Self-study review example from the Internet

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Most prior studies into the utilization of internet technology for learning purposes in contemporary educational settings in developing countries has largely dealt with its impact on academic performance, communication and general educational purposes. This paper investigates the place of the internet in academic research and learning of students, through both quantitative and qualitative research approaches, using 250 undergraduate students in three selected universities within North-Eastern Nigeria. To gain an in-depth understanding of the perception of the students' views, a focus group was conducted with 18 students. The students perceived that the lack of digital readiness among their staff and institution, the absence of electronic library for easy accessibility to journals from the scientific database, and inefficient cybercafé and internet facility within their university settings were the main issues discouraging the utilization of the internet within their institutions. Yet, they still strive to find ways through self-organization, resilience and resourcefulness to make use of the internet to facilitate their studies. Most of them stated that they depended on their smartphone/handsets to access the internet through subscription from other internet providers and have become overly reliant on Google, Yahoo, and open access e-Journals. Nevertheless, the students believed that the use of internet enabled them to perform research ahead of time, tackle multiple homework, widens the scope of reading and learning, promotes self-learning, encourages and enhances peer learning as well as ameliorates student's examination preparation.

3.1. Research design

In an attempt to answer the research questions raised in this study, a mixed method approach was used. A quantitative survey that consists of the use of questionnaires [Creswell and Creswell, 2017; Babbie, 2012], were administered among 300 students to ascertain the place of the internet on their academic research and learning. Furthermore, to understand the students' perspective towards the influence of accessing and utilizing electronic resources for academic learning and research productivity more deeply, a focus group was conducted with 18 students. These dual methods were applied in this study because evidence has shown that they generate more data, explicate the issues raised, as well as provide an understanding of the underlying reasons and opinions from a small or large group in a study [Adogbeji and Akporhonor, 2005; Ndagi, 1999]. Studies have similarly revealed that focus groups are widely used in academic research to examine attitudes, feelings, and experiences [Hamid etal., 2015], which permit students who participate to react and to build upon the responses of other members or to think synergically in a group setting [Klein etal., 2007]. In line with this, to support the survey in this investigation, a focus group is considered the most appropriate method.

3.2. Study area and sampling/selection procedure

3.3. Procedure for data collection

3.4. Ethical consideration and approval

Ethical approval is needed for any research that involves human participants to ensure that the dignity, rights, safety and well-being of all participants are the primary consideration of the research project. In order to adhere to the sampled institution's policies on research involving human subjects, an application for ethics approval was submitted to the research ethics committee termed as the research and promotion unit through the Dean [s] of student affairs. The application consists of informing concerning to the aims of the study, length of the surveys, the information that would be gauged through the questionnaire survey, and how the data would be collected, stored, and accessed. Furthermore, the committee [s] were informed that the participants are assured of their confidentiality and that personal information such as names would not be used in the final analysis of the research. As soon as the committee reviewed the application which took about 2 weeks, the senior research ethics administrator [s] granted permission for the study to be undertaken.

4.1. Data analysis

The data generated from the survey [i.e. administered questionnaire] were analysed using the 2016 Microsoft Excel statistical software using frequency counts and simple percentages presented in tables and graphs. In this study, the focus group responses were thematically analysed. This comprised of organizing and categorizing responses into patterns to generate various themes [Braun and Clarke, 2006]. Consistent with Krueger and Casey [2002] notion, the focus group interviews were transcribed and the additional non-verbal behaviours identified during the discussion session were noted. This includes head nods, smiles, frowns, or signs of boredom and was aligned with the transcription where appropriate. Additionally, other notes such as student statements were written down to aid in drawing connections between the interviews and the research question. Rather than looking for differences, the analysis focused on identifying common and collective responses which were then categorized and discussed thematically as it regards to students' perception and experience of using the internet for academic uses.

4.2. Socio-demographic characteristics of the respondents'

Table 2 presents the combined data on gender distribution of respondents in the respective institutions. Overall, they were more male [56%], than female [43.6%] participants. This could be due to the fact that in the Northeastern region of Nigeria, the male gender is given more priority to enroll into tertiary intuition than female gender. Specifically, UNIMAID had more male [59.5%] participants when compared with ADSU [57.8%] and TSU [51.8%], while TSU [48.2%] had more female participants than ADSU [42.2%] and UNIMAID [40.5%].

Table 3 highlights the age distribution of respondents in the respective institutions. Overall, a slight majority of the respondents [58.4%] ranged between 23 and 29 years, [30.4%] were 29 and above, and only [11.2%] were between 16 to 22 years. This could be due to the fact that only final year students participated in this study. ADSU had more respondents [35%, aged 29 and above] when compared with UNIMAID [28.6%] and TSU [27.7%].

