Technostress and electronic resource utilization: Challenges and implications for undergraduate students at Federal University Lokoja

Abstract

The integration of Information and Communication Technology (ICT) in higher education has revolutionized access to information, yet it has introduced the phenomenon of "technostress." This study investigates the indicators of technostress and its impact on electronic resource utilization among undergraduate students at Federal University Lokoja (FUL). The population comprised 728 undergraduate students from the Library and Information Science department, from which a sample of 191 students was drawn. Data were collected using a structured questionnaire and analyzed using descriptive statistics and Chi-square tests. Results indicate a significant negative relationship between technostress and electronic resource utilization (= 42.56, = 21.03). Key stressors identified include techno-overload and techno-complexity. While students demonstrated competence with general databases, proficiency declined with specialized tools like the Online Public Access Catalogue (OPAC). The study concludes that technostress significantly hinders academic performance and resource engagement. It recommends targeted interventions, including simplified user interfaces, comprehensive digital literacy training, and institutional mental health support to mitigate these challenges.