Contextual and Dispositional Factors Influencing Undergraduate Adoption of Online Learning in The University of Ibadan, Ibadan, Nigeria
Year: 2025
Type: article
Study design: Observational Study
Abstract: This study examined the contextual and dispositional factors that affect and influence both stakeholders (students and lecturers) adoption of the online learning platforms at the University of Ibadan in Nigeria. The challenges associated with regular traditional teaching and learning have been well understood after the problems occasioned by COVID-19, banditry and kidnapping for ransom in Nigeria. The study adopted the descriptive survey research design with a population 4,318 across Faculties in the University. The multi-stage procedure was adopted to sample 287 undergraduate respondents across 2 Faculties of the University. An Instrument titled ‘Contextual and Dispositional Factors Affecting Undergraduate Online Learning Questionnaire’ (CDFAULQ)’r’ =0.88 was used for data collection after validation by experts. The Likert type scale was adopted for the study. The research questions were tested with descriptive statistics while Pearson Product Moment Correlation and multiple regression tested the hypotheses. The findings of the study included that a significant relationship existed between the independent variables Contextual and dispositional factors and the dependent variable online learning platforms. Online learning preferences has a weighted mean of 3.4 (High), contextual factors had a weighted mean of 2.8 considered moderately high while dispositional factors had a weighted mean of 3.7 (High). The relationships showed contextual; r = 0.002: p<0.05, Dispositional; r=0.032; p <0.05. Both factors jointly contributed to the dependent variable R2 = 2.7%. The study recommended institutional continuous investment on the equipment for implementing online learning.
Institution: University of Ibadan
Language: English
Topic: Online and Blended Learning
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4413012274