INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)  
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue X October 2025  
Comparative Analysis of ICT Utilization Among  
Women in Academics at the University of Benin and Adekunle Ajasin  
University  
Margaret Omolara Akerele, Dr Omoregie Iyobosa Humphrey  
Department Of Adult and Continuing Education Faculty of Education University of Benin City, Nigeria  
DOI: https://dx.doi.org/10.51244/IJRSI.2025.1210000254  
Received: 25 October 2025; Accepted: 02 November 2025; Published: 18 November 2025  
ABSTRACT  
This study examines and compares the level of Information and Communication Technology (ICT) utilization  
among women in academics at the University of Benin (UNIBEN) and Adekunle Ajasin University (AAUA).  
The study investigates the extent to which female academic staff employ ICT tools for teaching, research, and  
communication purposes, and how institutional context influences this usage. Using a structured questionnaire  
administered to a sample of 180 respondents, the study adopted a descriptive survey design and employed  
inferential statistics to assess differences in ICT engagement between the two universities. Results indicate  
significant disparities in access, frequency of use, and perceived productivity outcomes, with women in  
UNIBEN demonstrating higher engagement in research-oriented ICT tasks. The findings suggest the need for  
institutional reforms to address gender-sensitive ICT policies and infrastructural improvements to promote  
inclusivity.  
Keywords: ICT utilization, women in academics, digital divide  
INTRODUCTION  
The transformative influence of Information and Communication Technology (ICT) on all aspects of modern  
life cannot be overemphasised. ICT refers to a diverse set of technological tools and resources used to transmit,  
store, create, share or exchange information, including computers, the internet, broadcasting technologies, and  
telephony (Khyade, 2022). In the context of higher education, ICT has revolutionized the delivery of  
knowledge, research, and administrative operations. The shift from analogue to digital operations has redefined  
academic practices, enabling flexibility, efficiency, and innovation in teaching and learning processes (Adelabu  
& Adu, 2019).  
Globally, ICT has been embraced as a catalyst for educational transformation. The World Summit on the  
Information Society (WSIS) emphasized the role of ICT in advancing inclusive education and bridging  
information gaps (UNESCO, 2015). In Nigerian universities, the implementation of ICT policies and the  
deployment of digital tools have been on the rise, with institutions striving to digitalize their academic and  
administrative operations (Aduwa-Ogiegbaen & Iyamu, 2020). Universities such as the University of Benin  
and Adekunle Ajasin University have made various strides in ICT adoption, albeit with varying degrees of  
success and support structures. Despite the advances in ICT infrastructure and policy, a significant digital  
divide persists, particularly along gender lines. Women in academia often encounter unique challenges in  
accessing and utilizing  
ICT tools, ranging from socio-cultural barriers to institutional neglect (Hafkin, 2018). These disparities are  
embedded in structural inequalities and are further exacerbated by inadequate training, limited digital literacy,  
and rigid work schedules that disproportionately affect female lecturers (Gurumurthy, 2021).  
Theoretical models such as the Technology Acceptance Model (TAM), the Diffusion of Innovations (DOI),  
and the Unified Theory of Acceptance and Use of Technology (UTAUT) offer insights into the factors  
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influencing ICT adoption. TAM emphasizes perceived usefulness and perceived ease of use as determinants of  
technology acceptance (Davis, 2019). DOI, developed by Rogers (2011), categorizes adopters based on their  
readiness to embrace innovation, ranging from innovators to laggards. UTAUT integrates key constructs from  
previous models, identifying performance expectancy, effort expectancy, social influence, and facilitating  
conditions as core determinants of technology use (Venkatesh et al., 2018). These frameworks are particularly  
useful in understanding how female academics perceive, accept, and integrate ICT tools into their professional  
routines.  
ICT usage in academia transcends teaching; it includes research activities, student interaction, conference  
participation, curriculum development, and administrative duties. Effective ICT utilization enhances research  
output, facilitates access to academic resources, and supports pedagogical innovation (Olatokun, 2021).  
Women in academics, who are often burdened with balancing family responsibilities and professional  
expectations, stand to benefit greatly from ICT if adequately supported. Through ICT, they can access virtual  
libraries, participate in online professional development, collaborate with peers across the globe, and engage in  
remote teaching (Okukpon & Akerele, 2015). However, studies reveal that women in Nigerian academia are  
still underrepresented in ICT adoption. Hafkin (2018) noted that gender disparities in ICT are reinforced by  
cultural norms that restrict women’s mobility and participation in male-dominated technological spaces.  
