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Table 6. Purpose Of Using Online Tools For Reading By Undergraduates In Kwara State Universities Table 6 shows the response to the purpose of using online tools for reading by undergraduates in Kwara State Universities with 67 (17.4%) of respondents strongly agreed that undergraduate use online tools for examination, 70 (18.1%) of the respondents agreed while 195 (50.5%) of the respondents disagreed and 54 (10.0%) of the respondent strongly disagreed. This indicates that majority strongly disagreed that undergraduates' use online tools for examination. On the 166(43.0%) of the respondent strongly agreed with recreation as purpose for using online tools, 161 (41.7%) of the respondents agreed while 14 (11.4%) of the respondent disagreed and 15 (3.9%) of the respondents strongly disagreed. This is showing that a majority of respondents agreed with recreation as purpose by undergraduate for using online for reading. 332 (86.0%) of respondent have good perception about E-mail while 50 (14.0%) of respondents have poor yerception. Lastly, 44 (11.4%) of respondent have good perception on portal and 342 (88.6%) of ‘espondents have poor perception about portal as an online tool. The implication of this table to the table s that the majority of respondents have good perception on videos, websites, blog, Twitters, You-tubes ind E-mail as online tools. This implies that undergraduates’ in Kwara State have a very good perception ibout available online tools that could improve the reading habit of students.

Table 6 Purpose Of Using Online Tools For Reading By Undergraduates In Kwara State Universities Table 6 shows the response to the purpose of using online tools for reading by undergraduates in Kwara State Universities with 67 (17.4%) of respondents strongly agreed that undergraduate use online tools for examination, 70 (18.1%) of the respondents agreed while 195 (50.5%) of the respondents disagreed and 54 (10.0%) of the respondent strongly disagreed. This indicates that majority strongly disagreed that undergraduates' use online tools for examination. On the 166(43.0%) of the respondent strongly agreed with recreation as purpose for using online tools, 161 (41.7%) of the respondents agreed while 14 (11.4%) of the respondent disagreed and 15 (3.9%) of the respondents strongly disagreed. This is showing that a majority of respondents agreed with recreation as purpose by undergraduate for using online for reading. 332 (86.0%) of respondent have good perception about E-mail while 50 (14.0%) of respondents have poor yerception. Lastly, 44 (11.4%) of respondent have good perception on portal and 342 (88.6%) of ‘espondents have poor perception about portal as an online tool. The implication of this table to the table s that the majority of respondents have good perception on videos, websites, blog, Twitters, You-tubes ind E-mail as online tools. This implies that undergraduates’ in Kwara State have a very good perception ibout available online tools that could improve the reading habit of students.

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4 This conceptual model predicts that perception of students can affect the use online tools for improvement of the reading habit. This implies that when students are having good will about online tools, reading habits can be improved. The conceptual model also predicts that the frequency and purposes reading can be influenced by the use of online tools. This described that the use of online tools by undergraduates can make them persistently read. The conceptual model also predicts that benefits and challenges associated with the use of online tools can have negative of positive effect on reading habits of students.
4 This conceptual model predicts that perception of students can affect the use online tools for improvement of the reading habit. This implies that when students are having good will about online tools, reading habits can be improved. The conceptual model also predicts that the frequency and purposes reading can be influenced by the use of online tools. This described that the use of online tools by undergraduates can make them persistently read. The conceptual model also predicts that benefits and challenges associated with the use of online tools can have negative of positive effect on reading habits of students.
Source: University's Academic Planning Office ES REE SS REESE Ree eee Therefore, the sample size for this study at level of + 5% level of significance for population of 53, 130 students was 397. With total population of 76% for University of Ilorin, 18% for Kwara State University Malate and 6% for Al-Hikmah University, Ilorin. The breakdown of the sample size selection is shown below. This method was supported by Issa et al (2014). The study used self-designed questionnaire titled "Perception of Undergraduates on the Contributions of Online Tools Towards Improvement of Reading Habits in Kwara State (QPKSUCOTIRH)". Descriptive statistics of simple percentage and frequency count was used owing to its simplicity and ease of understanding.
Source: University's Academic Planning Office ES REE SS REESE Ree eee Therefore, the sample size for this study at level of + 5% level of significance for population of 53, 130 students was 397. With total population of 76% for University of Ilorin, 18% for Kwara State University Malate and 6% for Al-Hikmah University, Ilorin. The breakdown of the sample size selection is shown below. This method was supported by Issa et al (2014). The study used self-designed questionnaire titled "Perception of Undergraduates on the Contributions of Online Tools Towards Improvement of Reading Habits in Kwara State (QPKSUCOTIRH)". Descriptive statistics of simple percentage and frequency count was used owing to its simplicity and ease of understanding.
