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International Journal of Information Processing and Communication (IJIPC) Vol. 8 No. 1 [May, 2020], pp. 8-16
Online: ISSN 2645-2960; Print ISSN: 2141-3959
8
Laptop Ownership by Undergraduate Students in Nigerian Universities: A Case
Study of Rivers State University and Ignatius Ajuru University
Blessing E. Ahiauzu, Vivien Emmanuel, Eruchi Brown Akpelu
Department of Library and Information Science, Rivers State University
Email: blessahiauzu@gmail.com; evivien400@gmail.com; akpelubrown45@gmail.com
Abstract
The study examined the ownership of laptop computers by undergraduate students in Nigerian Universities, using
Universities in Rivers State. Survey Research design was adopted for the study. Structured questionnaire caption
“Laptop Ownership by Undergraduate Students in Nigerian Universities (LOUSNU)”, was used as an instrument
to extract the information that generated the data, interview and direct observation also form part of the exercise.
Three hundred (300) undergraduate students were selected at random. Out of the three hundred (300) copies of
questionnaire sent out, two hundred and eighty three (283) were returned and analysed, Simple percentages,
frequencies and tables were used in the analysis of data. The results show, amongst others, that 55% (155 of 283
students) do not own laptops. The use of laptop computers would support their academic work but due to lack of
finance they are not able to own one. (9%) very few parents and guardians could afford it for their
wards/children. Researchers thus recommend among others, that Higher Institutions in Nigeria should begin to
think of providing laptop computers for borrowing, the same way books are borrowed by students.
Keywords: Laptop, ownership, Undergraduate Students, Nigerian Universities.
1. Introduction
The government, parents, educators, the management of higher institutions and other stakeholders in education
are in constant search for new learning methods and teaching aids to help students reach their academic potentials.
Studies (Street 2017; Trucano 2013) have shown that a simple laptop could be one of such teaching aids.
Consequently, teachers were therefore given laptops and trained on the use to enable them, it was assumed, it was
for lesson planning at home (Trucano, 2013). But it was met with resistance by the teachers not accepting the
offer of a laptop to aid their teaching. The reason being that they claimed they had been teaching for many years
without laptops (Trucano,. 2013).
In Uganda, laptop ownership had earlier been targeted to the civil servants. The country‟s Ministry of
Education found it necessary to introduce the use of laptops to the schools so that teachers and the students would
own laptops (Balancing Art, 2019). The Ugandan model provides that students and teachers would own laptops
with ease. For example, where civil servants pay US$600, the students pay US$450. With this model, “3,000
students, mainly from the universities, have signed up to purchase the laptops, and hundreds of schools are
expected to purchase them for teachers” (Balancing Art, 2019).
The term laptop came into use in 1983. It is called „laptop‟ because of its convenience and portability on
human laps. Today in the world of technology, most schools and colleges deploy the use of laptops so that
International Journal of Information Processing and Communication (IJIPC) Vol. 8 No. 1 [May, 2020], pp. 8-16
Online: ISSN 2645-2960; Print ISSN: 2141-3959
9
students can learn using multi-media learning aids where lessons are taught innovatively using all the sensory
senses. Using laptops for learning has advantages and disadvantages, particularly, in developing countries. One of
such advantages is that it enhances learning as well as provides hands on experiences and technology savvy for
the students. A laptop or note book thus, facilitates learning in many ways. It has various useful functions such as
Bluetooth, webcam, speakers. etc. In other words, it's a complete multimedia tool.
Anunobi (2005) and Mole (2006) enumerated Information and Communication Technology tools relevant
for reference services to include: internet, world wide web (www), electronic mail (e-mail), bibliographic control
tools, online searching, creativity and innovations and the new information professionals. Other tools include:
personal computers, CD-ROM, Facsimiles (fax) and so on. The World Wide Web has become an unavoidable
knowledge highway and more and more students today are using online libraries to support their studies in diverse
ways. ICTs no doubts are effective resources in enhancing the use of reference services. According to PC
dreams‟ blog, (2016) the use of ICT in education has helped to add value in teaching and learning, by enhancing
the quality and effectiveness of learning in another dimension that was not available before. It has become a
significant motivational factor in students‟ learning, and can support their engagement with collaborative learning
through access to unlimited information from different sources and providing more current information.
