The Relationship Among Information and Communication Technology Utilization, Self-Regulated Learning and Academic Performance of Prospective Teachers

• Published in: Acta Didactica Napocensia Vol. 11; no. 1; pp. 69 - 85
• Main Authors: Onivehu Adams, Ogirima, Adegunju Kabir, Adewale, Ohawuiro Onyinyechi, Emilia, Oyeniran Bunmi, Juliana
• Format: Journal Article
• Language: English
• Published: Cluj-Napoca Babes Bolyai University, Didactics of Exact Sciences Chair 01.01.2018; Babes-Bolyai University
• Subjects: Academic Achievement; Capacity development; College students; Correlation; Data collection; Distance learning; Educational technology; Equal Education; Ex post facto design; Foreign Countries; Gender; Gender Differences; Health education; Human resources; Hypothesis Testing; Influences; Information communication; Information Technology; Information Utilization; Learning Processes; Learning Strategies; Medical research; Multiple Regression Analysis; Participant Characteristics; Preservice Teachers; Questionnaires; Research Design; Science; Self Control; Social networks; Social research; Software; Statistical Analysis; Studies; Sustainable development; Teacher Education Programs; Teaching; Test Reliability; Thinking Skills; Undergraduate Students; Universities; University students; Nigeria
• ISSN: 2065-1430; 2065-1430
• DOI: 10.24193/adn.11.1.6

This study investigated the relationship among Information Communication Technology utilization, self-regulated learning and academic performance of prospective teachers. The ex-post facto design (correlation method) was employed for the study. The research subjects were 580 prospective teachers who were drawn using multi-stage sampling technique from University of Ilorin, Nigeria. Seven research questions were generated while four hypotheses were tested at 0.05 level of significance. A researcher-constructed questionnaire tagged "Information Communication Technology Utilization and Self-Regulated Learning Questionnaire (ICTUSRLQ)" was used for data collection. The instrument was administered on 60 selected prospective teachers outside the sample location through test-retest method; it yielded a reliability coefficient of 0.79 that was obtained through the Cronbach's Alpha formula. Data were analysed with percentage, mean and rank order, /-test, Pearson Product Moment Correlation and multiple regression statistical tools. The findings revealed that prospective teachers have a high level of ICT utilization, self-regulation and academic performance; gender did not influence prospective teachers' ICT utilization, self-regulation and academic performance; there was a significant relationship between Information Communication Technology utilization and self-regulated learning and that there was a significant composite relationship among ICT utilization, self-regulation (elaboration, organization, critical thinking, metacognition, peer learning and help seeking) and academic performance of prospective teachers. The researchers recommended that self-regulation training and ICT competence capacity building workshops should be organized for prospective teachers in University of Ilorin.