IVJLIS 1-1 and 2

Ilorin Varsity International Journal of Library & Information Science Vol.
1 2018
No. 1&2
(IVIJLIS) Editorial Board
()
Chairman Editorial Board: Dr. K.T. Omopupa
Editor-in-Chief: Dr. Adeyinka TELLA tella.a@unilorin.edu.ng or tellayinkaedu@yahoo.com ,
editorijipc@unilorin.edu.ng
Deputy Editor- in-Chief: Dr. Isah. Abdulmumin
International Editorial Advisory Board
1. Prof. S.M. Mutula University of KwaZulu-Natal, SA.
2. Prof. Atulang Mutshewa University of Botswana
3. Prof. Priti Jain University of Botswana
4. Prof. Onyacha Bosire University of South Africa
5. Prof. S. Thanuskodi Alagapa University, India
6. Prof. R. Edie University of British Columbia, Canada
7. Prof. Derek Law (Prof. Emeritus, UK).
8. Prof. Mary. K. Bolin University of Nebraska Lincoln, USA.
9. Dr. Peter Warnings, Division of Information and Technology Studies, University of Hong Kong.
10. Prof. Kathrin. Figl, Institute for Information System and New Media, Vienna University of
Economics and Business, Austria.
11. Dr. Gbola Olasina University of Kwazulu-Natal, South Africa.
National Editorial Advisory Board

Prof. S.O. Popoola University of Ibadan. Prof. Oke Okoro Abia State University
Prof. A. Ntui University of Calabar. Prof. Iyabo Mabawonku Ajayi Crowder University, Oyo.
Prof. M.O. Ajibero University of Ilorin Prof. Niran Adetoro Tai-Solarin University of
Education
Prof. L.O. Aina National Library of Nigeria, Abuja.
Dr. Yomi Owolabi Nibe-Adebimpe Library,
Prof. Stephen Nwafor Delta State University FUNAAB
Prof. Haliso Yacoob Babcock University, Ilishan Dr. Adeleke Akiniyi Redeemer University Library.
Remo Prof. Munsur Malumfasi Abubakr Tafawa Balewa Uni of
Prof. Bello Bayero University, Kano Tech.
Prof. Zachari Muhammed ABU Zaria Prof. R.O. Opeke Babcock University, Ilisan-Remo
Prof. Innocent Ekoja University of Abuja Dr. I. Sanni Katsina State Uni.
Prof. Nwachukwu Abia State University Prof. E. Dahwa University of Maiduguri
Prof. Niran Adetoro Tai-Solarin Uni. Of
Education, Ije-Ode.
Associate Editors Other Editors

Prof. A.O. Issa Managing Editor: Mr. J. Muhammed
Prof. A.O. Idowu Marketing Editor: Dr. Olaronke Fagbola
Dr. M.T. Bashorun Mrs. O.O. Ajiboye
Dr. A.A. Salman Business Manager: Dr. M.L. Akanbi
Web Administration: Mrs. R. Ogunlade
Mrs. M. Abdulhakeem
ISSN 2659-1561
1
Ilorin Varsity International Journal of Library & Information Science Vol. 1 2018
No. 1&2
AIM AND SCOPE OF THE JOURNAL

UIJLIS is being positioned as an internationally refereed journal published bi-annually in (May
and November) by the Department of Library and Information Science in the Faculty of
Communication and Information Sciences, University of Ilorin, Nigeria. Thus, issues will be
identified as Volume 1, (Issue 1, May), 2018, Vol. 1, (Issue 2, Nov), 2018 etc. It is dedicated to
the exchange of the latest research and practical information in the field of Library and
Information Science. The journal publishes original research and case studies by Librarians,
Library and Information Science academics and government contributors and other information
professionals on the key areas of information science, library science, archives and records
management, including best practices, policies, and guidelines.
COPYRIGHT
Research papers and articles submitted to UIJLIS should be original contributions and should not
be under consideration by any other publication outlet at the same time. The contributors warrant
that the work is an infringement of any existing copyright and will indemnify the publishers of
any breach of such warranty. The work submitted by the contributor and published by the journal
will become the legal copyright of the publisher unless otherwise specified.
CALL FOR PAPERS

The journal hereby calls for manuscripts for its maiden issue to be published in December, 2018,
(i.e. Vol. 1, Issue 1, 2018) as detailed below.
Submissions
All articles are subjected to a double blind peer review process. Manuscripts are invited from
academics, researchers and practitioners for publication consideration in all areas related to
Library and Information. Each manuscript must include 200 words abstract. Articles are accepted
in MS-Word format only. Submitted articles should strictly follow the format of the sample
article which can be found on the journal website at: http//unilorin.edu.ng/fcis/uijlis
Article for consideration should be submitted as an e-mail attachment to:
tellayinkaedu@yahoo.com or abdulmumin.isah@yahoo.com, isah.a@unilorin.edu.ng
Manuscript requirements
Please prepare your manuscript before submission, using the following guidelines:
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No. 1&2
Format Article files should be provided in Microsoft Word format.
Article Length Articles should be between 5000 and 6000 words in length. This
includes all text including references and appendices. Please allow
280 words for each figure or table.
Author details All contributing authors‘ names should be provided, and the
names should be arranged in the correct order for publication.
 Correct email addresses should be supplied for each author

in their separate author accounts
 The full name of each author must be present in their
author account in the exact format they should appear for
publication, including or excluding any middle names or
initials as required
The affiliation of each contributing author should be correct in

Biographies and their individual author account. The affiliation listed should be
acknowledgements where they were based at the time that the research for the paper
was conducted.
References Authors who wish to include these items should save them
together in an MS Word and send with the su--------+bmission. If
they are to be included, a brief professional biography of not more
than 100 words should be supplied for each named author.
Authors are advised to strictly adhere to the latest version of APA

for both the in-text citation and end of paper references.
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TABLE OF CONTENTS
Table of Contents………………………………………………………………………………...4
Editorial…………………………………………………………………………………………..5
Perspectives on Trends and Development of Institutional Repositories in the Context of
Africa
Priti Jain……………………………………………………………………………................6 -18
Perception of Librarians towards the Use of Social Media for Information Service Delivery
in Higher Institutions of Learning in Metropolitan Kano
Firdausi Abdullahi……………………………………………………………………………19-29
Availability, Accessibility and Challenges of Electronic Learning Technology in Ladoke
Akintola University of Technology, Ogbomoso, Oyo State of Nigeria.
Sobalaje, Adewale Joel, Adigun, Ganiyu Ojo*, and Salami, Kudirat Olawumi……………..30-42
Impact of Availability and Accessibility of Electronic Resources on Academic Staff and
Student of National Open University of Nigeria (NOUN)
Oluwaseun Babarotimi Opeyemi……………………………………………………………..43-63
The Perceived Impact of School Library Services on Academic Performance of Secondary
School Students in Ilorin Metropolis
BAMIDELE, Segun Sunday and BAMIDELE, Ifelayo Esther………………………………64-83
Perceived Academic Performance and Attitude of Undergraduates Enrolled in Library and
Information Science Research Methodology Course
TELLA, Adeyinka, ABDULRAHMAN Shadiat Bimbola and OKOJIE, Vitoria………......84-100
Use of social media and reading habits among undergraduate students in university of
ilorin, kwara state
Ajiboye, Olubukola O……………………………………………………………………...101-113
Innovation in the Use of GSM networks by International Students
Olasina, Gbola.. and Omopupa, K.T………………………………………………………114-130
A Review of Factors Influencing End-users Adoption and Usage of Digital Libraries in
Academic Libraries
ISAH, Abdulmumin………………………………………………………………………..131-140
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EDITORIAL
We give God the glory for making our vision of floating a journal in the Department of Library
and Information Science, University of Ilorin, Nigeria a reality. We are delighted to release the
first edition of the journal despite inflation and economic recession that are biting so hard and
causing significant increase in printing and production costs. However, the journal has come to
stay and we expect to maintain constant and regular releases of the journal following this volume
1. We sincerely appreciate authors who have shown considerable interest in the journalboth at
home and abroad.
In this edition, Prof. Priti Jain of the University of Botswana examines perspectives on trends
and development of institutional repositories in the context of Africa along with the challenges
and impediments to effective IR implementation and utilization. In her contribution, Firdausi
Abdulahi investigated perception of librarians towards the use of social media for information
service delivery in higher institutions of learning in Kano metropolitan. In their own
contribution, Sobalaje, Adewale Joel, Adigun, Ganiyu Ojo, and Salami, Kudirat Olawumi
examined availability, accessibility and challenges of electronic learning technology in Ladoke
Akintola University of Technology, Ogbomoso, Oyo State of Nigeria. Similarly, Oluwaseun
Babarotimi Opeyemi examined the impact of availability and accessibility of electronic
resources on academic staff and students of National Open University of Nigeria (NOUN). The
perceived impact of school library services on academic performance of secondary school
students in Ilorin metropolis was investigated by BAMIDELE, Segun Sunday and BAMIDELE,
Ifelayo Esther; while perceived academic performance and attitude of undergraduates enrolled in
library and information science research methodology course was examined by TELLA,
Adeyinka, ABDULRAHMAN Shadiat Bimbola and OKOJIE, Vitoria. Other articles featured in
this current edition are use of social media and reading habits among undergraduate students in
University of Ilorin, Nigeria by Ajiboye, Olubukola Oluyemisi and innovation in the use of GSM
networks by international students at the University of Kwazulu-Natal in South Africa was
examined by the duo Gbola. Olasina, and Omopupa, Kamal Tunde while the last article in the
edition by Isah Abdulmumin and …… looked at a review of factors influencing end-users
adoption and usage of digital libraries in academic libraries. I hereby invite the readers to come
along and enjoy the reading. Long Live the Journal.
Tella, Adeyinka
Common Wealth scholar &
Three Times Winner of the NLA Most Published Librarian Award
Editor-in-Chief
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Perspectives on Trends and Development of Institutional Repositories in the

Context of Africa
Prof. Priti Jain

Department of Library & Information Studies
Faculty of Humanities
University of Botswana
Gaborone, Botswana
E-mail: jainp@mopipi.ub.bw
Abstract
Advancement of new technologies has led to new scholarly communication model open access
(OA), which has revolutionized scholarly communication and digital scholarship. There are two
major initiatives to open access: Institutional Repositories (IRs), and Open Access Journal
Systems (OAJs). This paper focuses on IRs. Institutional repositories (IRs) have the potential to
enhance the access to scholarly information, which can play a key role in the development of
Africa. Hence, increasingly, academic institutions are recognizing and adopting institutional
repositories as means to manage the digital scholarship of their academic communities to
maximize access to research outputs. The purpose of this paper is to examine the trends in
institutional repositories with a specific focus in Africa. Firstly, the paper discusses the benefits
of IRs and then growth of institutional repositories in Africa over the past 10 years. Thereafter,
the challenges and impediments to effective IR implementation and utilization are discussed.
Finally, conclusions and recommendations follow. The paper is based on an in-depth desk-top
review of mostly past 5 years literature in Africa and the author‟s own points of view.
Key words: Institutional Repositories; Challenges; Africa; Academic Institutions; Open Access;
Scholarly communication.
Introduction
The revolution in digital infrastructures has transformed the traditional scholarly communication
system to Open Access (OA).There are two major strategies to Open Access: Open Access
publishing in Journals (Gold Route)and Open Access Self-Archiving in repositories(Green
Route).The "golden road" of OA journal publishing is where journals provide OA to their
articles (either by charging the author-institution for refereeing/publishing outgoing articles
instead of charging the user-institution for accessing incoming articles, or by simply making their
online edition free for all). The "green road" of OA self-archiving is where authors provide OA
to their own published articles, by making their own e-prints free for all. Providing gold OA is in
the hands of publishers while green OA is in the hands of researchers (Harnad, 2012).
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Open Access repositories are digital collections that make their contents freely available over the
Internet. These digital repositories collect the research outputs of the members of a university's
research community and support the archiving and long-term preservation of the institution's
intellectual outputs (Swan & Chan, 2009). Through OA repositories, authors provide open access
to their research-outputs by making them free to everyone. There are four types of repository
publications: the subject-based repository, the research repository, the national repository system
and the institutional repository (Jain, 2012). The focus of this paper is on Institutional
Repositories in Africa. ―Access to appropriate scholarly information can play a positive role in
the development of African countries. Institutional repositories (IRs) have the potential to
enhance access and sharing of research based information generated in Africa‖ (Dlamini &
Snyman, 2017, p. 1).
―Institutional repositories are playing key roles in enhancing scholarly communication by
enabling wider circulation of research outputs of institutions and, this has made academic
libraries to embrace it‖ (Ukachi, 2018, p.2). IRs are usually hosted within academic libraries to
digitally collect and preserve academic papers and documents in order to make them freely
accessible to the faculty, students and the public. The terms Institutional Repositories (IRs)
would refer to repositories in academic institutions through-out the paper.
Institutional Repositories (IRs) Defined

IR has been defined diversely by different authors. Johnson (2002) defines an IR as a digital
archive of the intellectual product created by the faculty, research staff, and students of an
institution and accessible to end-users both within and outside of the institution with few if any
barriers to access.
According to the most frequently cited IR definition from Lynch (2003), IR is a set of services
that a university offers to the members of its community for the management and dissemination
of digital materials created by the institution and its community members. It is most essentially
an organizational commitment to the stewardship of these digital materials, including long-term
preservation where appropriate, as well as organization and access or distribution. This definition
valuably formalizes the concept of stewardship, service provision and commitment and describes
IR appropriately.
Shearer (2013) has aptly articulated the characteristics of an IR:
 An IR is digital; it collects digital material only.
 An IR is institutionally defined because it represents the intellectual outputs of a
particular institution.
 An IR collects only scholarly contents.
 It is cumulative and perpetual; because once submitted material cannot be withdrawn
from an IR and all materials keep accumulating for a long term preservation and
accessibility.
 An IR is Open Access because it provides free and open access to its contents.
 An IR is interoperable; because its metadata can be harvested and all the documents can
then be jointly searched and retrieved as if they were in one global collection, accessible
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to everyone (Open Archives Initiative 2002). Another type of IR interoperability is

integration of the IR with course management tools (Crow, 2002; Lynch, 2003; Shearer,
2013).
Benefits of IRs
A review of literature reveals several benefits of IR, which are grouped into the following four
main categories:
Benefits to the Institutions: An IR offers the following institutional benefits:
 An IR is a means of increasing global visibility and prestige of the institution
(Pickton& Barwick 2006). According to Palmer (2014), the primary benefit of
institutional repositories is that they raise the visibility and enhance the accessibility
of publications by providing free, unrestricted, online access to these publications.
This is reinforced by Oguche (2018) averring that by opening up institutional
research-outputs to a world-wide audience, IRs maximize the visibility and impact of
these outputs).
 Instrumental in institutional learning and teaching;
 A system of standardised institutional records;
 A way of breaking down publishers‘ costs and permissions barriers;
 A platform to long-term digital preservation of institutional intellectual outputs; it
captures the scholarly output/ intellectual capital of the institution for long term
preservation for continued use by the users (Ukachi, 2018).
 A single consolidated integrated system; an IR provides a single consolidated,
integrated system for easy access (Farida, Tjakraatmadja, Firman&Basuki, 2015).
 A mechanism to keep track of and analyse research performance; some institutional
repositories are integrated with faculty profile tools that showcase individual
researchers, their research interests, and their publications, which can help
departments manage, measure and track staff research and publishing output (Palmer,
2014, Oguche, 2018).
 A medium to keep academic community up to date;by establishing flourishing
repositories, faculty, researchers, and institutions keep up with the latest scholarly
communication trends. It increases their participation and role in the research and
communication process, as well as increases their visibility and value to the
community‖ (Pickton& Barwick, 2006; CARL & SPARC, 2008;Jain, 2016; Palmer,
2014).
 A platform for the storage and access to a wide range of institutional material
(Ukachi, 2018);
Benefits to Authors: An IR advances the following benefits to authors and researchers:
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 More exposure and universal access of research work; repositories make authors‘
work accessible to world-wide audience (Farida, et al., 2015). As a result, it creates
room for greater citation rates for their research works;
 Greater security and longer term accessibility of research outputs compared to a
personal web site;
 Feedback and commentary;through IR, authors are able to receive commentary on
pre-publication ‗pre-prints‘, hence, IR provide a workspace for work-in-progress
(Oguche, 2018).
 Added value services such as hit counts on papers, personalised publication lists and
citation analyses, linked CVs;
 A central archive of a researcher's work (Pickton & Barwick, 2006;CARL& SPARC,
2008; Jain, 2012).
 An IR exposes staff researches with students ‗theses and dissertations to a wider
international audience (Ukachi, 2018).
 An IR provides opportunities for research collaboration (Ukachi, 2018; Oguche,
2018).
 An IR facilitates the development and sharing of digital teaching materials (Oguche,
2018).
Benefits to Students: CARL and SPARC (2008) reported that IR offers benefits to students. For
instance, no library can afford to subscribe to all the resources students need, hence; through a
digital/institutional repository students can read and learn from them. Also, students benefit from
digital repositories by depositing their theses and dissertations expanding the accessibility of
these important works (CARL & SPARC, 2008). Improved access to scholarly information
enhances student learning experience and academic performance.
Benefits to Librarians/libraries: IR provides the following benefits and opportunities to
academic libraries and librarians:
 Increased visibility and institutional presence; academic librarians become visible
institution-wide through IRs, because most IRs are owned by librarians. By virtue of their
expertise to own and manage IRs librarians are much esteemed by the academic
institution and thus they improve their stereotype image.
 Opportunity to work hand-in-hand with academia; IRs create avenues that enhance cross-
fertilization of ideas among scholars. Through IRs academic librarians work with
academia as intellectual property and copyrights advisors and facilitate self-archiving.
 Viable partner in research; IRs provide libraries with the opportunities to develop new
strategies and standards for digital collection management and they work as a viable
research partner in institutions.
 IR is a means to provide improved services to library customers; through the
establishment of IRs, libraries have minimized serial and permission crises. This
enhances library customer services and customer satisfaction.
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 Opportunity to lead IR projects based on their inherent skills; it exposes academic