ICT is a new media tool that is used in classrooms today to enable efficient and creative learning. Both
students and teachers alike utilize these tools. Strauss (2011) stated that ICTs stand for information and
communication technologies and are defined as a diverse set of technological tools and resources used to
communicate and to create, disseminate, store and manage information. Aina, Okunnu and Dapo-Asaju (2014)
postulated that ICT is a term used to describe the ability to access information with the use of telecommunication
based internet resources which provides the ability to create, organize, manipulate and access information from
remote locations across the globe, within a short time. According to Strauss, (2011) these technologies include
computers, the Internet, broadcasting technologies (radio and television) and telephone.
Based on the foregoing, it is clear that laptop (computer) falls under ICT. According to Emmanuel and
Anele (2018), The use of ICT in appropriate contexts in education can add value in teaching and learning, by
enhancing the effectiveness of learning or by adding a dimension to learning that was not previously available.
Laptop may also be a significant motivational factor in students‟ learning and can support students‟ engagement
with collaborative learning. According to Edinson (2011), computer (laptop) allows students to have access to
more comprehensive sources of information as they learn basic skills related to information retrieval.
The teacher and the manual are not the only source of information several choices are available for them.
According to him, the integration of ICTs in the classroom allows teachers to instruct students and to socialize
more with respect to websites. Laptops improve the motivation and the pleasure of students learning from some
things they know well. Laptops can exploit the websites that are accessible to all. Students enjoy learning from
what interests them that is why they come to better understanding to what is explained by the teacher and this
helps them to realize their potentials for learning and creativity. Laptops help students to develop skills to work in
collaboration and data processing. In most cases, teachers encourage teamwork as it allows them to understand
each other. Access to sources of information allows learners to develop meta cognitive skills since learners need
to advance in the manipulation of technological tools. According to Edinson, (2011). ICTs promote increased
student achievement because it allows them to progress at their pace and needs thereby updating their learning
potentials and creativities.
Based on the foregoing, it is clear that the use of laptops by students and teachers for academic activities
had led to positive changes in the work patterns and demand for new skills. Many students of tertiary institutions
around the world are now exploring ways in which laptops can be used to give them easy access to a wide range
of educational resources and services. Nigerian students are not left behind in the embrace of laptops in carrying
out their academic activities but the level of laptop ownership by the students of these institutions may not be the
International Journal of Information Processing and Communication (IJIPC) Vol. 8 No. 1 [May, 2020], pp. 8-16
Online: ISSN 2645-2960; Print ISSN: 2141-3959
10
same. It is against this background that this study is set to determine the level of ownership of laptop computers
by undergraduate students in learning in South-South universities in Nigeria.
2. Related Works
In the modern world, one of the most important and necessary items of use is a laptop. Laptops are valuable tools
for students' learning. It plays a vital role in man's everyday activities and is of great help to humanity. Laptops
are fully functional computers that are designed for portability and convenience. When compared to a desktop
computer, laptops are smaller, weigh less, have fewer components and consume less power. Despite this, laptops
can often match the performance and price of comparable desktops. Laptops are compact version of computers
and are portable. One can easily carry all the information in digital format to different places along with
the laptop. It is due to these benefits that the computer and laptop rental services are in huge demands. Based on
the ongoing, it can be understood that advantages of a laptop computer, as compared to a desktop computer
among others are: Laptop computers are highly portable and allow you to use your computer almost anywhere. (
Intel CEO Brian Krzanich, 2014).
