Perception of Online Instructional-Tools Utilization for Learning by Students in North-Central Colleges of Education, Nigeria

Abstract

This study investigated the perception of online instructional-tools utilisation for learning by students in North-Central Colleges of Education, Nigeria. The study was motivated by the increasing integration of digital technologies into higher education and the need to understand students' perceptions of the usefulness and ease of use of online instructional tools for effective learning. A descriptive survey research design was adopted. The population comprised 19,196 students in Colleges of Education in North-Central Nigeria, from which a sample of 1,426 students was selected using stratified random sampling. Data were collected using a validated questionnaire with a reliability coefficient of 0.87 obtained through the Cronbach Alpha method. Descriptive statistics and t-test analysis were employed for data analysis. Findings revealed that WhatsApp (98.8%), Zoom (92.8%), Google Classroom (67.6%), and Google Meet (59.0%) were the most accessible online instructional tools among students. The results further indicated that students had positive perceptions regarding the usefulness (Grand Mean = 3.14) and ease of use (Grand Mean = 3.48) of online instructional tools for learning. Hypotheses tested showed no significant difference between male and female students in their perceived usefulness and ease of use of online instructional tools (p > 0.05). The study concluded that students in North-Central Colleges of Education possess favourable perceptions towards online instructional tools, suggesting strong prospects for technology-enhanced learning. It was recommended that institutions provide continuous training, improve digital infrastructure, encourage wider adoption of online instructional platforms, and sustain policies that promote effective integration of technology into teaching and learning.