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Assessment on The Challenges of Using ICT for Teaching Undergraduates Students in Federal University Dutsin-Ma, Katsina Dada, Kayode Sunday John
Journal in Teaching and Education Area Vol. 2 No. 3 (2025): JITERA - Journal in Teaching and Education Area
Publisher : Yayasan Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69673/n1mc1d80

The integration of Information and Communication Technology (ICT) in higher education has revolutionized teaching and learning worldwide, but its implementation in developing regions like Nigeria encounters substantial obstacles. This empirical study evaluates the challenges of utilizing ICT for teaching undergraduate students at Federal University Dutsin-Ma (FUDMA), Katsina, Nigeria. A cross-sectional survey was administered to 200 participants, including lecturers and students, employing structured questionnaires to assess ICT tool usage, perceived challenges, and prospective remedies. Results indicate varying levels of tool adoption: Learning Management Systems (LMS) like Moodle showed high usage (M=4.16, SD=0.63), followed by interactive whiteboards (M=4.44, SD=0.63), video conferencing such as Zoom (M=3.69, SD=0.91), PowerPoint (M=2.84, SD=1.13), email (M=2.78, SD=0.89), and social media (M=1.98, SD=0.76). Challenges were rated for severity, with large class sizes (M=4.49, SD=0.57) and lack of skills (M=4.46, SD=0.62) emerging as most critical, alongside funding issues (M=4.24, SD=0.63), electricity problems (M=3.97, SD=0.69), poor infrastructure (M=3.51, SD=0.73), and resistance to change (M=1.73, SD=0.66). These impediments restrict effective ICT incorporation, widening gaps in resource-limited settings. The study highlights the necessity for strategic measures to improve ICT effectiveness in undergraduate education. One primary recommendation is establishing mandatory ICT training initiatives for staff and students to enhance digital proficiency and assurance, thereby addressing skill deficiencies and promoting enduring tech integration. Outcomes advance discussions on ICT in African tertiary institutions, stressing tailored approaches to surmount infrastructural and workforce limitations.

Generative AI Usage and Information Literacy Skills among University Students in North-West Nigeria: Generative AI Usage and Information Literacy Skills among University Students in North-West Nigeria Dada, Kayode Sunday John; Quadir, Opeyemi Romoke
Data Science: Journal of Computing and Applied Informatics Vol. 10 No. 1 (2026): Data Science: Journal of Computing and Applied Informatics (JoCAI)
Publisher : Talenta Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32734/jocai.v10.i1-24709

This study examined the relationship between generative AI usage and information literacy skills among university students in North-West Nigeria. The research investigated awareness levels, evaluation practices, ethical considerations, and barriers affecting the integration of AI-powered tools in academic contexts. Employing a quantitative research design, the study surveyed 385 undergraduate students from federal, state, and private universities using the Generative AI and Information Literacy Impact Questionnaire (GAIL-IQ). Data analysis utilized descriptive statistics including means, standard deviations, and frequencies through SPSS version 26. The ACRL Framework for Information Literacy (2016) provided the theoretical foundation, emphasizing threshold concepts in information understanding. Findings revealed moderate awareness levels (M=3.42, SD=0.89) of AI-powered tools among students, with significant variations across institutional types. Students demonstrated limited capacity in evaluating AI-generated content credibility (M=2.78, SD=0.94), raising concerns about information accuracy assessment. Ethical practices regarding attribution and academic integrity showed moderate adherence (M=3.15, SD=1.02), though infrastructural constraints and inadequate training emerged as primary barriers (M=3.68, SD=0.87). The study concluded that while students increasingly engage with AI-powered tools, critical evaluation competencies and ethical awareness require substantial improvement. The study recommends that Universities in North-West Nigeria should integrate comprehensive information literacy training programs specifically addressing AI-powered content evaluation, ethical usage frameworks, and attribution practices into undergraduate curricula to enhance academic integrity and critical thinking capabilities.

Assessment on The Use of Youtube, Instagram and Tiktok Affect Study Habit and Academic Performance Among Undergraduates Students of Abubakar Tafawa Balewa University, Bauchi Dada, Kayode Sunday John; MUSA, Yunana Gladys
Journal in Teaching and Education Area Vol. 3 No. 1 (2026): JITERA - Journal in Teaching and Education Area
Publisher : Yayasan Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69673/2yzx0j81

This study examined the use of YouTube, Instagram, and TikTok affect study habit and academic performance among undergraduate students of Abubakar Tafawa Balewa University (ATBU), Bauchi. The study adopted the survey method using a structured questionnaire administered through Google Forms. A total of 387 responses were collected and analyzed using bar and pie charts to represent demographic data and patterns of usage. Findings revealed that while all three platforms are actively used, YouTube emerged as the most preferred, especially for educational and informational purposes. Instagram and TikTok were more associated with entertainment and social interaction. However, YouTube showed the most positive influence on academic performance, whereas Instagram and TikTok were more likely to cause distractions. The study concludes that students of ATBU, Bauchi utilized each platform to satisfy different needs ranging from learning and relaxation to self-expression and trend participation. The study recommends that students adopt more intentional use of social media, especially platforms like YouTube, to support academic goals, while being mindful of the distractions that may arise from overuse of entertainment-based platforms.

