RELATIONSHIP OF ENVIRONMENTAL FACTORS, INFORMATION LITERACY, COURSE OF STUDY AND RESOURCES AVAILABILITY TO
STUDENTS’ USE OF FEDERAL UNIVERSITY LIBRARIES IN NIGERIA
BY
GEORGINA UCHEY OYEDUM
MATRIC NO: 130653
A Ph.D. POST- FIELD SEMINAR PRESENTED AT THE DEPARTMENT OF LIBRARY, ARCHIVAL AND INFORMATION STUDIES, FACULTY OF EDUCATION, UNIVERSITY OF IBADAN, NIGERIA
SUPERVISOR
DR. K. I. N. NWALO
DATE: APRIL, 2009
Abstract
The university is established for the all-round development of students. The role of the university library in achieving this goal is enormous. University libraries provide information resources comprising of print and non-print materials in order to support teaching, learning and research in the parent institutions. Studies have, however, revealed that undergraduate students in Nigerian federal universities underutilize the resources of university libraries, a trend, which could negatively impact on their development. Factors responsible for this trend, therefore, need to be investigated. This study thus, has determined the relationship among environmental factors (noise, ventilation and physical facilities), information literacy, course of study, resource availability and undergraduate students’ use of federal university libraries in Nigeria.
The study adopted the survey method of ex- post facto research design. A total of 2000 undergraduates from six conventional Nigerian federal universities were selected using the proportionate stratified sampling technique. Four research instruments which include: Frequency of Library Use (FLUO), Environmental Factors Questionnaire (EFQ), Information Literacy and Course of Study Questionnaire (ILCOQ) and Resource Availability Questionnaire (RAQ) were developed and used for data collection. The questionnaires were administered to undergraduate students in the faculties of Education, Social Science, Arts, Engineering, Science and Law. A total of 1,453 copies of the questionnaires (72.7%) were duly completed and returned. Data collected were analysed using descriptive statistics, Pearson Product Moment Correlation and Multiple Regression Analysis. All hypotheses were tested at 0.05 level of significance.
The level of use of federal university libraries by the undergraduate students in the Nigerian universities was low (weighted mean score = 2.31). Also, the relationship between level of information literacy and undergraduate students’ use of university libraries is weak, positive and significant (r =0.185; df = 1452; p0.05). The environmental factors correlated positively with undergraduates’ use of university libraries (R =0.163). Noise made the greatest contribution to undergraduate students’ level of use of the university libraries in Nigeria (=0.140). Furthermore, a positive and weak significant relationship was observed between resource availability and undergraduate students’ use of university libraries (r =0.233; df = 1452; p<0.05). There is a positive, weak but significant relationship between course of study and students’ use of federal university libraries in Nigeria (r =0.211; df =1452; p<0.05). All the independent variables put together have a joint multiple, positive relationship with undergraduate students’ use of the university libraries (R =0.338). Resource availability made the greatest contribution which is significant to undergraduate students’ use of federal university libraries in Nigeria (=0.168; p<0.05). Other contributions are: =0.167; p <0.05 for course of study, =0.133; p <0.05 for information literacy, =0.108; p <0.05 for noise, =0.052; p >0.05 for physical facilities and=0.017; p>0.05 for ventilation. The study concluded that environmental factors (noise, ventilation and physical facilities), information literacy, course of study and resource availability have significant relationship to undergraduate students’ use of federal university libraries in Nigeria and for effective use of university libraries by the undergraduate students these factors should be given adequate attention.
Measures recommended to improve undergraduate students’ use of federal university libraries in Nigeria include effective teaching of the use of library course to all categories of students, provision of adequate library resources and Internet services by the university libraries. The study also recommended that since noise, among other environmental factors, influences use of library most, library rules and regulations pertaining to noise-making should be strictly enforced. It was also recommended that the federal university libraries in Nigeria should be adequately funded. The respondents suggested provision of current library materials, adequate library stock, provision of ICT facilities and improved conducive atmosphere as ways of enhancing the use of Nigerian federal university libraries.
Keywords: Federal university libraries in Nigeria, Use of federal university libraries, Undergraduate students, Resource availability, Course of study, Information literacy, Environmental factors.