Generally, the participants across the three institutions came from Languages and Linguistics [n = 35] 14%, Geography [n = 30] 12%, Political Sciences [n = 30] 12%, Sociology [n = 20] 8%, Mass Communication [n = 40] 16% Public Administration [n = 20] 8%; Philosophy [n = 25] 10% Theatre art [n = 30] 12%, and History [n = 20] 8%. Conversely, the focus group participant profile showed that [n = 9] 50% were female and [n = 9] 50% were male students with the age range of 2329 [see Table 1].

4.3. Internet resources accessibility, and its perceived benefits for academic research and learning

Table 4 is derived from the quantitative survey carried out among the 250 students drawn from three universities in North Eastern Nigeria. It presents the responses of internet availability, utilization, and impact on the student's academic research and learning. Results revealed that across the three institutions a total of [86.8%] students claimed they do not have adequate access to internet facilities on their campus. On the contrary, a trivial number of respondents [13.2%] asserted that they have adequate access to the internet on their campus. Compared to ADSU [12%] and UNIMAID [11.9%], TSU [15.7%] had more students that claimed to have adequate internet facilities on campus. The survey also found that about [89.6%] of the students affirmed that they make use of the internet for academic purpose, whilst [10.4%] do not. The students of TSU were heavier users of the internet compared with the other two institutions because about [96.4%] use the internet for their academic purposes.

In view of how much they employ the internet for academic purpose, more than half [62%] of the students claimed to use the internet on a daily basis, followed by [18%] who use it 2 to 5 times a week, [9.6%] use it once in a week, while a trivial number [10.4%] maintained a neutral response [see Table 4]. None of the students reported using the internet only when they have an assignment. It was also observed that TSU students [78.3%] use the internet more on a daily basis compared with ADSU [50%] and UNIMAID [40%].

With regards to the medium students use to access the internet in Northeastern Nigerian universities, results across the three sampled institutions showed that a slight majority of the students [52.8%] averred that they make use of their handsets/smartphones to access the internet, which might be due to the lack of efficient internet facilities on their campus. This is not surprising as [16.4%] of the students asserted that they use the cybercafé outside their university premises, and [8%] make use of their laptop and modem to access the internet. Only [12.4%] claim to use school café and [10.4%] remain neutral to the query put forward. Of the three institutions, ADSU [60.2%] students relied more on their mobile phones to access the internet compared with UNIMAID [50%] and TSU [48.2%].

Most of the students [84%] who responded to the questionnaire believed that the internet has and is still improving their academic research. However, few students [16%] claimed that the use of the internet has not actually enhanced their academic research and learning. TSU students [96.4%] had a strong conviction that the internet has and is still improving their academic research than UNIMAID [83.3%] and ADSU [72.3%]. With respect to the perceived benefits, students across the three institutions gained from internet utilization for their research and learning. A slight majority [52.8%] had the impression that increased access to current and valuable research found on the internet has been so beneficial and has improved their research in addition to other academic learning. Some of the students [16.4%] believe that the internet has facilitated their research process, that is, a task that would be completed in a long period of time now takes a shorter duration to complete. In addition, [12.4%] of the students acknowledged that information is easily retrieved from the internet and this has been so beneficial to their academic research and learning, while [8%] held the notion that the availability of numerous sources on the internet has brought a tremendous improvement in their academic research and learning, and [10.4%] maintained undecided response to the question raised. Of the three institutions, ADSU students [60.2%] had a stronger viewpoint that increased access to current and valuable research found on the internet has been so valuable, which in turn improved their research, as well as other academic learning.

4.4. The search engine and internet sources mostly used by the students for their academic research and learning

The types of the search engine used among the students varied across the institutions [See Fig.1]. About [52.8%] of students had more preference for Google and Google Scholar, followed by Yahoo search [16.4%], Bing [12.4%] and wink [8%], while [10.4%] were neutral. The findings demonstrated that ADSU students [60.2 %] were heavier users of Google and Google Scholar, followed by UNIMAID [50%] and TSU [48.2%]. Whilst TSU [24%] students claim to use Yahoo search more than UNIMAID [16.7%] and ADSU [8.4%].

Another target of this present study was to determine the internet sources preferred by the students. As shown in Fig.2, there were distinctive variations in their preferences. About [50.8%] of the students preferred online journals, followed by electronic books [18.4%], online projects or dissertation/thesis [12.4%] and conference proceedings online [8%]. On the other hand, [10.4%] of the students remained neutral. Out of the three institutions, ADSU students [60.2%] had more preference for online journals compared with UNIMAID [50%] and TSU [42.2%]. It was likewise observed that TSU students [30.1%] preferred electronic books compared with UNIMAID [16.7%] and ADSU [8.4%].

