Silliman University Library: Developing an environment conducive to learning

Karen P. Dipaling

Silliman University
 TABLE OF CONTENTS

INTRODUCTION ……………………………………………………………………

Background of the study ………………………………………………..…….……

Statement of the problem ………………………………………………….……..…

Hypotheses………………………………………………………………….…………

Significance of the study ………………………………………………………..….…

LITERATURE REVIEW & FRAMEWORK…………………………………………..

The Library ………………………………………………………………………….

Learning, Behavior and the Library Environment ………………………………….

Conceptual Framework …………………………………………………………..

Theoretical Framework ……………………………………………………………

METHODOLOGY………………………………………………….………………..

Research design………………………………………………………………………

Participants ……………………………………………………………………..….

Data collection procedure and research instrument …………………………….….

RESULTS AND DISCUSSION .……………………………………………...……

SUMMARY, CONCLUSION, RECOMMENDATIONS ………...……………...…

REFERENCES ……………………………………………………………..….
 CHAPTER I: INTRODUCTION

This chapter includes a background of the Silliman University Library, the

problem statement, hypotheses and the significance of this study as well.

Background of the Study

One of the challenges of education is promoting an environment that aid in

students’ learning success. One major resource of learning and research in any

university is its campus library. The physical environment of a library has a powerful

influence on the learning experience of every user, which may either be a positive or

negative influence, depending on the design of the building, ambience or atmosphere

and other relevant factors. Libraries cater to the needs of students in research or

homework, or basically to provide a place to study.

It has been Silliman University Library’s goal to be an excellent resource

centre, equipped with updated materials in various formats, facilities, and equipment

combined by competent personnel to provide fast and updated automated information

and research services. It has a humble history for only having initially 2 bookcases in

a small room at the Silliman Hall. With its collection growing constantly, it has now

reached a hundred thousand books and the once small room has become a 3-storey

building and is said to be one of the best in Southeast Asia. The university library is

manned by the main staff and assisted by working students who are tasked in

overseeing the general day to day operations. Its facilities include study carrels,

faculty rooms specifically for research jobs and dissertations, and group discussion

rooms for team research and study. A photocopier is also available inside the library

to cater to the duplicating needs of the students and researchers. The library also

publishes the Silliman University Library Bulletin (SULB) which disseminates to the

students, faculty and general public information on topics related to the library and its
operations including a listing of newly acquired books and recently added library

services and features.

Statement of the Problem

This study aims to examine perceptions of the university library users to

consider library environment’s components that influence their learning performance.

Significance of the Study

This study will contribute a necessary and important research in the study of

Silliman University’s library whether it has developed an environment that is

conducive to learning. This study identifies components of the library environment of

Silliman University and will provide a comprehensive understanding of how these

learning environment components could aid students in achieving an effective

learning process.

Through examining perceptions of library users within the results of this

study, this may help to inform the administration of SU to make improvements to

their university library.

Research Questions

Three research questions guided this study:

1. Is there a significant relationship between the library environment and its

components and the students’ success at learning?

2. How do Sillimanians perceive their campus library? As a resource centre of

information and/or a learning space to study effectively?

 CHAPTER II: REVIEW OF RELATED LITERATURE

This chapter presents the review of related literature. It covers the background

of the library and its role to students’ learning performance, the theoretical framework

that guided this study as well as the conceptual framework of the study.

The Library

People have visited libraries to find information, and the practical needs of

accommodating readers have typically driven library design. In many cases, design

has reached further, to create a place that inspires the individual and the intellect. The

design of any building, how it evolves and how it is furnished and maintained, are key

features when addressing both the physical and emotional well-being of its occupants.

This principle can be applied to any areas of our lives – where we live and spend most

of our time, studies, work, home life, has a significant influence on every person’s

overall being. (Ferco seating, 2016). Whatever the form, library buildings have

become physical symbols for the life of the mind. As technological advances of the

past 20 years have made it possible for people to find information without entering a

library building, but others maintain that the growth of technology has made the

library even more important because it enables access to electronic content, services,

and training that would otherwise be unavailable to information seekers.

