Abstract
The study examined the use of internet facilities among students offering General Mathematics at Michael Otedola College of Primary Education, Noforija-Epe, Lagos State, Nigeria. The study used a descriptive survey approach. A total of 250 students were selected across the 2021/2022, 2022/2023 and 2023/2024 academic sessions; 213 completed questionnaires were usable for analysis. Data were collected using a researcher-developed questionnaire covering respondents’ biodata, frequency of internet use, location of access and purposes of internet use. Two experienced colleagues reviewed the instrument for scope, coverage and relevance, and a Cronbach’s alpha coefficient of 0.87 was reported. Data were analysed using frequency counts and percentages. The findings showed that 205 (96.2%) respondents used the internet daily, while 125 (58.7%) accessed internet facilities mainly from home. Social activities, including WhatsApp and Facebook, constituted the largest reported purpose of use, accounting for 112 (52.6%) respondents, whereas 10 (4.7%) reported using internet resources for assignments, projects and similar academic tasks. The findings suggest that regular access to the internet does not necessarily translate into predominantly academic use. The study recommends stronger digital-literacy training, continuous professional development for lecturers, improved institutional internet infrastructure and deliberate integration of internet-based academic tasks into General Mathematics instruction.