Assessment of the preparedness and attitude of lecturers and students to mobile learning in University of Ilorin,Nigeria
The study determined the attitude of lecturers and students to the integration and utilization of mobile learning and also assessed the level of preparedness of the lecturers and students to the integration and utilization of mobile learning tools in the University of Ilorin. It further examined the challenges and prospects of mobile learning in the University. These were with a view to providing information on mobile learning usage for provision of quality education in University of Ilorin, Nigeria. The study employed descriptiveresearch design.The population consisted of lecturers and students of the University of Ilorin. The sample consisted of 300 participants comprising 250 students and 50 lecturers. Five faculties were selected using simple random technique. They are : Education, Arts, Science, Agriculture and Engineering. From each faculty, 50 students and 10 lecturers were also selected using simple random sampling technique. Two research instruments were used for data collection namely: Lecturers’ Preparedness and Attitude Questionnaire (LPAQ) and Students’ Preparedness and Attitude Questionnaire (SPAQ). Both instruments measured lecturers’ and students’ preparedness, attitude, challenges and prospects of mobile learning respectively. The instruments were adapted by the researcher from mobile learning literature using the 5 point Likert-type scale. Data collected were analyzed using percentages and t-test statistics. The results showed that76% of the lecturers and 73% of the students agreed that the integration of mobile learning was laudable and not time wasting. Similarly,47% of lecturers and 76% of students were positively disposed to the utilization of mobile learning. Comparing the attitudes of students and their lecturers, the results showed that students were better disposed to mobile learning than their lecturers (Xs=21.89 and Xl=17.68). The results also showed that 58% of the lecturers agreed that there was adequate level of preparation in terms of training for staff before the integration and utilization. Thirty six percent of the students also rated the level of training before the integration and use of mobile learing as adequate. In addition, 40% of the students and 50% of the staff of the University of Ilorin opined that there was a pilot test before mobile learning was integrated. With respect to access to facilities, 48% of the lecturers and 44.2% of the students agreed that there were available facilities in place as a mark of preparedness for the utilization of mobile learning at the University. The results further revealed that the lecturers’ level of preparedness was significantly better than that of the students’ (t= 70, p<0.05). Finally, the results showed that 92% of the lecturers agreed that mobile learning could be an effective method of teaching. Furthermore, all the lecturers said that mobile learning provides flexible method of teaching as wellas enhanced motivation, active participation and increased understanding of the course contents. Fifty nine percent of the students also agreed that mobile learning provided immediate support, 68% agreed that it enhanced independent and collaborative learning. While 52% agreedthat it improved literacy and numeric skills. The following challenges were identified : 70% of the lecturers and 33.8% of the studernts agrred that network reception was a challenge. Ninety percent of the lecturers and 47% of the students agreed that battery life also constituted a challenge. Finally,74% of lecturers and 41% of students agreed that epileptic power supply was another major challenges. The study concluded that mobile learning was being widely utilized by the students and their lecturers for instructional purposes though with some challenges.