CHAPTER ONE

INTRODUCTION

Background of the Study

The word library comes from a ‘Latin’ Word liber which means book.

However, the meaning of the word library has acquired several

meaning to different people over the years.

Okeke (2002) in his own writing defined library as a social

institution meant to collect, retrieve and disseminate information

materials to library patrons. Ogbona (2009) defines library as a

place where book and other forms of human records are

professionally acquired, organize and made available for use.

Librarians form a vital part of the world’s system of communication

and education. They make available knowledge that has been

accumulated through the ages.

According to Edoka (2000) librarianship is an age-long profession

that deals with management of libraries through acquisition,

processing, organization, storage, preservation, and conservation as

well as dissemination of information in diverse format and media.

1
It could be noted from the above definition of librarianship that 0f

information material is concerned with all technical aspect of

librarianship and these materials are carefully collected and

assigned classification of number in order to achieve unfirmly and

standardization. This gives rise to cataloguing and classification.

Luther (2010) states that careers in librarianship are incorrect with

a deep knowledge at cataloguing and classification. Eze (2010)

noted that cataloguing and classification has to do with shelving

and organizing the bibliography information of residing materials.

Arranging in a particular order and grouping the reading material.

Mainly books, audio-visual and microforms. At the1961

international conference in cataloguing principles, a terminology

group defined catalogue as one record that shows the library has in

stock for its staff and readers at any given time, catalogue brings

the readers into relationship with information researchers of the

library. It can therefore be taken to be a list of record of materials

(books, maps, microforms, e.t.c) arrange to some definite plan or

order. It record describe and indexes the resources of a collection, a

library or a group of libraries.

2
Knowledge is contained in various library materials. These include

books, periodicals, projected, materials (microforms, slide, film

strip, films, and audio visuals, graphic materials, picture, charts,

maps, and at lace e.t.c)

Cataloguing and classification consists of the activities namely:

Descriptive and subject cataloguing

Descriptive cataloguing is the type of cataloguing that highlights the

bibliographic element of a book which subject catalogue identify the

subject of a book. Cataloguing also refers to the description of a

book pointing out its important bibliography details such as

author(s), name, title, sub-title, edition, editor, publisher, place of

publication, etc. (Nwalo 2012) on the other hand, classification is

the process of grouping information materials. According to their

difference thereby assigning numbers or alphabet, or

alphanumerical to the library materials.

In simple terms, classification is concerned with the processing and

categorization of information sources in order to make them

accessible to the users of the library. These sources usually consist

3
of books, audio, audio-visual materials, graphic materials and

digital materials.

According to Aina (2004) if there were no power organization of

objects, it would be difficult to retrieve a particular object from

among the various object in the collection when needed. Thus,

classification is one of the backbones of the library. In Library and

Information Science (LIS) Education, classification remains one of

the core modules and has always had central position in the

curricula of LIS schools offering bibliographic controls modules

(Cabonero & Dolendo,2013).

Classification is also an important process/practice that assist with

the analysis of subject content of the source of the users through

classification, users are able to identify source in terms of the

subject analysis skills associated with Classification University in

different country experience diverse challenges in teaching these

module.

It could be noted from the above explanation that cataloguing and

classification are essential aspects of librarianship which cannot be

over-emphasized.

4
There are various type of classification schemes that are being used

by cataloguers in classifying library resources.

Ijasserman (2006) and Nwalo (2012) submitted that, the most

commonly used classification scheme in the united states of

American and Nigeria respectively are the Dewey classification and

library of congress classification scheme.

The work of the cataloguer is a professional one which requires

dedication and skillful use of the various tools in order to have a

complete catalogue that can easily link the users of the library to

the needed available resource in a particular library.

Cataloguing and classification are very important in the library

because without the process the resources in the library will not

and cannot be easily accessible to various catalogue of users it is

imperative for librarianship student to have an adequate knowledge

of programme. From preliminary investigation cataloguing and

classification courses are offer as compulsory courses in Nigeria

library schools at diploma undergraduate and post graduate levels.

It required that student must score at least 4% in the course before

graduation.

5
Cataloguing and classification courses are expected and

information school in Nigeria, to impact appropriate theoretical and

practical knowledge needed invariable, it will enable student to

organize information resources in any library where they are

employed after graduation. In catalogue and classification,

resources under this study consist of human materials and

physical facilities.

The human resources in cataloguing laboratory instructors/

assistance. Lecturers and laboratory instructors are very important

in facilitating teaching and learning since quality output demand

quality institutions.

Lecturers and instructors in cataloguing and classification should

be experts in the fields. Lecturers teaching the students in the

classroom and instructor handling cataloguing and classification.

Laboratory are expected to make cataloguing and classification

tools available for student practical work.

In addition, laboratory/ assistance are expected to guide the

student in the use of cataloguing tools. Therefore, for adequate,

effective and discharge of cataloguing and classification service,

6
future librarians or librarianship. Student must be well trained and

adequate orientated as to continue to modernize or up-date the

principal of uniformly and university and consistency of the

profession.

Physical facilities in this study consist of cataloguing and

classification laboratory and computer laboratory.

Owenye and Yara (2011) described laboratory as a room or building

specially built for teaching and demonstration of phenomenon into

practical terms. Cataloguing and classification laboratory is

essential physical resources that should be provided for

demonstrating theories learnt in teaching and learning cataloging

and classification in the classroom.

Adesoji (2009) G tin Hallandyna and Shanghess (1980) concludes

that a numbers of factors influencing students’ performance in

cataloguing and classification such factors include teaching

methods, time allocated, student’ attitude, materials for teaching

and learning.

Jara (2009) notes that attitude of student can be influenced by the

attitude of the teachers and methods

7
Mohammed and Saheed (2011) gave three component of attitude as

cognitive (belief, thought, attribute), affective, (feelings, emotions)

and behavioral information (past event and experiences).

Despite the important of cataloguing and classification in

librarianship, it is amazing that the performance of student of

federal college of education (Technical), Umunze in this course is

poor, records for past result on the course showed that student’s

performance is poor when compared to other courses in library and

Information science.

