Author ORCID Identifier
Amos Onojah https://orcid.org/0000-0001-9637-8849
Self-Regulated Learning is a method of learning in which a learner sets goals, controls and manages his learning as well as evaluating himself. Despite numerous benefits of utilization of technology-oriented strategies for learning, studies have shown that the adoptions are often poorly adopted for use. The objectives of this study therefore were to investigate undergraduate students’ utilization of technologies for SRL; and influence of gender, academic level; and school proprietorship on the utilization of technologies for SRL. This study adopted the descriptive design of quantitative survey type. The sample comprised 389 respondents across federal, state and private universities in Kwara state. Researcher-designed questionnaire was used to collect data. The instrument was validated by three lecturers and was tested for reliability. The value using crombach alpha was 0.85 on Utilization. Data collected were analyzed and tested using frequency count, mean, t-test and ANOVA while Scheffe’s post-hoc was used to indicate the direction of significant differences at 0.05significant level. The findings established that undergraduate students utilize blog, Facebook, bookmark, google calendar and wiki technologies for SRL. There was no significant difference between undergraduate students’ utilization of technologies for SRL based on gender, school proprietorship and students’ academic level. The study concluded that It is therefore necessary to introduce students to learning strategies that is student-centered. This implies that students’ performance could increase if they utilize technologies for SRL. It was recommended that Students in Nigerian universities should be encouraged to always integrate appropriate technologies for SRL in their learning process
Onojah, A. A., Onojah, A. O., & Olubode, O. C. (2022). Undergraduate students’ utilization of technologies for self-regulated learning in Kwara state. Journal of Educational Technology Development and Exchange (JETDE), 15(2), 24-44. https://doi.org/10.18785/jetde.1502.03
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