*1Adebayo Emmanuel Alimi, 2Jamiu Muhammed Okikiola, 3Bolanle Hafsat Sallah, 4Iyabo Romoke Ajala, and 5James Adedeji Ajayi
*1,2&3Department of Educational Technology, Faculty of Education, University of Ilorin, Ilorin, Nigeria. Email: eaalimi@unilorin.edu.ng1*, Okiki91@gmail.com2, sallahbolanle@gmail.com3 ORCID: https://orcid.org/my-orcid?orcid=0009-0001-5336-76881
4Department of Educational Technology, Faculty of Education, University of Ilesa, Ilesa, Osun State, Nigeria. E-mail: romoke_ajala@unilesa.edu.ng
5Bamidele Olumilua University of Education, Science and Technology, Department of Educational Technology, Ikere-Ekiti, Nigeria. E-mail: ajayi.james@bouesti.edu.ng
Abstract
Google Workspace for Education (GWfE) is a cloud-based suite of productivity tools designed to facilitate learning, collaboration, and communication in academic settings. However, disparities exist in its access across universities in Kwara State, influenced by institutional ownership, students’ access to digital resources, and infrastructural constraints. This study comparatively examines the access to, and challenges of Google Workspace among undergraduates in three universities in Kwara State based on ownership. A descriptive design of the survey type was adopted for the study. The total population comprised 88,552 where a sample of 396 undergraduates was selected using Israel’s (2013) model. Data was collected using a researcher-developed structured questionnaire titled "Access and Utilization of Google Workspace for Education Questionnaire (AUGWEQ)". The instrument was validated by experts in Educational Technology and Measurement and Evaluation. The reliability of the instrument was determined using Cronbach’s alpha, yielding an index value of 0.82, indicating high internal consistency. Data were analyzed using descriptive and inferential statistics; hypotheses tested using t-tests and ANOVA. Findings indicated that, while federal university students have relatively better access due to institutional support, State and private university students experience varying degrees of challenges, including internet instability, lack of training, and inadequate devices. The study concluded that, it is evident that access to Google workspace does not guarantee effective utilization hence institutions must address infrastructural, technical, and human capacity issues that affect the full adoption of digital educational tools. The study recommended improving digital literacy training, institutional investments in technology infrastructure, and policy frameworks to bridge disparities in digital resource adoption among others.
Keywords
Google Workspace, Digital Learning, Higher Education, Institutional Ownership, Technology Adoption
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