Table 3. Demographic Information of Respondents Sulaiman, K. A. & Akanbi, M. L. (2020). Perception of undergraduates on the contributions on online tools toward improvement of reading habit in Kwara state universities. Record and Library Journal, 6(2), 175- 188 Open access under Creative Commons Attribution-Non Commercial-Share A like 4.0 International Licence
Table 3. Demographic Information of Respondents Sulaiman, K. A. & Akanbi, M. L. (2020). Perception of undergraduates on the contributions on online tools toward improvement of reading habit in Kwara state universities. Record and Library Journal, 6(2), 175- 188 Open access under Creative Commons Attribution-Non Commercial-Share A like 4.0 International Licence
<abir Alabi Sulaiman | Perception of undergraduates on the contributions on online tools toward improvement of reading habit in Kv state universities Table 3 presents the demographic information of the respondents and it shows that 186 (48.2%) of the respondents were between 15-20 years of age. 170 (44.0%) of the respondents were between 21-25 years of age, while 30 (7.8%) of the respondents were between 26-30 years of age and 0 (0%) of respondents were between 31 years and above. This indicates that the majority of respondents were between 15-20 years of age. On the response to the gender of respondents 132 (32.2%) of the respondents were male and 254 (65.8%) of the respondents were female. This shows that the majority of respondents were female.
<abir Alabi Sulaiman | Perception of undergraduates on the contributions on online tools toward improvement of reading habit in Kv state universities Table 3 presents the demographic information of the respondents and it shows that 186 (48.2%) of the respondents were between 15-20 years of age. 170 (44.0%) of the respondents were between 21-25 years of age, while 30 (7.8%) of the respondents were between 26-30 years of age and 0 (0%) of respondents were between 31 years and above. This indicates that the majority of respondents were between 15-20 years of age. On the response to the gender of respondents 132 (32.2%) of the respondents were male and 254 (65.8%) of the respondents were female. This shows that the majority of respondents were female.
Table 4. Online Tools Used By Undergraduates' For Reading In Kwara State Universities? Source: Field Survey (2020) Note: SA: Strongly agree, A: Agree, Disagree, SD: Strongly disagree
Table 4. Online Tools Used By Undergraduates' For Reading In Kwara State Universities? Source: Field Survey (2020) Note: SA: Strongly agree, A: Agree, Disagree, SD: Strongly disagree
Table 5. Perception of Undergraduates With Use Of Online Tools Toward Improvement Of Reading In Kwara State I a I ca a ae Furthermore, few 79 (20.5%) of the respondents strongly agreed with the portal as online tools, 123 (31.9%) of the respondents agreed while 130 (33.7%) of the respondents and 54 (14.0%) of the ‘espondents strongly disagreed. This shows that the majority of respondents disagreed with the portal as 1 tool for reading. Of the 104 (26.9%) respondents strongly agreed with networking sites as a tool for eading, 146 (37.8%) of the respondent agreed while 84 (21.8%) of the respondent disagreed and 52 13.5%) of the respondents strongly disagreed. This indicates that the majority of respondents agreed with wailability of blog, videos, websites, Facebook, twitters, e-mail, You tubes of as an online tool for reading und networking and portal was not available to undergraduates for reading.
Table 5. Perception of Undergraduates With Use Of Online Tools Toward Improvement Of Reading In Kwara State I a I ca a ae Furthermore, few 79 (20.5%) of the respondents strongly agreed with the portal as online tools, 123 (31.9%) of the respondents agreed while 130 (33.7%) of the respondents and 54 (14.0%) of the ‘espondents strongly disagreed. This shows that the majority of respondents disagreed with the portal as 1 tool for reading. Of the 104 (26.9%) respondents strongly agreed with networking sites as a tool for eading, 146 (37.8%) of the respondent agreed while 84 (21.8%) of the respondent disagreed and 52 13.5%) of the respondents strongly disagreed. This indicates that the majority of respondents agreed with wailability of blog, videos, websites, Facebook, twitters, e-mail, You tubes of as an online tool for reading und networking and portal was not available to undergraduates for reading.