What could be the factors influencing student performance in

cataloguing and classification and how can this problem be solved

It is against this background that the study is undertaken

Statement of the problem

Cataloguing and classification have been acknowledged as the heart

and soul of librarianship, both in library and information schools

and different libraries worldwide. This is the reason for offering it to

student at 200 and 300 level respectively. In fact, it is a compulsory

course which they pass before graduation. From researchers

8
observation, in a class of 70 students, not up to 15 students made

up to A’s and B’s. Those who made it C’s, D’s and E’s are always

happy and satisfied with their performance. It is also not worthy

that most students in Library and Information Science Department

in Federal College of Education (Technical), Umunze are often held

by failure to pass cataloguing and classification courses. This study

stands to investigate the factors that influence student’s

performance in cataloguing and classification.

Purpose of the study

THE study is aimed at finding out the factors influencing students’

performance in cataloguing and classification. But specifically, it

sought to.

 To find out the adequacy of material for teaching and learning

cataloguing and classification.

 To find-out the teaching method for teaching and learning

cataloguing and classification.

 To determine the attitude of student toward studying

cataloguing and classification.

9
To find out the time sufficiency for teaching and learning

cataloguing and classification in Federal College Of Education

(Technical) Umunze.

Scope of the study

This study covers the factors influencing students’ performance in

cataloguing and classification in Federal College of Education

(Technical) Umunze, it also covers the adequancy of materials for

teaching and learning cataloguing and classification and the

attitude of students towards learning of cataloguing and

classification.

Significance of the study

The outcome of the study will be of great importance in reducing

the existing problems of cataloguing and classification in tertiary

institutions, most especially in Federal College Of Education

(Technical), Umunze and prevent other problems that may happen

in the course.

10
To library users, it will help them to know how to access the library

independently, where by the materials will be arranged in

alphabetical order.

To students, it will draw their attention towards frequent use of the

library materials. Furthermore, it is expected to reveal factor that

influence students performance in cataloguing and classification

course in Federal College of Education (Technical) Umunze.

For Lecturers, national university commission (NUC), Nigeria library

and information science educators (NALISE), the study will help to

formulate policies on teaching method, time allocation and

materials for teaching and learning cataloguing and classification.

For curriculum planners, the result of the study will help them to

identify necessary materials for teaching and learning cataloguing

and classification in library schools

Research question

The following research question would be answer in the study

 What is the adequacy of materials for teaching and learning

of cataloguing and classification?

11
  What are teaching method used for teaching and learning
cataloguing and classification.
 What are the attitude of students towards studying cataloging
and classification.
 what is the term sufficiency for teaching and learning the
course in cataloguing and classification in Federal College Of
Education (Technical) Umunze in Anambra state.
CHAPTER TWO

REVIEW OF RELATED LITERATURE

The review of related literature is organized according to the

following Sub-headings:

 Meaning of Library, Cataloguing and Classification/Types of

Cataloguing.
 Steps in Cataloguing
 Tools used in Teaching Cataloguing and Classification
 Importance of Cataloguing and Classification in School Library
 Teaching Methods and their Roles in Academic Performance of
Schools.
 Teaching Methods on Cataloguing and Classification in Library
Schools.
 Relationship between Human Resources and Students’
Academic Performance.
 Attitudes of Students towards Cataloguing and Classification
in Library Schools.

12
  Challenges Confronting the Teaching and Learning of
Cataloguing and Classification Courses in Library Schools.
 Empirical Research.
 Summary of Literature Reviewed.

Meaning of Library, Cataloguing and Classification, Types of

Cataloguing

The Oxford Junior Encyclopedia (2005) looks at the library as

both a room in which book and some other materials I kept and the

collection themselves. Generally speaking the library come there for

the regarded as a collection of books and Mom books materials love

has been organized and accessible to prospective users. The

organization of the materials are what gave rise to Cataloguing and

classification.

According to Ugwuanyi (2012), cataloguing is the process of

describing library materials and assigning a classification number

to them. Nwalo(2012) noted that cataloguing could be defined as

description of book pointing out its important bibliographic details

13
such as author, title, sub title, edition, editor, publisher, place of

publication, date of publication, series and subject.

Ola (2001) also stated that Cataloguing is a process of

compiling or constructing entries for insertion into a catalogue. It is

also the process of creating a metadata representing information

resources such as books, sound recording, moving images etc.

On the other hand, the same author states that classification

is a system by which library materials are arranged to subject

which class numbers. Library classification uses notational system

that represent the order of topics in the classification and allow

them to be stored in the order.

Types of Cataloguing

There are two types of Cataloguing

1. Descriptive Cataloguing: This involves providing a

bibliographic description using the elements present in the

document to be described as well as choice of access point

each description is expected to be unique to every item

describe by using elements such as

14
  Author

 Title

 Edition

 Publisher

 Date of publication

 Place of publication

 Physical description

2. Subject cataloguing: this is providing subject as well as

classified information. Most users approach a catalogue in

search of information with a title or author in mind.

Steps in Cataloguing

There are various steps to be considered when cataloguing.

They are as follows:

 Choose the access point (author), title, sub and content.

 Choose the form of subject heading-library or DDC

 Assign the subject heading.

 Classify and assign the call numbers or class mark.

Tools used in Teaching Cataloguing and Classification

15
 There are three major tools used in teaching cataloguing and

classification and they are outlined as follows:

 Dewey Decimal Classification (DDC)

 Sears list subject headings

 Cutter Author Number

Dewey Decimal Classification: this is the subject heading that helps

to indicate where a book can be classified or belong. It is used for

classification.

Sears list subject heading: is a book that contains the number of

the entire subject and which can be used to assign numbers to

book during cataloguing.

Cutter Author Number: is solely meant for authors. It is a book that

contains the numbers of all the authors.

Importance of Cataloguing and Classification Education in

Library Schools

Education can be defined as the activity which is aimed at the

development of knowledge, moral, value and understanding needed

16
in all circumstance of life, rather than at knowledge and skills

pertaining to a restricted field of knowledge (Oketunji, 2005).