Word Count: 453
CHAPTER ONE
INTRODUCTION
1.1 Background to the study
Every human being aspires to acquire knowledge in order to satisfy his or her information needs. Information is necessary for the development of mankind. Desired and necessary information should, therefore, be made accessible to individuals for use for future development. The word “information” is used generically to refer to raw data, facts, knowledge as it is reflected in a technical or scholarly literature, numerical projections or analyses, and even wisdom. An important criterion is that it should be recorded- as ink on paper, images on films, sequences of punches on paper tape, digital signals stored in a computer’s memory, or in many other forms (Harter, 2003). Similarly, Odeh et al (2003) believes that “information is the message of human experience that is transmitted in form of signal or by stimulus.”
Furthermore, according to Bolarinwa (2000) information is “processed data which has become informative and useful for effective decision-making.” Aguolu (1989) contended that information helps people to react knowledgeably in making decisions and performing their duties effectively and efficiently. Information is assuming an ever more central role in every aspect of life. In other words, information as an ingredient for human and national development has become very essential for the development of social, economic and political sectors of every society (Majabi, 1992 and Onyekwelu, 1998). This is why Bemah (2002), Kumar and Kaur (2005) argued that there is need for adequate flow of information for global growth and advancement. They believe that adequate flow of information would enhance human development and eradicate inefficiency among individuals. Thus, the proper functioning of any system/organization today is as a result of the availability of relevant and prompt information (Adikwu, 2007).
The concept of global village as emphasised by Kumar and Kaur (2005) is an indication of effective information flow within and across international boarders. Such effective information flow can enhance economies of nations and where such is not available it could be detrimental to the economic growth of the nations. In other words, effective information flow, according to Ojedokun (2001) can break barriers of development anywhere in the world. In the same vein, Awala-Ale (2007) believes that dissemination of knowledge and information to the citizens of a country has been identified as a key strategy for the future well being of the country. Adequate information is therefore needed by all categories of people in different institutions in the society especially the university.
The university is generally regarded as a custodian of knowledge where every student, especially the undergraduate students acquire knowledge in various disciplines for self-development which in turn prepares them for future roles in the society. Whitmire (2001) argued that many aspects of the college environment help to develop student learning. University environment is generally known as a place where transfer of knowledge and information takes place. A university according to Oketunji (2005) contributes towards the solution of problems and to the gathering, analysis and interpretation of facts. In short, it must advance knowledge and dissemination of information as well as teach others to advance knowledge if it is wholly to justify its existence. With the introduction of ICT facilities in the universities, information dissemination among the university communities has been tremendously enhanced.
Dissemination of current information on various sectors of the society, such as health, science and technology, communication industry, education, commerce etc has been improved in the universities. George et al (2006) revealed that generally, “students seek, search for, and use information to support their scholarly endeavours.” According to Isoun (2001) majority of students in most universities are now conscious of the latest developments in their areas of specialization, and teaching and learning, which is one of the functions of the universities has become more interesting.
Ifidon (1999) opined that “functions of universities amount to the traditional ones of teaching, research, conservation of knowledge and ideas.” These functions are sometimes treated in isolation, but on closer examination it will be found that they are inter-related. Put differently, therefore, the modern functions of universities can be better described as preservation, transmission and advancement of knowledge (Reynolds, 1971). These show, according to Iguodala (1999), that the Nigerian universities are expected to make optimum contributions to national development through the training of high level manpower. Based on this general expectation, the Nigerian government concretized its ideas and goals of university education in the country when it ascribed specific roles to the nation’s universities in its political, social and economic development. National Policy on Education Federal Government of Nigeria (1981) for instance, identified these goals to include:
(a) the acquisition, development and inculcation of the proper
value-orientation for the survival of the individual and society;
(b) the development of the intellectual capacities of the individuals to
understand and appreciate their environments;
(c) the acquisition of both physical and intellectual skills which will enable individuals to develop into useful members of the community and
(d) the acquisition of an objective view of the local and external environments.
These functions of universities can adequately be achieved when students are involved in undertaking some class assignments, writing of term papers, projects and other academic research work in order to assess their level of understanding of the teaching and learning exercises. However, these assignments would effectively be achieved when these undergraduate students accustom themselves to use the university libraries.