A laptop computer, sometimes called a notebook computer by manufacturers, is a battery- or AC-powered
personal computer generally smaller than a briefcase that can easily be transported and conveniently used in
temporary spaces such as on airplanes, in libraries, classrooms, temporary offices, and at meetings. A laptop
typically weighs less than 5 pounds and is 3 inches or less in thickness. Laptop computers generally cost more
than desktop computers with the same capabilities because they are more difficult to design and manufacture. A
laptop can effectively be turned into a desktop computer with a docking station, a hardware frame that supplies
connections for peripheral input/output devices such as a printer or larger monitor. The less capable port
replicator allows you to connect a laptop to a number of peripherals through a single plug. Laptops usually come
with displays that use thin-screen technology. The thin film transistor or active matrix screen is brighter and views
better at different angles than the STN or dual-scan screen. Laptops use several different approaches for
integrating a mouse into the keyboard, including the touch pad, the trackball, and the pointing stick. A serial port
also allows a regular mouse to be attached. CD-ROM and digital versatile disc drives may be built-in or
attachable https://seachmobilecomputing.techtarget.com/archive/2008/7.
In the last several years, schools across the country have experimented with providing each student with a
laptop to facilitate learning. In 2016, Michigan State University studied the results from a number of these
programs to determine if providing laptops influenced academic performance. The researchers, led by Michigan
State University‟s Assistant Professor Binbin Zheng, (2016), looked at nearly 100 studies of the use of laptops in
the classroom, known as “one-to-one computing environments.” Their research found that when schools provided
students with laptops for use in the classroom and at home, learning improved in a number of subjects, including
science, mathematics, and English. “Students received more feedback on their writing, edited and revised their
papers more often, drew on a wider range of resources to write, and published or shared their work with others
more often,” Zheng (2016). In North Carolina University, laptop ownership by students reduced the birth of ICT
in the University (Newby, 2006). Some of the cost used shifted to the students “by decreasing the need for
centralized general purpose computing laboratories” (Newby, 2006). EDUCAUSE as reported by Anderson,
(2006) found that 36 percent of students in the USA own two computers. Furthermore, laptop ownership on
campus has increased from 52.8 percent to 75.8 percent of the students.
Many educators who have been using laptops in the classroom have discovered the advantages of this
versatile tool. Paul Mulder, Allendale Public Schools technology director, uses laptops in the Allendale school
district to facilitate a flipped classroom model in which students watch teachers lecture at home on their
computers and then discuss what they have learned with their teachers and peers during class time. “We see
teachers been able to personalize instruction more, we see them able to give students options to go deeper and
International Journal of Information Processing and Communication (IJIPC) Vol. 8 No. 1 [May, 2020], pp. 8-16
Online: ISSN 2645-2960; Print ISSN: 2141-3959
11
improve their learning (Mulder, 2017). In the same line, Raise (2016) noted that laptops or note books are mobile
computers that weigh around 2 kilos and are quite sturdy in the sense that they can suffice every single need of
today. We can work, surf the internet, play games, watch TV and lots more. It increases the efficiency of the
humans resulting in great and optimum utilization of time and energy. Another important aspect of laptops and
computers is that people can bank online, shop online, buy/sell online, work online and earn online too. So, this
invention has revolutionized our economy in a positive way. It is due to this reason that computers have reached
every nook and corner of the world and is in great use. It plays importance roles in every field be it education,
sports, news, entertainment etc.
These gadgets have brought the world together and close to each other. It makes the world look so simple
and small. We as humans must try to be as much techno savvy as possible to make optimum utilization of these
gadgets and take our economy and world towards the path of success. Raise (2016) went further in listing some
advantages of a student laptop ownership to include the following:
1) with a laptop a student can take notes in the class, type up assignments, share notes, and work with groups on
projects.
2) Students can use the internet connected laptop to speak and communicate with family and friends without
incurring huge phone bills
3) Laptops enable students to watch films and video clips as well as download music from the net, both for
pleasure and for school work. Anderson (2007) reported that 76percent of the students own “electronic
music/vedo”.
4) Fostering online collaboration with other students
5) Providing curriculum support and additional information to students
6) Promoting better organization: Laptops help students keep track of their assignments and utilize an online
school calendar
7) Allowing students to receive and view assignments online and submit their work via e-mail rather than being
required to print them
8) Improving the review process: Teachers may edit student papers and return them digitally to provide more
detailed feedback.
9) Improving students‟ computer skills Making learning more interesting for technology-savvy students (Street
2017).