Table 7 shows the response to distribution of respondents by frequency of using online tools with 130 (33.7%) of respondents uses videos very often, 123 (31.9%) of respondents uses it often while 79 20.5%) of respondents not often uses it and 54 (14.0%) of respondent rarely use it. 189 (49.0%) of ‘espondents uses websites as online tools very often, 154 (39.9%) of respondents uses it often while 14 3.6%) of respondents not often uses it and 29 (7.5%) of respondents rarely uses it. 168 (43.5%) of ‘espondents uses Facebook very often, 140 (36.3%) of respondents uses it often while 64 (16.6%) of espondents not often and 14 (3.6%) of respondent rarely use it. AA Anantar QAT (QQ QA... AF vacnnnAanta r0dacdc hlannw warty nftan JA (KL OG.’ nf vacnnnAant wcac it rnftan
Table 7 shows the response to distribution of respondents by frequency of using online tools with 130 (33.7%) of respondents uses videos very often, 123 (31.9%) of respondents uses it often while 79 20.5%) of respondents not often uses it and 54 (14.0%) of respondent rarely use it. 189 (49.0%) of ‘espondents uses websites as online tools very often, 154 (39.9%) of respondents uses it often while 14 3.6%) of respondents not often uses it and 29 (7.5%) of respondents rarely uses it. 168 (43.5%) of ‘espondents uses Facebook very often, 140 (36.3%) of respondents uses it often while 64 (16.6%) of espondents not often and 14 (3.6%) of respondent rarely use it. AA Anantar QAT (QQ QA... AF vacnnnAanta r0dacdc hlannw warty nftan JA (KL OG.’ nf vacnnnAant wcac it rnftan
a Furthermore, 84 (21.8%) of respondents very often uses E-mail as online tools, 146 (37.8%) of respondent often uses it while 104 (26.9%) of respondents not often uses it and 52 (13.5%) of respondents rarely uses it. 15 (3.9%) of respondents uses Portal as online tool very often, 29 (7.5%) of respondents uses it often while 188 (48.7%) of respondents not often uses it and 154 (39.9%) of respondents rarely uses it. 29 (7.5%) of respondents uses networking as online tool very often, 14 (3.6%) of respondent often uses it while 154 (39.9%) of respondent not often uses it and 189 (49.0%) of respondents rarely uses networking as an online tool. The implication of this table shows that majority of respondents use videos, websites, Facebook, blog, twitters, YouTube and e-mail frequently for reading and majority of agreed that they do not use the portal and networking sites for reading as others. To cite this document: Sulaiman, K. A. & Akanbi, M. L. (2020). Perception of undergraduates on the contributions on online tools toward improvement of reading habit in Kwara state universities. Record and Library Journal, 6(2), 175- 188 Open access under Creative Commons Attribution-Non Commercial-Share A like 4.0 International Licence
a Furthermore, 84 (21.8%) of respondents very often uses E-mail as online tools, 146 (37.8%) of respondent often uses it while 104 (26.9%) of respondents not often uses it and 52 (13.5%) of respondents rarely uses it. 15 (3.9%) of respondents uses Portal as online tool very often, 29 (7.5%) of respondents uses it often while 188 (48.7%) of respondents not often uses it and 154 (39.9%) of respondents rarely uses it. 29 (7.5%) of respondents uses networking as online tool very often, 14 (3.6%) of respondent often uses it while 154 (39.9%) of respondent not often uses it and 189 (49.0%) of respondents rarely uses networking as an online tool. The implication of this table shows that majority of respondents use videos, websites, Facebook, blog, twitters, YouTube and e-mail frequently for reading and majority of agreed that they do not use the portal and networking sites for reading as others. To cite this document: Sulaiman, K. A. & Akanbi, M. L. (2020). Perception of undergraduates on the contributions on online tools toward improvement of reading habit in Kwara state universities. Record and Library Journal, 6(2), 175- 188 Open access under Creative Commons Attribution-Non Commercial-Share A like 4.0 International Licence
ee It is also observed that 86 (22.3%) of the respondents agreed with distraction by the fallout from technological innovation, majority of 226 (58.5%) of the respondents agreed while 45 (11.7%) of the respondents disagreed and 29 (7.5%) of the respondents strongly disagreed to distraction by the fallout from technological innovation as challenge to use of online tools for reading. The implication of this table of the study shows that the majority of respondents agreed with economic, lack of technological know- how, poor power supply, geographical location of students and distraction from fallout from technological innovation as challenges to the use of online tools for reading among undergraduates' in Kwara State. Note: SA: Strongly agree, A: Agree, D: Disagree, SD: Strongly disagree
ee It is also observed that 86 (22.3%) of the respondents agreed with distraction by the fallout from technological innovation, majority of 226 (58.5%) of the respondents agreed while 45 (11.7%) of the respondents disagreed and 29 (7.5%) of the respondents strongly disagreed to distraction by the fallout from technological innovation as challenge to use of online tools for reading. The implication of this table of the study shows that the majority of respondents agreed with economic, lack of technological know- how, poor power supply, geographical location of students and distraction from fallout from technological innovation as challenges to the use of online tools for reading among undergraduates' in Kwara State. Note: SA: Strongly agree, A: Agree, D: Disagree, SD: Strongly disagree
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PsychologyPerceptionReading Process
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