Undergraduate students’ attitude towards interaction with information and communication technology during the teaching - learning process : a case of Kyambogo university

Abstract

Advanced technology might not be used if users fail to embrace the benefit of technology. Students’ acceptance of ICT is a pivotal factor in determining the success or failure of ICT in the teaching and learning process. The purpose of this study was to explore undergraduate students’ attitude towards interaction with ICT during the teaching–learning process at Kyambogo University. An explanatory cross-sectional design employing both quantitative and qualitative approaches was used in this study. Using simple random sampling, quantitative data was collected from 185 student respondents using structured questionnaire. Quantitative data was analyzed using SPPS-23 software. Qualitative data was collected from 45 randomly selected student participants using Focus Group Discussions (FGD) and from 05 purposively selected key informants using interviews. Qualitative data was analyzed thematically. The study revealed that students’ ICT knowledge was influenced by orientation talks, training, exposure and self-study avenues. Students’ ICT usage was found to be moderate. On use and attitude towards usage, the study revealed that students’ ICT use was positively and significantly correlated with attitude (r = 0.535, p < 0.01). Conclusion: The study concluded that moderate ICT usage for teaching and learning was influenced by varying attitude towards ICT usage and ICT knowledge. There is therefore need to increase awareness of ICT applications for teaching and learning to enable students to remain updated with technology trend. Learning approaches such as problem-based and project-based learning that encourage students to use ICT devices and applications as an integral tool should be emphasized.