The controversial issue of whether or not students should be allowed to use laptops in class has had many
outspoken people on both sides. Proponents of laptop use in class definitely have a compelling case. First, they
argue, students can look up facts while in class, and if they find something of interest, they can share what they‟ve
just found online with the class or the professor. They can also use the internet or online dictionaries to verify
what they may not hear correctly in lecture, such as a date of a battle or the spelling of a world leader‟s name.
This helps both the student and their peers learn better. httsp://pc4u.org/best-laptops-for-college-stldents.
Speaking on Challenges for Schools, Zheng, (2016), stated that providing laptops to all students comes
with a price tag that not every school can afford. He suggests that the benefits of providing laptops in the
classroom outweigh the cost concerns. “I believe this technology, if implemented correctly, is worth the cost and
effort because it lifts student achievement, enhances engagement and enthusiasm among students, improves
International Journal of Information Processing and Communication (IJIPC) Vol. 8 No. 1 [May, 2020], pp. 8-16
Online: ISSN 2645-2960; Print ISSN: 2141-3959
12
teacher-student relationships and promotes 21st Century skills such as technological proficiency and problem
solving,” (Zheng, 2016).
In Nigeria, The Federal Ministry of Communication Technology (FMCT), in conjunction with the
National Information Technology Development Agency (NITDA), has launched an awareness Campaign for
Students Computer Ownership Scheme to enable students of Tertiary Institutions acquire their Personal Laptop
Computers. Students of all duly registered and accredited Universities in Nigeria can be part of the Scheme.
3. Methodology
This study investigated ownership of laptops. Three hundred (300) students were selected at random. Out of the
three hundred (300) copies of questionnaire sent out, two hundred and eighty three (283) were returned and
analysed, representing 94%. This percentage of 94% makes the data valid for analysis. The instrument for data
collection were therefore, structured questionnaire caption “Laptop Ownership by Undergraduate Students in
Nigerian Universities (LOUSNU)”, face-to-face interview and participatory observation. Validity of the
instrument was carried out by experts. In carrying out the research, questionnaire were administered to the
students in their various departments in the institutions under study. To ensure true information and high return of
questionnaire, the questionnaire were administered to the students through their course lecturers. Direct
observation also formed part of the exercise. Data were analyzed using percentages, frequencies, and tables.
4. Findings and Discussion
The findings shall be discussed based on the data as follows:
Demographic Profile of Students on Gender and Age
Tables 1 and 2 below show the demographic profile of the study population based on gender and age. From the
data, 131 (46%) of the respondents were from the male category and 152 (54%) were females. While from the
table on age shows that 122 (43%) of the respondents are below 20 years, 124 (44%) are between 20 to 25 years
while 37 (13%) of the respondents are above 25 years of age. This shows a good representation on each
demographic level. There is no significant difference between the number of males and females that participated.
Table 1: Demographic profile of students on gender
Items
No. of Items / %
Male
131 (46% )
Female
152 (54% )
TOTAL
283 (100% )
Table 2: Demographic profile of Respondents on Age.
Items
No. of Items / %
Below 20 years
122 (43% )
20 – 25 years
124 ( 44%)
Above 25 years
37 ( 13% )
TOTAL
283 (100% )
International Journal of Information Processing and Communication (IJIPC) Vol. 8 No. 1 [May, 2020], pp. 8-16
Online: ISSN 2645-2960; Print ISSN: 2141-3959
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Level of Computer Literacy / Years Of Experience
Table 3 show the level of computer literacy of the study population and their years of experience. From the table,
20 representing 7% of the respondents are non-literate, 99 representing 35% have basic/low knowledge on
computer, 124 representing 44% of the respondents has a high level knowledge of computer while 40 representing
14% has a very high level knowledge of computer. On the other hand, 37 representing 13% of the respondents
have below one year of computer experience, 122 representing 43% have one to two years of experience while
124 representing 44% of the respondents have 3 years and above of computer experience.
