Abstract
Information avoidance represents a prevalent behavioural response among information users, often precipitated by fear, uncertainty, information overload, or insufficient evaluative competencies linked to limited information literacy. This study investigated the influence of web literacy skills on the information avoidance behaviour of undergraduate students at Northwest University, Kano. Employing a correlational survey design, the study drew from a population of 21,616 students in the 2024/2025 academic session, from which a sample of 393 respondents was derived using Yamane's (1967) formula. Stratified and simple random sampling techniques ensured proportional representation across eight faculties. Data were collected using a structured four-point Likert scale questionnaire assessing dimensions of web literacy and information avoidance. Descriptive statistics were used to address the research questions, while Pearson Product Moment Correlation and regression analyses were applied to examine relationships and predictive influence at the 0.05 level of significance. The findings revealed that students' web literacy skills were moderate (M = 2.56), with relatively stronger proficiency in basic operational competencies such as internet navigation and search engine utilization. Information avoidance behaviour varied across academic, emotional, and online contexts. A strong and statistically significant relationship was observed between web literacy and information avoidance (r = 0.981, p < 0.05). The study concluded that web literacy significantly and positively influences information avoidance behaviour, transforming it into a more selective, critical, and evaluative process. It therefore recommended the integration of comprehensive web and information literacy programmes into university curricula to enhance effective information engagement.
Keywords: Web Literacy Skills; Information Avoidance Behaviour; Undergraduates; Northwest University, Kano
Publication Date: 2026-07-31