Similarly, Saeed and Farooqi (2019) observed that work-life imbalance and lack of institutional support inhibit  
women’s professional engagement with digital tools. According to Ojo, Odunlade, and Adekanye (2023),  
research productivity, a key criterion for academic promotion, is highly dependent on ICT access and use,  
which is a factor that places women at a disadvantage in the absence of targeted interventions.  
UNESCO (2020) has highlighted the need for gender-sensitive ICT policies that acknowledge the specific  
needs of women in academia. The Sustainable Development Goals (SDGs), particularly Goal 5, underscore the  
importance of empowering women through technology. In line with this, Nigerian universities must develop  
inclusive strategies that provide equal opportunities for female lecturers to access ICT infrastructure,  
participate in digital training, and contribute meaningfully to academic discourse.  
In the light of these considerations, this study undertakes a comparative analysis of ICT utilization among  
women in academics at the University of Benin (UNIBEN) and Adekunle Ajasin University (AAUA). These  
two institutions represent contrasting institutional contexts UNIBEN as a federal university with relatively  
robust ICT systems, and AAUA as a state university navigating resource limitations. This comparative lens  
enables the exploration of how institutional environments mediate ICT engagement among female academic  
staff. Understanding these dynamics is essential for promoting equity in digital access and enhancing the  
professional experiences of women in academia. This study not only contributes to the literature on gender and  
ICT in higher education but also offers practical recommendations for policy reform and institutional  
development.  
Statement of the Problem  
Despite the increasing availability of ICT infrastructure in Nigerian universities, women in academics  
continue to experience constraints in access and utilization. While some progress has been made in promoting  
digital inclusivity, however, there appears to be some disparities across institutions in Nigeria. The extent to  
which institutional factors influence ICT engagement among female academic staff has not been fully  
explored. This study seeks to fill this gap by comparing the level of ICT utilization among women in  
academics in UNIBEN and AAUA, with a focus on identifying differences in access, usage patterns, and  
perceived productivity outcomes.  
Research Questions  
The study was guided by the following research questions:  
1. What ICT applications are commonly used by women in academics in the two universities?  
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2. Is there a significant difference in the level of ICT utilization between the two universities?  
3. Is there a difference in the ICT infrastructures available to women in academics between in UNIBEN  
and  
AAUA?  
Research Hypotheses  
The research questions 2 and 3 were reformulated into the following hypotheses and tested at 0.05 level of  
significance:  
H01: There is no significant difference in the level of ICT utilization among women in academics in UNIBEN  
and AAUA.  
H02: There is no significant difference in the ICT infrastructures available to women in academics between in  
UNIBEN and AAUA.  
METHODOLOGY  
The study adopted a descriptive survey design to explore and compare ICT utilization among women academic  
staff in UNIBEN and AAUA. A structured questionnaire was the main instrument for data collection. The  
target population comprised female academic staff across faculties in both universities. A total of 180  
respondents (90 from each university) were selected using purposive and stratified sampling techniques to  
ensure representation across various academic ranks and departments. The questionnaire was divided into  
sections addressing demographic information, availability and access to ICT infrastructure, frequency of ICT  
usage, and perceptions of ICT impact on academic productivity.  
The instrument was subjected to both face and content validity by experts in educational technology and  
measurement. A pilot test was conducted among 20 female academic staff from another university, yielding a  
Cronbach’s alpha coefficient of 0.82, confirming its reliability. Data were collected through direct  
administration and online survey links distributed via institutional mailing lists. Descriptive statistics such as  
means and ranking were used to analyze responses, while inferential statistics including t-tests and Pearson’s r  
were used to test the hypotheses at 0.05 level of significance.  
RESULTS  
The results of the collected analysed data were systematically presented in tables and discussed.  
Research Question 1: What ICT applications are commonly used by women in academics in the two  
universities?  
Table 1: Data on the ICT Applications Commonly Used by Women-in-Academics in the Two Universities  
ICT Application  
UNIBEN Mean Score AAUA Mean Score Cluster Mean  
Rank  
Microsoft Word  
3.65  
3.53  
3.52  
3.35  
3.42  
3.59  
3.44  
3.46  
1
2
3
Email (e.g., Gmail, Yahoo)  
WhatsApp  
purposes  
for  
academic 3.49  
ICT Application  
UNIBEN Mean Score AAUA Mean Score Cluster  
Mean  
Rank  
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Google Scholar/ResearchGate  
PowerPoint for presentations  
SPSS and data analysis tools  
3.40  
3.32  
2.90  
3.10  
3.18  
3.62  
2.31  
3.25  
3.25  
2.76  
2.52  
4
5
6
7
Online  
journal  
databases 2.72  
(JSTOR,  
AJOL)  
Learning Management Systems 2.40  
2.55  
2.35  
2.48  
2.28  
8
9
Social  
media  
(Twitter, 2.21  
Facebook)  
Source: Survey Data, 2025  
As shown in Table 1, both universities' female academic staff commonly use basic and communication  
oriented ICT applications such as Microsoft Word, Email, and WhatsApp, with the highest mean scores and  
top three ranks. These tools are essential for document preparation, correspondence, and group  
communication. Research-related platforms such as Google Scholar/ResearchGate and presentation software  
like PowerPoint follow closely, indicating moderate to high engagement with scholarly dissemination tools.  