librarians to IR training and on-job experience. Hence, it provides librarians with an
opportunity to showcase their inherent skills in IR project.
 IRs are time-effective for both librarians and students in searching for scholarly materials
on line.
 An IR can help libraries to reduce the cost of purchasing academic articles and journals
because they can get these articles and journals from another institution‘s IR (Oguche,
2018).
Thus, there are numerous benefits of IRs. Due to apparent benefits, academic institutions all over
the world are embracing IR as a means of bridging the gap between the authors, scholars,
researchers‘ output and the information users and to preserve their wealth of knowledge
(Okoroma, 2018). The following section presents the trends and growth of institutional
repositories in Africa.
Trends in Institutional repositories in Africa
The world-wide development of institutional repositories has been phenomenal over ten years as
shown in Table 1: Growth of IRs in different regions of the world. Europe has the highest
concentration of IRs. Out of a total of 3801 IRs, only 165 (5%) belong to Africa. Looking at the
above Tables and Figure, a question arises, if institutional repositories are not evenly widespread
can they be rightly and fairly considered as a major benchmark of Digital Scholarship?
Table1: Growth of Institutional Repositories by Region
Countries by Region (3801)
 Africa (165)
 Americas (1022)
 Asia (722)
 Europe (1789)
 Oceania (103)
Source: OpenDOAR (2018).
Table 2 below shows the spread of IRs in Africa. Out of the 165 existing institutional
repositories, 60 belong to Eastern Africa; 1 middle Africa; 30 Northern Africa; 44 Southern
Africa and 30 Western Africa. Of the 44 Southern African repositories, 39 are maintained by
South African institutions.
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Table2: Spread of Institutional Repositories in African Region
Institutional Repositories in Africa (165)
 Eastern Africa (60)

 Middle Africa (1)
 Northern Africa (30)
 Southern Africa (44)
 Western Africa (30)
Figure 1below shows the growth of OpenDoar in Africa. Africa started with three IRs in 2005
and after 14 years currently, there are 165 IRs in Africa.
Figure 1: Growth of Institutional Repositories in Africa

It is clear from Table 1 and Figure 1 that world-wide number of IRs has been increasing steadily
and Africa has a slow uptake in IRs. However, it is promising to note that Africa is making
perpetual progress in establishment of IRs. Africa stared with three IRs and today the number has
increased to 165. Unlike developed countries, Africa faces a number of challenges, which are
unique to Africa. The slow uptake of IRs in Africa can be attributed to the lack of resources and
other impediments that Africa is confronted with. The following section discusses the challenges
and impediments to IR success in Africa:
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Potential Challenges/impediments to IR success

Despite numerous benefits, there are potential challenges and impediments to IR success. The
recent literature reveals the following major challenges that are more specific in Africa:
 Policy Challenges: An IR will only function to its optimal potential when a mandate is in
place to populate it. Lack of policies to mandating staff and students to submit their
research outputs also serves as a constraint. Unavailability of policy mandating staff to
submit their research outputs was identified as a challenge by several recent empirical
studies (Fasae, et al., 2017; Ukachi, 2018; Kakai, Musoke, & Okello-Obura, 2018).
 Content recruitment: Content recruitment is a very crucial aspect of institutional

repository (IR), and yet it is a major challenge in the implementation of an IR system
(Okumu‘s, 2015; Ukachi, 2018; Okoroma, 2018). According to Palmer (2014), it is
difficult to grow a repository when researchers lack the motivation to deposit,
overestimate the time and effort required, are overwhelmed by the complexity of
copyright issues. In 2015, Okumu‘s, study established the impact of difficulty in content
recruitment on the adoption of institutional repository by a majority of 86.2%
participants. Pursuant to establishing the Open Access universities‘ IR achievements in
East African Universities, Kakai, Musoke, and Okello-Obura (2018) discovered a similar
situation, where it was difficult for researchers to share their research outputs, especially
when there were no open access policies operating within the institution.
 Legal framework/ intellectual property right: Copyright issue was revealed a

hindrance to adoption of institutional repository by 92.5% participants in East African
Universities (Okumu, 2015). Recently, Ukachi (2018:8) empirically exposed that ―the
most strongly agreed challenge was legal framework/intellectual property right in East
African universities (Okumu, 2015; Fasae, et al., 2017). Copyright restrictions by
publishers and double transfer of copyright first from author to publisher and then from
publisher to institution are issues. Some IR submissions require copyright clearance
which can take a while. As a result, academic institutions and the authors encounter this
challenge.
 Poor internet connectivity: Poor and slow internet connectivity is a common problem in
most parts of Africa, which is vital for successful implementation and utilization of IRs.
Poor internet connectivity is another impediment to effective implementation of IRs in
Africa (Fasae, et al., 2017; Ukachi, 2018).
 Epileptic/unstable power supply: Epileptic and unstable power supply are yet another
common challenge in most African countries. Epileptic and unstable power supply was
empirically identified as a challenge to effective IRs implementation by (Fasae, et
al.2017;Dlamini&Snyman, 2017;Ukachi,2018). According to Fasae, et al. (2017, p. 13),
unstable power supply is ―posing a serious threat towards the effective implementation
and use of an institutional repository containing digitized special collections in Nigeria,
Ghana and Uganda‖. Epileptic power supply is also affecting Nigeria‘s economy
negatively.
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 Maintenance of Software and hardware: Software and hardware maintenance issues,

such as, compatibility of software, upgrading and replacement of software were disclosed
as challenges to successful IR implementation in Africa (Ukachi, 2018).
 Lack of skills and knowledge among academic staff and librarians: Lack of skills and
knowledge is another challenge that hinders effective utilization and implementation of
IRs in Africa. At the Sokoine University of Agriculture in Tanzania a majority, 85.7%
academic staff identified lack of skills and knowledge as a challenge. Academic staff
were not aware of how to deposit their scholarly work in the institutional repository,
hence, the majority of them never deposited their scholarly work in SUAIR, the IR
(Mnzava, 2018). A study carried out by Okumu (2015) on the adoption of institutional
repositories in universities in Kenya revealed that the library staff lacked the necessary
skills to manage the repository effectively, intellectual property right, Internet Self-
Efficacy, as well as cost of institutional repositories, among others.
 Attitude towards using IR: Attitude of academic staff and researchers towards using IR
is a challenge. At the Sokoine University of Agriculture in Tanzania, less than half
(48.6%)of the academic staff believe that using the university repository is a pleasant
experience, yet a significant number of 45.7% neither agreed nor disagreed with the
statement on the attitude towards using their institutional repository (Mnzava, 2018). This
finding is an indication of poor attitude towards using IRs.
 Inadequate funding: Inadequate funding was identified as a leading challenge by Fasae,
et al. (2017). The above authors expressed that financial resources are dwindling in this
part of the continent, leading to reduction in budget allocated to IRs while the
development and implementation of an institutional repository is capital intensive in
Africa because of lack of well-established ICT infrastructure like in developed
world.―Lack of funding and financial support‖ was identified as the most popular
obstacle to the development, implementation and use of IRs in African academic
institutions by 96% respondents (Dlamini & Snyman, 2017, p.1).
 Lack of awareness of IR’s existence and benefits among academics and researchers:
According to a recent study in Nigeria, the majority of the lecturers in Nigerian
Universities are either unfamiliar with the concept of IR or have very little knowledge on
the aims and objectives of IR, and therefore submitting their work in IR is a low priority
(Okoroma, 2018).This is further supported by Oguche (2018) by asserting that the
knowledge of IR is very low among the major stakeholders including lecturers,
researchers, librarians and students in Nigeria. The similar situation was found at the
Sokoine University of Agriculture in Tanzania, where lack of awareness of the existence
of the SUAIR institutional repository was identified as one of the significant barriers to
the effective utilization of SUAIR (Mnzava&Chirwa, 2018). Lack of awareness of open
access IRs among researchers and academicians was also found as an impediment in
other universities in Africa (Dlamini&Snyman, 2017; Kakai, et al., 2018).
 Inadequate ICT Infrastructure: This is another common problem specific to Africa.
According to two recent studies, deficiency of ICT infrastructure and facilities is a major
problem in Africa, which negatively affects the successful implementation of IR in
African libraries and institutions (Dlamini&Snyman, 2017; Oguche, 2018, Ifijeh, et al.,
2018).As lamented by Ifijeh, et al. (2018), Universities and libraries in developing
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countries like Nigeria have to contend with inadequate funds, technology problems, lack
of stable electricity, copyright issues and so on.
 Inadequate advocacy and marketing of an IR: Inadequate advocacy and marketing are
identified as challenge to successful IR implementation in Africa (Fasae, et al., 2017;
Dlamini & Snyman, 2017). Appropriate IR advocacy strategies are vital to ensure that the
user community understands the role and the purpose of the IR; it maximizes the use of
IR and enhances the access to and sharing of research-based information and
consequently, contributes to the development of Africa as a whole.
Conclusion and Recommendations

This paper has discussed benefits and challenges associated with IRs. Despite numerous
challenges, many universities in Africa are increasingly establishing IRs for collecting,
preserving and promoting scholarly outputs of their institutions, thus increase the research
impact through wider dissemination. It is indeed an indicator that African institutions recognize
the potential of IRs to enhance the access and dissemination of scholarly information and IRs can
play a significant role in the development of Africa. The author believes that with this positive
and consistent growth of repositories, the future of IRs and the provision of open access in Africa
is expectant.
To overcome some of the identified challenges, the following recommendations are put forward:
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Figure 2: Recommendation for Institutional Repositories

 IR Advocacy and Publicity: To combat the problem of lack of awareness, there should
be vigorous IR advocacy accompanied by IR awareness campaigns. There is a need for a
comprehensive promotion and publicity of the benefits of IR to the faculty and all other
stakeholders by academic institutions, with librarians playing a central role in the
comprehensive promotion.
 Mandated depository policies: Strict institutional implementation policy to mandated
depository is essential to guide and encourage authors to submit their research outputs in
an IR. This would provide institutions and authors with optimal benefits of an IR and will
increase the visibility and accessibility of scholarly information.
 User training: With the rapid advancement of information and communication
technologies, there is a need for training on a regular basis for academic staff, librarians
and all other stakeholders to enable them to manage access and use IR resources
smoothly.
 Senior management commitment: Sustained support from senior management is crucial
for the successful implementation and maintenance of an institutional repository, which
includes adequate provision of resources (finance, space, human and technology).
 IRs ongoing projects: IRs should be considered as an ongoing project not once done and
dust.
 Incentives: Introduction of incentives is imperative to encourage academia to publish
through IRs and academic librarians to manage IR more seriously.
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No. 1&2
 Steady Power Supply: Government should make provision for the steady power supply
to support academic institutions‘ IR implementation initiatives.
References
CARL & SPARC. (2008). Greater reach for your research: Expanding readership through
digital repositories. Retrieved fromhttp://www.carl-abrc.ca/uploads/pdfs/sparc_repositories.pdf
Crow, R. (2002). The Case for Institutional Repositories: a SPARC Position Paper. Retrieved
fromhttp://www.arl.org/sparc/bm~doc/ir_final_release_102.pdf
Dlamini, N.N.,&Snyman, M. (2017). Institutional repositories in Africa: obstacles and
challenges. Library Review, 66(6/7), 535-543.
Farida , I., Tjakraatmadja, J.H., Firman, A., &Basuki, S. (2015). A conceptual model of open
access institutional repository in Indonesia academic libraries: Viewed from knowledge
management perspective, Library Management, 36(1/2), 168 – 181. Retrieved from
http://www.emeraldinsight.com/doi/abs/10.1108/LM-03-2014-0038
Fasae, J.K. et al. (2017). Institutional repositories and heritage materials in selected institutions
within three African countries.Retrieved
fromhttp://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=4625&context=libphilprac
Harnad, S. (2012). What is open access? Retrieved fromhttp://www.eprints.org/openaccess/
Ifijeh, G., Adebayo, O., Izuagbe, R., &Olawoyin, O. (2018). Institutional Repositories and
Libraries in Nigeria: Interrogating the Nexus. Journal of Cases on Information Technology
(JCIT). Retrieved fromhttps://www.igi-global.com/article/institutional-repositories-and-libraries-
in-nigeria/201197
Jain, P. (2016). New Metrics of Scholarly Communication and Transforming Roles of Academic
Librarians: A case of Institutional Repositories in (Veeresh B. Hanchinal, Vidya V. Hanchinal &
P.R. Pragasam), Re-imagining Academic Libraries: A Perspective on Institutional Repositories.
EssEss Publications, New Delhi, ISBN: ISBN: 978-81-7000-804-0, Pp. 56-77.
Jain, P. (2012). Promoting open access to research in Academic libraries: Development and
Initiatives. Library Philosophy and Practice, May 2012 Issue, ISSN 1522-0222, Retrieved from:
http://www.webpages.uidaho.edu/~mbolin/jain.pdf
Johnson, R.K. (2002). Institutional repositories: partnering with faculty to enhance scholarly
communication. D-Lib Magazine, 8(11), Retrieved
fromhttp://www.dlib.org/dlib/november02/johnson/11johnson.html
Kakai, M.,Musoke, M.G.N. & Okello-Obura, C. (2018). Open access institutional repositories in
universities in East Africa. . Information and Learning Science https://doi.org/10.1108/ILS-07-
2018-0066 Retrieved fromhttps://www.emeraldinsight.com/doi/pdfplus/10.1108/ILS-07-2018-
0066
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Lynch, C. (2003). Institutional repositories: Essential infrastructure for scholarship in the digital
age. ARL, 226, 1–7. Retrieved from http://www.arl.org/bm~doc/br226ir.pdf
Mnzava, E.E.,&Chirwa, M.N. (2018). Usage of Sokoine University of Agriculture Institutional
Repository among academic staff at the College of Veterinary Medicine and Biomedical Science
in Tanzania.Global Knowledge, Memory and Communication,66(8/9), 510-522. Retrieved
fromhttps://www.emeraldinsight.com/author/Chirwa%2C+Mussa+Ndambile
Oguche,D. (2018). The state of institutional repositories and scholarly communication in
Nigeria. Retrieved from https://www.emeraldinsight.com/doi/pdfplus/10.1108/GKMC-04-2017-
0033
Okoroma, F.N. (2018). Awareness, knowledge and attitude of lecturers towards institutional
repositories in university libraries in Nigeria.Digital Library Perspectives, 34(4), 288-307.
https://doi.org/10.1108/DLP-04-2018-0011
Okumu, O. D. (2015). Adoption of Institutional Repositories in Dissemination of Scholarly
Information in Universities in Kenya with reference to United States International University,
Africa. (Unpublished Master Projects) University of Nairobi. Retrieved from
http://erepository.uonbi.ac.ke/bitstream/handle/11295/93088/Ogenga_Adoption%20of%20institu
tional%20repositories.pdf?sequence=3&isAllowed=y
OpenDOAR (2018). Browse by Country and Region. Retrieved

fromhttp://v2.sherpa.ac.uk/view/repository_by_country/countries=5Fby=5Fregion.html
Palmer, L. A. (2014). Cultivating scholarship: The role of institutional repositories in health

sciences libraries. Against the Grain, Retrieved
fromhttp://escholarship.umassmed.edu/cgi/viewcontent.cgi?article=1157&context=lib_articles
Pickton, M.,& Barwick, J. (2006). A Librarian‘s guide to institutional repositories.
Loughborough University. Retrieved fromhttp://magpie.lboro.ac.uk/dspace/handle/2134/1122
Shearer, K. (2013). Institutional Repositories: Towards the identification of critical success
factors.Retrieved fromhttp://www.cais-acsi.ca/ojs/index.php/cais/article/download/408/578
Swan, A.,& Chan, L. (2009). Support and implementation of open access. Retrieved
fromhttp://www.openoasis.org/index.php?option=com_content&view=article&id=136&catid=79
&Itemid=258
Ukachi, N.B. (2018). Enhancing scholarly communication through institutional repositories:
salient issues and strategies by libraries in Nigeria. Retrieved
fromhttp://library.ifla.org/2268/1/163-ukachi-en.pdf
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No. 1&2
A brief biography: Priti Jain is a Professor of Information and Knowledge Management in the
Department of Library and Information Studies at the University of Botswana. In her 16 years‘
work experience in Library and information world, Priti has written extensively in referred
journals and has presented several papers in international conferences. She serves on five
editorial boards in international journals. She is engaged in various community initiatives. She
teaches and researches in knowledge management and information Science courses. Her current
areas of research interest are: Knowledge management, Open access, Institutional Repositories,
and Digital Scholarship.
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No. 1&2
Perception of Librarians towards the Use of Social Media for Information Service Delivery
in Higher Institutions of Learning in Metropolitan Kano
Firdausi Abdullahi CLN

