Assessing Level of Knowledge Sharing Among University of Ilesa Undergraduate Students

Abstract

This study investigates knowledge sharing among undergraduate students at the University of Ilesa by examining the platforms and methods they use, the factors influencing their behaviors, and their attitudes, awareness, and perceptions. It also explores the challenges hindering effective knowledge exchange. As a newly established institution in 2023, the University presents a unique setting to examine emerging knowledge-sharing practices during the formative stages of academic culture. A quantitative research design was employed, using a descriptive cross-sectional survey to collect data from a stratified random sample of 400 undergraduate students across various faculties. Structured questionnaires were used to gather data, which were analysed using descriptive statistics. Findings revealed that over 80% of students preferred digital platforms particularly WhatsApp, Telegram, and Google Docs for academic interactions. Students generally exhibited positive attitudes toward collaboration, though concerns about academic competition were noted. Recognition and appreciation were identified as strong motivators for sharing knowledge, while time constraints were not seen as major barriers. However, poor Internet access emerged as a critical infrastructural challenge, significantly hindering digital collaboration. Despite these limitations, the study indicates that a positive culture of academic knowledge sharing is developing among students. The study concludes that addressing infrastructural barriers, especially unstable internet service is essential for enhancing digital knowledge-sharing practices. The findings offer actionable insights for university administrators and policymakers to develop strategies that support collaborative learning through improved digital infrastructure and peer-to-peer engagement initiatives.