However, more specialized applications like SPSS, online databases, and Learning Management Systems  
(LMS) were used less frequently, indicating either limited access, insufficient training, or lower emphasis on  
digital teaching platforms, particularly in AAUA. Surprisingly, social media tools ranked lowest, suggesting  
minimal use for professional or academic purposes. This pattern underscores a trend: female academics utilize  
ICT tools most often for basic communication, documentation, and teaching support, with less frequent use of  
advanced data analysis and eresource systems, especially in the state university setting.  
H01: There is no significant difference in the level of ICT utilization among women in academics in UNIBEN  
and AAUA.  
To test this hypothesis, the average overall ICT utilization scores of female academics in both universities  
were compared using an independent samples t-test.  
Table 2: Independent Samples t-test of ICT Utilization Between UNIBEN and AAUA  
Institution  
UNIBEN  
AAUA  
Mean Score  
3.23  
SD  
t
p-value Decision  
0.4920 Not Significant  
0.46  
0.51  
3.82  
2.94  
Significance level: p < 0.05  
Table 2 presents the result of the independent samples t-test used to test Hypothesis 1. The mean score for the  
overall ICT utilization by women in academics in UNIBEN was 3.23, while for AAUA, it was 2.94. The t-  
value was 3.82, with a corresponding p-value of 0.4920. Although the mean score for UNIBEN (3.23) was  
marginally higher than that of AAUA (2.94), the p-value of 0.4920 is well above the 0.05 threshold, indicating  
that the observed difference may have occurred by chance. Consequently, the null hypothesis stating that there  
is no significant difference in ICT utilization across the two institutions was retained.  
H02: There is no significant difference in the ICT infrastructures available to women in academics between in  
UNIBEN and AAUA  
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This hypothesis was tested using the independent samples t-test to compare the mean ratings of ICT  
infrastructure availability between the two universities. The result is presented in Table 3.  
Table 3: Data on the Differences in ICT Infrastructure Availability Between UNIBEN and AAUA  
ICT Infrastructure  
UNIBEN  
Score)  
(Mean AAUA (Mean  
Score)  
t-  
p-  
value  
Significance  
Internet Access (Wi-Fi)  
4.32  
4.11  
3.89  
2.13 0.035 Significant  
Personal  
Access  
Desktop/Laptop 4.05  
1.77 0.079 Not  
Significant  
Access  
Databases  
Access to  
to  
E-Journal 4.18  
3.74  
3.45  
3.21 0.002 Significant  
2.98 0.004 Significant  
3.91  
3.55  
Projectors/Smartboards  
ICT Training Centres  
3.38  
1.24 0.218 Not  
Significant  
*Significant at p < 0.05  
Table 3 revealed that there are statistically significant differences in the availability of certain ICT  
infrastructures between UNIBEN and AAUA: Internet Access, e-Journal Databases, and Presentation  
Equipment (e.g., projectors, smartboards) are significantly more available in UNIBEN than in AAUA.  
However, there is no significant difference in access to personal computers and ICT training centres. This  
shows that institutional support and funding structures, which tend to favour federal universities like UNIBEN,  
may have influenced the depth and quality of ICT infrastructure provided to academic staff. In contrast,  
AAUA, as a state institution, appears to be operating with comparatively limited infrastructure. It can however  
be concluded that there is partial evidence of differences in ICT infrastructure across the two universities.  
DISCUSSION OF FINDINGS  
The study revealed that both universities’ female academic staff engage more frequently with basic and  
communication-oriented ICT applications such as Microsoft Word, Email, and WhatsApp. These tools ranked  
highest in both institutions, revealing that documentation, correspondence, and peer-to-student communication  
remain the primary digital functions integrated into their academic work. This aligns with the submission of  
Ajayi (2019), who noted that ICT engagement among women in Nigerian universities is largely utilitarian and  
centered on fundamental operations such as typing, emailing, and file sharing.  
