Students’ Attitudes toward Utilization of ICT Infrastructures in Some Selected Secondary Schools within Gombe Metropolis

Abstract

The study investigated the attitudes of senior secondary school students in Gombe Metropolis toward the use of Information and Communication Technology (ICT) in educational settings. Anchored in the Technology Acceptance Model (TAM) and Constructivist Learning Theory (CLT), the research explores students' cognitive, affective, and behavioral orientations toward ICT utilization. Using a descriptive survey design, data were collected from a representative sample of students using a structured questionnaire. The findings revealed that students demonstrated positive cognitive attitudes, perceiving ICT as a valuable tool for enhancing knowledge acquisition and independent learning. Affective attitudes indicated students’ emotional engagement and confidence in using ICT tools, while behavioral attitudes showed their consistent and proactive use of digital technologies in academic tasks. These patterns suggested that ICT is increasingly integrated into students' learning experiences. The study highlighted the need for strategic investment in ICT infrastructure and adopting constructivist pedagogies that promote learner-centered, digitally enriched environments. It concludes with practical implications for stakeholders and recommendations for further research, particularly in expanding theoretical models and evaluating inter-variable relationships statistically.