Bayero University Library
Bayero University Kano- Nigeria
firdddausi@yahoo.com
Abstract
The study was conducted to investigate the perception of librarians towards the use of social
media for information service delivery in higher institutions of learning in metropolitan Kano.
The study used a quantitative methodology using cross- sectional survey design to collect data
from the respondents. The population of the study comprised 132 (one hundred and thirty-two)
librarians drawn from the 13 (thirteen) higher institutions in metropolitan Kano. No sampling
procedure was used because the population was low and was conveniently managed by the
researcher. A questionnaire was the only instrument used to collect the data. A total of 132 (one
hundred and thirty-two) copies of questionnaire were administered, and 120 (one hundred and
twenty) were returned and found useful. The data collected were analyzed using descriptive
statistics and inferential statistics. The findings revealed that the librarians under study were
aware of social media tools, particularly Facebook 90.8%, Twitter 73.3%, and Youtube73.3%.
The findings also showed that the majority 96.7% of the librarians have positive perception
towards the use of social media for information service delivery The research further discovered
several factors identified by the librarians that can facilitate them to use social media for
information service delivery. The study recommends increased awareness of other types of social
media tools especially those that are not known to the librarians through training programs on
social media usage. The library management is also encouraged to be more proactive and
support the use of social media in their libraries by providing adequate funding, facilities,
training and retraining of staff for better and improved service delivery.
Keywords: Perception, Librarians, Social Media, Higher Institutions, Information Service

Delivery, Kano
Introduction
Social media has become a catalyst in reshaping the manner in which individuals and
organizations collaborate, communicate, render services and create relationships with colleagues,
peers and prospective audience. As librarians yearn to remain relevant with contemporary
audience, social media is viewed as an important tool for enticing and retaining patrons who are
already familiar with and immersed into the world of social media. Consequently, concept of a
library as a physical place where one can visit to get information is rapidly changing to a social
cyberspace where users access information, communicate and contribute to existing knowledge.
The social media has gradually crept into the library profession which has become a growing
tool that is being used to communicate with more potential library users; extending and offering
better services to users. Social Media is a platform of Internet and mobile based technologies for
interactive social networking built on the ideological and technological foundations of Web 2.0,
which allows the creation and exchange of user-generated content for mass communication
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No. 1&2
(Kaplan &Haenlein, 2010). Social media are vital tools used for different purposes such as
reference services, marketing, dissemination of information, communication with users and
colleagues, creating awareness amongst others. To corroborate this view, Arif and Mahmood
(2010) viewed social media as a tool that libraries can use to promote their services or to provide
a means of communication with their clientele. Social media also has the capacity of improving
librarians‘ professional skills in order to compete and work effectively in a rapidly changing
environment (Onuoha, 2013). Furthermore, Akporhonor and Olise (2015) stated that facebook
and twitter are important tools to share knowledge, promote library service, build library‘s
reputation, and provide reference services to the user. Thus, these technologies have necessitated
a shift from the traditional mode of service delivery to technology-based services in order for
libraries to stay relevant to their dynamic community of users.
User perception means how the user sees and observes about the product he/she uses. The
perception may not be the same as it varies according to the user‘s expectation and experience
regarding the product. With this development and the important roles social media plays in
library services, the perception of librarians on the use of social media is unknown. This
observation is supported by Golden (2010) who stated that social media is perceived by
librarians as a waste of employees work time. Furthermore, Ramzan (2004) found that, librarians
in developing countries are not prepared to embrace the changes forced on them by the new
technologies, and most of them were uncertain about the relevance of social media application in
library activities as well as the benefits for their organization. It is in view of the above
mentioned problem that the researcher aims to ascertain the perception of librarians towards the
use of social media for information service delivery in higher institutions of learning in Kano. It
was based on these premises that this study becomes necessary.
Objectives of the Study

The broad objective of the study is to investigate the perception of librarians towards the use of
social media for information service delivery in higher institutions of learning in metropolitan
Kano. The specific objectives are:
1. To find out to what extent the librarians in higher institutions of learning in metropolitan Kano
are aware of social media.
2. To find out the perception of the librarians under study towards the use of social media in
information service delivery.
3. To identify the factors that would facilitate the use of social media for information service
delivery in higher institutions of learning under study.
Hypothesis
The null hypothesis stated below was tested for this study at 0.05 significant level
1. There is no significant relationship between the awareness of social media and perception
to the use of social media for information service delivery in the libraries under study
Review of Related Literature
The focus of the study was on academic libraries, which are viewed as the heart and soul of
higher education institutions, especially universities as they support research and knowledge
exchange activities that underpin the very existence of the institutions. By definition academic
libraries are described as the learning community providing a place for students, researchers and
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the faculty to do their research and advance their knowledge (Curzon & Quiñónez-Skinner,
2009). Moreover, Moran and Leonard (2009) mention that university libraries are indispensable
to the functioning of the universities and the achievement of their academic missions. In order to
achieve this, most academic libraries are incorporating new technologies. The dawn of new
technologies provides librarians with opportunities to keep pace by exploiting information to
develop their profession. Technologies such as social media applications are powerful
technological tools for communication interaction, creating and sharing information. Thus, social
media has evolved into a dynamic, interactive and collaborative platform that facilitates
exchange of knowledge and information amongst its users. Social media offers the promise of a
more vibrant and social participatory internet. It is pertinent to note that awareness or knowledge
is pre-requisite to the use of new technology, therefore, not being adequately aware of these new
technology and the potentials they offer in developing the librarian professionally and enriching
library services will affect the librarian‘s ability to use and harness the social media. Zakaria,
Watson and Edwards (2010) in their study found that librarians have significant unawareness
with certain social media tools such as tagging and bookmarking. In the same vein, Anyaoku,
Ezejiofor and Orakpor (2012) found that librarians do not have adequate knowledge of social
media tools; as such not very popular with social media. Gupta, Gautam and Khare, (2014) also
found that the awareness and knowledge among library staff on social media is very low as
library staff are not adequately aware of the usefulness of social media application. Furthermore,
the study of Anunobi and Ogbonna (2012) on the awareness and use of social media by librarians
in Anambra State Nigeria, the result of the study showed low awareness of social media tools by
librarians. The discussion above conforms to the real situation of librarians particularly those in
metropolitan Kano, it is against this background the study seeks to find out to what extent do
librarians in higher institutions of learning in metropolitan Kano are aware of social media.
Social media is a means of interaction among people of different ages in which they create, share
and exchange information and ideas in virtual communities and network. Social media is playing
an important role in today‘s online world. The traditional way of meeting each other is long gone
and now the world meets on social websites. It is an instrument of communication which
provides information and allows users to interact with each other. It is in view of this Lampe,
Ellison and Steinfield (2008) stated that social media is gaining popularity as many users interact
with others through it, thus understanding perception towards social media becomes essential. To
use a new technology there are a lot of factors to be considered such as user perception, attitude,
and how the technology benefits the user. It is in view of this Stephens (2006) stated that social
media is perceived as the next embodiment of the world wide web, where digital tools allow
users to create, change and publish dynamic content of all kinds. An exploratory study of 140
university libraries conducted by Samuel and Helen (2012) in Asia, North America and Europe
on the use of social media tools in academic libraries found that most library staff had positive
perceptions on the usefulness of social media. Similarly, Siddike, Kalam and Kiran (2015)
investigated the perceptions of academic librarians toward the use of social media in marketing
library services, and found that librarians had positive perceptions about the use of Word- of -
mouth (WOM) as a marketing tool to promote library services, create awareness and build
relationships with customers through other social media platforms particularly. More so, Kwanya
(2016) perceived social media as tools that provide libraries with the ability to engage with users
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in multi-directional communication and information sharing on a wide range of library-related

issues; promote library resources and services; and extend services beyond the physical
boundaries of library buildings by taking services directly to the users
The arguments above clearly depict that librarians in developed nations have a positive
perception of social media. This is because their libraries have tapped the potentials embodied in
social media. There is a gap in Nigerian context as the potentials of social media for service
delivery are still not popular to librarians which makes it difficult to determine their perception
towards the social media usage. Besides the positive perception of social media, negative
perceptions also occur during the sharing of information online. In view of this, Awad and
Krishnan (2006) stated that this involves a lot of cyber-crimes such as hacking, uploading fake
information, inappropriate mailings etc. Furthermore, lack of privacy, reduced face-to-face
communication and hence lack of emotional touch, (Ariel and Avidar, 2014).This argument
conforms to the reality, as issue of security of information is very vital. Information on the
internet can be hacked by unauthorized personnel. This however leaves librarians with a negative
perception of social media as there is no privacy and security resulting to being reluctant to use
the applications despite their potentials.
There are many arguments to compel libraries to use social media, as has already been discussed;
these benefits are evidently positive and have effects for libraries in terms of rapport building;
return visits, referrals and utilization of library resources. Benefits for librarians include increase
in professional development, current awareness of library trends and emerging technologies as
well as expansion of professional networks, and thus potential collaborations with other
colleagues. Despite these benefits there are certain conditions which would allow for proper use
of the new technology. These facilitating conditions are external catalysts which aim at
facilitating the use of new technologies; they can make the use less difficult by removing any
obstacle to sustain usage. Several factors influencing the use of social media into library services
have been identified by researchers. A study has been conducted by Griffery (2010) who
identifies several obstacles that hinder the use of social media, and the conditions that will assist
librarians in overcoming these obstacles thus facilitating its use in information service delivery.
In his study he indicated librarian and computer skills (skilled manpower and facilities) are the
main factors for successful use of social media for information service delivery. He further
emphasized that belief and attitude also play a fundamental role. This shows that the actual use
of social media depends largely on librarians‘ personal feelings, skills and attitude. This implies
that librarians who have positive attitude towards social media and perceived it to be useful and
vital will evidently use it as a tool for effective information service delivery. Mathews (2006)
found that access to computer and hence to the internet remains a significant factor in the use of
social media for service delivery. In accordance with this view Yusuf (2005) in his study found
out that in Nigeria generally, there is low internet connectivity, low participation in the
development of IT equipment as well as low development in software development. This claim
to an extent reflects the current situation of our libraries particularly in the north as some of the
libraries visited during the researcher‘s preliminary study have no internet connectivity.
Furthermore, Ely (1990) identifies eight conditions that should exist or be created that facilitate
the use of new technologies: Sufficient knowledge and skill, availability of resources,
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No. 1&2
commitment by those involved, availability of time, reward or incentives, participation, and

leadership.
Research Methodology
The study employed the use of Quantitative research method. Survey research design was
adopted for the study. The population of the study comprises 132 librarians in higher institutions
of learning in metropolitan Kano. No sampling technique was used because the population was
found to be manageable by the researcher as stated by Israel (1992) that ―one approach to
drawing sample is to use the entire population (census) if the population size is 200 or less;
which tends to eliminate sampling error and provide data on all individuals in the study‖.
Questionnaire containing structured questions was designed and administered to the respondents.
Data was collected on librarian‘s awareness of social media, perception of social media and of
factors that would facilitate the use of social media for information service delivery in the
institutions under study. The data for this research was analyzed using descriptive and inferential
statistics. Descriptive statistics using percentages and frequencies was used to describe the data.
while for the inferential statistics, chi- square (α) was used to test the hypothesis in order to
determine the existence of relationship between variables. 0.05 was used as the level of
significance for testing the hypothesis. A total of one hundred and thirty-two (132)
questionnaires were distributed out of which one hundred and twenty (120) were returned
representing 91% return rate.
Findings and Discussions
Table 1: Distribution of librarians across 13 studied higher institutions of learning in Kano

Stat. Nigeria.
S/N Name of Institution Year of Library No. of
Establishment Librarians
1 Bayero University Kano (BUK) 1964 87
2 Federal College of Education (FCE) 1961 11
3 SaadatuRimi College of Education (KUMBOTSO) 1974 5
4 College of Arts Science and Remedial Studies (CAS) 1974 4
5 Aminu Kano School of Islamic and Legal Studies 1977 5
(LEGAL)
6 School of Technology (SOT) 1987 1
7 Northwest University Kano 2012 8
8 School of Midwifery Kano 1985 1
9 School of Health Technology Kano 1969 1
10 School of Management Studies 1999 4
11 School of Hygiene 1932 1
12 Federal College of Agricultural Produce Technology 2008 3
13 School of Nursing Kano 1968 1
TOTAL 132
Source: Result of preliminary study
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No. 1&2
In terms of social media awareness, respondents were asked to indicate whether they were aware
or not, as well as the level of their awareness. Their responses are presented as follows:
Table 2 Social Media Awareness

Social Media Frequency Percentage (%)
Awareness
Yes I am aware 116 96.7
No I am Not 4 3.3
Total 120 100.0
Level of Awareness
Not sure 9 7.5
High 84 70.0
Very high 27 22.5
Source: survey 2015
Table 2 showed that the majority, 116 (96.7%) of the respondents indicated that they have
awareness of social media. On the level of their awareness, the table also shows that the
majority, 84(70.0%) of the respondents rate their level of awareness with the social media to be
high. The findings on awareness of social media and level of awareness cannot be detached from
the popularity of social media among users. Further justification is the primary features of the
social media; easy to use and convenient.
Respondents were asked to indicate the type of social media they are familiar with. Their
responses are presented as follows:
Table 3: Awareness of the types of Social Media