4.5. The challenges faced by students in accessing and utilizing the internet facilities

Approximately 86% of students claimed that their universities do not have an efficient cybercafé and internet facility. This problem appears to be more reported in UNIMAID and ADSU than TSU, suggesting that TSU somewhat have internet facilities comparable to the other two institutions. However, most of the students believed that the inefficient and inadequate internet facility within their university premises might have limited their access. This has resulted in the over-dependency on their mobile telephone, as well as purchasing internet data plans from other service providers such as mobile telecommunication company [MTN Group], Globacom, Etisalat and Airtel telecommunications company. This is one major aspect that hinders the student's regular access and utilization of the internet, which likely slowed down the pace of carrying out assignments given to them in school. It was observed that the subscription of data plan is sometimes problematic, as there are time lags in the internet connectivity and slow access speed of these networks.

A considerable number of the students had the opinion that compared to the higher institution in developed countries, their institutions need an electronic library, where they can easily access scientific journals from databases such as Elsevier, Springer, Taylor and Francis, Wiley, SAGE and Emerald. They believed that this will lessen the reliance on Google, Google Scholar and open access journals as well as will provide a means to explore other related scientific papers, in order to elevate their academic learning and research beyond its current situation. Some of the students observed that they come across substantial and relevant scientific papers online but could not gain access to them, due to lack of subscription to scientific databases by their institutions. The students noted that most scientific papers cost from $15 upward and this often restrict their access to scientific journals, as well as affecting their quality of research. The students also believed that the irregularity of power supply in their University premises, dormitory and homes, discourages internet accessibility for academic purposes, as sometimes they run out of power/battery on their mobile and Laptop devices. This submission means there is insufficient digital readiness among the sampled institutions. Nevertheless, the students still make it a priority to harness the essence of the internet through other self-generated means, and this has enhanced their research and learning to an extent.

4.6. The effect of accessing and utilizing electronic resources for academic research and learning

5.1. Suggestions to improve internet access and usage in tertiary educational settings

Our study revealed that the students seem to do well with the help of their smartphone, as well as a laptop and modem to access the internet facilities such as email, internet search engines [Google and Google Scholar] and communication platforms, despite the inefficient provision of internet facilities on their campuses. Yet, there are challenges raised by the students that require attention. Thus, this study proposes the following suggestions to improve internet access and usage for educational research and learning in the studied area.

• Tertiary institutions in developing countries should build efficient cybercafé as well as provide internet facility within their premises and subscribe electronic scientific database. This will enable more access beyond the use of smartphones as well as the use of open access resources such as e-journals, e-conferences, e-thesis and dissertation.
• The sampled institutions need an electronic library where the students can easily access scientific journals from databases such as Elsevier, Springer, Taylor and Francis, Wiley, and Emerald. This will lessen the reliance on Google and Google Scholar as well as provide the means to explore other related scientific papers which will improve their academic research and learning.
• Network providers such as MTN, Globacom, Etisalat Telecommunications Company and their collaborators should make it a priority to improve their network as well as reduce their tariff to enable students' purchase data at an affordable price. This will encourage the faster and easier download of research materials.
• The irregularity of power supply in the sampled University premises should be improved to encourage internet accessibility for academic purposes. This will reduce the running out of power/battery on the students mobile and Laptop devices, which often interrupt their use of the internet. When this is resolved, it will improve their academic research and learning at large.

5.2. Limitations and directions for future research

The findings of our study explain how students view the usage of the internet for their academic research and learning. It also generated useful data to build more understanding and insight into the use of the internet among students. Although, our study only focused on North-Eastern Nigerian students, which seems to be a limitation as it regards to the wider transferability and generalizability of this study findings. Nevertheless, our study is founded on real-life students' experiences, as such, contributes to enhancing the empirical research results that are beneficial for informing teaching and learning practice in higher educational settings. Also, there is an absence of detailed and rigorous statistical analysis. Investigators have argued that interpretive research such as this current research is not suitable for detailed statistical analysis as it is based merely on reporting perception [Myers, 2013; Walsham, 2001]. Nevertheless, a longitudinal and ethnographic study where a researcher spends a significant amount of time observing the students' use of internet resources would be valuable in providing richer insights about how internet resources impact students learning, research, and academic performance in general.

Author contribution statement

Oberiri Destiny Apuke, Timothy Onosahwo Iyendo: Conceived and designed the experiments; Performed the experiments; Analyzed and interpreted the data; Contributed reagents, materials, analysis tools or data; Wrote the paper.

Funding statement

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

Competing interest statement

The authors declare no conflict of interest.

Additional information

No additional information is available for this paper.

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