A university library is regarded as a house of knowledge where various information materials are stored. Thus, they support the academic programmes of the universities through the provision of the relevant reading materials and making them accessible to readers (Idiodi and Igbinosa, 2003). Adewale et al (2006) and Aliyu (2004) argued that “the library is the heart of any academic institution and its objectives revolve round the mother institution’s objectives.” In other words, apart from the fact that university libraries provide needed information sources and services, they at the same time promote teaching, learning and research in the universities. Library services such as reference and selective dissemination of information services, book loan and interlibrary lending services, Internet services etc are essential because, according to Asemota (2001), in these days of economic recession, many parents are not able to provide their wards the necessary textbooks especially those ones which are usually expensive. Knowledge is at the root of all the functions of the university library. University libraries concentrate on dissemination of knowledge and ideas on a continuing basis (Maigari, 1984 and Kuh and Gonyea, 2003). The basic purpose of libraries, according to Buckland (2002) is “to provide access to information”. In order to be able to do this, Ochogwu (2007) documented that libraries and other information related organizations provide a variety of information to society in different physical formats. These range from printed sources such as audio-visual materials, films, computerized/machine readable materials, etc.
Librarians have information dissemination as their predominant function. This is why Awala-Ale (2007) and Isoun (2001) emphasised that librarians have in the recent times through Information and Communication Technologies (ICT) facilities such as computers, telephones, televisions, radios, Internet services, CD-ROM searches etc induce further developments in the areas of community- health (HIV & AIDS), improving agricultural productivity, commerce and youth forums in Africa and the world in general. Thus, the ultimate aim of every university library is to help library users acquire knowledge.
Library services have generally been regarded necessary for the educational needs of students, the research needs of scholars and the leisure reading needs of the literate. Library moulds students’ information gathering behaviour for the future and plays a crucial role in preparing him to participate in some adult roles in the society. Aguolu (1989) particularly summarized the library’s importance in the following order:
i. Abolition of illiteracy;
ii. Enhancement of primary, secondary and tertiary education and
iii. Life-long education of the working people.
He finally stated that, “we are sure that neither a simple teacher nor a simple school would enlighten you as much as library” However, the major goal of every student learning is to have the ability to recognize and solve academic and practical problems. The lecturers encourage students to use the libraries to solve most of their academic assignments. Project work and assignments encourage physical and mental activities and give students the opportunities to explore and use their initiatives and learn independently. After all, a university should in some measure, at least be a centre of independent thought. In this regard, use of library and its resources helps students to acquire information which helps to place them on top of their classes and very importantly, try to answer questions which they either feel too shy to ask their lecturers or might not even have the answer. Indeed, the library is the place for satisfying such curiosities (Danjuma, 1998 and Abdulsalami, 1999). However, in spite of the fact that university libraries provide information and other numerous services to the users, the pertinent question one might ask is, “do undergraduate students effectively make use of university libraries?”
Libraries generally are expensive to establish and manage. The cost of providing a library building, furniture and fittings, library resources such as print and electronic resources and cost of paying the library staff is tremendous. This is why Prytherch (1988) emphasised that the essence of establishing a library is “use.” He further expressed that, if a library is put into proper use, the cost of establishing and managing it would be justified. “Use” as a concept has to do with value or appreciation and where an item or object has no value it cannot be put to use. On the other hand, as generally believed, if something is valuable it is likely to be highly utilized. “Use,” in relation to journals was defined as physical selection of a journal and the act of leafing through the pages (Kent, 1981). Thus, the use of university library could be described as the physical selection of any library resources and the act of reading through the pages. In Nigeria as observed by Emerole and Ogugua (2007) in their library use study, revealed that there is low patronage of library services as many users have not fully realized the potentials of the library in a technology oriented university in this information revolution age. In a similar study, Idiodi and Igbinosa (2003) also revealed that library patronage was low because only 20% of the readers use the library the way the library is expected to be used. About 5.36% of the readers do not use the resources of the library at all. These findings corroborate those of Onadiran and Onadiran (1981), Abdulsalami (1999), Bello (2000) and Amkpa (2000) who reported in their studies low use of university and public libraries in Nigeria.