Social media Frequency/Percentage (%) Total
Yes I am aware No I’m not aware
Twitter 88 (73.3%) 32 (26.7%) 120 (100%)
Linkedin 43 (35.8%) 77 (64.2%) 120 (100%)
YouTube 88 (73.3%) 32 (26.7%) 120 (100%)
Facebook 109 (90.8%) 11 (9.2%) 120 (100%)
MySpace 17 (14.2%) 103 (85.2%) 120 (100%)
Ning 8 (6.7%) 112 (93.3%) 120 (100%)
Wikis 32 (26.7%) 88 (73.3%) 120 (100%)
Blogs 42 (35.0%) 78 (65.0%) 120 (100%)
Flickr 21 (17.5%) 99 (82.5%) 120 (100%)
Virtual games 14 (11.7%) 106 (88.3%) 120 (100%)
Second Life 5 (4.2%) 115 (95.8%) 120 (100%)
Delicious 9 (7.5%) 111 (92.5%) 120 (100%)
Social bookmarking 21(17.5%) 99 (82.5%) 120 (100%)
Social gaming 10 (8.3%) 110 (91.7%) 120 (100%)
Pinterest 8 (6.7%) 112 (93.3%) 120 (100%)
Others 7 (5.8%) 113(94.2%) 120 (100%)
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No. 1&2
Respondents were asked to indicate the types of social media they were aware of. The findings
from table 3 show that the following percentages: 109(90.8%), 88(73.3%), 88(73.3%) represent
that majority have indicated their awareness of Facebook, Twitter and YouTube respectively.
The finding implies that the librarians under study are more aware of certain social media
applications than others. This could be attributed to the lack of knowledge of the different types
of social media available, coupled with the fact that other types are just emerging; therefore,
awareness of such social media tools is very low. This corroborates Adaja and Ayodele (2013)
who asserted that Facebook and Twitter are the most popular of social media, although new
social media tools are emerging they are however not commonly used.
Respondents were asked of their perception on the use social of media platform for information
service delivery using 5 point Likert scale: Strongly Agree (SA) = 5, Agree (A) = 4, Undecided
(UN) = 3, Disagree (D) = 2, Strongly Disagree (SD) = 1. Their responses are presented as
follows:
Table 4: Perception of librarians on the use of social media in information service delivery
Statement Frequency/Percentage (%)
SA/A UN SD/D
Use of social media allows librarians to create, 116 96.7 1 0.8 3 2.5
change and disseminate information to users.
Use of social media technology allows librarians to 113 94.2 3 2.5 4 3.3
share and collaborate with their colleagues
Use of social media helps the librarian to enhance 115 95.9 1 0.8 4 3.3
information service delivery.
Use of social media allows the librarian to 112 93.4 5 4.2 3 2.5
communicate for communication between the
librarian and the user.
Use of social media enhances librarian-user 107 89.2 9 7.5 4 3.4
relationship
Use of social media makes information sharing, 111 92.5 3 2.5 6 5.0
dissemination and collaboration between librarian
and the user more interactive
Use of social media allows librarian to tap the 88 73.3 20 16.7 12 10.0
potentials embodied in the technology
Social media has no information security 78 65.0 18 15.0 24 20.0
I fear harassment using social media 44 36.6 23 19.2 53 44.2
Social media is very costly to use 46 38.3 19 15.8 55 45.9
Respondents were asked to rate their perception on the use of social media for information
service delivery. Table 4 reveals that, the following percentages: 116(96.7%), 113(94.2%),
115(95.9%), 112(93.4%) 107(89.2%) and 111(92.5%) show that majority of the respondents
unanimously have positive perceptions towards the use of social media for information service
delivery. From the analysis, positive perception of the librarians under study was proved by
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No. 1&2
Davis et al (1989) who posits that individual‘s behavioral intention to use technology is
determined by Perceived Usefulness (PU) and Perceived Ease of Use (PEOU) of the technology.
Respondents were asked to indicate the factors that would facilitate the use of social media in
information service delivery. Their responses are presented as follows
Table 5: Factors facilitating use of social media
Factors Frequency /Percentage (%) Total
Yes No
Provision of state of the art ICT facilities 92(76.7%) 28(23.3%) 120(100%)
Frequent training, workshop, seminars on the 102(85.0%) 18(15.0%) 120(100%)
use of social media
Positive attitude of librarians towards the use 89(74.2%) 31(25.8%) 120(100%)
of social media
Sufficient knowledge and skills to use the 98(81.7%) 22(18.3%) 120(100%)
social media
Librarian‘s participation in decision making 93(77.5%) 27(22.5%) 120(100%)
Perception of social media as useful and vital 82(68.3%) 38(31.7%) 120(100%)
tool for information service delivery.
Commitment of library management 105(87.5%) 15(12.5%) 120(100%)
Others 12(10.0%) 108(90.0%) 120(100%)
Respondents were asked to indicate the factors that facilitate the use of social media. Table 5
clearly shows that majority of the respondents were unanimous on the factors that can facilitate
the use of social media for information service delivery, although 12(10.0%) of the respondents
indicated that other factors such as establishment of unit to take the responsibility of the use of
social media in the library, and exposing the librarian the simplicity of social media application
in library services. The analysis shows that provision of the above mentioned factors to the
librarians under study would go a long way to facilitate effective and efficient use of the social
media in service delivery.
H0- There is no significant relationship between awareness of librarians and the use of
social media for information service delivery
Table 6: Relationship between awareness of librarians and perception on the use of Social
Media
Value Df Asymp. Sig.(2sided)
Pearson Chi-Square 1.278E3a 192 .000
Likelihood Ratio 422.747 192 1.000
Linear-by-Linear Association 7.737 1 .005
N of Valid Cases 113
The result of the chi-square test in table 6 shows that there is a significant relationship between
perception on the use of social media and awareness of the librarians; where Χ² =1.278, Df= 192,
N= 113, P=.000. This shows that, null hypothesis was rejected and alternate hypothesis was
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No. 1&2
accepted. The analysis shows that the perception towards utilization of the social media for
information service delivery largely depends on the librarians‘ level of awareness of the social
media.
Discussion of Findings
On the awareness of social media, the study found that librarians in higher institutions of
learning were aware of social media. This could be attributed to their level of internet skills and
various sources of awareness available to them. An interesting finding is that the majority of the
librarians were aware that social media is used as a tool for information service delivery which
contradicts the findings of Anunobi and Ogbonna (2012), Anyaoku, Ezejiofor and Orakpor
(2012) Gupta, Gautam and Khare (2014) who concluded that librarians do not have adequate
knowledge of social media tools. It was also found that the librarians were more aware of
Facebook, Twitter and YouTube than other types of social media which further confirmed the
findings of Bola and Unuoha (2011) where they concluded that librarians are mostly aware of
Facebook, YouTube and Twitter but still lack knowledge of other social media tools.
When asked about their perception, findings revealed that the librarians in higher institutions
under study have an overwhelming positive perception of social media which was attributed to
the librarians perception of the social media as useful and easy to use tool, their access to
computer and internet facilities which reaffirmed the findings ofSiddike et al (2015), Lampe,
Ellison and Steinfield (2008), Samuel and Helen (2012) where they concluded that librarians
positive perception of social could be linked to access to computer and internet facilities as
librarians who had internet facilities perceived social media in a higher stage, and perceived ease
of use of the technology which makes information sharing, dissemination and collaboration
between the librarian and the user more interactive.
In an attempt to identify the factors facilitating the use of social media, the findings revealed
several factors identified by the librarians under study that could facilitate the use of social media
for information service delivery as compared to the studies of Griffery (2010), Mathews (2006)
and Ely (1999) where they indicated that computer facilities and access to internet, sufficient
knowledge and skills, participation, and commitment by those involved as factors or conditions
that facilitate the use of new technologies.
Hypothesis was formulated to serve as a guide and provide answer to the research questions. The
results of the descriptive analysis to test the first hypothesis rejected the null hypothesis based on
the fact that there is a relationship between the librarians‘ awareness and perception of social
media for information service delivery.The finding of the study corroborated Marshall (2009)
who found that LIS professionals are well aware of modern concept of social media and also
make use of them.
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No. 1&2
Conclusion and Recommendations
The librarians in higher institutions of learning in metropolitan Kano are aware of social media
and have a positive perception towards the technology; which can improve delivery of
information services to the users. The present study has also highlighted factors such as training,
provision of ICT facilities, sufficient knowledge and skills, and commitment by those involved
among others that could facilitate the use of social media by the librarians in higher institution of
learning under study. Base on the findings the study recommends increased awareness of other
types of social media tools especially those that are not known to the librarians by the library
through training programs such as conferences, seminars, and workshops on social media usage.
Since the librarians have positive perceptions on the use of social media in library services, the
library management is also encouraged to be more proactive and support its use by providing
adequate funding, facilities, training grounds for staff in order to provide better and improved
service to the users.
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Availability, Accessibility and Challenges of Electronic Learning Technology in Ladoke

Akintola University of Technology, Ogbomoso, Oyo State of Nigeria
Sobalaje, Adewale Joel, Adigun, Ganiyu Ojo*, and Salami, Kudirat Olawumi
Olusegun Oke Library, Ladoke Akintola University of Technology (LAUTECH),
P.M.B. 4000, Ogbomoso, Oyo State, Nigeria.
walesoba@yahoo.com , adiganfoly@yahoo.com* and kosalami@lautech.edu.ng
(*Corresponding Author)
Abstract
This study investigated the availability, accessibility and challenges associated with Electronic
Learning (E-learning) in Ladoke Akintola University of Technology (LAUTECH), Ogbomoso,
Oyo State of Nigeria. One hundred and fifty respondents (comprising staff and students) were
used as the sample for the study. Interview and questionnaire were adopted as instruments for
data collection, while the researchers used the Delphi study method for population‟s sampling.
The data collected were analyzed using frequency distribution, percentage and regression
analysis. The findings revealed the E-learning tools use in LAUTECH to include CD-ROM,
Audio/Video Recorder, Computer-based Learning Tool, Web-based Learning Tool, Virtual
Library, Electronic Classroom and Digital Collaborative Software Tool (Moodle). The study
also revealed that lack of awareness, irrelevant content and lack of technical skills were some of
the challenges confronting the proper implementation of E-learning in the institution. It was also
discovered that there was no significant relationship between awareness and E-learning tools
but there was a negative significant relationship existing between E-learning activities in
LAUTECH and the identified challenges. The study concluded that there is no doubt that E-
learning has come to stay in LAUTECH but the awareness level is low and some of the modern
technology infrastructures and tools that facilitate collaborative interaction between students
and lecturers have not been fully integrated. The study suggested procurement of adequate E-
learning facilities and training of personnel so as to fully integrate E-learning in LAUTECH.
Keywords: E-learning, Availability, Accessibility, Moodle, LAUTECH
Introduction
The ever-continuing growth in Nigeria‘s population, the attendant escalating demand for
education at all levels, the difficulty of re-sourcing education through the conventional means
(face-to-face classroom bound mode) and the compelling need to provide education for all (EFA)
irrespective of environmental, social or cultural circumstances, meant that the country must of
necessity find an appropriate and cost effective means of responding adequately to the huge
unmet demand for education. All these emerging situations have signaled to the need for a
comprehensive search for a more viable, robust, reliable, efficient, effective, and cost-beneficial
educational solutions.
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Efforts to introduce technologies in higher education must extend beyond technology transfer to
consider what is known as effective innovation. Specifically, existing products need to be
embedded into teaching and learning structures for students. Information and communication
technology (ICT) initiatives must address critical factors which include cultural change, time for
academics to transit from traditional teaching to teaching with technology, as well as staff
development and training needs. Education is provided through formal and informal means. In
formal setting, the conventional (face-to-face instruction) and distance education (offered with
separation in terms of physical location of instructors and students) have been used to provide
educational opportunities to recipients while informal setting involves, semi-structured learning
which occurs in a variety of places, such as learning at home, work and through daily
interactions and shared relationships among members of society.
However, according to Hassan (2010), two educational settings namely e-learning and face-to-
face learning can complement one another for pedagogical application. Gunga (2010), referred to
E-learning as an innovative approach for delivering electronically mediated, well-designed,
learner-centered and interactive learning environments to anyone, anyplace, anytime by utilizing
the internet and digital technologies in line with instructional design principles. Therefore, E-
learning can be defined as a way of packaging educational programs with information and
communication technologies (ICTs) with the aim of delivering it for the need of the prospective
users via the electronic media which can be through the internet (online) or without the internet
(offline). The technology used to facilitate E-learning is referred to as E-learning technology
tools. Example of such technology are computer-based learning, electronic classroom, MP3
players, CD-ROM, websites, web 2.0 tools, collaborative software, e-mail, blogs, chats and
learning management systems. According to Ifinedo (2006), higher education institutions across
the world have been adopting ICTs in teaching and learning in an effort to create an environment
for both students and their instructors to engage in collaborative learning and gain access to
information. A few of the widely known LMSs are: Blackboard, WebCT, FirstClass, Moodle,
Sakai, and Lotus Learning Space (http://www.studymentor.com/studymentor/).
Review of Related Literature

Centre for Research on Learning and Teaching (2017), defined electronic learning as a learning
activity facilitated primarily through the use of telecommunication technologies (ICTs) such as
electronic mail, electronic bulletin board systems, chat, desktop videoconferencing, and the
World Wide Web (Web). With the spread of eLearning, researchers have claimed that distance
education requires specific instructional design strategies, interactions, and skills that correspond
with the characteristics of particular distance learning programs and courses.
Likewise, Olaniyi (2006), defined e-learning technology as convergence of the learning process
and the Internet, or Internet enabled learning. According to Olaniyi, the application and process
of e-learning include computer-based learning, web-based learning, virtual library, electronic
classroom and digital collaboration where contents is delivered via the internet, intranet/extranet,
audio and or video tapes, satellite TV and CD-ROM (Islam 1997). E-learning is not a new
phenomenon in promoting education in all parts of world. Presently, some institutions in Nigeria
are using it to promote distance education (DE) and lifelong learning. In the same vein, Hedge, et
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al (2004), also described it as an innovative approach for delivering electronically mediated,

well-designed, learner-centered and interactive learning environment to anyone, anyplace,
anytime by utilizing the Internet and digital technologies in accordance with instructional design
principles.
According to Ifinedo (2006), efforts to introduce technologies in higher education must extend
beyond technology transfer to consider what is known as effective innovation. Specifically,
existing products need to be embedded into teaching and learning structures for students. ICT
initiatives must address critical factors which include cultural change, time for academics to shift
from traditional teaching to teaching with technology, as well as staff development and training
needs. Fundamental change in the role of teachers in higher education institutions can result to
good performances. It is critical to assess the current environment from various perspectives in
order to implement an integrated strategy to facilitate successful diffusion of innovation in
teaching and learning.
In Nigeria, the recent developments and awareness of the Government on ICT have opened
several opportunities to adopt e-learning to deliver distance education as a means educating bulk
of its uneducated or less educated peoples (Emmanuel, Ifeoma, Ekima & Jackson, 2013). As a
result of the recent expansion of ICTs in the country, institutions of higher leanings could
introduce some modern ICTs like e-mail, web-based learning (e.g. open course wares), CD-
ROM for distributing its course materials to their learners.
Therefore, Gabadeen, Alabi, Akinnubi (2015) noted that E-learning often involves both out-of-
classroom and in-classroom educational experiences via technology applications and processes
such as web-based learning, computer-based learning, virtual education opportunities and digital
collaboration. Content is delivered via the Internet, Intranet/Extranet, audio or video tape,
satellite TV, and CD-ROM. It can be self-paced or instructor-led and includes media in the form
of text, image, animation, video and audio streaming.
Revolutionary Development of E-Learning Educational System in Nigeria

The history of E-learning in Nigeria dates back to the correspondence education as a means of
preparing candidates for General Certificate in Education, a prerequisites for the London
Matriculation Examination. The first indigenous distance learning programme was the English
by Radio programme of Nigeria Broadcasting Corporation that followed independence in 1960
(Timothy, 2008; Helen, 2011 and Sabina, 2012). The programme was primarily targeted at
primary and secondary school levels and covered core courses at both levels with more emphasis
placed on the teaching and learning of Science, Mathematics and English Language. The
technology driven e-learning came into existence almost the same time with the first indigenous
distance learning with the emergent of Educational Television Programmes of the then National
Television of Nigeria (NTV). There was also Schools Educational Broadcast of the Radio
Nigeria stationed in Lagos and relayed all through the Federation. All radio stations were
required to hook-up at specific times of the day during school hours for broadcasting of
programmes.
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Terande (2012) cited DFES (2003) that e-learning has the potential to revolutionized the way we
teach and how we learn. Therefore, advances in e-learning have revolutionized higher education
in many ways; for example, increasing access to post-secondary instruction, improving the
availability of educational resources, and facilitating meaningful interaction among learners.
Harnessing the power of e-learning has become a critical strategy among institutions eager to
offer an affordable, efficient, and flexible learning environment for rapidly growing and diverse
communities of learners.
Rich (2008) stated that many scholars have viewed distance and online education as alternative,
sometimes inferior, education for individuals with limited access to traditional Higher Education
Institutions (HEIs) or those not committed to deep learning. This assertion most of time is not
true, basically the introduction of e-learning to educational system is to reduce pressure of
studentship imposed on higher institutions. Timothy, et al (2008), discovered that ICTs in
education in the developed countries facilitated the establishment of 100% ICT – based
university known as Virtual Universities.
Here in Nigeria, very few of our conventional universities are now carrying out their academic
activities through one form of ICT or the other, that include LAUTECH. While the urge to
embark on e-learning, is still a dream to some universities, because their ICT infrastructure is
very weak. According to Khan (1996), the rapid expansion of ICT in Nigeria offers an
opportunity to consider its use in the promotion of e-learning. It offers students considerable
benefits including increase access to learning opportunities, convenience of time, and place,
making available a greater variety of learning resources, improve opportunities for individualized
learning and emergence of more powerful cognitive tools.
E-Learning versus Distance Learning

There can be some confusion between E-learning and distance learning since they overlap each
other. E-learning refers to learning that is supported by the web. It can be done inside class-
rooms as a support to conventional teaching, such as when students work on the web at home,
office or in the classroom. Ellis (2004) disagrees with authors like Nichols (2003) who define e-
Learning as strictly being accessible using technological tools that are web-based, web-
distributed, or web-capable. The belief that e-Learning not only covers content and instructional
methods delivered via CD-ROM, the Internet or an Intranet. E-learning can be done in virtual
classrooms, in which all coursework is done online and classes do not meet face-to-face.
Distance learning on the other hand, refers to learning situation in which teachers and students do
not meet face-to-face. Emmanuel, et al (2013) defined distance Learning (DL) as a system of
education characterized by physical separation between the teacher and the learner in which
instruction is delivered through a variety of media including print and other ICTs to learner who
may either have missed the opportunity earlier in life or have been denied the face-to-face formal
education due to socio-economic, career, family and other circumstances. Jennifer, et al (2003),
also described distance learning as a training that takes place largely synchronously; that is, the
material is delivered to all participants at the same time even though participants are separated by
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No. 1&2
geographical distance. The learning can also occur asynchronously, whereby learners can always
accessed missed interactions when convenient for them.
Today, the web provides a multimedia interactive environment for self-study. Therefore in both
cases, webs enable the systems make knowledge accessible to those who need it, when they need
it, anytime, anywhere. E-learning and distance learning can be useful both as an environment for
facilitating learning at schools and as an environment for efficient and effective corporate
training. It could be web-based learning, computer-based learning, or virtual classrooms and
content delivery via e-networks, audio or video tape, video conferencing, CD-ROM, e-mails,
wireless and mobile technology.
Electronic Learning in LAUTECH, Ogbomoso