Quantum Computing, Blockchain Technology and its Future Impact on Library Encryption Standards in Nigerian Libraries: Quantum Computing, Blockchain Technology and its Future Impact on Library Encryption Standards in Nigerian Libraries Dada, Kayode Sunday John
Data Science: Journal of Computing and Applied Informatics Vol. 10 No. 1 (2026): Data Science: Journal of Computing and Applied Informatics (JoCAI)
Publisher : Talenta Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32734/jocai.v10.i1-24708

The rapid evolution of information technologies is ushering in a new era for academic libraries, characterized by the simultaneous emergence of quantum computing and blockchain technology. This research investigated how these innovations could transform information management practices in Nigerian higher education libraries. The study adopts a quantitative methodology, surveying 242 librarians, computer scientists, librarians, computing specialists, and information technology officers working in university libraries to assess readiness and perception. Conversely, block chain technology offers a decentralized, immutable framework for secure digital rights management, verified academic credentials, and transparent collection development. Findings show moderate support for quantum computing in data encryption (mean=3.36, SD=1.05), but stronger endorsement for Blockchain in collection transparency (mean=3.73, SD=0.98) and bibliographic management (mean=3.74, SD=0.91). Challenges dominate, with high agreement on costs (mean=4.40, SD=0.80), skills gaps (mean=4.32, SD=0.79), and power issues (mean=4.43, SD=0.85). The paper concludes that for Nigerian libraries to remain relevant and secure, they must transition towards post-quantum cryptography while leveraging block chain for data integrity Based on these findings, the study recommends immediate formation of a national consortium among Nigerian tertiary libraries to pool resources for pilot projects in block chain-based archiving and to develop a roadmap for quantum-resistant security upgrades and the need for library administrators to prioritize building partnerships with technology departments, seek external funding for infrastructure upgrades, and develop comprehensive training programs to equip staff with necessary technical competencies for managing next-generation security systems.

AI-Powered Pedagogy: Integrating Generative AI into Nigerian Tertiary Institutions Teaching and Learning Dada, Kayode Sunday John; Yusuf, Ibrahim Salihu
Artificial Intelligence in Lifelong and Life-Course Education Vol 1 No 1 (2026): Artificial Intelligence in Lifelong and Life-Course Education
Publisher : PT. Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/aillce.v1i1.30

Purpose – This study investigates the factors shaping Nigerian lecturers’ acceptance, adoption, and pedagogical integration of generative artificial intelligence (AI) in tertiary institutions. It integrates the Unified Theory of Acceptance and Use of Technology (UTAUT) and Activity Theory to explain both individual adoption dynamics and systemic institutional constraints. Design/methods/approach – A cross-sectional quantitative survey was conducted with 236 lecturers across Nigerian tertiary institutions. Structural Equation Modeling (SEM) was employed to test hypothesized relationships among UTAUT constructs (performance expectancy, effort expectancy, social influence, facilitating conditions, behavioral intention, and actual use). Additionally, a systematic meta-analysis of 47 empirical studies (N = 12,483; 2022–2025) contextualized findings within global higher education research. Descriptive and correlational analyses examined integration patterns and implementation challenges. Findings – Performance expectancy emerged as the strongest predictor of behavioral intention (β = .742, p < .001), indicating that lecturers adopt generative AI primarily for perceived pedagogical value rather than efficiency gains. Facilitating conditions demonstrated the strongest influence on actual use (β = .734, p < .001), revealing a structural gap between high adoption motivation and weak institutional support. A significant intention–behavior gap was observed, attributable primarily to infrastructural inadequacies, insufficient training, and policy ambiguity. Integration patterns showed that generative AI is predominantly used for preparatory tasks (e.g., literature synthesis, instructional material development) rather than student-facing applications. Activity Theory analysis identified four systemic contradictions Subject–Artifact, Artifact–Rules, Artifact–Community, and Object–Division of Labor that constrain transformative integration. Research implications/limitations – While the study confirms UTAUT applicability in sub-Saharan African higher education, the convenience sampling approach and overrepresentation of university lecturers limit generalizability. Future research should employ stratified probability sampling and longitudinal designs to examine evolving adoption patterns. Originality/value – This study provides one of the first large-scale empirical examinations of generative AI adoption in Nigerian tertiary education. By combining UTAUT’s behavioral precision with Activity Theory’s systemic diagnostic framework, it offers a theoretically integrated and policy-relevant explanation of why adoption intentions do not consistently translate into sustained pedagogical practice in resource-constrained contexts