The same author further stated that the objectives of tertiary

education is to try and produce individuals in such a way that they

can develop fully in their careers.

Cataloguing and classification education is aimed at producing

librarians and information scientist that are capable of effectively

handling library and information centers after graduation.

Iwe (2005) asserted that since library education stated in Nigeria

about half a century ago, cataloguing has been regarded as a core

subject in the curriculum.

Library schools have made cataloguing and classification

compulsory despite the introduction of information and

communication technology (ICT) into Library and Information

Science in Nigeria. Cataloguing and classification is important in

the organization of information resources for easy access aand

retrieval wther manual or virtual library. Cataloguing processes are

those that occur from the time a book aenters a cataloguing

department until it is shelved to the shelf. Afolabi and Osaniyi

17
(1986) stated that cataloguing and classification is the heart and

soul of librarianship.

Cataloguing and classification require students to acquire

theoretical and practical knowledge on hoiow to organize and

retrieve information resources at minimum case. Adedibu (2009)

stated that cataloguing and classification make retrieval of library

materials easy for users. The same author stated that the purpose

of cataloguing library materials are as follows;

- To make location of library materials easy

- To save time and space

- To enhance effective utilization of materials and

- To facilitate easy accessibility of materials.

Library schools are expected to expose the undergraduate students

to all the rudiments in cataloguing and classification to enable

users of library and information centers enjoy the benefits thus

specified.

18
In Nigeria, library and information schools, students are required to

take two core/ compulsory cataloguing and classification courses

titled; organization of knowledge (LIS 207) and organization of

knowledge 2 (LIS 301).

Cataloguing and classification education is still very important in

library and information schools in that, it helps students to

organize library resources.

There is need for the library and information schools in Nigeria to

provide good atmosphere for students to learn how to use the

computer laboratory should be made available and accessible for

student use. Cataloguing and classification is still necessary in

library and information schools with the knowledge of information

and communication technology (ICT) being incorporated into it.

In the words of Gorman (2002) enemies of cataloguing today include

all informed administration, information scientists in library

schools and those who think that alternative to vocabulary control

and bibliographic architecture such as Google are better and

cheaper than cataloguing. He concluded that bibliographic control

and cataloguing should be at the best in library education.

19
Teaching Methods and their Roles in Academic Performace of

Students.

According to Onyekan (2000), teaching is simply a process of

making the pupils/students learn and achieve beyond their present

status. It follows that teaching is a dynamic process of encouraging

and developing mental, physical and emosional powers of the

students. Moronkola, Adegbile and Adiomoses (2004) stated that

teaching is the art and science of using various strategies or

methods in any situations to make learners learn or facilitate

learning.

Teaching is an attempt to bring desirable changes in human

learning abilities and behavior that contributes to better living.

Abimbade (2006) stated that, teaching is a complex activity because

it involves the subject matter, methods and materials as well as

human being. Teaching methods can be regarded as the sum of all

the principles of good teaching that are known to have been proved

from psychological, biological and educational research, Afolabi and

Abimbade (2012). Zarif (2012) described teaching methods as the

baseline of action, instruments adopted by the researcher to ensure

20
the effective knowledge delivery. The method of teaching to be based

depends solely on the teacher and his knowledge about the subject

matter and to the students.

There are factors that must be considered by teacher before

choosing a particular group of teaching methods.

Oyekan (2000) listed the factors as follows;

- Maturity or development level of the learners.

- Language and communication skills of the students in

oral/written expressions.

- Availability, adequacy and usability of instructional materials

to illustrate and explain the fundamental concepts processes

or event being taught e.g machines, equipments, chemicals,

electricity.

- Safety and health of the learners.

- Ability to source funds for vital chemicals, equipments,

materials and services.

- Sufficiency of time for incorporation into the school calendar

and timetable e.g. study trips.

- Mode of assessment of learning outcomes.

21
 - Suitability of learning environment.

Teachers are expected to consider the aforementioned factors before

adopting a particular method of teaching.

According to Sowunmi (2007), the overall aim of teaching is to

assist learners in developing social skills to function as members of

their society, adopt to and function coherently in new situation and

society. University teaching method involves diverse modes of

instruction such as lectures, teaching, field work, demonstration,

and laboratory, practical and so on. University teaching method

should provide an environment that encourage and expediates the

dissemination (Oriababor, 2008).

Baker (2001) posited that teaching methods at the university level

are supposed to emanate stated curriculum which have been found

to affect learning outcomes significantly. Lecturers and teachers are

therefore encouraged to follow the learning outcomes of the courses

to be taught in order to determine the methods to be used in

teaching the students in ensuring effective learning and

performance of the students. The following/various teaching

22
methods considered in this sub-section are lecture, discussion,

laboratory, assignment, questions and field trip.

Lecture method

Lecture method is used to teach a large group of students who are

often passive listener with little or no opportunity to ask questions.

The teacher is used as the repertoire of knowledge. It is more

applicable for mature people above average level of intelligence and

high degree of auditory perception and linguistic competence

(Oyekan, 2000).

Ajiboye, Adu and Amosun (2005) stated lecture method of teaching

as an economical means of transmitting factual information to a

large audience even though there is no guarantee that effective

learning will result. In support of Onyekara assertion, Abimbade

(2006) affirmed that lecture method is an organized verbal

presentation of a subject matter where presenter dominate the

exercise for long period with or without the students’ involvement.

Lecturers in library and information science schools should adopt

the modern technology of using Microsoft PowerPoint in their

23
lecture presentations which will motivate the students to develop

more interest in cataloguing and classification through the visual

medium.

Discussion Method

One of the students-centered methods is discussion method.

Speaking, listening and observing are the essential attributes of

discussion method, Ajiboye, Adu and Amosun (2005).

The teacher must know how to guide students without dominating

the discussion. According to Onyekan (2000) discussion method

creates a forum to solve some difficult problems or questions which

require variety of ideas and ways to solve them, contributes to

character development and training for the posts of leadership and

responsibility in dealing with people, encourages the pupils to

accept and tolerate other students ideas and views. According to

Sowummi (2007), stated that group discussion strategy allows

students to be more active, with more personnel contact with

instructor and peers, thus developing contact and inter-personal

relationship.