Ladoke Akintola University of Technology (LAUTECH), Ogbomoso, Oyo State, Nigeria was
established in September, 1990 as Oyo State University of Technology, Ogbomoso. However, by
the virtue of the creation of Osun State from the then Oyo State, the name of the University was
changed to Ladoke Akintola University of Technology, Ogbomoso. The vision of the founding
fathers of the Institution is to provide a solid foundation for the development of a sustainable
educational platform for both indigenes of Oyo and Osun States as well as Nigeria in general.
Since inception, LAUTECH has been operating the conventional (face-to-face) mode as the
platform for training its students, but due to technological advancement, astronomical number of
admission seekers and the need to bring education to the door step of learners, the University
deemed it necessary to establish the Open and Distance Learning Centre. The University secure
license to operate as dual mode institution and academic activities in LAUTECH Open and
Distance Learning Centre (LODLC) commenced in September, 2015 with only Computer
Science Programme. The National Universities Commission (NUC) was very impressed with the
Centre's avowed commitment and the use of ICT in disseminating knowledge to learners, that
within a year of Computer Science program accreditation, three (3) additional courses, namely:
BN.Sc Nursing Science, B.Sc Accounting and B.Sc Marketing were fully accredited.
Whereas, LAUTECH has operated the face to face model as the platform for training its
undergraduate and graduate students, the belief that knowledge is not a finished product has
driven the University to further its nest in the production of knowledge in the Open and Distance
Learning mode to provide ―learners the ability to fit learning around their lifestyles, effectively
allowing even the busiest person to further a career and gain new qualifications.‖ In realising
this, the institution has deployed available technologies to make learning easy and exciting for
both tutors and students. As a dual mode University, LAUTECH recognise the fact that learning
is not restricted by age or location. At LAUTECH, learning is a lifelong process; that takes place
throughout life and in a range of situations.
In essence, LAUTECH electronic learning has become rooted because the University is among
the pioneers that adopted the use of information communication technology tools for E-learning
in Nigerian. The institution‘s conventional and distance education are packaged and delivered
via information and communication technologies (ICTs), that is, ICTs remain the vehicle for
driving affordable, meaningful and qualitative learning experience for both faculty members as
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well as the students. Adewoye (2011) observed that at LAUTECH ICTs were used for
registration, teaching, examination processing, and deployment of assignment.
Scope of the study

The scope of this study is Ladoke Akintola University of Technology, Ogbomoso and most
specifically the Distance Learning Centre of the institution. Ladoke Akintola University of
Technology (also known as LAUTECH) is a technical university located in Ogbomosho, Oyo
State, Nigeria. The university currently enrolls 25,000 students and employs more than 3,000
staff. The main campus is the site of the university's administration, as well as home to six
faculties and the post-graduate school. Fields of study include Pure and Applied Sciences, Health
Sciences, Agricultural Sciences, Engineering and Technology, Environmental Sciences and
Management Sciences.
Problem Statement
In many ways, E-learning has made the learning more efficient and has improved learning
systems in many institutions. However, E-learning is challenged with the problem of materials
and human resource. It was observed that E-learning in LAUTECH is challenged by the new E-
learning tools in terms of availability, accessibility and the use. It is against this background that
the present study is carried out to determine the extent of availability, accessibility and prospect
of E-learning in LAUTECH.
Objective of the study

The main objective of this study is to explore E-learning technology tools in the Ladoke Akintola
University of Technology (LAUTECH), Ogbomoso. The specific objectives are;
1. To ascertain the availability of E-learning process tools in the Ladoke Akintola
University of Technology (LAUTECH), Ogbomoso;
2. To ascertain the accessibility of E-learning technology in LAUTECH, Ogbomoso; and
3. To access the prospects and challenges facing E-learning in LAUTECH, Ogbomoso.
Research Questions
The key questions asked were the following:
i. What are the E-learning process tools that are available and accessible for use in
LAUTECH, Ogbomoso?
ii. What are the prospects and challenges facing E-learning in LAUTECH, Ogbomoso?
Test of Hypotheses
All the hypotheses were stated in null forms:
i. Ho1: There is no significant relationship between awareness of E-learning by the
respondents and E-learning process tools.
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ii. Ho2: There is no significant relationship between E-learning activities and problems
encountered by the respondents.
Significance of the Study

This study will be significant to the LAUTECH management as well as the students, because it
will provide empirical evidence on the acceptance or otherwise of e-learning in LAUTECH and
whether the e-learning has come to stay. This will assist the institution‘s management in
reviewing existing e-learning technology tools‘ policy or formulate necessary policies on e-
learning usage for its staff and students.
Methodology
Survey research method was adopted for this study and based on the nature of the research topic,
the instrument for data collection questionnaire and interview schedule. The questionnaire and
interview methods were adopted because it is the fastest means of eliciting relevant information
from many respondents. Data were collected from Information Technology (IT) personnel‘s,
students, lecturers & communication officers. The researchers adopted the Delphi study method
of sampling to select the required sample. The head of LAUTECH information and technology
(L.I.C.T.) Unit, Head of Academic/Student Planning Unit as well as lecturers and students were
sampled for interview. The researchers also observed the e-learning tools presently on ground in
the course of visit to the I.C.T and Academic/Student Planning unit of Ladoke Akintola
University of Technology Ogbomoso, Oyo State Nigeria. One hundred and sixty copies of the
questionnaire were distributed among the students and staff of the institution but only one
hundred and fifty was duly filled, returned and used for the analysis. The questionnaire mainly
consists of close-ended and open-ended questions making it very friendly, hence easy to
complete. In order to get the necessary information needed to answer the research questions and
test the hypotheses, the responses obtained from the completed copies of the questionnaire were
recorded and analyzed using the Statistical Package for Social Science (SPSS). Both descriptive
and inferential statistics of frequency distributions, simple percentages and Simple Regression
Analysis were used to analyze the data collected from the respondents.
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Findings
Table 1: Demographic Factors of the Respondents N = (150)
Demographic Factors RESPONDENTS

STUDENTS STAFF
Sex Freq % Freq %
65 51.06 19 79.17
Male 61 48.04 05 20.83
Female 126 100 24 100
Total
Age (years)
11-20years 55 43.65 0 00.00
21-30 years 67 53.18 02 08.33
31-40years 04 03.17 08 33.33
41-50years 0 00.00 11 45.83
51-60years 0 00.00 02 08.33
61years above 0 00.00 01 04.18
Total 126 100 24 100
Marital Status
Married 08 06.35 20 83.33
Single 116 92.16 02 08.33
Widowed 0 00.00 01 04.17
Divorced 2 01.59 01 04.17
Total 126 100 24 100
Level of Education
First Degree 101 80.16 02 08.33
Master Degree 16 12.70 07 29.17
PhD 5 03.97 12 50.00
Others 4 03.17 03 12.50
Total 126 100 24 100
The result from Table 1 shows that there were more male students (51.59%) and male staff
members (79.17%) than their female counterpart. Also, the students that aged between 21-30
have highest percentage of 53.18% and the staff members with age between 41-50 (45.83%).
That staffs that were 61 years above had the lowest percentage of 4.18%. Students that were
single had highest percentage of 92.06%. Among the staff, those that were married had the
highest percentages of 83.33%. Also, 80.16% of students were enrolled for first degree and
12.70% of the students were enrolled for masters‘ degree. In case of staff, 50% had PhD
qualifications and 29.17% of staff had masters‘ degree, while, 12.50% of staff members had
other qualifications.
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Table 2: Availability of E-learning Process Tools
Variables SA A D SD
Freq. % Freq. % Freq. % Freq. %
Computer-based Learning 91 60.7 43 28.7 12 8.0 4 2.7
Web-based Learning 72 48.0 63 42.0 12 8.0 3 2.0
Virtual Library 59 39.3 34 22.7 27 18.0 30 20.0
Electronic Classroom 59 39.3 46 30.7 24 16.0 21 14.0
Digital Collaborative Software 53 35.3 47 31.3 20 13.3 30 20.0
(Moodle)
Audio and Video Tape 59 39.3 54 36.0 29 19.3 8 5.4
CD-ROM 84 56.0 30 20.0 20 13.33 16 10.67
Table 2 presents the distribution of respondents by the availability of e-learning process tools.
60.7% strongly agreed that computer-based learning process tools are available, while, 35.3% of
the respondents strongly agreed with the availability of digital collaborative software. In
addition, 56.0% strongly agreed wit the availability of CD-ROM.
Table 3: What type of E-Learning Process Tools is Accessible?
Variables
What type of e-learning process tools is accessible? Yes(%) No(%)
Computer-based Learning 85.0 15.0
Web-based Learning 71.6 28.4
Virtual Library 88.0 12.0
Electronic Classroom 64.0 36.0
Digital Collaborative Software (Moodle) 65.0 35.0
Audio and Video Tape 27.3 70.7
CD-ROM 76.0 24.0
Table 3 indicated that 85.0% of the respondents have access to computer-based learning, 88.0%
have access to virtual library, while only 65.0% were able to access digital collaborative software
(such as Moodle).
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Table 4: Challenges Militating Against E-Learning in LAUTECH

Problems Not a Problem Serious Problem
Freq % Freq %
Infrastructural problem 19 12.7 131 87.3
Awareness problem 109 72.7 41 27.3
Irrelevant content 108 72.0 42 28.0
Technical skill problem 109 72.7 41 27.3
Interest on learning 132 88.0 18 12.0
Literacy problem 118 78.7 32 21.3
The result from Table 4 revealed that ICTs infrastructure (87.3%) is the major challenge facing
e-learning in LAUTECH. However, interest on learning with e-learning (88.0%), literacy
(78.7%), awareness (72.7%), technical skill (72.7%), and irrelevant content (72.0%) are not seen
as a major challenge confronting e-learning activities at LAUTECH. Areas of ICT use in service
delivery as indicated by the respondent include: lecture delivery, examination processing and
student registration. In the course of conducting the interviews, there were quite numbers of
discoveries because the respondents were willing to accommodate and give all the information
that were requested for, and these are parts of our findings which were listed and further discuss
in this report.
Table 5: Regression analysis result
Adjusted R B Sig. Level

R Square
E-Learning Processing Tools (Dependent Variable)
Predictor Variable
Awareness of E- 0.0004 0.006 0.248 0.338
Learning
Problems Encountered (Dependent Variable)
Predictor Variable
E-Learning Activities 0.0027 0.047 -0.107 0.008
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The results from Table 5 indicated that at p>0.05, there is no significant relationship between
awareness of e-learning and e-learning processing tools, (p=0.338, B=0.248). Hence, the null
hypothesis is accepted. Also, at p<0.05, there is a negative and significant relationship between
e-learning activities and challenges encountered by the respondents, (p=0.008, B= -0.107).
Therefore, the null hypothesis is rejected and the alternative hypothesis is accepted.
Discussions
E-Learning Technology is readily available in Ladoke Akintola University of Technology but
not yet at its‘ peak compared to developed countries where students and lecturers engage in
virtual interactions. The tools presently used in LAUTECH for e-learning are CD-ROM,
audio/video recorder, computer-based learning, web-based learning, virtual library, electronic
classroom and digital collaborative software (such as Moodle). The finding of this study is in line
with the findings of Sabina (2012) and Helen (2011) on e-learning tools that were available.
Only digital collaborative software (Moodle) was not much in used. LAUTECH distance
education is presently moving towards e-learning platform which will further give opportunity
for learning at any time of the day, attracts more working class, students and individuals at an
affordable cost. Students and lecturers claims that all the available tools are accessible. It was
verified from students that audio lectures & video lectures can be downloaded from
www.audiomath.com, and lectures note are made available on CD-ROM which is readily
accessible. It was revealed by the study that there is no relationship between respondents‘
awareness and e-learning processing tools.
The challenges militating against e-learning in LAUTECH are not unlike those experienced
elsewhere. For example, the serious challenge identified is ICTs infrastructural. This support the
finding of Ifinedo (2006) that innovation is complex and challenging within large organization
such as universities that are part of a mass system of higher education. Due to very high primary
cost of infrastructural development to increase public access to internet and other ICTs, the
developing countries are still far behind from getting benefit from the e-learning technology. The
other challenges facing the proper implementation of e-learning technology in LAUTECH are:
awareness, irrelevant content and lack of technical skill. Therefore, there is a significant
relationship between e-learning activities in LAUTECH and the problems mentioned above. In
accordance with Adewoye, et al (2011), internet is used for teaching, registration, examination
processing, and given of assignment these have positive impact on service delivery by the staff
and students of LAUTECH. Therefore, e-learning technology has several advantages in
promoting the activities of LAUTECH in learning and instructional delivery activities of the
university. Some of the important prospects of e-learning are listed as follows: Students will
learn what they need to learn and go at their own pace; It gives opportunity for learning at any
time of the day, which further attracts working class; It also gives opportunity for those that
have been denied education at their early stage and those that do not realised their potentials on
time; and E-learning will provide students with the opportunity to make choices about the type
and direction of their learning and gain feedback quickly and efficiently. This has the potential to
cater for individual learning, styles and requirement for providing information about a topic.
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No. 1&2
Conclusion
There is no doubt that e-learning has come to stay in the world of ours. The need to embrace it in
our country is imperative for sustainable development. Although LAUTECH had put in place
some functional e-learning technology tools and infrastructure, these is still inadequate compared
to developed countries. E-learning is still a dream because none of the modern technology
infrastructures and tools that facilitate collaborative interaction and rapid response between
students and lecturers has been fully integrated into it in order to maximize its potentials. More
so, e-learning goes beyond having lectures note on electronic format and downloading on-line,
but the training of the personnel that will drive the e-learning technology for learning to really
take place.
Recommendations
From the findings of this study, the following are recommended:
1. LAUTECH open and distance learning centre should be provided with adequate funding,
so as to be able to compete with their counterparts abroad;
2. Training and development of staff should be paramount in the institution about the latest
e-learning tools;
3. There is a need for adequate power supply that can come in form of alternative power
supply such solar and inverter as well as generating sets to complement existing and
inadequate power supply;
4. The accreditation team of the National University Commission (NUC) as well as the
National Board for Technical Education (NBTE) should revise the curriculum of the
Nigerian University/polytechnics to include virtual courses that will be internet based.
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No. 1&2
Impact of Availability and Accessibility of Electronic Resources on Academic Staff and

Student of National Open University of Nigeria (NOUN)
Oluwaseun Babarotimi Opeyemi