Learning, Behavior and the Library Environment

The library environment is an individualised learning space that is identified

by an individual learner according to his/her experience, competence and personal

learning goals. (Juceviciene & Tautkeviciene, 2002). Jeffrey Lackney (as cited in

Gotsch & Holliday, 2011) implies to the connection between environment and

learning by stating that “Preference for an environment leads to motivation to interact

with the environment, which leads to learning.” The physical library environment

contains the information related to learner's goal(s), the tools and ways information is

being received and perceived, the agents (peers, librarians, etc.), and the architecture

and facilities.

According to Johnson et al. (as cited in Nitecki & Simpson, 2016), many

branches of psychology, sociology, anthropology, neuroscience and machine learning

studies have studied face-to-face behavior and learning to explore how people behave

and exchange information when they interact and engage one another. Garrett (2014)

states that “experiential learning enhances student engagement and success”. Existing

research studies also demonstrate fundamental human dependence on social

relationships as a means of obtaining, interpreting, and recalling information. (Nitecki

& Simpson, 2016). This means that there are also collective support systems and

social motivations that students seek from each other. Peer assistance, studying with,

or studying along, is now a fundamental characteristic of student learning behaviors in

libraries.

Felix (2011) summarizes the shift to the constructivist learning paradigm from

which learning has been conceived as active and collaborative and through which

knowledge is constructed from engagement with information, and this paradigm has

evolved from work mostly undertaken in formal learning settings such as classrooms.

This paradigm may also apply to informal learning environments and parallels such as

the library having objectives that include helping students make connections between

their existing knowledge and their academic tasks, ensuring contextual access to well-

organized information resources, offering feedback to students on their information

navigation, and building a sense of community. In numerous academic libraries, each

of these objectives concentrates on relationships between library staff and students.

 Prakash Nair, a futurist and architect, advocates that new learning

environments are the single most important innovation needed to improve education,

and that deep learning comes from interaction with a subject, experimentation, and

emotional involvement. He emphasizes the importance of a learning model of

education as the driving principle of designing a space, instead of a schooling model.

For academic libraries, he identifies three trends for facility designers which are

especially relevant: emphasis on informal learning spaces, de-emphasis on the

classroom, and imaginative furniture design to support active learning.

In Scott Bennett’s (2003) research study, he concludes that while most recent

library projects serve users well, they have rarely been informed by a systematic

assessment of how students learn and faculty teach. He suggested that planning based

on such an assessment could equip the library to serve an even more vital function as

a space for teaching and learning. In order to understand students’ needs, he not only

focused on changing technologies and shrinking spaces due to expanding collections,

but he also took a good look at the changing nature of teaching and learning practices

surfacing in education at all levels. He noted pedagogy’s recognition of the social

aspects of learning and different learning styles of students.

 Conceptual Framework

Architecture
 Layout Design
 Lighting
 Color

Facilities
Information Materials
 Sound
 Books Library  Temperature and
 Equipment, technology S
Environment ventilation
 Furniture and fixtures

Customer service
 Library
management and
staff

Behaviorism

Cognitivism
Constructivism

Experiential
Humanistic Learning
Theory
Learning
Theory
 Theoretical Framework
Effective learning
Behaviorism, cognitivism, constructivism, humanistic and experiential theory

are among the most prominent learning theories that have guided this study.

Behaviorism

Behaviorism postulates learning as starting with a blank page (Hall, 2019). It

is a perspective on learning that focuses on changes in individuals’ observable

behaviors— changes in what people say or do. Behaviorists believe that learning is

provided by a change in actions through an explorative process. It exposes individuals

to external stimuli until a desired response is received. Behaviorism concerns the

observable change in behavior. Behaviorists believe that learning is provided by a

change in actions through an explorative process.

Cognitivism

According to this theory, knowledge can be viewed as scheme, that is,

symbolic mental constructions that are organized or processed in the mind.