Laboratory Method

24
Another important method of teaching is laboratory method. It

encourages the students to learn by observation, manipulation and

measuring of things. It makes learning concrete and practical. In

laboratory method of teaching, it is based on the principle of

learning by doing, learning, observation and proceeding from

concrete to abstract. Pupils do not listen for information but do

something practically too (Sidhu, 2006). Oyekan (2000) gave the

following advantages of laboratory method of teaching among others

as;

- Promotion of process skills e.g. observation, classification,

recording and interpretation of data, graphic and so on.

- It ceters learning activity on a child which sustain his/her

interest concentration and retension of content.

- It inspires students to improve and construct learning

materials.

- The teacher is regarded as a guide in encouraging students’

participation and development.

Demerits of laboratory method include its demand for much more

time and energy in preparing and carrying out experiments, a large

25
sum of money is required to provide durable equipment, chemical

and other materials. The same author further stated that laboratory

is an essential part in teaching and learning cataloguing and

classification in library and information schools, in turning theory

and principles into practices.

Practical Work/Method

By practical work we mean tasks in which the students observe or

manipulate real objects or materials as they witness a teacher

demonstrate.

Practical work can;

- Motivate pupils by stimulating interest and enjoyment

- Teach laboratory skills.

- Enhance the learning of scientific knowledge.

- Give insight into scientific method and develop expertise in

using it.

- Develop scientific attitudes such as open-mindedness and

objectivity.

26
The list is based on Hodson D. 1990, Acritical look at practical in

school science school review, vol 70 (number 256) pg 33-40. An

effective teacher plan practical work with specific learning objectives

in mind., by using different prdagogical approaches the same

practical task can be used to achieve different learning outcomes.

For some practical tasks, the learning is about objects and

observable students are expected to recall what they have observed.

Other tasks involved making links between observables and

scientific ideas. Students generally find the later harder, as they

involve thinking as well as seeing and doing. The task design needs

to scaffold students effort to make these links.

Practical work to develop students scientific knowledge is likely to

be most effective when;

- The learning objectives are clear, and relatively few in number

for any given tasks.

- The task design highlights the main objeectives and keeps

noise to be minimum.

27
A strategy is used to stimulate the students thinking before hand,

so that the practical task is answering a question the students is

already thinking about.

Questioning Method

Questioning method allows both the teacher and students to ask

and answer questions in the classroom or laboratory.

According to Mehmood and Rehman (2011), teaching that includes

questioning is similar to testing. A teacher may ask a series of

questions to collect information of what students have learned and

what he needed to be taught. Questioning method is a student

centered method which could be used in conjunction to lecturers

teaching cataloguing and classification courses show not to find it

difficult to ask questions in the class while teaching.

Field Trip

Field trip is another method of teaching and learning. According to

Abimbade (2006), for direct or real-life experience, there is no better

way to discover knowledge than the use of field trip. It allows

students to see and observe processes in natural life settings. It

28
generates much interest among the schools, they may organize field

trip/excursion to well organized library and information centers

where computers are been used for cataloguing and classification.

Field trip may be planned to visit the main library of the university

to see or observe the processes of copy and original cataloguing

both manually and electronically.

Tong (2012) observed that teaching and learning styles affect

students’ achievement. On the premises of these findings, it is very

important to conduct a study whether teaching methods being used

by lecturers in library and information schools have any

relationship with academic performance of the undergraduate

students.

Teaching Methods in Cataloguing and Classification

Teaching methods used in imparting knowledge on the students in

library and information schools may be a determinant of their

academic performance. Students deserve courses that combines

theory and practice, avoid memorization and require them to show

a mastery of core principles rather than picky details (Holley, 2002).

Cataloguing policies may vary from library to library. There is need

29
to give priority to the teaching of fundamentals of cataloguing to

make the students understand the basic reasons behind the

production of document representation. The reason behind

cataloguing and classification should be understood by students

before they are taught how to catalogue in the study made by

Babita (2002) found out from his study of Indian Library schools

that, due to increasing impact of information technology on

librarians, traditional methods of teaching and curricula have

become outdated. Most library and information science

departments have changed their curricula but their method of

teaching remains unchanged. Information technology reflection in

curricular without corresponding reflection in teaching of students

may not be productive.

Students should be able to practice the use of computer in

cataloguing and classification of library resources.

Most of the teaching facilities relatively are outdated and need to be

enhanced with computer, traditionally teaching method is no longer

enough to prepare the students for the competitive labour market.

30
The library practice programme is a welcome development and

should be adopted by all library and information schools. The

programme will enable students to practice the theories and

principles in the school.

Relationship between Human Resources and Students

Academic Performance

Human resources are unique educational input necessary for the

development of skills acquisition and litracy of the students,

(Ekundayo and Alonge, 2012). In cataloguing and classification

education in library schools, lecturers/teachers and cataloguing

and classification instructors/assistant are needed in imparting

relevant knowledge on students when teaching and assisting

students to use the laboratory and equipments/tools in

understanding the theories learnt in the classroom throughout

practical experiences respectively. The success of any organization

is a result of the quantity of its workforce (Adegbemie, 2011).

Teachers impact relevant knowledge on the students at all levels of

education all over the world.

31
Teachers are the prime executors of government policies on

education and as such, their operational performance and vision

could make or mar the future of Nigeria. This is because no

educational institute can rise above the qualities of its teachers

(Oyekan, 2000). Teachers are very important in the educational

development of students at all levels of education. The aspiration of

any nation to transform into a greater country can only be possible

if there are competent and dedicated teachers to impart the

appropriate attitude, skill and knowledge. Teachers must not only

be available in the school system but they are to be dedicated in

their classroom assignment. Teachers are expected to be effective in

their teaching so that students can benefit maximally from their

teaching.

