The study is on Perception and Usage Pattern of e-Resources for Enhanced Academic Learning among Undergraduates in Adeyemi Federal University of Education, Ondo, Nigeria. The survey research design was adopted for the study. The study population consisted of Adeyemi Federal University of Education (AFUED) Undergraduates. Structured questionnaire was developed for the study and used for the data collection. A sample size of 100 students was purposively chosen as the respondents of the study. AFUED undergraduate students hold a strongly positive perception of electronic information resources for learning, with all eight items exceeding the 2.50 decision threshold. The statement that e-resources provide more current and updated information than printed materials recorded the highest individual mean (x̄ = 4.10, SD = 0.88), indicating a strong consensus that the currency of e-resources is their most valued attribute. Close behind were statements affirming personal motivation to use e-resources more (x̄ = 4.01, SD = 0.91) and confidence in e-resources as the best tool for information provision (x̄ = 3.98, SD = 0.91). Students also strongly agreed that they gain a lot from using e-resources (x̄ = 3.96, SD = 0.90), and that e-resources facilitate quick access to needed information (x̄ = 3.90, SD = 0.89) and make study easier (x̄ = 3.90, SD = 0.90). Perceptions of the value and ease of use of e-resources (x̄ = 3.78, SD = 0.90) and of personal exposure to e-resources (x̄ = 3.81, SD = 0.91) rounded out the strongly positive pattern. The results reveal that all six barriers presented were strongly affirmed by respondents, with every item recording a mean score exceeding the decision threshold. High cost of access attracted the highest mean (x̄ = 4.22, SD = 0.96), identifying financial barriers as the most critical impediment to e-resource use among AFUED undergraduates. Unreliable internet connectivity ranked second (x̄ = 4.17, SD = 0.95), a finding that underscores the persistent infrastructure challenge facing Nigerian universities. The surfeit of irrelevant information on the internet was also strongly affirmed (x̄ = 4.10, SD = 0.95), suggesting that information overload and quality discrimination constitute a significant challenge alongside access barriers. Lack of internet access to web-based information resources (x̄ = 3.73, SD = 1.00) and inability to evaluate the usefulness of web-gathered information (x̄ = 3.70, SD = 0.98) were affirmed at moderately high levels, indicating that both physical access and evaluative information literacy remain substantial challenges. Lack of IT knowledge to effectively utilise e-resources (x̄ = 3.48, SD = 1.04), while recording the lowest mean in this section, still exceeded the threshold and remains a meaningful barrier.
Keywords: Adeyemi Federal University of Education, Nigeria, Ondo, Pattern, Perception, Undergraduates, e-resources, enhanced academic learning, usage
