Information and Communication Technology Use as Determinants of Senior Secondary School Students’ Attitudes towards Learning in Southwest Nigeria

Abstract

Attitude toward learning remains a critical factor influencing students’ academic progress, yet
concerns persist regarding the disengagement of senior secondary school students in Southwest
Nigeria. Many learners struggle with low participation, irregular class attendance, and declining
enthusiasm, raising questions about the drivers of these trends. Given the increasing role of
technology in education, this study examined how Information and Communication Technology
(ICT) use predicts students’ attitudes toward learning in public senior secondary schools in the region.
A descriptive survey design was employed, targeting a population of 208,804 students across 2,262
schools. Using a multi-stage sampling procedure, 1,187 Senior Secondary School Two (SS2) students
were selected as participants. Data were collected with a self-constructed instrument, the Senior
Secondary School Students’ Attitudes toward Learning Questionnaire (SSSSALQ), which
demonstrated reliability (α = 0.789). Findings indicated that student attitudes toward learning was
low (x̄ = 2.4); ICT use was also low (x̄ = 2.19); Regression results showed that ICT use significantly
influenced students’ attitudes toward learning (β = 0.762, t = 39.367, p < 0.05). The study concluded
that enhancing ICT competence and integration within schools is essential to improving students’
engagement, attendance, and motivation. It was therefore recommended among others that schools
should adopt student-centered teaching methods that encourage participation, improve attendance,
and sustain enthusiasm for learning.