The center for public education (2005) stated that importance of a

good teacher is no secret. Schools and their communities have

always sought out the best teachers they could get in the belief that

students success depends on it. Employers of labour most

especially in educational institutions should engage the most

32
qualified and experienced teachers which may lead to good

academic performance of students.

Onyekan (2000) stated that a number of sterling qualities expected

of an effective teacher could assist him/her in discharging his/her

professional roles towards individuals and national development.

The same author further stated that the characteristics of a good

teacher include:

- Pleasing manner

- Thorough knowledge of the subject matter

- Willingness to learn at all times

- Clarity of lesson presentations

- Adequate care and guidance

- Sound creative memory

- Friendliness

- Orderliness

- Spirit of understanding, empathy and sympathy

- Impartiality and just to all.

Apart from employing teachers to teach in a classroom setting,

laboratory instructors/assistance should be employed to take care

33
of the laboratory. Aina (2007) stated that cataloguing laboratory will

be managed by information assistant and should be able to assist

the students in the use of the computer and cataloguing tools.

Library and information science schools should therefore do better

by providing laboratories that are well equipped with both materials

and human resources.

Teachers have been revealed as very important in teaching and

learning processes. What then is the correlation between the use of

a qualified teacher and students’ academic performance? Akin and

Ugborugb (2009) discovered that effective teachers produced better

performing students.

Ekundayo and Afonge (2012) asserted that studies on relationship

between human resources and academic performance have shown

that human resources enhance performance of students.

Attitude of Students towards Cataloguing and Classification in

Library Schools.

Afolabi and Osaniyi (1986) stated that over the years, library

science students’ as well as some library teaching, staff and

librarians have expressed views which portray cataloguing and

34
classification as somewhat difficult. Also, the adherence to

punctuation. They concluded that as these skills are required for

cataloguing, teaching methods will have to be adopted to equip

students for the workplace. Lecturers may therefore need to adjust

their teaching method to enable the students to acquire the

required skills in cataloguing and classification.

Oyadeji (2012) discovered from his study that students considered

the courses as too complex. Lecturers are too abstract and there is

little need for traditional cataloguing and classification skills in this

age of the internet. Students should be exposed to both traditional

and electronic cataloguing and classification as they may likely

affect the performance of students in library schools.

Challenges Confronting The Teaching And Learning Of

Cataloguing And Classification Courses In Library Schools.

Cataloguing and classification courses have been described as very

important in the training of librarianship students in library

schools. Despite the importance, library and information science

schools are bedeviled with some challenges in teaching and learning

cataloguing and classification courses. Ochalla, Glover and

35
Guimaraes (2012) in their studies conducted in the United States of

America, Brazil and South Africa on cataloguing and classification

education in their library schools identified the following challenges

arising from teaching the course:

In the United States of America library schools, it was revealed that:

- Students lack critical thinking

- No time for or interest in library.

- Students are unprepared.

- Students need individual attention

- Time allotted not enough

- Students lack interest – yes in the course content

- Challenging content especially applying the rules

- Content is dull, even an instructor found it dull.

Similarly, in Brazil, it was discovered that:

- Students lack critical thinking

- Language concern, there is need of more instructional

materials in Portuguese

- Not enough online work

36
Methods to be adopted in imparting knowledge. Rahman, Khatun

and Mezbah.

Empirical Research

Factors affecting academic performance of students in cataloguing

and classification in library schools.

There is therefore need for a study, like to investigate the factors

influencing students’ average performance. Nwalo (2012) in the

faculty of education, university of Ibadan lecture series gave

reasons for students poor performance in cataloguing and

classification courses in university of Ibadan libratry and

information science schools which include students do not pay

attention in learning cataloguing and classification, other factors

are: teaching methods, availability and use of cataloguing and

computer laboratories cataloguing tools, textbooks, allocation of

instructional time and students attitude may be responsible for the

students’ performance in cataloguing and classification course in

library schools.

In addition Kosoko (2014) observed that attitude is made up of

three components that is the affective behavioral and cognitive

37
which indicates how individuals feel about a particular issue, what

they intend to do about it and how they behave about it. Positive

attitude are necessary for any organization to succeed, members

have to demonstrate good attitude towards that thing or jobs. The

act of cataloguing and classification involves a lot of patience and

Adesoji (2008) concludes that a number of factors have identified as

factors influencing students’ performance in cataloguing and

classification such factors includes students’ attitude, teaching

methods and career interest.

Summary of the Literature

The literature reviewed shows that cataloguing and classification

courses are very important in the organization of information

resources in library and information center, students are therefore

expected to have both theoretical and practical knowledge of

cataloguing and classification in library and information schools.

Lecturers are expected to use student-centered methods to enable

the students develop interest in a particular subject.

The literature further highlighted online cataloguing and

classification from the western countries. Students should be given

38
opportunity to be exposed to online cataloguing and classification in

Nigerian library and information schools. Furthermore, it was

revealed that from the literature that there is relationship between

teachers’ quality and students’ academic performance.

Aiyelabegan (2012) and Kola (2012) citing Apata (2007) found that

students taught by qualified and experienced teachers performed

better than those taught by less qualified teachers.

Therefore, library and information schools should employ qualified

and experienced lecturers which may lead to high academic
performance of students in cataloguing and classification on the
effect of availability and use of information resources. It was also
revealed that text book is one of the determinants of students’
academic achievements. Non-availability of laboratory resources
like cataloguing and classification tools are factors that could result
into poor academic performance of students in library and
information schools as provision of laboratory equipment was
revealed to have significant relationship with students’ performance
in science subjects. Cataloguing and classification tools are
therefore necessary in library and information schools. Challenges
confronting the teaching and learning of cataloguing and
classification in library and information schools in the reviewed
literature among others are insufficient time allocation, insufficient

39
cataloguing and classification tools, non-availability of cataloguing
and classification laboratory and inadequate practical.

40
 CHAPTER THREE

RESEARCH METHODS

This chapter presents the methods and procedures used in carrying

out the research.

