ICT Self-Efficacy and Academic Performance of Library and Information Science Undergraduates in Nigerian Federal Universities

Abstract

The integration of Information and Communication Technologies (ICTs) into higher education has transformed teaching and learning, influencing students’ academic performance. This study investigated the relationship between ICT self-efficacy and academic performance of Library and Information Science (LIS) undergraduates in Nigerian federal universities. A descriptive correlational survey was conducted with 2,150 undergraduates across 12 universities using a validated questionnaire with a reliability coefficient of α = 0.85. Data were analyzed with SPSS employing descriptive and inferential statistics. Results revealed a high level of ICT self-efficacy (mean = 3.23) and strong academic performance, with 68.4% of respondents achieving upper second-class or first-class honours. Pearson correlation indicated a significant positive relationship between ICT self-efficacy and academic performance (r = .269; p < 0.05), with Internet self-efficacy showing a slightly stronger association than computer self-efficacy. The study recommends integrating ICT-based tasks into LIS curricula to sustain and enhance technological competence and academic achievement. The findings highlight the importance of integrating ICT into LIS curricula to improve academic outcomes.