RIVERS STATE UNIVERSITY JOURNAL OF LIBRARIANSHIP, INFORMATION AND CONTEMPORARY STUDIES (RSU-JOLICS)

Abstract

This study investigated the Information and Communication Technology (ICT) competencies of undergraduate students in Library and Information Science at the Federal University of Lokoja, Kogi State. The objectives were to determine students’ levels of ICT competence, identify the ICT skills they possess, examine the impact of ICT competence on their academic work, highlight barriers to effective ICT usage, and suggest strategies for improvement. The study adopted a descriptive survey design with a population of 700 LIS undergraduates across four (4) Academic levels (100–400). Using the Krejcie and Morgan (1970) sample size table, a sample of 248 respondents was selected through a multistage sampling technique. Data were collected with a structured questionnaire and analyzed using descriptive statistics such as frequency, percentage, mean, and standard deviation. Findings revealed that LIS undergraduates generally possess moderate-to-high ICT competence, with strongest skills in basic computer operations, search engine usage, and social media for academic purposes. However, lower proficiency was recorded in troubleshooting ICT problems and using specialized library software. ICT competence was found to significantly enhance students’ academic performance, research skills, problem- solving abilities, and career preparedness. Major barriers identified included limited ICT facilities, frequent power outages, inadequate ICT training opportunities, poor internet connectivity, and high costs of internet services. Recommended strategies for improvement included upgrading ICT infrastructure, expanding practical training in specialized tools, improving internet access, reducing costs of ICT resources, and fostering industry partnerships for hands-on experience. The study concludes that strengthening ICT competence among LIS students is essential for their academic success and professional readiness in an increasingly digital information environment.