It is organized under the following sub-headings

 Research Design
 Area Of The Study
 Population Of The Study
 Sample And Sampling Techniques
 Instrument For Data Collection
 Validation Of Instrument
 Method Of Data Collection
 Method Of Data Analysis

Research Design

The design of this study is descriptive survey research design. This

is so because it describes the situation as it is. Hence, it involves a

systematic and comprehensive collection of information about

opinion, attitudes, feelings, beliefs and behavior of people (Ainci,

2007). This design is considered appropriate for this study because

it is specifically geared towards finding out the factors influencing

students’ performance in cataloguing and classification.

41
Area of the Study

The area of the study is Anambra State, specifically, the study was

carried out at the Department Of £Library And Information Science

Federal College of Education (Technical), Umunze.

Population of the Study

The population of the study comprises of year 2 and year 3

students of library and science. This is because they are the people

that are involved in cataloguing and classification and therefore

have the required know-how of the course. The population of the

students are one hundred and fifty, teachers in the department is

10. Total population is 160.

Table 1: Population Table

LEVEL STUDENTS TEACHERS TOTAL

Year 2 70 10 80

Year 3 80 0 160

42
Sample and Sampling Technique

Random sampling method was used in selecting the sample from

year 2 and year 3 students and teachers in library and information

science. 20% was taken out of each level and the total number of

teachers was used. The total sampling population is 32.

Instrument for Data Collection

The instrument used for data collection was structured Likert scale

questionnaire, designed by the researcher. It has two parts. Part

one was specifically designed to elicit relevant background

information about the respondents while part two deal with

question raised from the research question of the study.

Validation of Instrument

The instrument was validated by three experts, two professional

librarians and one educational researcher from Federal College of

Education (Technical), Umunze.

All corrections made were employed on the final production of the

instrument. This is to ensure the validation of the instrument.

43
Method of Data Collection

The instrument was administered directly to the respondents and

was collected back immediately after filling. A total of 32 copies

were administered and were collected without loss.

Method of Data Analysis

In analyzing the data collected, mean was used. Nominal values

were assigned to different scaling items as follows.

The mean of the nominal value was calculated using the formula

X = ∑fx
N

Where X = Mean

∑ = Summation

f = frequency of respondents

x = Nominal Value of the Respondents

N = Total Number of the Respondents Used

The mean (X) = 4+3+2+1 = 10 = 2.5

4 4

44
The nominal values were assigned to four points Likert rating scale

as follows

Strongly Agreed (SA) 4 Points

Agreed (A) 3 Points

Disagreed (D) 2 Points

Strongly Disagreed (SD) 1 Point

Decision Rule

Any item ranking 2.5 and above was regarded as positive and

accepted while any item below 2.5 was regarded as negative and

rejected.

The mean were computed from the sum of value points and divided

by the number of responses.

45
 CHAPTER FOUR

PRESENTATION AND ANALYSIS OF DATA

This chapter deals with the presentation and analysis of data

collected from the field. They are arranged in the table according to

research questions.

Research question 1 What Is The Adequacy Of Materials For

Teaching And Learning Cataloguing And Classification?

Table 2: The Mean Rating Of The Respondents On The

Adequacy Of Materials For Teaching And Learning Cataloguing
And Classification In Federal College Of Education Technical,
Umunze.
S/N ITEMS SA A D SD N Fx X REMARKS
1 Dewey decimal classification scheme for 10 9 8 5 32 88 2.75 Accepted
teaching cataloguing and classification is
not adequate.
2 Sears list of subject headings for teaching 12 9 6 5 32 92 2.87 Accepted
cataloguing and classification is not
adequate.
3 Anglo America cataloguing rule 2 for 12 9 6 5 32 92 2.87 Accepted
teaching cataloguing and classification is
not adequate.
4 Cutter table for teaching cataloguing and 10 9 7 6 32 87 2.72 Accepted
classification is not adequate.
5 Conducive classrooms for teaching - 5 12 15 32 54 1.69 Rejected
cataloguing and classification are not
adequate.
6 Tables and chairs for teaching - 8 12 12 32 60 1.88 Rejected
cataloguing and classification are not
adequate.
7 Universal classification rule for teaching 12 9 6 5 32 92 2.87 Accepted
cataloguing and classification are not
adequate.
GRAND MEAN 2.52 Accepted

46
 Table 2 above, showed that items 1, 2, 3, 4 and 7 had mean score of

2.75, 2.87, 2.87, 2.72 and 2.87 respectively which fall within the

acceptance region of 2.5 and above while items 5 and 6 scored

mean of 1.69 and 1.88 which fall within rejection region of below

2.5. The grand mean is 2.52 indicated that most materials for

teaching and learning cataloguing and classification were not

adequate.

Research question 2; What are the teaching methods for teaching

and learning of cataloguing and classification?

Table 3: The Mean Rating Of The Respondents On Teaching

Methods For Teaching And Learning Cataloguing And
Classification.
S/N ITEMS SA A D SD N Fx X REMARKS
8 Teachers use lecture method mostly 13 8 5 6 3 92 2.87 Accepted
during cataloguing and 2
classification.
9 Teachers do not use demonstration 15 10 5 2 3 102 3.19 Accepted
method in teaching cataloguing and 2
classification.
10 Teachers do not use discussion 13 9 7 3 3 96 3.0 Accepted
method in teaching cataloguing and 2
classification.
11 Teachers do not use practical 4 7 1 9 3 70 2.18 Rejected
method in teaching cataloguing and 2 2
classification.
12 Teachers do not use field trip 12 9 7 4 3 93 2.91 Accepted
method in teaching cataloguing and 2
classification.
13 Teachers do not use individual 13 9 6 4 3 95 2.96 Accepted
method in teaching cataloguing and 2
classification.

47
 GRAND MEAN 2.85 Accepted

The table 3 above showed that items 8, 9, 10, 12, and 13 had the

mean scores of 2.87, 3.19, 3.00, 2.91 and 2.96 respectively which

fell within the accepted region of 2.5 and above while item 11 with

the mean score of 2.18 fell within the rejected region of below 2.5.

The grand Mean is 2.85 which indicates that teachers do not use

most of the recommended methods for teaching and learning

cataloguing and classification.

