E. P. IKUEREYE

This study focuses on investigating the role of mobile learning apps in improving chemistry student's understanding of chemistry in Nigerian universities aiming to assess its impact on Chemistry students' Understanding. Four research questions guided the investigation, exploring the role mobile learning apps play in students' ability to recall facts, understand Chemistry concepts, conceptualize practical and motivation to learn Chemistry. This study employed a survey research design, which enabled researchers to make generalizations about the entire population based on the sample data. The population of the study consisted of 216 students. A sample of 100 students was selected from this population using simple random sampling. A 20-item questionnaire was designed to gather information from respondents. This questionnaire was validated by the researcher's project supervisor and two other lecturers. Additionally, a pilot test was conducted to determine the reliability of the questionnaire, which yielded a Cronbach Alpha coefficient of 0.701. Data were collected through questionnaire administration and the collected data underwent careful organization and tabulation to ensure clarity and accessibility, and were then analyzed to draw meaningful conclusions. Through a thorough analysis on the study guided by four research questions, the findings gotten revealed a positive impact of mobile learning apps in students' ability to recall facts, understand Chemistry concepts, conceptualize practical and students' motivation to learn Chemistry. The study recommends that lecturers promote the use of mobile learning applications that support memory recall and provide interactive tools for chemistry practical. Continuous research and investment are necessary to improve existing applications and align them with students' learning needs. Educational stakeholders should also promote awareness of the benefits of mobile learning applications. The study concludes that these applications significantly improve chemistry students' understanding and learning outcomes, making them a valuable tool in chemistry education.

The rapid growth of Artificial Intelligence (AI) has reshaped academic practices in higher education, creating both opportunities and ethical concerns. This study investigated the ethical issues associated with AI use among undergraduate students in Nigerian universities, with a focus on the University of Benin. The research examined how AI tools encourage plagiarism, affect academic integrity, contribute to dependence, promote academic laziness, and influence examination malpractice. A descriptive survey design was employed, and data were collected from seventy (70) undergraduate students across different faculties using a structured questionnaire. The results, analyzed through frequency counts, percentages, means, and standard deviations, revealed that AI tools significantly encourage plagiarism and undermine academic integrity. While students did not show strong overall dependence on AI, findings indicated that selective use promotes moderate laziness and creates new opportunities for exam malpractice. The study concludes that although AI can enhance learning efficiency, its misuse poses serious ethical challenges. It recommends that universities develop policies, awareness programs, and training initiatives to guide students toward responsible AI use, ensuring that technological benefits align with academic integrity and genuine learning

This study was carried out to identify the role of ICT as a change agent for quality education in tertiary institutions development in Edo State. The research was carried out as a survey research using relevant literature from journals, magazines, books and the internet. Four research questions were raised and analyzed for the purpose of the study. A random sampling technique was used in selection of two hundred and fifty (250) undergraduate students from 100 level to 600 level which would be randomly selected faculty of Law, Education, Life science, Management Science, and Physical science, 50 students from each of the above-mentioned faculties. The data were collected with questionnaire instrument and analyzed using simple percentage. The result revealed that; computers, smartphones, digital libraries, Google, internet facility, Computer laboratories multimedia projectors, and laptops were predominantly used by tertiary institutions students in Edo state, the use of ICT in tertiary institutions brings about better pedagogy in learning and helps to provide individualized learning, incorporating the use of technological applications allows students to participate in higher-order thinking and improve their performance and information Technology
helps students to expand their knowledge in learning. And factors impeding the usage of ICT in Edo state tertiary institutions are, scarcity of ICT materials for obtaining information, epileptic power supplies, high acquisition and maintenance cost of ICT
equipment, and most likely, Insufficient time to prepare electronic-based materials by lecturers. Based on the results, it was recommended that tertiary institutions should be equipped with modern and advanced technological infrastructure to enable the effective use of appropriate technologies required for teaching and learning programmes, government at all levels should make available adequate funds and resources, particularly for the funding and sustenance of tertiary education, students in tertiary institutions should be encouraged on the use of internet to solve their academic problems and the Government should ensure the constant supply of power to tertiary institutions to aid the use of ICT associated facilities, and in view of the uniqueness of ICT, staff of tertiary institutions should measure up to the demands of new technology for knowledge creation. The benefits of ICT should be effectively harnessed in teaching and learning, for personal use in research, publication of articles, communication within and outside the institutions as well as social

The study investigated the role of ICT as a change agent for quality education in tertiary institutions in Nigeria. Three research questions were raised to guide the study. The population of the study comprised of over eighty thousand undergraduate students (80,000) in tertiary institutions of Edo State while the sample for the study comprised two hundred and eight (208) students randomly selected from different schools. Structured questionnaires titled: The role of ICT as a change agent for quality education in tertiary institutions in Nigeria was used for data collection. The questionnaire was validated by the researcher's supervisor as well as two other experts in the Department of Curriculum and Instructional Technology while the Cronbach’s alpha reliability method was adopted to ascertain the reliability of the instrument which yielded a co-efficient index of .766. Data were analyzed with simple percentage, mean and standard deviation. The study concluded that ICT is a change agent for quality education in tertiary institutions. Strategies for effective use and implementation of ICT in tertiary institutions. From statistics, the percentage of students who agree that the ICT is a change agent for quality education in tertiary institutions is hundred percent (100%) which means that all students see ICT is a change agent for quality education in tertiary institutions