boluwaseun@noun.edu.ng
National Open University of Nigeria Library
ABSTRACT
The aim of this study was to investigate the impact of availability and accessibility of electronic
resources on academic staff and student of National Open University of Nigeria (NOUN). The
study adopted a quantitative research approach and survey research method was employed. The
study targeted 1,680 population samples of which include 1,513 students, 140 academic staff,
and 27 academic librarians. Probabilistic (stratified random and systematic) sampling and non
probability (purposive) sampling methods were adopted. Two sample frames were used: Students
- classified into subgroups (Level) in each selected study centers and academic staff - classified
into subgroups (academic staff/academic librarian). Online (Google form) self-administered
closed-ended questionnaire was sent to participants‟ email. Data collected were analyzed
through Statistical Package for the Social Sciences (SPSS).The findings revealed that electronic
journals and electronic books are readily available and accessible in the NOUN library. The
study recommended that the library management should develop awareness programmes that is
appropriate for an ODL university community through the use of modern communication tools,
and emphasy should be on the use of electronic resources in the university curriculum
Key Terms: Electronic resources, National Open University of Nigeria, Access, Awareness,
Accessibility, Library, Tools, Librarian, Staff, Students, Remote, Users, NOUN.
Introduction
Over the years, librarians have exploited emerging technologies to offer new services to library
patrons, as libraries continuously play the important role as information dissemination entities
where students, teachers, and research groups have access to and explore available electronic
resources (Lamont, 1999, p. 390; Vassiliou& Rowley, 2008, p. 355; Thanuskodi, 2011, p. 36).
According to Dadzie (2005, p. 290) and Natarajan, Ravi & Ravichandran (2012, p. 48),
electronic resources are electronic representation of information with links that can be
conveniently used to search for other or related information regardless the time and location
using various search techniques. Electronic resources are compilations of subject or field
databases which include academic journal articles, books, magazine articles, newspaper articles
and reference materials such as encyclopedia, thesaurus and dictionary. These databases are
hosted by different database providers who specialize in specific or multiple disciplines. Owolabi
&Ajiboye (2012, p. 167) and Ukpebor (2012, p. 93) state that library users have access to
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No. 1&2
relevant and current information due to the availability of electronic resources in numerous
subject fields, and this has made it possible for the academics to execute their daily tasks.
Educational barriers such as the inability to get needed books or journals are broken as distant
learners are given access to a wider range of educational materials anywhere in the world via
electronic educational databases using internet connection. According to Bhatia (2011, p. 408),
library electronic resources allow users to have easy and prompt access to information.
National Open University library runs a standard hybrid system that offers rich academic
electronic databases and monographs available to students and staffs for teaching, studying and
research purposes. President Olusegun Obasanjo on the 27th of March 2002 approved the
resuscitation of the institution to tackle the country‘s educational problems which are: lack of
access to higher institutions, inequality in educational opportunity, the level of illiteracy and high
demand for highly skilled professionals in the labour market. The drive behind the establishment
of NOUN was to make both formal and non-formal education accessible to the ever-increasing
population of Nigerians seeking to be educated.
Literature Review
Mawindo& Hoskins (2008, p. 101) found that respondents accessed electronic resources through
search engines, departmental and library web page. Technology has revolutionized conventional
libraries into information centers with both physical and electronic holdings (Manorama&
Jeevan, 2013, p. 134). Both the developed and developing countries would be lagging in
development if they lack access to information that can be used for scientific research, learning
and teaching obtained from electronic resources (Obasuyi, 2012, p. 55). Researchers‘
productivity is enhanced with access to electronic resources (Dulle, 2015, p. 45). Academic
libraries need to provide multiple resources to students and meaningful ways to access the stock
of its resources (Adrianna, 2007, p. 821, Baikady, Jessy & Shivananda, 2014, p. 486). Such that
people can comfortably access information, any time of the day from distant locations away from
the physical library regardless of barriers such as finances or distance (Dadzie, 2005, p. 290).
According to Deng (2009, p. 92), how and where to access information resources will help
libraries to develop policies and technological infrastructures that will be needed to provide
quality library services.
Bhatia (2011, p.482) found that respondents accessed electronic resources through universities
and institutions websites, and online public access catalog (OPAC) Peris & Peris (2012, p. 50)
found that respondents accessed electronic resources through an in-house library database, a
database stored in compact discs, electronic databases, and electronic mail. Various
investigations about the location of access revealed that library users use varying point of access
depending on the need for information. Okello-Oburaand Ikoja-Odongo(2010, p. 5-11),Bansal
(2015, p:145-147), as well asDadzieandWalt (2015, p. 62) found that respondents accessed
electronic resources in the library, on campus, from several distant locations such as, at home, at
workplace, and at Internet café, but did not look at the mobile access to electronic resources
which this study seeks to incorporate.
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Electronic Resources: An Overview
Electronic resources are invaluable research tools, a subset of academic libraries and a significant
academic resource used in learning, teaching, and research activities and complementing print-
based resources by providing access to information to distant learners (Dadzie, 2005, p. 290;
Liyi, Pinghao, Qihua& Lijun,2011, p. 829).Electronic resources accommodate large information
with minimal use of space, can be accessed and shared among users regardless of time and
location, and have the capacity to greatly expand its collections (Liyi, Pinghao, Qihua&
Lijun,2011, p. 829). Access to up to date information that is multi-linked with other robust
related information content is made possible through electronic resources advance search
techniques (Dadzie, 2005, p. 290). Students can access relevant information on the subject of
their interest and make good use of it in the course of their study (Oyewo& Bello, 2014, p. 228).
Statement of the Problem
The library has subscribed to electronic resources; however, very little is known about the
accessibility and availability of these resources to academic staff, students and any other
university community members for whom the resources are meant. There is a lack of evidence of
the extent of accessibility and use of these electronic resources. Such evidence is necessary for
the continued investment in electronic resources, and for libraries to be accountable to their
constituents and funders alike (Miller & Schmidt, 2003, p. 203). According to Stone, Soltis, &
Schott(2010, p. 1), the modern library faces the challenge of providing adequate and equal access
to patrons that engage in online and Internet searching for accessing information through the
academic library. Access to electronic resource is a problem, particularly for remote users and
the demand for remote access are increasing as are technologies to deliver library content. It is
imperative to understand remote users and their needs as thoroughly as possible. This is
particularly true for students and staff of NOUN who use electronic resources extensively to
study at their homes, offices, while in transit.
Objectives
The objectives of the study were to: -
1. Find out the different types of electronic resources available in the NOUN Library;
2. Find out how academic staffs and students access electronic resources in NOUN library;
Research Questions
The study answered the following research questions:
1. What electronic resources are available in NOUN?
2. How do academic staff and students access electronic resources at NOUN?
Methodology
This study adopts a quantitative research approach. The quantitative approach is the process of
gathering and analyzing numerical data to describe, explain, predict, or control phenomena of
interest (Gay, Mills &Airasian 2009, p. 7; Mertler& Charles, 2008, p. 26). The use of this
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No. 1&2
approach will help to adequately investigate the extent of accessibility andavailability of library
electronic resources tostudents and staff of the National Open University of Nigeria (NOUN).
The survey design was employed in this study. This was chosen by the researcher because of its
ability to focus on describing the characteristics of potentially large groups of people (Mertler&
Charles 2008, p. 224). NOUN study centers are the research sites, located in six geopolitical
zones of Nigeria (see table 1.0 below). These study centers are in three categories: Main study
center, Special Study center, and Community study center. They are all homogenous. They all
have the same organizational structure and offer all available courses using the same
instructional materials. This study will focus on the study centers with the substantial large
population. Table 1.0 present the research sites with students, academic staff and academic
librarian population at zonal level.
Population: The population for this study is classified into three categories, namely academic
librarians, academic staff members (i.e. faculty members), and students. According to NOUN
Annual Report (2014/2015, p. 79), there are 189,364 registered students, 2,656 staff members.
370 are academics, 2,286 are non-academics. The library staff totals 80, out of which there are
54 academic librarians (National Open University of Nigeria Library 2016). See Table 1.1 for the
distribution of the target population across the various categories. The sample frame includes a
list of target research participants from the selected study centers. These study centers were
selected through purposive sampling techniques. To ensure that the study was well executed
having a fair representation of the target population, two sample frames were used. The first
sample frame consists of students, classified into subgroups (Level) in each selected study
centers and the second sample frame consists of academic staff, also classified into subgroups
(academic staff/academic librarian). Non-random sampling was used to select the desired
number of zones and the participating study centers from the target student population. The
researcher used this procedure because of the homogenous nature of the population. Purposive
sampling, which is selection based on knowledge of the group to be sampled was used based on
population size. Study centers with large population size were given higher priority.
Sample and Sample size: The total student target population is 77,523 spread across the six
geopolitical zones. Using Sample Size Table with a Confidence Level = 95% and Margin of
Error = 2.5% (Research Advisors 2006, p. 2). 1,513 was selected as the Desired Student Sample
size. Stratified random sampling and systematic sampling was used to select research
participants in the desired study centers. The desired research sample size in each selected study
centers was obtained by getting the percentage representation of the target population and then
multiplying it with the desired student sample size (1,513) obtained from Research Advisor
(2006:2) using stratified random sampling technique. The Academic staff population is 370. 275
are lecturers in the various academic units and 54 are academic librarians. These two groups
constitute the target population. The remaining 41 academic staff occupies positions such as
study center directors (35), heads of directorate (4), and the office of the vice chancellor (3).
Purposive sampling technique was used to select the desired sample size of academic staff and
academic librarian based on previous experience or knowledge of the population for study by
deliberately identifying selection criteria based on the researcher‘s judgement (Gay, Mills
&Airasian, 2009, p. 134; Mertler& Charles, 2008, p. 127 & Fraenkel, Wallen & Hyun, 2012, p.
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No. 1&2
100). The researcher decided to use 50% of the entire academic population as a sample size to
get a fair representation. That is, 50% of Academic Librarian = 27 sample size and 50% of
Academic Staff = 140 (approx.) sample size. This study used the online survey tool (google
form) to collect primary source data from respondents at the selected study centers to find
answers to the research objectives.
Data Analysis: The data collected from this study were analyzed through descriptive and
inferential statistical tools using Statistical Package for the Social Sciences (SPSS). The research
questions were entered into the variable view of the SPSS software and coded while the
responses of each respondent entered into the data view. Descriptive statistics was run on the
data to generated frequencies, mean and standard deviation. Descriptive statistics was used to
answer research questions.
Results
The findings are presented in this section based on the research questions.
Research Question 1: What electronic resources are available in NOUN?

Table 1.2 presents mean and standard deviation scores of electronic resources available at
NOUN library.
Table 1: Mean and standard deviation scores of types of electronic resources available at
NOUN
ITEMS SD(1) D(2) UD(3) A(4) SA(5) Mean( SD (s)
x)
Electronic Journal 1 - 1 13 12 4.30 .87
3.7% 3.7% 48.1% 44.4%
Electronic Book 5 1 13 8 3.70 1.41
18.5% - 3.7% 48.1% 29.6%
CD Databases 4 - 3 15 5 3.63 1.25
14.8% 11.1% 55.6% 18.5%
Electronic Magazine 3 2 7 9 6 3.49 1.25
11.1% 7.4% 25.9% 33.3% 22.2%
Electronic Newspaper 3 3 6 8 7 3.49 1.31
11.1% 11.1% 22.2% 29.6% 25.9%
Electronic Dictionary 3 1 8 11 4 3.41 1.25
11.1% 3.7% 29.6% 40.7% 14.8%
Electronic 5 1 6 11 4 3.30 1.33
Thesis/Dissertation 18.5% 3.7% 22.2% 40.7% 14.8%
Institutional 7 3 2 9 6 3.11 1.63
Repositories 25.9% 11.1% 7.4% 33.3% 22.2%
Indexing and 8 1 6 9 3 2.93 1.44
Abstracting Databases 29.6% 3.7% 22.2% 33.3% 11.1%
Electronic Archives 9 3 7 4 4 2.59 1.57
33.3% 11.1% 25.9% 14.8% 14.8%
GRAND MEAN=3.2445
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The results in Table 1 showed that electronic journal, ( x =4.30, s=0.87) ranked highest by mean
score and was followed by electronic book, ( x =3.70, s=1.41); CD databases, ( x =3.63,
s=1.25); electronic magazine, ( x =3.49, s=1.25); electronic newspaper ( x =3.49, s=1.31);
electronic dictionary ( x =3.41, s=1.25); and electronic thesis/dissertation ( x =3.30, s=1.33)
Research Question 2: How do academic staff and students access electronic resources at
NOUN?
Table 2 presents mean and standard deviation scores of the devices employed by library users to
access electronic resources at NOUN as indicated by academic librarians.
Table 2: Mean and standard deviation scores of the devices employed by library users to
access electronic resources at NOUN as indicated by academic librarians
ITEMS N(1) R(2) OC(3) OF (4) MO (5) Mean SD

(x ) (s)
Center Library 1 2 8 16 4.40 0.93
Computer 3.7% % 7.4% 29.6% 59.3%
Personal Computer 1 1 1 9 15 4.33 1.00
3.7% 3.7% 3.7% 33.3% 55.6%
Mobile Phone 2 2 14 9 4.04 1.06
7.4% % 7.4% 51.9% 33.3%
Tablet 3 1 14 9 3.96 1.19
11.1% % 3.7% 51.9% 33.3%
GRAND MEAN=3.5980
The results in Table 2, as indicated by academic librarians, showed that library users accessed
electronic resources through center library computer ( x =4.40, s=0.93); a personal computer ( x
=4.33, s=1.00); mobile phone ( x =4.04, s=1.06); and tablet ( x =3.96, s=1.19).
Table 3 presents mean and standard deviation scores of the devices employed by academic staff
to access electronic resources at NOUN.
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No. 1&2
Table 3 Mean and standard deviation scores of the devices employed by academic staff to
access electronic resources at NOUN
ITEMS N(1) R(2) OC(3) OF (4) MO (5) Mean SD

(x ) (s)
Personal Computer 1 - 2 45 42 4.52 0.63
.9% % 1.8% 40.9% 56.4%
Tablet 11 20 25 36 18 3.27 1.23
10.0% 18.2% 22.7% 32.7% 16.4%
Mobile Phone 11 32 25 30 12 3.00 1.19
10.0% 29.1% 22.7% 27.3% 10.9%
Center Library 23 39 31 9 8 2.45 1.13
Computer 20.9% 35.5% 28.2% 8.2% 7.3%
GRAND MEAN=2.8680
The results in Table 3 indicated that academic staff accessed electronic resources through a
personal computer ( x =4.52, s=0.63); tablet ( x =3.27, s=1.23); and mobile phone ( x =3.00,
s=1.19).
Table 4 presents mean and standard deviation scores of the devices employed by students to
access electronic resources at NOUN.
Table 4: Mean and standard deviation scores of the devices employed by students to access
electronic resources at NOUN
ITEMS N(1) R(2) OC(3) OF MO Mean SD

(4) (5) (x ) (s)
(1) (2) (3) (4) (5)
Personal Computer 100 31 145 294 443 3.94 1.26
9.9% 3.1% 14.3% 29.0% 43.7%
Mobile Phone 158 64 166 295 330 3.56 1.40
15.6% 6.3% 16.4% 29.1% 32.6%
Tablet 339 118 207 209 140 2.69 1.45
33.5% 11.6% 20.4% 20.6% 13.8%
Center Library 572 199 156 54 32 1.79 1.08
Computer 56.5% 19.6% 15.4% 5.3% 3.2%
GRAND MEAN=2.6340
The results in Table 4 showed that students accessed electronic resources through personal
computer ( x =3.94, s=1.26); mobile phone ( x =3.56, s=1.40); and tablet ( x =2.69, s=1.45).
Table 5 presents mean and standard deviation scores of the ease at which electronic resources
were accessed by academic staff at NOUN.
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No. 1&2
Table 5: Mean and standard deviation scores of the ease at which electronic resources were
accessed by academic staff at NOUN
ITEMS VD(1) DF(2) UD(3) E (4) VE (5) Mean SD

(x ) (s)
Electronic Newspaper 6 8 - 61 35 4.00 1.05
5.5% 7.3% % 55.5% 31.8%
Electronic Journal 3 12 6 52 37 3.98 1.04
2.7% 10.9% 5.5% 47.3% 33.6%
Electronic Dictionary 15 8 - 66 21 3.64 1.26
13.6% 7.3% % 60.0% 19.1%
Electronic Magazine 15 10 - 63 22 3.61 1.29
13.6% 9.1% % 57.3% 20.0%
Electronic Book 11 22 8 48 21 3.42 1.28
10.0% 20.0% 7.3% 43.6% 19.1%
Indexing and 25 8 1 65 11 3.26 1.39
Abstracting Databases 22.7% 7.3% .9% 59.1% 10.0%
Institutional 19 22 6 47 16 3.17 1.37
Repositories 17.3% 20.0% 5.5% 42.7% 14.5%
Electronic 14 32 6 47 11 3.08 1.28
20.9% 18.2% 3.6% 49.1% 8.2%
CD Databases 45 15 2 40 8 2.55 1.50
40.9% 13.6% 1.8% 36.4% 7.3%
GRAND MEAN=3.1645
The results in Table 5 indicated that academic staff had easy access to electronic newspaper ( x
=4.00, s=1.05); electronic journal ( x =3.98, s=1.04); electronic dictionary ( x =3.64, s=1.26);
electronic magazine ( x =3.61, s=1.29); and electronic book ( x =3.42, s=1.28).
Table 6 presents mean and standard deviation scores of the ease at which electronic resources
were accessed by students at NOUN.
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No. 1&2
Table 6: Mean and standard deviation scores of the ease at which electronic resources were
accessed by students at NOUN
ITEMS VD(1) DF(2) UD(3) E (4) VE (5) Mean SD

(x ) (s)
Electronic Book 167 104 57 408 277 3.52 1.41
16.5% 10.3% 5.6% 40.3% 27.3%
Electronic 284 75 552 395 207 3.16 1.54
Dictionary 28.0% 7.4% 5.1% 39.0% 20.4%
Electronic 290 91 52 366 214 3.12 1.56
Newspaper 28.6% 9.0% 5.1% 36.1% 21.1%
29.5% 10.5% 5.5% 35.8% 18.7%
Electronic 275 149 70 366 153 2.97 1.48
33.4% 12.3% 6.3% 37.6% 10.4%
Institutional 349 157 51 334 122 2.73 1.51
Repositories 34.5% 15.5% 5.0% 33.0% 12.0%
Indexing and 414 154 67 287 91 2.49 1.54
Abstracting 40.9% 15.2% 6.6% 28.3% 9.0%
Databases
CD Databases 463 179 93 197 81 2.26 1.40
45.7% 17.7% 9.2% 19.4% 8.0%
Electronic Journal 188 121 83 391 230 1.26 .76
18.6% 11.9% 8.2% 38.6% 22.7%
GRAND MEAN=2.5991
The results in Table 6 showed that students had easy access to electronic book ( x =3.52,
s=1.41); electronic dictionary ( x =3.16, s=1.54); electronic newspaper ( x =3.12, s=1.56);
electronic magazine ( x =3.04, s=1.55); and electronic thesis/dissertation ( x =2.97, s=1.48).
Table 7 presents mean and standard deviation scores of the level of access to electronic resources
available to academic staff and students at NOUN as indicated by academic librarians.
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No. 1&2
Table 7: Mean and standard deviation scores of the level of access to electronic resources
available to academic staff and students at NOUN as indicated by academic librarians
ITEMS SD(1) D(2) UD(3) A(4) SA(5) Mean SD

(x ) (s)
Full Text 2 2 13 10 4.01 1.11
7.4% % 7.4% 48.1 37.0%
%
Bibliographic (Title, 4 4 9 10 3.78 1.37
Author, Place, Year) 14.8% % 14.8% 33.3 37.0%
Information %
Abstract Only 6 2 8 7 4 3.04 1.37
22.2% 7.4% 29.6% 25.9 14.8%
%
GRAND MEAN=3.6100
The results in Table 7 showed that the level of access to electronic resources available to
academic staff and students at NOUN as indicated by academic librarians are full text ( x =4.01,
s=1.11); and bibliographic (title, author, place, year) information ( x =3.78, s=1.37).
available to academic staff at NOUN.
Table 8: Mean and standard deviation scores of the level of access to electronic resources
available to academic staff at NOUN

