. Ngozi (2024) noted that ICT literacy was not just the ability to operate the computer but the critical thinking skills needed to interpret the information from the computer. Reid et al. (2023) had mentioned that ICT literacy was an integral part in determining the academic success of learners, as it allows them to manage information efficiently and collaborate together. Besides, the study by Chukwuji & Echedom (2025) showed that the skills of using ICT had an impact on students' interaction with electronic learning platforms and academic databases. The perspectives had all pointed out that ICT literacy is a multi-dimensional competence that is pivotal for academic development.

The use of ICT in learning is seen as the application of digital skills and tools that would have a positive impact on the learning performance and knowledge acquisition. It had encompassed using computers, the internet, learning management systems, and mobile technologies to complement educational practices. Mabawonku et al. (2023) found that good use of the ICT tools had enhanced the pupils' academic involvement and enabled the pupils to learn independently. Arua et al. (2024) had reported that active use of ICT resources by students in learning was able to show that students had high academic productivity and information accessibility. Dangara et al. (2025) stated that the utilization of ICT had helped in achieving better learning outcomes, as there was more interaction with digital content. Urhiewhu et al. (2025) also observed that the use of ICT in education had enhanced learners' access to current educational resources and their effective collaboration. The findings had demonstrated the relevance of the use of ICT in meaningful learning experiences in the various disciplines.

With the information-rich and complex nature of healthcare training, ICT literacy and its use were becoming increasingly important in the field of nursing education. As a requirement, nursing students needed to use information technology for health resources, clinical data bases, and digital learning platforms to support their academic and professional growth. Ogunsanya (2021) stated that the advantages of the use of ICTs in health-related education had been gained from the use of evidence-based education practices. Reid et al. (2023) had mentioned that medical students were heavily dependent on digital skills to make clinical judgments and for academic work. According to Soyemi & Olalere (2022), there is an improvement in the availability of medical knowledge and instructional materials in the use of ICT for learning. The University of Jos Nursing Science undergraduates had increasingly used the ICT tools for academic purposes, and the increasing relevance of digital literacy in the education of nursing at the University of Jos was evident.

1.2 Statement of  the Problem

The incorporation of Information and Communication Technology (ICT) in higher education has continued to grow worldwide, especially in subject areas that need constant up-to-date information and digital learning environments. ICT plays a vital role in students' engagement with learning activities, in preparation for clinical practice, and in accessing information in nursing education. As stated in Reid et al. (2023) and Audrin & Audrin (2022), the use of digital tools for supporting learning processes and to increase student participation has been growing in higher education systems. Likewise, Soyemi & Olalere (2022) and Ogunsanya (2021) noted that the adoption of ICT in tertiary institutions had enhanced access to academic learning resources and learning flexibility, respectively. However, the usage of ICT in learning has not yet been effective since different disciplines and institutions have different levels of competency in applying digital tools in the learning environment, and there is a need for more specific research on this use of ICT in particular academic contexts like nursing education.

Despite the importance of the role of ICT in the academic setting, however, there has been noticeable variation in the level of ICT literacy skills among undergraduate nursing students and the extent to which this translates into effective academic use. Researches have shown that although the students have had basic exposure to digital tools, there are still a high number of students who have low proficiency with the use of advanced tools like database search, electronic journals, and learning management system (Chukwuji & Echedom, 2025; Jimola, 2023). An ideal academic environment should see nursing undergraduates with high level of competence in the use of ICTs which promotes easy access to evidence-based resources and efficient learning practices. However, as reported in the literature, there is a disconnect between the expected ICT competency and utilization, as indicated by Mabawonku et al (2023), and Arua et al (2024) where low utilization of ICT skills has been reported that affects students' academic engagement.

This difference is even noticeable in the University of Jos where nursing science students are expected to heavily use ICTs for academic and clinical learning tasks. While there are ICT resources available, the level of literacy skills and how students are using these to learn is not well understood. Dangara et al (2025) and Urhiewhu et al (2025) had been highlighting that the application of the ICT has a significant impact in enhancing learning outcomes positively, however, the differences in ICT skills may constrain this impact. The problem this study is solving is the uncertainty as to how much ICT literacy skills nursing undergraduates have and whether it is able to impact their actual use of the ICT for learning. This study thus aims to fill this gap by investigating the relationship between the level of ICT literacy and the use of ICT in learning by Nursing Science undergraduates of the University of Jos.

1.3 Objective of the Study

The main purpose of this study is to investigate ICT literacy skills and its influence on utilization for learning among undergraduates of nursing science in university of Jos. The specific objectives of the study seek to:

1.Assess the level of ICT literacy skills among undergraduate Nursing Science students of University of Jos.