Utilization of Library Technology Services for Academic Performance of Senior Secondary School Students in Zaria Local Government Area, Kaduna State Dada, Kayode Sunday John
Journal of Information Systems and Technology Vol. 1 No. 2 (2025): Journal of Information Systems and Technology
Publisher : Athallah Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64845/jistech.v1i2.57

This study investigates the availability and challenges of library technology services for senior secondary school students in Zaria Local Government Education Authority (LGEA), Kaduna State, Nigeria, using a descriptive survey design. Data were collected from 364 students across 12 public secondary schools via a validated questionnaire (LTSAUCQ) with a 91% response rate. Findings reveal that Digital Information Resources (e.g., online catalogs, e-books) are relatively available (81.8%, mean = 0.818), followed by Library Management Systems (60.2%, mean = 0.602), while Specialized Technology Services (e.g., AI, digital repositories) are least available (41.8%, mean = 0.418), with an overall availability of 61.2%. However, significant utilization challenges persist, with Training and Skills Challenges being most prevalent (77.5%, mean = 0.775), followed by Infrastructure and Resource Challenges (70.1%, mean = 0.701) and Access and Usability Challenges (63.4%, mean = 0.634). The overall challenge prevalence (70.3%) exceeds service availability, indicating a critical implementation gap. This misalignment highlights that mere technology provision without addressing training, infrastructure, and usability barriers results in suboptimal educational outcomes. The low availability of advanced technologies risks widening the digital divide, limiting students’ readiness for technology-intensive environments. The study highlight the need for holistic interventions, including infrastructure upgrades, comprehensive training, and user education programs, to enhance library technology utilization and support academic performance. These findings advocate for policy reforms prioritizing school library development to foster digital literacy and equitable educational opportunities.

THE ROLE OF LIBRARIES AND INFORMATION CENTERS IN PROVIDING INFORMATION RESOURCES FOR ISLAMIC ECONOMICS, BANKING, AND FINANCE TO ACHIEVE SUSTAINABLE DEVELOPMENT IN NIGERIA Dada, Kayode Sunday John; Ajayi, Emmanuel Oluwaseun; Hamza, Jumare Mohammed; Muhammad, Amina
Asian Journal of Islamic Economic Studies Vol. 3 No. 1 (2026): AICOS: Asian Journal Of Islamic Economic Studies
Publisher : Fakultas Ekonomi dan Bisnis Islam IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study examines how libraries and information centers contribute to sustainable development in Nigeria through the provision of information resources for Islamic economics, banking, and finance. The research adopted a quantitative design with 338 respondents comprising librarians, Islamic bankers, economists, and finance professionals. Data were collected through structured questionnaires and analyzed using descriptive statistics including frequencies, percentages, mean scores, and standard deviations. Findings revealed that libraries provide diverse information resources including books, journals, databases, and digital materials to support Islamic finance education and practice. The mean score of 3.78 indicated strong agreement that these resources contribute significantly to sustainable development goals. However, challenges such as inadequate funding, limited specialized collections, poor infrastructure, staff training gaps, and low awareness among users were identified. The study recommends increased budgetary allocation, acquisition of specialized materials, infrastructure development, continuous staff training, awareness campaigns, partnerships with Islamic financial institutions, digitization initiatives, and policy formulation to strengthen the role of libraries in advancing Islamic finance knowledge for sustainable development in Nigeria..

Assessment of Artificial Intelligence on Academic Achievement Among Nigerian University Students: A Meta-Analysis Dada, Kayode Sunday John
Artificial Intelligence in Educational Decision Sciences Vol 1 No 1 (2026): Artificial Intelligence in Educational Decision Sciences
Publisher : PT. Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/aieds.v1i1.27

Purpose – This meta-analysis systematically examines the association between artificial intelligence (AI) interventions and academic achievement among Nigerian university students, synthesizing empirical evidence from 2022 to 2025.Methods – Following PRISMA 2020 guidelines, 47 primary studies meeting rigorous eligibility criteria were identified, yielding a combined meta-analytic sample of 8,234 undergraduate and postgraduate students from federal and state universities in Nigeria. A random-effects model with Hedges' g as the primary effect size metric produced an overall pooled estimate of g = 0.68 (95% CI [0.54, 0.82]), indicating a moderate-to-large positive association between AI integration and academic performance.Findings – However, substantial heterogeneity (I² = 86.5%) indicates that this overall estimate masks considerable variation across implementation contexts and should be interpreted with caution rather than as a stable, universally applicable effect. Moderator analysis identified significant variations across learning strategy, subject area, AI role and type, intervention duration, and sample size. Intelligent tutoring systems delivering individualized instruction in STEM disciplines over sustained periods yielded the largest effects. Infrastructural deficits, limited financial resources, and insufficient faculty AI competency were the most prevalent implementation barriers.Research implications – This study provides an empirically grounded synthesis of AI's educational associations within a resource-constrained developing country context while acknowledging the methodological limitations that constrain the certainty of the conclusions.Originality – The Implications for evidence-based policy and institutional practice in Nigerian higher education are discussed.

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