Perceived Behavioural Control attitudes and use of mLearning apps among Undergraduate students in a Nigeria University

Background: This study explores the role of mobile learning (mLearning), defined as the use of mobile or wireless devices for learning on the go, as a critical component of Information Technology in tertiary education, specifically within the Faculty of Education at the University of Ibadan.

Method: A descriptive cross-sectional survey design was adopted. The population comprised 2,360 students from first to final year across ten departments in the Faculty of Education. Using a 95% confidence level, a simple random sampling technique selected 333 students. Data were collected via a questionnaire and analyzed using descriptive statistics, including frequency counts and percentages.

Findings/Results: The study found that 97.5% (325) of respondents used the Telegram mobile learning app, while 95% (319) used WhatsApp. Additionally, 53.8% (172) strongly agreed they attended classes primarily to meet examination eligibility requirements, and 41.3% (132) strongly agreed they completed assignments independently. Regarding attitudes, 31.6% (101) strongly agreed they used mobile learning platforms only when attendance was mandatory. Perceived behavioural control significantly influenced platform usage.

Implications: The widespread use of social media platforms for mLearning highlights their accessibility but raises concerns about credibility and academic rigor in tertiary education.

Conclusion: Mobile learning platforms, particularly social media apps, are extensively used by students, but their adoption is often driven by mandatory requirements rather than intrinsic motivation, with perceived behavioural control playing a significant role.

Recommendations: Universities should develop institution-specific mobile learning platforms to enhance credibility and reduce reliance on social media for academic purposes, fostering a more structured and reliable mLearning environment