2.Examine the extent of ICT utilization for learning among undergraduate Nursing Science students of University of Jos.

3.Determine the influence of computer operation skills on ICT utilization for learning among undergraduate Nursing Science students of University of Jos.

4.Assess the influence of internet navigation and information retrieval skills on ICT utilization for learning among undergraduate Nursing Science students of University of Jos.
Other parts of chapter one include:
1.4 Research Questions

1.5 Research Hypotheses

1.6 Significance of the Study

1.7 Scope of the Study

1.8 Operational Definition of Terms

CHAPTER TWO
REVIEW OF LITERATURE (Preview)
This chapter critically examines relevant literature that would assist in explaining the research problem and, furthermore, recognizes the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps. This chapter, therefore, focuses on the concept of information and communication technology (ICT) in education, concept of ICT literacy, ICT literacy skills, level of ICT literacy skills among nursing students, etc. The chapter covers the following subheadings:
2.1 Conceptual Framework
2.2 Theoretical Framework
2.3 Empirical Review
2.4 Summary of Literature Review

CHAPTER THREE
RESEARCH METHODOLOGY (Preview)
Research Design: The study adopted a descriptive research design.

Population of the Study: The population of the study comprises undergraduate Nursing Science students from 100 Level to 500 Level in the Department of Nursing Science, University of Jos, during the 2024/2025 academic session.

Sample Size Determination: The study adopted the Taro Yamane (1967) formula to determine a sample size of 303 participants.

Sampling Technique: The study employed a multi-stage sampling technique involving stratified and convenience sampling to select the individual respondents.

Research Instrument: The study utilized a structured questionnaire as the instrument for data collection.

Methods of Data Analysis: The collected data were analyzed using frequencies and percentages to summarize and present the demographic characteristics of the respondents and their responses. Inferential statistics, such as Pearson Chi-square, were used to test the hypotheses.

CHAPTER FOUR; DATA PRESENTATION, ANALYSIS AND DISCUSSION OF FINDINGS
MAJOR FINDINGS (Preview)
The analysis results were presented in tables. Based on the results obtained from the analysis, the following findings are made:

i. The study found that undergraduate Nursing Science students of the University of Jos possessed a moderate level of ICT literacy skills, as evidenced by responses showing that the majority of respondents agreed that they could effectively use basic computer applications, create and organize digital files, and use digital devices for learning purposes. This implies that although the students demonstrated essential ICT literacy skills, some still experienced difficulties operating computers and using educational software, indicating the need for further ICT skills development.

ii. The study found that undergraduate Nursing Science students of the University of Jos utilized ICT for learning to a moderate extent, as evidenced by responses showing that 70 respondents (24.3%) strongly agreed and 96 respondents (33.3%) agreed that they regularly used ICT tools for learning activities, while 69 respondents (24.0%) strongly agreed and 94 respondents (32.6%) agreed that they used digital technologies to access educational content and improve academic performance. This implies that ICT tools supported students’ academic activities, communication, collaboration, and access to educational resources, although some students still demonstrated limited utilization of internet resources and online learning platforms.

iii. The study found that computer operation skills significantly influenced ICT utilization for learning among undergraduate Nursing Science students of the University of Jos, as evidenced by responses showing that 74 respondents (25.7%) strongly agreed and 98 respondents (34.0%) agreed that their ability to operate computers effectively enhanced their use of ICT resources for learning. This was further confirmed by the result of the corresponding hypothesis test, which showed a correlation coefficient (r) of 0.472, t-value of 9.10, and p-value of 0.014 (p < 0.05), leading to the rejection of the null hypothesis. This implies that improved computer operation skills significantly enhance students’ ability and confidence in utilizing ICT resources for academic learning.

iv. The study found that internet navigation and information retrieval skills significantly influenced ICT utilization for learning among undergraduate Nursing Science students of the University of Jos, as evidenced by responses showing that 73 respondents (25.3%) strongly agreed and 100 respondents (34.7%) agreed that their internet navigation skills enabled them to access relevant academic resources effectively. This was further confirmed by the result of the corresponding hypothesis test, which showed a correlation coefficient (r) of 0.516, t-value of 10.18, and p-value of 0.009 (p < 0.05), leading to the rejection of the null hypothesis. This implies that improved internet navigation and information retrieval skills enhance students’ ability to search for, evaluate, retrieve, and utilize relevant online academic information for learning.

CHAPTER FIVE: DISCUSSION OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter covers the following outline:
5.1 Discussion of Findings   

5.2 Implication of the Findings

5.3 Limitations of the Study

5.4 Summary

5.5 Conclusion

5.6 Recommendations

5.7 Suggestions for Further Studies

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