In identifying and understanding the security challenges of mobile learning in Nigeria HEIs, the study employed a survey based on a user-centred methodological approach using a sample population of computer science students and lecturers and instructors in the four universities mentioned in chapter one. Thus, the students and the teachers are the focused participants, since they are the main users. The researcher also believed that due to the students’ and lecturers’ involvement with m-learning, they possess a good understanding of the problems either through personal engagements or experience. In order to ensure greater accuracy and reliability than a single method of data collection and analysis, two separate research activities were
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carried out as primary instruments for quantitative and qualitative methods to gather the data. Therefore, this methodological approach makes use of mixed methods which is a combination of several research methods being used in the same study in order to ensure that the instruments complements each other and to allow comparison of the outcome from the analysis of the data. Both qualitative and quantitative methods were used for the purpose of triangulation and the researcher is of the opinion that by engaging the two methods data collection and analysis, the credibility of the interpretation of the data and the subsequent findings are enhanced as evidences emerge from two different sources. While the questionnaire is the instrument used for quantitative method, the semi-structured interview is the instrument for qualitative methods.
4.3.1 Student Questionnaire Survey
In finding solutions to the research questions, primary data were collected on security issues being encountered by learners in four universities in Nigeria. The data collection method involved delivering a set of questionnaires to 120 computer
science students. The questionnaire, which was made available to the participants
both online and paper-based, was found to be the most suitable method to collect the required experiences from users who engage their mobile device for learning purposes. The instrument for the data collection was divided into four sections. The first section of the questionnaire-1 (See Appendix 1) was designed to understand the demographic background of the students, covering gender, age, course studied and university. Section two gathered data on various mobile devices owned by the participants, the type of activities they are used for and how often they download or install apps on their devices. Section three covered general questions regarding the respondents’ awareness on m-learning technologies, the types of learning activities they engaged with their devices. It also asked the participants if using a mobile device for learning improves their academic performances and whether they will continue to use mobile device for learning on a regular basis. Part four was based on security
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aspects of m-learning systems. It obtained data on user’ concerns on m-learning security, how the security of m-learning systems is breached and the effects of security breach to them. The section also gathered data on how to reduce attacks on m-learning system. Technical terms and concepts were explained briefly in the questionnaire and the researcher was available during the study to assist the
respondents in understanding any part of the questionnaire.
4.3.2 Teachers’ Interview
The second instrument for data collection was a series of semi-structured interviews were conducted to answer the research questions discussed with teachers from the Information System and computer science departments from the four participating universities (See Appendix 2). The interviews are useful in verifying the security and other related problems when adopting and using m-learning in Nigerian HEIs and in finding out participants’ experience which cannot be measured by questionnaires only. Thus, this descriptive method was also chosen because it suits the aims of this chapter to collect opinions about the experience of the users. The interviews highlighted some of important issues for the above research questions which are not specifically stated in the questionnaire as they may require considerable expertise and experience to answer. The interviews which were conducted with 30 teachers were divided into three parts. Part one was an introduction, explaining the purpose of the interview to the participants and also to collect some demographic information while assuring them anonymity. Participant Information leaflets and consent forms were distributed and returned at this introductory stage. Part two dealt with the general question on m-learning regarding awareness, adoption and implementations. It also dealt with the acceptability and usability of m-learning as a learning, teaching and assessment approach. Part three was the main section diving into issues surrounding m-learning. The research study was conducted at four universities from South West Nigeria using qualifying demographics such as gender and age. Secondary instruments for data collection are documented evidence, unpublished papers and
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articles obtained from the academics and administrative staff as well as information obtained through research papers from relevant journals which were used to support the primary data gathered from the research study.