This study aims to investigate the facilitating conditions and performance expectancy as determinants of electronic device usage among students in private senior secondary schools in Ibadan North Local Government Area (LGA), Oyo State, Nigeria.
A descriptive correlational design was adopted for the study, which surveyed 310 students from 12 private senior secondary schools in Ibadan North LGA. The study was framed using the unified theory of acceptance and use of technology. Data were collected through a questionnaire adapted from Venkatesh et al. (2003) and analyzed using descriptive and inferential statistics.
The study revealed that students use electronic devices such as smartphones, televisions and desktops daily for activities, including learning new concepts, improving vocabulary and online communication. While facilitating conditions showed no significant relationship with device usage, performance expectancy emerged as a strong predictor of electronic device use among the students.
As students frequently use electronic devices for learning, schools and educators should incorporate technology-driven teaching methods to enhance engagement and academic performance. With daily electronic device usage among students, there is a need for digital literacy programs to ensure that students maximize the educational potential of technology while avoiding distractions and misuse. As performance expectancy is a key motivator for device usage, educational policies and interventions should emphasize the tangible academic benefits of technology to encourage effective use. The lack of a significant relationship between facilitating conditions and device usage suggests that students are independently adopting technology. This implies that while infrastructure and support are valuable, students will use technology regardless of external conditions if they perceive it as beneficial.
The adoption of electronic devices for learning in Nigerian secondary schools is still in its infancy. This study contributes to understanding the factors influencing device usage by secondary school students. The findings highlight the types, frequency and purposes of electronic device use, offering valuable insights for school management on how to integrate these devices into learning.
