The integration of computer-based technology (CBT) into traditional face-to-face education has significantly affected many aspects of education systems worldwide. This article reports on the availability and frequency of use of CBT resources among undergraduate students in federal universities in South West Nigeria. Specifically, the study sought to investigatethe availability of CBT tools at different campuses and to identify those CBT applications most frequently used by students at these campuses. A descriptive survey research design using a mixed-method approach was applied. The quantitative and qualitative results were compared and contrasted to strengthen the findings. The study was conducted in six federal universities in the South West geopolitical zone of Nigeria. A total of 2,327 undergraduate students completed the questionnaire, while 18 of these students participated in the focus group interviews. The results revealed a low availability and frequency use of CBT resources at the campuses. Over 98% of students complained that they had to rely on their personal laptop, mobile phone, or a cybercafé; as well as purchase their own data for internet connections in order to complete assignments or access additional information. Factors that affected the use of CBT on campus included unstable power supply, poor network connectivity, unstable bandwidth, and lack of computer facilities on campus. Based on the findings, it was recommended that university management should ensure that all students have ready access to the internet, new software applications, and up-to-date CBT facilities, as this will encourage students to become conversant with the use of CBT from their first year. The use of CBT to supplement and augment classroom-based learning will enable students to learn at their own pace, thereby encouraging them to improve their academic performance.

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