Users’ ICT Competence and Attitude as Determinants of Undergraduates Use of Electronic Reference Sources in Nigeria: A Case Study

Folasade Lolade Oradugba; Bayor Joseph Odelami

doi:10.70112/ajist-2026.16.1.4395

Authors

Folasade Lolade Oradugba Federal College of Agriculture Library, Moore Plantation, Ibadan, Oyo State, Nigeria
Bayor Joseph Odelami Federal University of Health Sciences, Osun State, Nigeria

DOI:

https://doi.org/10.70112/ajist-2026.16.1.4395

Keywords:

Electronic Reference Sources, ICT Competence, Attitude, Undergraduates

Abstract

Electronic reference sources (ERS) are vital learning resources for university students. This study examined students’ ICT competence, attitudes, and how these factors influence their use of electronic reference sources. The study was guided by three research objectives and two hypotheses. A descriptive research design was adopted. Using Krejcie and Morgan’s (1970) sample size table, 241 respondents were randomly selected from a population of 27,421 undergraduates. Data were collected using an adapted ICT competence questionnaire by Bichi, Embong, and Ab Rashid (2017) and the Computer Attitude Scale for Secondary Students (CASS), developed by Jones and Clarke (1994), and were analysed using the Statistical Package for the Social Sciences (SPSS, Version 24). Findings revealed that the use of ERS was generally high, with daily usage reported for e-dictionaries (n = 115, 48.7%), e-magazines (n = 94, 39.8%), and e-books (n = 81, 34.3%). However, the use of the Online Public Access Catalogue (OPAC) was relatively low (n = 102, 43.2%). Students demonstrated a high level of ICT competence and a positive attitude toward ICT. Results further showed a significant positive relationship between ICT competence and ERS use (r = .352**, df = 235, p < .01), whereas the relationship between ICT attitude and ERS use was positive but not significant (r = .004, df = 235, p < .01). The study concludes that ICT competence and attitude are important predictors of ERS use among undergraduates. Therefore, university libraries should sustain students’ ICT competence and positive attitudes by regularly organizing ICT literacy programmes.

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