Research question 3; What is the attitude of students towards

studying cataloguing and classification?
Table 4: The mean responses of distribution of attitudes of
students towards attendance to cataloguing and classification
classes.
S/N ITEMS SA A D SD N £Fx X REMARKS
14 Students perceive cataloguing 10 9 8 5 32 88 2.75 Accepted

and classification as a difficult

course thus they avoid
cataloguing and classification.
15 Students perceive cataloguing and 12 9 6 5 32 92 2.87 Accepted
classification as an abstract course, they
shy away from practical lectures on
cataloguing and classification.
16 Cataloguing and classification requires 10 9 7 6 32 87 2.72 Accepted
reading wide and majority of the students
display non-challant attitude towards
reading of books for cataloguing and
classification.
17 Students posit that cataloguing and - 8 12 12 32 60 1.88 Rejected
classification are not relevant to their
career thus they are non-challant over
studying the course.
18 Students prefer reading cataloguing and 12 9 6 5 32 92 2.87 Accepted

48
 classification for leisure than for
examination because of fear of failure.
19 Students have a phobia for cataloguing and 15 10 5 2 32 102 3.19 Accepted
classification.
GRAND MEAN 2.71 Accepted

The table above showed that item 14, 15, 16, 18, and 19 scored

corresponding means of 2.75, 2.87, 2.72, 2.87 and 3.19 which fell

within the acceptance region of 2.5 while item 17 with a mean of

1.88 which fell within the rejected region of below 2.5. The grand

mean is 2.71 which fell within the acceptance region. This indicates

that students display a negative attitude towards studying

cataloguing and classification.

Research question 4; What is the time sufficiency for teaching and

learning of cataloguing and classification courses in federal college

of education technical, Umunze in Anambra state?

Table 5: What Is The Time Sufficiency For Teaching And

Learning Of Cataloguing And Classification Courses In Federal
College Of Education Technical Umunze In Anambra State
S/N ITEMS SA A D SD N Fx X REMARKS
20 Time allocated for cataloguing and 3 5 14 10 32 65 2.03 Rejected
classification in the school time-table is
enough for teachers to teach well.
21 Numbers of hours allocated for the subject 15 8 5 4 32 98 3.06 Accepted
per week is not enough to cover the
syllabus.
22 Time for teaching the course is not 13 9 7 3 32 96 3.0 Accepted
conducive for students to learn well.
23 The time allocated for teaching the practical 13 9 6 4 32 95 2.96 Accepted
is not enough for the students to learn

49
 cataloguing and classification.
24 Students miss cataloguing and 4 7 12 9 32 70 2.18 Rejected
classification class because it falls on
weekends.
GRAND MEAN 2.65 Accepted

The table 5 shows that items 21, 22, and 23 has mean scores of

3.06, 3.00 and 2.96 and all of them are within the acceptance

region of 2.5 and above. While item 20 and 24 scored mean of 2.03

and 2.18 respectively which fall within the rejection level of below

2.5. The grand mean is 2.65 which indicates that lecturers exhibit

negative attitude towards teaching cataloguing and classification.

Summary of Major Findings

From the analysis presented in the table above, the following are

listed;

1. Materials For Teaching And Learning Cataloguing And

Classification In Federal College Of Education (Technical)

Umunze Were Not Adequate.

2. Teachers did not use most of the recommended methods in

teaching cataloguing and classification.

3. Students exhibited negative attitudes towards attending

cataloguing and classification classes.

50
4. Time allocated in teaching and learning cataloguing and

classification is not sufficient.

51
 CHAPTER FIVE

DISCUSSION OF FINDINGS

This chapter focuses on the following sub-headings

 Discussion Of The Findings

 Implication Of The Findings

 Recommendation

 Limitation Of The Study

 Suggestion For Further Studies

 Conclusion

Discussion of the Findings

In carrying out the studies, the researcher gathered information

from the respondents (year 2 and year 3) in Federal College Of

Education (Technical) Umunze.

Results from the research question 1 showed that materials for

teaching and learning cataloguing and classification in Federal

College Of Education (Technical) Umunze were not enough.

52
From the responses gotten from the respondents, materials like

sears list of subject headings, Anglo American cataloguing Rule 2

(AACR2), Cutter table, were not adequate.

This is in line with Kola (2012) observation that non-availability of

laboratory resources like cataloguing and classification tools and

other materials needed for teaching and learning cataloguing and

classification are factors influencing students’ performance in

library schools.

Result from Research question 2 revealed that, lecture method and

practical method were mostly used by lectures in teaching

cataloguing and classification.

Other recommended methods like discussion, field trip,

individualized method, discussion and demonstration method. This

is in agreement with Abimbade (2006) who opined that there are no

better ways to discover knowledge than the use of field trip. It

allows students to see and observe processes in natural-life

settings.

It generates much interest among the students and the teacher. It

is a known fact that a learning environment is made up of learners

53
with various learning styles. Thus lecturers should endeavor to

adopt recommended teaching methods such as field trip and

individualized method so that all the learners no matter their

learning style will benefit from the lesson.

Research question 3 showed that students portray negative attitude

towards attendance to cataloguing and classification. The finding is

in agreement with Oyler (2001) who discovered the negative attitude

of students in any course leads to poor performance in that course.

When students develop negative attitude towards a course, they will

find it difficult to do the necessary things they need to do in order to

pass the course.

Therefore, when a student fails to do what is expected from him or

her by the teacher in the class, definitely it will affect the students’

performance.

Result from research question 4 revealed that, time allocated for

teaching this course were not sufficient. This is in line with Nwalo

(2005) who opined that insufficient time is a major handicap to

effective teaching and learning, If the time allocated to a course is

not sufficient, the teacher who teaches the course will find it

54
difficult to go in details. In that case, it will contribute to [poor

performance of the students.

Implication of the Study

The findings of this study showed that the materials needed for

teaching cataloguing and classification were not adequate, most of

the recommended methods were not used. Students and teachers

had negative attitude towards the course.

The implication is the fact that, if the findings are not maximized,

the school will continue to produce unqualified librarians who

cannot perform their duties effectively.