Cognitivism relies on a process in which new information is weighed against prior

knowledge. This theory explains learning as based on understanding, and that

understanding is defined as a cognitive “schema,” which is analogous to awareness or

meaning. Learning is defined in this theory as a change in an established schema, and

is evidenced by new understanding, not behavioral change. (Hall, 2019). The mind,

when receptive to new ideas, actively processes new information to arrive at an

understanding that relies on incorporating prior knowledge and assumptions. This

puts thinking at the forefront of the learning process. Students need to explore,

manipulate, experiment, question, and search for answers by themselves. Thus,

developing a learning environment should create a sphere that stimulates curiosity for

exploration as learning is much more meaningful if individuals are allowed to need

places for individual and group study besides social interaction. (Guneya & Selda,

2012).

Constructivism

Constructivism assumes that learning is a process of constructing knowledge

rather than acquiring it. It takes them into consideration and theorizes that the learner

constructs knowledge through experience. It suggests that learning environments can

be designed as articulated spaces where students can study by themselves or within a

group, because they sometimes need places to be alone for intrapersonal intelligence,

and sometimes for active social interaction for interpersonal intelligence. (Guneya &

Selda, 2012). This theory says that people build knowledge based on subjective

considerations. Individuals then come to individual, subjective conclusions.

Knowledge is still viewed as a conceptualized process with learning seen as the result

of interactions with the environment and the constant testing that we rely on to

process information. (Hall, 2019). Boyle (as cited in Guneya & Selda, 2012)

established that learners interpret new information through their contextual

experiences and build on their existing knowledge from the conclusions reached

during the integration of new knowledge and reflection on it.

Experiential learning theory

Experiential learning theory is a holistic perspective on learning that combines

experiences, perception, cognition and behavior. The theory emphasizes the central

role of experience in the learning process. David Kolb (as cited in Guneya & Selda,

2012) describes an experiential learning environment as one that provides an

opportunity for consciously reflecting on the thoughts, emotions and behavioral

actions and transforming them. Experiential learning theory sees learning as a four-

step process that includes concrete experiences, reflective observation, abstract

conceptualism and active experimentation. Here, experience leads to reflection, then

conceptualization, then testing, which involves new experiences. It is seen as a self-

sustaining cycle with each of the four steps required for learning. (Hall, 2019).

Accordingly, libraries can be designed for group learning to provide social learning

and stimulate the social brain; turning break spaces into social area for conversation.

Kolb also says emotions, prior learning and style of processing are involved. This

theory gave birth to multi-modality teaching. Experiential teachers deploy hands on

learning, reflections, reading, watching slides or films, lectures, field trips, and other

methods to accommodate all their students’ learning styles. (Hall, 2019).

Humanistic Learning Theory

Humanistic theory postulates that learning is tied to motivations, potential and

free will. It is this theory that has given us the term “self-actualization.” (Hall, 2019).

As a humanistic theorist, Abraham Maslow explains that every person is born with a

set of basic needs – biological, physiological, safety, belongingness or love, self-

esteem, and self-actualization. Schools following this theory should provide these

needs of the students, such as a well-maintained environment that provide clean air,

comfortable temperature, good lighting, etc. enough to make students feel safe and

emotionally secured.
 CHAPTER III: METHOD

A research methodology describes the manner in which the study will be

conducted. It is a strategy by which the researcher maps out an approach to problem-

solving. This study will incorporate a qualitative type of research method. The

methodology of this study is conducting interviews and involves a thematic analysis

to understand and interpret the data gathered.

Participants

The general population is the students of Silliman University. The specific

population is the library users. Participants in the interview are selected by

convenience, mostly coming from the library premises.

Procedure for Data Collection

Conducting an interview is the most common method of data collection in a

qualitative type of research. This type of research method is used in this study. The

researcher asks different types of questions which in turn generate different types of

data. A set of prepared questions administered by the researcher consist of both close-

ended type and open-ended type of questions which are asked exactly as worded, in a

standardized order, and the same questions are asked to each interviewee.