The moderate utilization of platforms like Google Scholar and PowerPoint reflects growing awareness and use  
of scholarly dissemination tools. However, the less frequent usage of advanced ICT tools such as SPSS, online  
journal databases, and Learning Management Systems points to deeper structural issues. This finding  
corroborates Aduwa-Ogiegbaen, and Iyamu (2020), who observed that the underutilization of analytical and  
eresource platforms by female lecturers is often tied to lack of institutional exposure, insufficient training, and  
inadequate infrastructure support. Interestingly, Learning Management Systems and social media tools ranked  
among the lowest in both institutions. This suggests that while online learning platforms have become standard  
in global higher education, their adoption among Nigerian female academics remains minimal. One possible  
reason is that these platforms require a higher degree of digital literacy and sustained institutional push for  
integration. Olatokun (2021) highlighted this concern in his evaluation of digital adoption in Nigerian tertiary  
education, noting that gender disparities in technology use are partly reinforced by uneven exposure to  
advanced ICT tools and minimal follow-up support for female lecturers after introductory workshops.  
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The trend emerging from the data reveals that although female academic staff are increasingly open to using  
ICT, their engagement remains largely surface-level and restricted to day-to-day administrative and  
communication tasks. There is limited transition into deeper scholarly applications such as data analytics,  
academic networking platforms, or interactive e-teaching environments. The findings emphasize the need for  
institutional strategies that move beyond providing basic ICT access, towards developing structured, gender  
sensitive training programs that build capacity in more specialized ICT applications.  
The study also revealed that the difference in the level of ICT utilization among women in academics between  
UNIBEN and AAUA is not statistically significant. This finding suggests that, despite differences in  
institutional status (federal versus state) and associated levels of funding and infrastructural support, female  
academic staff in both universities relatively exhibit similar levels of engagement with ICT tools. This may  
imply that personal interest, motivation, general awareness, and ICT policies may be playing a more unifying  
role in ICT usage than previously assumed. This result aligns with the observation of Ajayi (2019), who argued  
that although institutional environments differ, the general trend among women in Nigerian universities shows  
growing acceptance and usage of ICT tools for teaching, communication, and basic research tasks. He noted  
that recent national ICT capacity-building initiatives, such as workshops and e-learning platforms, have had a  
leveling effect across institutions.  
In the same vein, Saeed and Farooqi, (2019) emphasized that while access to ICT infrastructure may vary, the  
actual utilization of ICT among female lecturers is often driven more by necessity and individual initiative than  
by institutional support alone. Her study found that women across various institutions, including state  
universities, demonstrated increasing confidence in using basic ICT tools for administrative and academic  
purposes. Furthermore, Olatokun (2021) supports this position, asserting that even in resource-constrained  
environments, female academics are increasingly leveraging personal devices and internet connectivity to  
access digital tools. He concluded that digital literacy and proactive self-development are closing the gap that  
institutional disparities once widened. This finding therefore challenges the assumption that women in state  
universities are necessarily disadvantaged in ICT usage. Instead, it points to a growing convergence in ICT  
utilization patterns, likely facilitated by broader access to mobile technology, digital resources, and Nigeria’s  
academic culture that now expects basic digital competence from all staff, regardless of institutional type.  
It was also established in the study that there are statistically significant differences in the availability of  
certain ICT infrastructures between the University of Benin (UNIBEN) and Adekunle Ajasin University  
(AAUA). Specifically, UNIBEN recorded significantly higher mean scores in access to Internet services  
(WiFi), e-journal databases, and presentation equipment (e.g., projectors and smartboards), with p-values less  
than 0.05. Conversely, the differences in personal computer access and ICT training centres were not  
statistically significant. This result confirms that institutional support and funding play a crucial role in shaping  
the digital landscape for academic staff. UNIBEN, being a federal institution, benefits from access to central  
government funding and larger-scale ICT interventions from bodies such as the National Universities  
Commission (NUC) and TETFund. In contrast, AAUA, a state-owned university, operates under tighter  
budgetary conditions, which may limit the scope and quality of ICT infrastructure available to staff,  
particularly women in academics.  
These findings echo the conclusions of Olatokun (2017), who emphasized that unequal access to ICT  
infrastructure across Nigerian universities is primarily a reflection of funding disparity and inconsistent ICT  
policy implementation. Federal universities, according to her, are better positioned to access grants, deploy  
infrastructure, and offer sustained technical support to staff. Similarly, Okukpon and Akerele (2020) observed  
that limited ICT access in state institutions directly affects the ability of female lecturers to incorporate  
technology into their research and teaching responsibilities. They stressed the importance of context-sensitive  
policy reforms that address infrastructural inequality, particularly where gender intersects with institutional  
under-resourcing. Ojo, et al, (2023) further argued that the availability of ICT tools does not only depend on  
procurement but also on the institutional will to maintain, train, and upgrade. He noted that while some  
universities may acquire digital equipment, its usability among female staff is often undermined by lack of  
targeted support, erratic power supply, and poor maintenance culture.  