Recommendation

Based on the findings of this study, the researcher made the

following recommendations;

1. Students should change their attitude towards cataloguing

and classification by appreciating the intrinsic values of the

course they are offering.

2. Students should also upgrade their knowledge by visiting

other well established libraries within Nigeria.

55
 3. Lecturers should adopt recommended teaching methods in

teaching cataloguing and classification to improve students’

efficiency.

4. More time should be allocated for teaching cataloguing and

classification to improve students’ efficiency.

5. Materials for teaching cataloguing and classification such as

sears list of subject headings, Dewey decimal classification

scheme, cutter table, Anglo American Cataloguing rule 2 etc.

should be made adequate.

6. Government should help in providing funds for the provisions

of needed facilities and materials for teaching and learning of

cataloguing and classification.

7. More up-to-date books should be made available to the

students.

Limitations of the Study

In the execution of this work, this study could have been extended

to other institutions like Nnamdi Azikiwe University that offers

library and information science but due to financial constraints and

time allocated for this study, it was limited only in Federal College

56
of Education (Technical), Umunze. Nevertheless, it didn’t contradict

the authenticity of the findings in this work.

Suggestion for Further Study

1. A comparative study 0f different methods used in teaching

cataloguing and classification and their effects on learning.

2. The measures to be taken for improving students attitudes

towards cataloguing and classification.

3. The strategies for changing negative acts of teachers towards

the teaching and learning of cataloguing and classification

could be investigated.

Conclusion

This research work on students attitude to the cataloguing course

towards their academic pursuit in higher institution of learning in

Federal College Of Education (Technical), Umunze and such

attitude like students’ negative attitude, time allocated for this

course, teaching methods, and material for teaching and learning

cataloguing and classification are not adequate.

57
The purpose of the study include; to find out the adequacy of

materials for teaching and learning of cataloguing and

classification, to find out the teaching methods for teaching

cataloguing and classification, to determine the attitude of students

towards studying cataloguing and classification, to find out time

sufficiency for teaching and learning of courses in cataloguing and

classification in Federal College Of Education (Technical), Umunze.

In conclusion, the government should help in providing funds for

the needed facilities and materials for teaching and learning

cataloguing and classification for the development and improvement

of the library organization, the country and economic enhancement.

58
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66
 APPENDIX I

Department of Library and Information

Science,
School Of Education
Federal College of Education (T)
P.M.B 0189,
Umunze,
In Affiliation with Nnamdi Azikiwe
University
Awka,
Anambra State.
24th June, 2020
Dear Respondent,
The researcher is from the above department, carrying out a
research on the topic; “Students’ Attitude to the Cataloguing
Course towards Their Academic Pursuit in Higher Institution of
Learning in Federal College of Education (Technical), Umunze”.

The researcher humbly solicit your responses via this

questionnaire to enable her collect and generate relevant and
accurate data to make this study effective, and promise never to
disclose your identity and also treat every information from you
confidential.

Thanks for your anticipated co-operation.

Yours faithfully

Ebubeoha, Amarachukwu Olivia.

(The Researcher)

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Section A: Personal data

Please supply me with this information.

Name of school: ____________________

Sex male ( ) Female ( )

Occupation Student Teacher

Section B: data collection on the questionnaire

Instruction: Kindly tick (√) in the column which is the most

appropriate for your option.

Strongly agree SA

Agree A

Disagree D

Strongly Disagree SD

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 Research Question One

What is the adequacy of materials for teaching and learning

cataloguing and classification?

S/N ITEMS SA A D SD

1 Dewey decimal classification scheme for teaching

cataloguing and classification is not adequate.

2 Sears list of subject headings for teaching

cataloguing and classification is not adequate.

3 Anglo America cataloguing rule 2 for teaching

cataloguing and classification is not adequate.

4 Cutter table for teaching cataloguing and

classification is not adequate.

5. Conducive classrooms for teaching cataloguing and

classification are not adequate.

6. Tables and chairs for teaching cataloguing and

classification are not adequate.

7. Universal classification rule for teaching cataloguing

and classification are not adequate.

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 Research Question Two

What are the teaching methods for teaching and learning

cataloguing and classification?

S/ ITEMS SA A D SD

8 Teachers use lecture method mostly during

cataloguing and classification.

9 Teachers do not use demonstration method in

teaching cataloguing and classification.

10 Teachers do not use discussion method in

teaching cataloguing and classification.

11 Teachers do not use practical method in

teaching cataloguing and classification.

12 Teachers do not use field trip method in

teaching cataloguing and classification.

13 Teachers do not use individual method in

teaching cataloguing and classification.

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 Research Question Three

What are the attitude of students towards studying cataloguing

and classification?

S/N ITEMS SA A D SD
14 Students perceive cataloguing and classification as a
difficult course thus they avoid cataloguing and
classification.
15 Students perceive cataloguing and classification as an
abstract course, they shy away from practical lectures
on cataloguing and classification.
16 Cataloguing and classification requires reading wide
and majority of the students display non-challant
attitude towards reading of books for cataloguing and
classification.
17 Students posit that cataloguing and classification are
not relevant to their career thus they are non-challant
over studying the course.
18 Students prefer reading cataloguing and classification
for leisure than for examination because of fear of
failure.
19 Students have a phobia for cataloguing and
classification.

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 Research Question four

What is the time sufficiency for teaching and learning of

cataloguing and classification courses in federal college of

education (Technical), Umunze?

S/N ITEMS SA A D SD

20 Time allocated for cataloguing and

classification in the school time-table is

enough for teachers to teach well.

21 Numbers of hours allocated for the subject

per week is not enough to cover the

syllabus.

22 Time for teaching the course is not

conducive for students to learn well.

23 The time allocated for teaching the practical

is not enough for the students to learn

cataloguing and classification.

24 Students miss cataloguing and

classification class because it falls on

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weekends.

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 APPENDIX II

POPULATION TABLE

LEVEL STUDENTS TEACHERS TOTAL

Year 2 70 10 80

Year 3 80 0 160

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