This method is quick to conduct which means that many interviews can take

place within a short amount of time. The data gathered from the interviews are written

up as a transcript. The language the interviewer uses is appropriate to the vocabulary

of the group of people being studied. Since the topic being studied is not sensitive and

the amount of time available is limited as well, the interview is the best method to use.
 The interview questions are arranged based on the conceptual framework of

this study.
 General Architecture Facilities Customer service Information materials

Does the insulation of the

building keep out noise
What do you think of the pollution? Do users
In your opinion, is the
How often do you visit colors of the walls, complain about noise In your opinion, are the
library accessible in terms
the SU Library? But if you ceilings, and floors of the generation inside the library staffs well-trained
of its resources and
have never been to the library? If you were only building? Has the library and responsive to
technology?
SU library, why? to choose two colors for a achieve proper students?
library, what do they be? ventilation and noise
reduction? Why and why
not?
Describe the furniture
and fixtures (chairs,
Would you want to have a What suggestions do you
shelves, tables, study
In what location do you library design that Describe the services you have on the information
carrels) inside the library
study most often? provides for garden or received. resources provided by the
as to quality and their
green spaces? SU Library?
arrangement. Do you
have any suggestions?
If you were to choose,
where do you prefer to
study or do research?
What do you need to be Is there a suffi cient level In your opinion, are SU
comfortable while of lighting? Do you have Library’s facilities
studying? any suggestions on the adequate?
existing lighting?
What equipment or thing
do you need in order to
study effectively?
What do you find
distracting when you are
studying?
Rate from 1 to 5 as 5 being
strongly agreeing that a
well-maintained physical
environment can
facilitate your ability to
study
Rate from 1 to 5 as 5 being
strongly agreeing that you
are easily affected by
your surroundings.

What would usually be

your reason for visiting
the SU library? If your
answer is to use a quiet
study space, please state
its importance to your
academic work.
What would your
personal reasons be for
not choosing to study or
do research at the SU
Library?
What reasons do SU
Library give you that
cause you not to study or
do research in their
place?
What is your favorite
place/area in the SU
library? Why?
Please cite specific things
about SU Library that
could be improved to
better support
student’s needs.
 Data Analysis

Qualitative data is often subjective, rich, and consists of in-depth information

normally presented in the form of words. Research interviews have been considered

one of the main methods for gathering qualitative data because they give researchers

the possibility to extend their knowledge of how people make sense of the topic

studied.

Analyzing qualitative data entails reading transcripts looking for similarities or

differences, and subsequently finding themes and developing categories. Its analysis

relies on a subjective and open-minded approach to the contents within texts, searches

to describe general statements about relationships present on the data.

The qualitative data collection and gathering is simultaneously receiving some

kind of interpretation. The reading of the data leads to initials interpretation and

understanding of the concepts, but the analysis can begin while collecting data.

Reflecting over the conceptual framework, and questioning the data, the ideas emerge

on categories through the engagement with the texts. Categories of inclusive patterns

and meaning are generated according to the existing framework. This tool in

analyzing qualitative data is called thematic analysis (TA), which has been used by

various qualitative research studies. Researchers working with TA look for recurrent

patterns in the text or themes that are analyzed and reported in order to give a detailed

interpretation of the data. This tool mainly involves interpretation on the part of the

researchers; it acknowledges the role of the researcher in the selection and

interpretation of the themes. For this study, this data analysis tool is used.
 CHAPTER IV: RESULTS AND DISCUSSION

The primary purpose of this study was to explore perceptions of students

regarding SU library and how the components of the library’s physical environment

facilitate them in studying effectively and doing research.

Respondents profile

The results of this qualitative study are based on interviews of 15 students.

The distribution of respondents by student status are ranked as follows: 12th grade

(53%), freshmen (33%), 11th grade (7%), and seniors (7%). The gender distribution is

53% for male respondents and 47% for female respondents.

Results

Most interview questions were asked exactly as they were planned and

written. However, the researcher sometimes followed up the structured questions with

open-ended questions such as, “Why?” and “Can you please explain why?” as this

was the researcher’s way to get at deeper meaning and richer understanding of the

participant’s experiences.

Participants’ experiences and feedback added insight to the research questions

posed in this study. Three major themes emerged from the research data. The themes

identified from the results of this study include:

1. Learning behavior is considered one factor that affects the achievement

of effective studying and researching by students.