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Furthermore, the pattern in the data suggests that, although both universities offer some level of ICT  
infrastructure, the depth, consistency, and accessibility are markedly better in UNIBEN. These differences have  
far-reaching implications for how female academic staff engage with digital tools and contribute to  
scholarship. The study thereby reinforces the need for equitable infrastructure development and sustained  
investment in ICT access especially for underfunded institutions (Ojo, et al, (2023).  
CONCLUSION  
The study examined the level of ICT utilization and infrastructure availability among women in academics at  
the University of Benin (UNIBEN) and Adekunle Ajasin University (AAUA). The findings revealed that  
women in both institutions predominantly use ICT for basic academic tasks such as word processing, emailing,  
and communication through WhatsApp. Advanced applications like SPSS, online databases, Learning  
Management Systems (LMS), and social media for academic purposes were less frequently used. Despite these  
trends, there was no statistically significant difference in the overall level of ICT utilization between the two  
institutions, suggesting a growing convergence in digital engagement patterns among female lecturers, possibly  
driven by personal motivation and increasing digital literacy.  
However, the study found statistically significant differences in the availability of specific ICT infrastructures,  
with UNIBEN demonstrating higher access to internet services, e-journal databases, and digital presentation  
tools. These disparities are likely linked to differences in funding, institutional policy, and federal versus state  
university status. The study concludes that while ICT usage levels may appear similar, infrastructural  
inequalities persist and must be addressed to ensure equitable access and support for all female academics  
across different institutions  
Based on the findings of the study, it was concluded that women in academics across the University of Benin  
(UNIBEN) and Adekunle Ajasin University (AAUA) primarily engage with ICT for basic academic functions  
such as document preparation, communication, and teaching support. Applications like Microsoft Word, Email,  
and WhatsApp were the most frequently used tools, while more advanced academic tools such as SPSS,  
Learning Management Systems, and online journal databases were less commonly utilized. This pattern  
reflects a limited but functional engagement with ICT, driven largely by necessity and accessibility. The study  
therefore concludes that while female academic staff in both institutions are increasingly adopting ICT tools,  
their engagement remains largely at a foundational level and is influenced by personal drive or interest as well  
as infrastructural availability. There is therefore a need to bridge the gap in ICT infrastructure and strengthen  
the support systems for women in academics as this is critical to enhance their productivity, promote equity,  
and foster digital inclusion in Nigerian higher education  
RECOMMENDATIONS  
The following recommendations are hereby made based on the findings from this study:  
1. Universities should establish gender-sensitive ICT training programs designed specifically for female  
academic staff. These training sessions should focus on practical skills such as using SPSS for data  
analysis, navigating online databases, engaging with Learning Management Systems, and managing  
academic resources via platforms like Google Scholar. To ensure effectiveness, institutions can  
collaborate with experienced facilitators, non-governmental organizations, or technology education  
centers such as W.TEC (Women's Technology Empowerment Centre), to offer recurring workshops and  
structured mentoring support.  
2. There is also an urgent need to improve access to academic databases and e-resources. University  
libraries should proactively subscribe to well-known scholarly repositories like JSTOR, AJOL, and  
ScienceDirect, and ensure that female lecturers can access these resources both on and off campus. This  
can be achieved by investing in digital library infrastructure and leveraging national initiatives like the  
TETFund e-library consortium to reduce costs through shared licensing models.  
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3. To address the issue of inadequate access to computing devices, institutions should introduce laptop  
loan or subsidy schemes for lecturers, particularly female academics. Universities can partner with  
hardware companies or use internal development funds to create affordable acquisition plans. This could  
take the form of interest-free repayment plans or partially subsidized device purchase programs, thus  
enabling more women to own and use personal computers for academic purposes. Furthermore,  
university ICT policies must be revised to reflect a gender-inclusive framework. Institutional policies  
should contain specific clauses that guarantee equal access to digital tools, training opportunities, and  
flexible work arrangements for women, especially those with childcare responsibilities. University  
senates and ICT boards should conduct inclusive policy reviews that incorporate feedback from female  
staff to ensure relevance and equity.  
4. Universities in Nigeria should identify digitally proficient female staff and create informal support  
circles or "Women in ICT" groups within faculties. These groups can meet periodically to exchange  
strategies, troubleshoot common problems, and build confidence among colleagues who are less  
experienced with digital platforms.  
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