(x ) (s)
Full Text 3 1 1 55 50 4.35 0.79
2.7% .% 0.9% 50.% 45.5%
Bibliographic (Title, 7 - 1 74 28 4.05 0.92
Author, Place, Year) 6.4% % 0.9% 67.% 25.5%
Information
Abstract Only 8 20 40 32 10 3.15 1.06
7.3% 18.2% 36.4% 29.% 9.1%
GRAND MEAN=3.8500
The results in Table 8 indicated that the level of access to electronic resources available to
academic staff at NOUN is full text ( x =4.35, s=0.79); and bibliographic (title, author, place,
year) information ( x =4.05, s=0.92).
available to students at NOUN.
52
No. 1&2
Table 9 Mean and standard deviation scores of the level of access to electronic resources
available to students at NOUN

(x ) (s)
Full Text 188 42 52 418 3.61 1.43
18.6% 4.1% 5.1% 41.3% %
Bibliographic (Title, 268 51 63 435 196 3.24 1.50
Author, Place, Year) 26.5% 5.0% 6.2% 42.9% 19.3%
Information
Abstract Only 378 122 260 188 65 2.45 1.32
37.3% 12.0% 25.7% 18.6% 6.4%
GRAND MEAN=3.1000
The results in Table 9 above showed that the level of access to electronic resources available to
students at NOUN is full text ( x =3.61, s=1.43); and bibliographic (title, author, place, year)
information ( x =3.24, s=1.50).
Table 10 presents mean and standard deviation scores of academic staff‘ reasons for not
accessing electronic resources available at NOUN library.
Table 10: Mean and standard deviation scores of academic staff’ reasons for not accessing
electronic resources available at NOUN library

(x ) (s)
I do not know they exist 2 35 57 10 6 2.85 0.83
1.8% 31.8% 51.8% 9.1% 5.5%
I do not know how to 3 34 58 10 5 2.82 0.81
access them 2.7% 30.9% 52.7% 9.1% 4.5%
I do not have Internet 1 38 57 13 1 2.77 0.69
access .9% 34.5% 51.8% 11.8% .9%
I do not have a computer 1 44 54 10 1 2.69 0.69
to access them .9% 40.0% 49.1% 9.1% .9%
I do not have interest in 6 46 53 2 3 2.55 0.75
them 5.5% 41.8% 48.2% 1.8% 2.7%
GRAND MEAN=2.4550
53
No. 1&2
The items that best describe why academic staff do not access electronic resources available at
NOUN library as shown in Table 10 above are I do not know they exist ( x =2.85, s=0.83); and I
do not know how to access them ( x =2.82, s=0.81).
Table 11 presents mean and standard deviation scores of students‘ reasons for not accessing
electronic resources available at NOUN library.
Table 11: Mean and standard deviation scores of students’ reasons for not accessing
electronic resources available at NOUN library

(x ) (s)
I do not know they 153 301 357 137 65 2.67 1.08
exist 15.1% 29.7% 35.2% 13.5 6.4%
%
I do not know how to 181 294 361 132 45 2.57 1.06
access them 17.9% 29.0% 35.6% 13.0 4.4%
%
I do not have Internet 164 353 328 139 29 2.52 1.01
access 16.2% 34.8% 32.4% 13.7 2.9%
%
I do not have a 173 383 307 114 36 2.46 1.01
computer to access 17.1% 37.8% 30.3% 11.3 3.6%
them %
I do not have interest 193 436 340 35 9 2.24 .83
in them 19.1% 43.0% 33.6% 3.5% .9%
GRAND MEAN=2.2867
The results in Table 11 above showed that students do not access electronic resources available
at NOUN library for reasons such as, I do not know they exist ( x =2.67, s=1.08); and I do not
know how to access them ( x =2.57, s=1.06).
Table 12 presents mean and standard deviation scores of the electronic resources library users
have access to in NOUN library as indicated by academic librarians.
54
No. 1&2
Table 12: Mean and standard deviation scores of the electronic resources library users
have access to in NOUN library as indicated by academic librarians

(x ) (s)
Electronic Journal 3 12 12 4.33 0.68
% % 11.1% 44.4% 44.4%
Electronic Book 2 1 4 13 7 3.82 1.11
7.4% 3.7% 14.8% 48.1% 25.9%
Electronic Dictionary 3 1 7 11 5 3.51 1.19
11.1% 3.7% 25.9% 40.7% 18.5%
11.1% 11.1% 18.5% 37.0% 22.2%
Electronic 3 1 11 7 5 3.37 1.18
Electronic Newspaper 3 4 6 10 4 3.29 1.25
11.1% 14.8% 22.2% 37.0% 14.8%
CD Databases 8 2 4 7 6 3.03 1.51
29.6% 7.4% 14.8% 25.9% 22.2%
Institutional 9 1 5 7 5 2.92 1.57
Repositories 33.3% 3.7% 18.5% 25.9% 18.5%
Indexing and 7 3 9 7 1 2.70 1.24
Abstracting Databases 25.9% 11.1% 33.3% 25.9% 3.7%
40.7% 14.8% 18.5% 22.2% 3.7%
GRAND MEAN=3.1145
The results in Table 12 above indicated that library users have access to electronic journal ( x
=4.33, s=0.68); electronic book ( x =3.82, s=1.11); electronic dictionary ( x =3.51, s=1.19);
electronic magazine ( x =3.48, s=1.28); and electronic thesis/dissertation ( x =3.37, s=1.18).
Others specified by some academic librarian include electronic past questions and electronic
courseware.
Types of Electronic Resources Available at NOUN
As presented in table 1.2, majority of the academic librarians agreed that electronic journals, are
available in NOUN, with 77.7% selecting electronic books while 74.1% selected CD databases.
Though CD ROM databases are being faced out of the information market, it is still relevant in
most developing countries of the world like Nigeria, where infrastructures to drive modern
inventions are not affordable and out of reach to most libraries. A similar study by Quadri,
Adetimirin and Idowu (2014) found that majority (46.5%) of the respondents in Babcock
55
No. 1&2
university, Nigeria agreed that electronic journals were available in the library. Edem andEgbe
(2016) reported that majority (43.65%) of the respondents agreed to the availability of electronic
journals. Seemingly, electronic resources are increasingly becoming common in academic
libraries. Manorama andJeevan (2013) had observed that there is an increase in the volume of
electronic journals collections among academic libraries and research centers due to its
importance in academic and research works. Majority of the respondents indicated that electronic
archives do not exist in the NOUN library. This finding revealed that electronic journals and
electronic books are readily available in the library. Since the activities of the academic staff and
postgraduate students (over 60% of students‘ population) are mainly research-based. According
to Madhusudhan (2010), researchers are in search of the most efficient ways of getting relevant
reference materials, reducing time spent and improving research output. NOUN being an ODL
institution, the library provides electronic resources to remote users who are majorly research
scholars.
Users' Access to Electronic Resources at NOUN
Majority of the academic librarians stated that library users access library electronic resources
through the center library computer and through personal computer. Majority of the academic
staff stated that they access library electronic resources through their personal computer and
tablet. Majority of the students stated that they access library electronic resources through their
personal computers and mobile phones. The study showed that the academic staff and students
make use of their personal devices to access library electronic resources and access these
resources through their center library computers occasionally. This is an indication that library
electronic resources can be accessed by library users within and outside the university premises.
Access through library computers is low, which implies that library users rarely come physically
to the library and are more comfortable accessing library resources from distant locations. The
findings corroborate with the studies by Peris and Peris (2012), Baikady, Jessy and Shivananda
(2014) and Bansal (2015) which stated that library users access electronic resources, thus
eliminating the barrier of distance.
Majority of the academic staff respondents found it easy to access electronic newspapers,
electronic journals and electronic dictionaries. Majority of the students found it easy to access
electronic books, electronic dictionaries and electronic newspapers. The study also agreed with
Oyewusiand Oyeboade (2009), Kumar & Kumar (2010), Ahmed (2013), Zafar (2013), Garg
(2014) and Gupta & Sharma (2015) findings that majority of the respondents find it easy to
access electronic resources. However, the finding revealed that over 30% of the respondents find
it difficult to access electronic resources at NOUN. This was corroborated by Issa, Amusan and
Umma (2009) that over 30% of the students were undecided about the ease of accessing
electronic resources. Though majority of the respondents claimed to find accessing electronic
resources easy, a sizable number of respondents claimed otherwise.
Access to full-text documents expose researchers to detailed information on a subject of interest
for better understanding and representation of a phenomenon. Majority of the academic staff and
students stated that they have access to full text and bibliographic information. This was in
agreement with previous studies by Tripathi andJeevan (2009), Ozoemelem (2009), Okello-
56
No. 1&2
Obura and Ikoja-Odongo (2010), Warraich andAmeen (2010), Okello-Obura (2011), Hadagali,
Kumbar, Nelogal and Bachalapur(2012), Santhi andRadhakrishnan (2012), Joshua (2014),
Qasim andKhan (2015) that reported that respondents had access to full text electronic resources.
The study showed that NOUN library subscribed to electronic resources with full text materials
and library users could access them for their studies and research work.
Majority (51%) of the academic staff and over 30% of students were not sure electronic
resources exist in the library, they do not know how to access them, do not have internet
connection and computers to access these electronic resources, and are not interested in them.
However, 52% of students and 38% of academic staff stated that they know electronic resources
exist in the library, they know how to access them, they have internet connection and computers
to access them and that they have interest in them. This finding suggests that many academic
staff and students were not accessing library electronic resources due to lack of awareness. The
studies by Haridasan andKhan (2009), Deng (2010), Egberongbe (2011), Okello-Obura (2011),
also reported that respondents were unsure of the existence of electronic resources, do not know
how to access them, lack facilities required to access them, hence were not accessing them.
The academic librarians (89%) stated that library patrons can access electronic journals, while
74% stated that library patrons can access electronic books. This agrees with the studies by
Okello-Obura and Ikoja-Odongo (2010), Swain (2010), Tahir, Mahmood and Shafique, (2010),
Kumar andSingh (2011), Tyagi (2011), Thanuskodi (2011), Okello-Obura (2011), Natarajan &
Revathi (2012), Okiki (2012), Ahmed (2013), Oyedapo and Ojo (2013), Kwafoa, Imoro and
Afful-Arthur (2014) that reported that library users access library electronic resources such as
electronic journals and electronic books at the library. The findings revealed that a low
percentage of academic staff and students access full-text documents through their personal
devices. Also, a substantial percentage of academic staff and students are unaware of the
existence of the library electronic resources and do not access them. This implies that the library
electronic resources and are not fully utilized by library users.
Conclusion
The electronic resources available at NOUN library and are accessible include: electronic
journals and electronic books.Personal computers and miniature devices such as tablets and
phones were employed to access and use NOUN library electronic resources. The academic staff
and students have access to full text electronic resources and find electronic newspapers,
electronic journals and electronic books easily accessible. Academic staff access electronic
journals mostly at work, while the students access electronic books at home.
Recommendations
The findings of the study revealed poor awareness and access of NOUN library electronic
resources. Therefore, the following recommendations were made:
57
No. 1&2
1. The library management should develop an effective and efficient awareness programmes
that is appropriate for an ODL university community through the use of modern
communication tools such as the social media platforms;.
2. The university management should provide adequate funds for electronic resources
subscription;
3. The university management should equip all NOUN libraries with computers in order to
improve patronage to the library and use of the library electronic resources.
4. The university should provide high speed Internet connectivity in all NOUN libraries
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The Perceived Impact of School Library Services on Academic Performance of Secondary

School Students in Ilorin Metropolis
BAMIDELE, Segun Sunday

pastorbamidele@yahoo.com
Librarian,
College of Education, Oro, Kwara State
&
BAMIDELE, Ifelayo Esther
PG Students,
Library and Information Science, University of Ilorin
Abstract
This study has examined the perceived impact of library services on the academic performance
of private and public secondary school students in Ilorin metropolis. A survey approach was
adopted while data was collected through questionnaire from a sample of 200 hundred
secondary school students selected from two private and two public secondary schools. The
results reveal that the respondents have the perception that school library is having impact on
their academic performance. However, the library would have had greater impact if only they
were provided with up to date informational resources and materials. Irrespective of the lapses,
the respondents still see the school library as a place of knowledge provision and instruction that
complement the teachers teaching in class. The challenges faced in the use of the library are:
inadequate availability of needed materials on the shelve and non-current nature of the available
information especially the unfair treatment they get from the officers manning the use of the
library. The study recommends among others that the school libraries in Ilorin should acquire
more titles on the various subjects taught in the schools and should also update their information
sources; acquire new editions in replacement of the outdated materials in the library.
Keyword: School library, Perceived academic performance, Secondary schools, Ilorin
metropolis.
Introduction
Library is a collection of information materials such as books, films, magazines, manuscripts and
phonograph records (i.e. device for the mechanical recording and reproduction of sound).
Library is a storehouse of knowledge, which developed as a result of the needs to preserve
valuable records of events (Chiemeke, 2007). Similarly, a library is a place where various
activities such as selection, acquisition, organisation and dissemination of information by
professionals and Para professionals are performed. The library of today is a service institution.
They acquire materials process them and makes them available for use. Library play prominent
role in a school environment. Such roles include contribution to students learning in terms of
making provision for reading materials to complement the class notes given by the teachers.
Learning takes place not only in the classroom settings but wherever learners have access to
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information sources and can use them for problem solving (Barr & Tagg, 2004). A School
library is the library that supports school programmes as well as the teaching and learning.
School library are the libraries attached to pre-primary, primary and secondary schools. They
supplement the teaching of the school children, cater for children who read with difficulty and
who requires visual aids and all kinds of incentives to study (Uzuegbu & Ibiyemi, 2013).
Awolola (2005) also complements this by emphasiing that a school library is any library found in
the primary and secondary schools. It is usually a collection of books and other
resources/materials organised and placed in a spacious room for the use of both the teachers and
students.
The importance of school library cannot be underestimated. This was why the International
Federation of Library Association (IFLA) Manifesto (2008) states that the school library
provides information and ideas that is fundamental to children functioning successfully in today's
information and knowledge-based society. The school library equips students with lifelong
learning skills and develops the imagination, enabling them to live as responsible citizens.
The school library contains more of audio visual and graphic materials such as pictures,
photographs, realia and diagram, than other types of libraries materials which includes books,
magazines, periodicals and newspapers. The need for the establishment of a functional library
cannot be over emphasized. National education policy (1984) stipulated that a well-equipped
library must be established in all Nigeria, secondary schools, in line with this education policy,
Bamidele (2013) posited that School library are responsible for the support of school curriculum
by providing information that will guarantee the students‘ academic performance/ success.
A large variety and plentiful supply of resources are required in the school library to encourage
independent study so that young people from an early age can appreciate books and reading,
learn how to think and evaluate ideas so that their convictions and views are formed as a result of
active mental efforts. Through this, they can become creative and develop reflective and
scientific thinking. Bamidele (2013) asserted that the current trend of users information needs
are books , magazines , newspapers , pamphlets, pictures, maps, globes, disc and tape recording
flash, computer system and internet facilities.
The School Library Association believes that the purpose of a school library is to provide a wide
range of books and multimedia resources to support teaching and learning throughout the key
stages, and foster a reading and information culture that promotes independent motivated readers
and learners for life. It will be appropriately staffed and funded and accessible to the whole
school community during and outside the school day. The school library is central to learning
and plays a key role as a place for encouraging innovation, curiosity, and problem solving.
Library is a catalyst for literacy and reading and for teaching and scaffolding inquiry learning.
School libraries make a difference in students‘ understanding and achievement and provide
support for teaching and learning throughout the school. The school library is therefore an
important part of the school community and reflects the information needs of the community.
Regrettably not all secondary schools in Nigeria especially in Ilorin metropolis have a
functioning school library and this to a great extent is affecting the academic performance of
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secondary school students in external national examinations. Considering the importance of

library in the school system, it is necessary to determine whether or not library contribute to the
pupils‘ academic performance. In view of the above, this study examined the perceived impact
of school library services on academic performance of secondary school students in Ilorin
metropolis.
Objectives of the Study

The main objective of this study was to examine the perceived impact of school library services
on academic performance of secondary school students in Ilorin metropolis. The specific
objectives were to:
1. determine whether or not libraries are available in secondary schools within Ilorin
metropolis.
2. determine the impact of school libraries on the perceived academic performance of the
secondary school students in Ilorin metropolis.
3. determine the categories of information sources available in the secondary school
libraries in Ilorin metropolis.
4. find out how current and relevant the information sources available in the secondary
school libraries in Ilorin metropolis are.
5. identify the challenges confronting secondary school libraries in Ilorin metropolis from
contributing to students academic performance.
Research Questions
To achieve the objective of the study, the following research questions were answered by the
study.
1. Are there libraries available in secondary schools within Ilorin metropolis?

