Utilization of online information resources by undergraduate students for academic activities in universities in Niger State, Nigeria.

Abstract

This study examined undergraduate students’ use of online information resources and their engagement in academic activities across universities in Niger State, Nigeria. Guided by seven research questions, the study targeted a population of 41,850 undergraduates from Federal University of Technology, Minna (FUT Minna), Ibrahim Badamasi Babangida University, Lapai (IBBUL), and Air Force/AKU Minna. A stratified random sample of 400 students was selected proportionally. Data were collected using a structured Likert-scale questionnaire, validated by library and information science experts, with reliability confirmed (Cronbach’s alpha ≥ 0.70). Findings reveal moderate engagement in academic activities using online resources (Mean = 2.46–2.73), with individual tasks such as assignment research (Mean = 2.73) and exam preparation (Mean = 2.73) more common than collaborative activities (Mean = 2.46). Core online resources e-books (Mean = 3.81), institutional repositories (Mean = 3.71), e-journals (Mean = 3.61), and online databases (Mean = 3.27) are extensively used, while OPAC (Mean = 2.41) and online past question banks (Mean = 2.31) remain underutilized. Key challenges include inadequate training (Mean = 4.20), access restrictions (Mean = 4.13), and poor internet connectivity (Mean = 3.70). Strategies to improve usage, such as training workshops (Mean = 4.05) and integration of online resources into courses (Mean = 4.03), received strong support. The study concludes that while students actively use core online resources for individual learning, collaborative and supplementary tools are underutilized, and recommends targeted interventions in training, infrastructure, awareness, and resource access to optimize academic engagement.