Prevalence and Determinants of Cyberloafing among College of Education Students in Ghana

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  In Roundtable Session: Roundtable Session 6: Student Learning and Development in College and Beyond

Abstract

The study investigated factors influencing cyberloafing among College of Education students and ways to reduce it, using the Theory of Planned Behaviour as a framework. Guided by three research questions, a concurrent mixed-method design was employed with 600 respondents selected through multistage sampling. Data were collected via structured questionnaires and focus group discussions, analyzed using thematic and quantitative methods. Findings revealed that most students spend significant time online daily. Importantly, teaching pedagogy, including teaching style, content knowledge, and learning tasks, affects cyberloafing tendencies. The study concluded that human factors, classroom environment, active participation, and pedagogy are key to minimizing cyberloafing.

Authors

• Francis Nyamekye, Kibi College of Education

• Ivy Nkrumah, University of Cape Coast

• Regina Nugba, University of Cape Coast

• Ebenezer Takyi-Wadieh, Ohio University

• Ama Boatemah Sarpong, Kibi College of Education