Table 3: Level of Computer Literacy / Years of Experience
Items
No. of Items/ %
Items
No. of Items/ %
Non Literate
20 (7% )
Below 1 year
37 (13% )
Basic/Low
99 (35% )
1-2 years
122 (43% )
High
124 (44% )
3 years and above
124 (44% )
Very High
40 (14% )
TOTAL
283 (100% )
TOTAL
283 (100% )
Frequency of Internet Surfing / Method of Access
Internet surfing is a term used to describe online access to information. The study shows that 67% (189
participants ) seek internet information daily using their Android telephone handset( Table 4 and Figure 3) on a
weekly basis, 20% (57 students) while 27(10%) do so from business centres. The study reveals that all 283
participants (100%) surf the internet one way or another either daily, weekly and occasionally.
Table 4: Frequency of Internet Surfing / Method of Access
Items
No. of Items / %
Items
No. of Items / %
Daily
189 (67% )
Android
Handset/Phone
235 ( 83% )
Weekly
57 (20% )
Business Centre
27 (10% )
Occasionally
37 (13% )
Others
21 (7% )
Never Use
0
TOTAL
283 (100% )
TOTAL
283 (100%)
Computer Laptop Ownership
Table 5 on computer ownership reveals that in this technological age, only 128 (45%) owned computer laptops
while as high as 155 (55%) did not own one. This explains why majority of the students are not proficient in
laptop computer hands-on. The study further went on to know what things hindered their computer laptop
ownership. The major hindrance 283 (100%) was finance as in table 6 and bar chart. This also shows on aspect of
poverty level amongst the parents and guardians of these students.
Table 5: Computer Ownership (Do you Own a Laptop?)
Items
No. of Items / %
Yes
128 (45%)
No
155 (55%)
TOTAL
283 (100%)
International Journal of Information Processing and Communication (IJIPC) Vol. 8 No. 1 [May, 2020], pp. 8-16
Online: ISSN 2645-2960; Print ISSN: 2141-3959
14
Hindrance to Ownership
We sought to know the hindering factors to laptop computer ownership. A major hindrance was finance (100%).
All participants were interested in owning a laptop and agrees that such ownership would enhance their academic
work- (see Table 6).
Table 6: Hindrance to Computer Laptop Ownership (if no., why?)
Items
No. of Items / %
Lack of Finance
283 (100%)
I am not Interested in owning one
0
I do not need it for my academic work
0
I do not need it to better my academic
performance
0
TOTAL
283 (100%)
Importance of Laptop Ownership by Undergraduate Students
Table 6 reveal that the students acknowledged they (225 representing 80%), need it for their academic work and
as such, few parents and guardians were able to purchase laptops for them (9%). The percentage is still very low.
This could be explained by the economic hardship faced by most parents in Nigeria.
Table 8 shows that 97% (274 of the 283 students) agree and strongly that the use of laptop computers enable them
to quickly accomplish their academic work, while amongst other reasons, peer influence also plays a role in their
desire to own a laptop (80%). They even believe(agree) that their peers who use the laptop computer in learning
have more prestige than who do not have (44%). However, as high as 27% disagree and strongly disagree (11%)
that such peers have more prestige.
One major outcome of this study is that the institution studied had the facilities necessary for the students to use
their laptops for independent and group studies. This was indicated by 96(34%) who strongly agreed and
130(46%) who agreed that their institutions had the facilities. What was not investigated here was level of
adequacy of those available facilities. Our study also confirms that the students are likely to continue the use of
laptop computers in their academic in future as 190(67%) strongly agree and 50(18%) of the participants
indicated.
Table 7: Importance of Laptop Ownership by Undergraduate Students ( If Yes, Why?)
Items
No. Items / %
I need it for my academic work
225 (80%)
My parents bought it for me
26 (9% )
Other reasons
31 (11% )
TOTAL
283 (100%)
International Journal of Information Processing and Communication (IJIPC) Vol. 8 No. 1 [May, 2020], pp. 8-16
Online: ISSN 2645-2960; Print ISSN: 2141-3959
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Table 8: Why require Laptop as an Undergraduate Student?
SN
Items
SA/%
Agree/%
U/%
DA/%
SDA/%
TOTAL
1
The use of laptop computer enables me to accomplish
my academic work quickly.
