Prevalence, reinforcers and strategies for control of cyberloafing among students in the University of Development Studies, Ghana.

Abstract

In recent times, internet technology has gradually been integrated into university educational experience worldwide who now employ the use of internet in nearly all facets of their educational engagements. This has lifted a bigger part of classroom tasks of students as internet and technology use has activated transformation in teaching and learning as well as heightened productivity in the educational sector. This study examines cyberloafing activities among learners at the University for Development Studies (UDS) and its impact on their academic performance. The study employed the descriptive survey design. The study targeted 3000 education students offering Basic Education and Early Childhood as well as 693 students offering Community Health Nutrition at the University for Development Studies. The accessible population for this study were level 200 and 300 students offering Basic education and Early Childhood (463) as well as Community Health Nutrition (340). Questionnaires were adapted and used for the study. Data obtained from the research questions were analysed using frequency and percentages. From the findings, it can be concluded that the most engaged in cyberloafing activity among students was playing online games during lectures. Again, factors that influenced students to engage in cyberloafing activities were mainly teacher factors. Moreover, gender and programme of students did not differ significantly in terms of cyberloafing activities they engage in during lectures. However, age differs. Lastly, cyberloafing activities did not impact on students‟ academic performance. This study recommends that management of universities should regulate internet usage among students.