2. The majority use the library to access information.

 3. The provided facilities and overall surroundings of the library aids

students in achieving success at doing research works and studying

effectively.

Learning behavior

The learning behaviors of the students involved a range of routines, and habits

that are probably learned over time and appear consistent with a wide range of

behaviors that support academic engagement. These behaviors include reading,

writing, consulting with fellow students, using computers to do literature searching,

and communicating with others.

Most of the students interviewed need a laptop in order to study effectively.

There are still some as well that need paper and books for taking down notes. And the

most important comfort thing needed they needed to study effectively is a quiet

environment with no distractions at all. When asked where they usually study and

where they prefer to study if given the choice, at home is ranked first, followed by

coffee shops and lastly, at the library. These opinion interviews offered insights to

student learning behaviors: where they choose to study, what they do in the library,

what they bring to their study space, and what satisfies them within the environment.

Information

When students were asked how often they visited the SU library, 73% of them

visit the library once or twice a month and the reasons why they go to the library are

to use the internet for research work, followed by reason of group discussion and

lastly to use a quiet study space. When also asked which part of the library is their

favorite, ranked first is the 3rd floor where the cyber lib is that gives access to
computers and a strong wifi connection. Connecting all these responses, the majority

views the library as a resource of information.

Facilities and overall surroundings

When asked with opinion regarding the existing architecture and facilities of

the SU library, majority of the respondents had no significant issues except for some

especially for one who had experienced studying at a university in the United States,

thus certain standards were set by such interviewee and as she stated: “For an

American school, I expected better seating arrangement. The facilities are largely

insufficient”. One interviewee also noted that the library building didn’t achieve

proper ventilation and noise reductions as there are still some parts of the library that

tend to be noisy. For the color, suggested by majority were neutral ones which the

existing library already possessed. For customer service, while some didn’t mind

asking assistance from the library staff, the others do not have any negative comments

about the services and assistance they received from the library staff.

All of the respondents suggested for interior renovations and upgrading

facilities that would entice students to utilize the library as one both providing

information and study spaces. One interviewee stated: “I suggest to change or add

foam to the chairs and add more sofas. It’s obvious that the furniture and fixtures are

old and need to be replaced such as the chairs, as some are already defective,

damaged and vandalized.”

Highlighting one of the interviewees statement: “Studying in a quiet place is

really important because I need to focus and one way that helps me keep focused in

studying is a place where there are not much sound or distraction as it helps me it

helps me to familiarize or to memorize.” Based on all the interviews conducted, the

facilities provided and overall surroundings are consistently taken into consideration

when asked general questions relating to achieving success at learning. All agreed that

a well-maintained physical environment facilitate their ability to study.

 CHAPTER V: SUMMARY, CONCLUSION AND RECOMMENDATIONS

In this study, the researcher examined users’ perceptions of the SU Library

and what components of the physical environment work for them for their perceived

success at studying and doing research.

 The students view the library more of a resource centre of information than of

a space for studying.

 Respondents prefer to study in locations in the home, followed by coffee

shops and the university library.

 Majority of the respondents’ personal reasons why the library was not a

preferred location for studying is that they just prefer studying at home.

 Two of the major reasons for why the library was not chosen as a place to do

research and study pertained to deficiencies in the library’s resources as they did

not find what they needed and too much distractions due to noise pollution caused

by other users and the building itself not achieving proper noise reduction and

ventilation.

 Body comfort items students such as a comfortable study space and focus,

which is achieved only when surroundings are quiet and peaceful, were most

needed by the students. It is followed by technology items. The lighting and design

of the library are adequate.

 Students need computer access and a fast internet connection in order to study

effectively.
 Recommendations

In the light of the findings of this study, the following recommendations emerge to

enhance a better learning environment:

 The management of Silliman University should consider to

remodel/renovate the university library through interior renovations,

innovations of facilities and resources such as fixing or replacing old

furniture with new ones, and spatial reorganization of its collection.

 Precise efforts should be made to update Library Collections while

improving the supporting facilities in the library such as photocopiers, fast

internet services and comfortable furniture for the enhancement of academic

work.
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