150 (53%)
124 (44%)
9 (3%)
0
0
283
(100%)
2
The use of Laptop computer improves the quality of
my academic work.
155 (55%)
113 (40%)
8 (3%)
7 (2%)
0
283
(100%)
3
I find it easy to get the laptop computer to do what I
want it to do.
111 (39%)
124 (44%)
15 (5%)
20 (7%)
13 (5%)
283
(100%)
4
It is easy for me to skilful at using the laptop
computer in my academic work.
141 (50%)
113 (40%)
20 (7%)
9 (3%)
0
283
(100%)
5
My interaction with the laptop computer is clear and
understandable.
113 (40%)
155 (55%)
7 (2%)
8 (3% )
0
283
(100%)
6
Working with laptop computer is so complicated and
difficult to understand.
9 (3%)
30 (11%)
20 (7%)
111
(39%)
113
(40%)
283
(100%)
7
People who influence my behavior think that I should
use the laptop computer in my academic work. Yes
70 (25%)
120 (42%)
72 (25% )
13 (5% )
8 (3%)
283
(100%)
8
My peers/classmate want me to use laptop computer
in my academic work.
65 (23% )
80 (28%)
75 (27%)
42 (15%)
21 (7%)
283
(100%)
9
I use laptop computer to belong to my
peers/classmate as a status symbol amongst my
classmates
8 (3%)
50 (18%)
52 (18%)
100
(35%)
73 (26%)
283
(100%)
10
Laptop ownership is not necessary for my academic
work.
15 (5%)
16 (6%)
51 (18%)
71 (25%)
130
(46%)
283
(100%)
11
People who are important to me think that I should
use the laptop computer in my academic work. Yes
120 (42%)
136 (48%)
14 (5%)
13 (5%)
0
283
(100%)
12
My peers/classmate who use the laptop computer in
learning have more prestige
41 (14%)
86 (30%)
50 (18%)
75
(27%)
31 (11%)
283
(100%)
13
My lecturers encourages the use of laptop computer
85 (30%)
122 (43%)
31
(11%)
31 (11%)
14 (5%)
283
(100%)
14
I have the knowledge necessary to use the laptop
computer in my academic work
113 (40%)
128 (45%)
16 (6%)
12 (4%)
14 (5%)
283
(100%)
15
I have facilities necessary to use laptop computer in
my academic work in my University
96 (34%)
130 (46%)
29
(10%)
16 (6%)
12 (4%)
283
(100%)
16
Whenever possible, I intend to own a laptop
computer in my academic work
135 (48%)
130 (46%)
18 (6%)
0
0
283
(100%)
17
I predict to use the laptop computer in my academic
work in future
190 (67%)
50 (18%)
15
(5%)
13
(5%)
15 (5%)
283
(100%)
18
I like working with the laptop computer
183 (65%)
100 (35%)
0
0
0
283
(100%)
NOTE: Strongly Agree(SA), Agree(A), Undecided(U), Disagree(DA), Strongly Disagree(SDA)
5. CONCLUSION AND RECOMMENDATIONS
In conclusion, undergraduate students of some universities in Nigeria claim that they have level of computer
literacy (44%) whereas that claim is contradicted by their actual ownership of laptops. As high as 155(55%) do
not own a laptop and that is likely indication they would not posses high level of computer literacy. Such high
level literacy only logically comes with ownership. We therefore conclude that they do not possess high level
computer literacy. For all (100%) participants to say that finance is their hindrance to laptop ownership is an
indication of the level of economic hardship experienced by undergraduate students in Universities in Nigeria.
Researchers therefore recommend here that such higher institutions in Nigeria should intensify their
entrepreneurship and other programmes that will make it possible for indigent students to have some means of
International Journal of Information Processing and Communication (IJIPC) Vol. 8 No. 1 [May, 2020], pp. 8-16
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16
generating income for themselves while studying. Having established here that the laptop computer is a necessity
for academic work, the institutions should generously equip their electronic libraries in such a way that laptops
could be borrowed from the libraries in the same way that the library books are borrowed by students. TETFUND
intervention could be used to fund the laptop loans project.
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