2. What is the impact of school libraries on the perceived academic performance of the
secondary school students in Ilorin metropolis?
3. What are the categories of information sources available in the secondary school libraries
in Ilorin metropolis?
4. How current and relevant the information materials available in the secondary school
libraries in Ilorin metropolis?
5. What challenges are confronting secondary school libraries in Ilorin metropolis from
contributing to students‘ academic performance?
Literature Review
The school library is the heart of a school, which in itself has learning at its core. A good library
can empower the learners. The resources in a library can allow students‘ imaginations to run
free, introduce them to new experiences and promote access to knowledge and enjoyment. It is
important for pupils to become independent users of information, but for this to occur it is vital
that they are given the skills to learn how to find this information, how to select relevant
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information, and how to use it in the best way to meet their own particular needs, and take
responsibility for their own learning.
School libraries can also help teachers to use a broader range of teaching strategies. Project
work, individual study, group research, reading and the teaching of ICT , amongst other things,
can all take place within the school library. By providing this flexible place for learning,
teachers themselves are encouraged to widen and enrich their own teaching strategies. By
supporting and giving access to a broad range of information sources, the school library can
motivate pupils and stimulate learning by providing the means to freely pursue subjects which
fully engage them.
The School Library Association (2009) believes that the purpose of a school library is to provide
a wide range of books and multimedia resources to support teaching and learning throughout the
key stages, and foster a reading and information culture that promotes independent motivated
readers and learners for life. It will be appropriately staffed and funded and accessible to the
whole school community during and outside the school day. The goals of the school library as
submitted by UNESCO (united nation educational, scientific and cultural organization (IFLA).
The International Federation of Library Association) School Library Manifesto (2000) are as
follows:
1. supporting and enhancing educational goals as outlined in the school‘s mission and
curriculum;
2. developing and sustaining in children the habit and enjoyment of reading and learning,
and the use of libraries throughout their lives;
3. offering opportunities for experiences in creating and using information for knowledge,
understanding, imagination and enjoyment;
4. supporting all students in learning and practicing skills for evaluating and using
information, regardless of form, format or medium, including sensitivity to the modes
of communication within the community;
5. providing access to local, regional, national and global resources and opportunities that
expose learners to diverse ideas, experiences and opinions;
6. organizing activities that encourage cultural and social awareness and sensitivity;
7. working with students, teachers, administrators and parents to achieve the mission of
the school;
8. proclaiming the concept that intellectual freedom and access to information are
essential to effective and responsible citizenship and participation in a democracy;
9. promoting reading and the resources and services of the school library to the whole
school community and beyond.
In terms of functions, the school libraries provide equitable physical and intellectual access to
the resources and tools required for learning in a warm, stimulating, and safe environment.
School librarians collaborate with others to provide instruction, learning strategies, and practice
in using the essential learning skills needed in the 21st century. (American Association of
School Librarians, 2007) Reutzel and Parkeralso stated five basic functions a school library
should execute, which includes the following:
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1. supports reading and writing instruction—in school and out of school.

2. provides a place for teachers to teach and children to learn about books and book
selection. Here children can experience a variety of book genres and other reading
materials in a smaller and more controlled environment than in the school
3. is the central storage location for classroom instructional resources. That is, the
additional space for organizing science equipment, CD and tape players, VHS and DVD
tapes, computers wired to the Internet, games, magazines, and other materials that
support learning.
4. provides opportunities for independent reading and curricular extensions
5. serving as a place for students to talk about and Interact with books
the school library shouldn‘t be a place where children cannot get to it should be a place
where they can talk about their reactions to books, write a critical review and share it
with peers, or draw a poster to advertise a favorite book. A few other ideas follow: It can
be a place where students plan a dramatization of a book with a small group of peers.
The school library fulfills these functions by developing policies and services, selecting and
acquiring resources, providing physical and intellectual access to appropriate sources of
information, providing instructional facilities, and employing trained staff.
Goodin (2010) also submits that the school library provides a wealth of curriculum based
resources as well as opportunities for students to learn at a personal level as opportunities of
inquiry, outside the assigned curriculum. Similarly, International Association of School
Librarians (IASL) policy statement on school libraries (2003) notes that another function of the
school library is to provides a wide range of resources, both print and non-print, including
electronic media, and access to data which promotes an awareness of the child's own cultural
heritage, and provides the basis for an understanding of the diversity of other cultures. Bamidele
(2013) also posited that a school library should develop and sustain in children the habit and
enjoyment of reading and learning and the use of libraries throughout their lives. Traditionally, a
school library expected to provide the necessary materials or sources that strengthen and
supplement the school curriculum needs, to provide materials which broadens students‘ interest
in contributing to lifetime reading habits and to meet their immediate needs.
The role of school libraries in promoting reading is especially crucial in countries like Nigeria,
where most children first meet books and reading in school and have limited access to them in
home and community. Nigeria school libraries also have contributed to make to the publishing
industry and development of a national children‘s literature. There are many ways school
libraries can promote reading. Helping children acquire basic literacy and encourage the
voluntary reading that help them gain fluency, with all its attendant benefits, have long been
basic objectives of school library programs. They are even more important in a country like
Nigeria with all the challenges to the development of voluntary and fluent readers: social-cultural
factors such as illiteracy and poverty, the language problem and the condition of publishing and
the book trade. The school library also promotes reading by firstly, providing access to books, a
sine qua non to reading development. Secondly, through a good knowledge of reading interest
and available books, they can serve as matchmakers- finding the right book for the right child.
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This knowledge will also enable them to advise publishers on what young people want and need.
Thirdly, School librarians can introduce experiences that will motivate reading by building up an
association between reading clubs and literacy events. They can introduce such experiences
directly, or indirectly, by guiding and liaising with teachers. Finally, they can work with others to
find ways of generating literacy materials based on local culture, in this way linking oral culture
and print culture and providing a richer reading environment. In these ways school libraries can
help overcome the problems associated with reading in Nigeria and create new generations of
readers for the years ahead (Elaturoti, 1986).
Some empirical related literature on use of libraries abound. For instance, Kinnell (1994)
conducted a research on impact of school libraries on student achievement. The purpose of his
study was to examine the ways in which good school libraries meet the needs of students and
teachers in a small group of secondary schools in England. The study took place over four terms
and involved a case study investigation of six schools and action research by the librarians
themselves in another six schools. The study used interviews, observation, and school
documentation as instrument for data collection. A total of 150 teachers and more than 800
students constituted the sample used for the study. The result showed that the school library
played a significant role in developing cross-curricular skills, such as communication, numeracy,
study, problem-solving, personal and social, and use of information technology; that it helped to
bridge the gap between primary and secondary schools; and that it helped in the development of
information technology skills.
Fowowe (2000) found differences in the frequency of library use by students and teachers and
discovered that only 94.8% of students use the library facilities but the question is what they
used the library for? Is it for reading purpose, studying, research or class assignments? Ajayi
(2003) further elaborate that students who do not appreciate the value of the library are at a
disadvantage, and may visit the library to read only for examinations.
Williams et al. (2002) carried out a research on the impact of school library services on
achievement and learning in primary and secondary schools. The purpose of the research was to
examine the link between educational attainment and school library use at primary level and
secondary school levels. The result of the study revealed that library provision contribute to
academic achievement, particularly in reading literacy, in secondary level students; the
contribution to learning is dependent upon quantity and quality of collections and access to
further resources and support from out with the school environment. Lonsdale (2003) carried out
a research on the impact of school libraries on student achievement. The purpose of the research
was to examine the nature and extent of the evidence that has linked school libraries to student
achievement since 1990. The study used observation and questionnaires as the instrument for
data collection. The result revealed that a strong library program that is adequately staffed,
resourced and funded lead to higher student achievement regardless of the socioeconomic or
educational levels of the children or students in the school and community.
Adeyemi (2009) examined the use of school library and students‘ learning outcomes in
secondary schools in Ekiti State, Nigeria. Using a descriptive survey, the study population
comprised 170 secondary schools in the State. Out of this population, a sample of 120 schools
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was drawn through the process of stratified random sampling technique. Out of the 3640 teachers
in the sampled schools, 560 teachers made up of 120 principals and 440 teachers were selected
for the study. The process of selection was by stratified random sampling technique. The
instrument used to collect data for the study was an inventory which requested for information
among other things on the level of development of school libraries in the State and students‘
learning outcomes in the schools. The data collected were analyzed with the use of percentages
Person Product Moment correlation analysis and the t-test. The findings revealed that the level of
development of school libraries in the State was low while the condition of libraries was poor.
Based on the findings, it was recommended that the State government should intensify more
efforts at reviving school libraries in the State.
Arua et.al (2011) investigated the use of library resources by staff and students of secondary
schools in Umuahia North Local, Government Area of Abia State. The purpose was to examine
the extent to which the library resources have impacted the student and teachers positively. This
research work is restricted to only seven secondary schools in Umuahia North Local Government
Area of Abia State. The choice was by means of random selection. Only students from JSS 2and
SS 2 were involved. This is because at this stage, the students are fairly matured to respond and
interpret questions with minimum difficulty and also this group of students constituted the
majority of those who use the school library resources hence can provide useful information for
the study. Questionnaire was used as the instrument for collecting data from the respondents.
The findings show that adequate provision of fund is necessary for the provision of current
information resources and also for the employment of qualified and trained teacher-librarian.
Additionally, user education should be taken seriously in secondary schools in order to boost the
interest of both staff and students on the use of library resources.
Egesimba (2011) carried out a research on the Adequate Materials as Pre-Requisite for
Functional School Library. The purpose of the study was to examine the Concept of School
Library its aims and functions, it also identified materials in a functional school library to include
print and non-print materials such as, fictions, text books, reference books, periodicals and non
print materials. The investigation of the study includes how inadequate staffing, lack of
information materials, infrastructures and insufficient awareness can hinder the effectiveness of
school library. The study justified the need for a functional library which will enable the child
develop the habit of reading and love for books at a tender age. The study suggested that an
appeal should be made to parents, philanthropists and philanthropic organization for funds which
will help stock school libraries and that there should be a co- operation between school library
and public library.
Michael et al. (2014) conducted a research on study habits, use of libraries and students‘
academic performance in selected secondary schools in Ondo West Local Government Area of
Ondo State. Survey technique was adopted for the study, and the instrument for data collection
was questionnaire. Major findings of the study revealed among others that irregular use of school
libraries by the students was one of the factors for poor scores in test and examinations.
Students academic performance was poor in Mathematics and English Language. The study
concluded that study habits of the students were bad and academic performance of the students
was poor. Based on the findings, the study recommended among others that library study hours
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should be included on the school time table to allow students to have a specific time to use the
school library on a regular basis. School libraries should open beyond school hours to enable the
students the opportunity to study after school hours and that student should find suitable and
comfortable places to study outside the class each day. Amount of time used by the students for
study must be increased both at school library and at home in order to devote quality time to
study.
The empirical literature review shows that libraries are the heart of learning teaching and
research. For a school library to meet up with the stipulated standard for which it is meant to be ,
there is the emergent need for the library to provide library services, the needed information
materials such as textbooks , fictions , maps ,magazines just to mention a few, as the library
users will continue to consult the library for their various information needs. School library thus,
remain the great essential of learning, knowledge acquisition, transformation and ultimate
discovery. The literature reveals that the service provision rendered by the library in terms of its
resources usually go a long way in impacting academic performance of secondary school
students. Moreover, literature also revealed that the school library develops and sustain the habit
and enjoyment of reading and learning in children, thus, contributing to students‘ ability to think
critically and work independently or in a group.
Methodology
The research design adopted for this study was survey design. Survey design is considered most
appropriate because it allows for the use of questionnaire, interview and observation as a data
collection. This is considered appropriate in assessing thoughts, views, opinions and feelings
when a researcher wants to collect phenomena that cannot be directly observed. The targeted
population of this study was secondary school students in Ilorin metropolis. The entire
population of secondary schools in Ilorin is too large for this study. Therefore, purposive
sampling technique was adopted for the selection of four secondary schools which consisted of
two private secondary schools and two public secondary schools in Ilorin metropolis The private
secondary schools are: (a.) Chapel secondary school, Oke Odotanke , Ilorin kwara state.(b)
David Akintola college sabooke Ilorin, Kwara state. The Public secondary schools are: (a.)
Queen Elizabeth College Ilorin, Kwara state, and (b.) Government secondary school, Fate road
Ilorin, Kwara state. The purpose of sampling selected is to select a sample that can accurately
represent the entire population. The instrument for the collection of data in this study was a self-
designed questionnaire. The questionnaire as popularly known, it helps to gather factual in –
depth information required. . The questionnaire was divided into sections A-G based on the
objective of the study. Section A requires the respondent‘s bio- data information. Section B
required knowledge about the availability of school library, Section C featured items on
perceived impact of the library and academic performance. Section D featured categories of
information sources, Section E covered items on currency and relevancy of information sources
and Section F featured items on challenges on the usage of the library and problems confronting
school libraries in contributing to academic performance.
To achieve the validity of the questionnaire used for data collection in the study, the instrument
was given experts in Library and Information Science, University of Ilorin who checked the
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appropriateness of language to enable it measure what it is expected to measure before

administration. The suggestions by the experts led to the modification of the instrument before it
was finally administered. To achieve the reliability of the instrument used in this study, a test –
re- test method of two weeks interval was adopted. This involves administering questionnaire to
the respondents outside the envisaged population on two different occasions within two weeks.
The correlation co-efficient through Pearson Product Moment Correlation yielded an r =0.81
which is high enough for the use of this study.
The questionnaire was administered to respondents in the selected secondary schools. The
instruction was read to the respondents after seeking for their informed consent. They were
assured of confidentially as far as their response to the questionnaire is concerned. The filling of
the questionnaire was completed in ten minutes. The responses were collected immediately. This
procedure followed in all the selected schools. A total number of 220 copies of questionnaires
were administered out of which 200 copies were returned completely filled. The exercise took
place during the 2015/15 academic session.
Results
A total number of 220 copies of the questionnaire was distributed to secondary school students
but only 200 (90.9%) were returned in usable form. Analysis showed that 200 students
responded fully to the questionnaire.
Table 1: Demographic information of the students

Demographics Frequency Percentage %
Gender
Male 118 59
Female 82 41
Total 200 100
Age
9-11 years 0
12-14years 104 52
15-16years 38 19
17-18years 58 29
Total 200 100
Class
Jss3 62 31
Sss 1 46 23
Sss2 32 16
Sss3 60 30
Total 200 100
Subject Combination
Science 36 25.7
Arts 54 38.6
Commercial 50 35.7
Total 140 100
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The table above reveals that 118 (59%) respondents were male while 82 (41%) were female.
This simply means that majority of the respondents were male. One the age distribution of the
respondents, the table indicates that 104(52%) falls within the range of 12-14years. This is
followed by respondents between the ages of 15-16years with 38 (19%). Next to it are the
respondents ages 17-18years with 58(29%). The table also reveals that 62 (31%) of the
respondents were from JSS3 class, 46(23%) from SSS1 class, 32(16%) were from SSS2 and 60
(30%) were from SSS3 class. In the same vein, the results also reveal that the highest number of
the respondents were from arts class with 54(38.6%) of the respondents. This is followed by the
commercial class with 50 (35.7%) of the respondents while the respondents from the science
class were 36(25.7%).
Research Question 1: Are there libraries available in secondary schools within Ilorin
metropolis?
Table 2: Availability of Library in Secondary Schools
YES NO
Are you aware of the 200 100% 0%
existence of your school
library?
My school library is of 164 (82%) 36 (18%)
standard
My school library is well 56 (28%) 144 (72%)
equipped
Table 2 reveals that the entire 200 respondents are aware of the existence of school library in
their school. This implies that the respondents have a good knowledge about the existence of
library in their school. To buttress the information, 164(82 %) of the respondents agreed that the
school library is of standard while 48% were not. Respondents numbering 56 (28%) of the
indicated that their library is well equipped while 144 (72%) indicated that their library is not
well equipped. The results here imply that there is availability of libraries in the secondary
schools within Ilorin metropolis except that they are not well equipped with informational
resources.
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Research Question 2: What is the perceived effect of school library on the academic
performance of the students?
Table 3: Perceived effect of school library on the academic performance of the students
S/N ITEMS SA A NS DA SD
1. The library improve my reading 100 62 14 18 6
habit (50%) (14%) (7%) (9%) (3%)
2. Use of my school library is 54 80 30 32 4
improving my performance (27%) (40%) (15%) (16%) (2%)
3. With the use of my school library, 84 58 24 24 10

my learning is improving by the (42%) (29) (12%) (12%) (5%)
day.
4. The school library has influenced 52 78 30 24 16
my attitude and behavior towards (26%) (39%) (15%) (12%) (8%)
learning.
5. The library in my school is a place 108 60 10 10 12
for knowledge provision, teaching (54%) (30%) (5%) (5%) (6%)
and learning.
Note: strongly Agree + Agree = Agree and Disagree +strongly Disagree = Disagree
Table 3 confirms that out of 200 respondents, 64% agree that reading in the library has changed
their academic performance, 7% were not sure whether reading in the library that has improved
their academic performance, 12% of the respondents disagreed that reading in the library has no
impact on their academic performance. Also, 134 (67%) of the respondent agreed that they excel
more than those who do not make use of the library while 30(15%) of the respondents were not
sure whether they excel more than those who don‘t make use of the library or not. On the other
hand, 36(18 %) of the respondents indicated that they do not excel more than those who don‘t
make use of the library. The table also shows that 142(71%) of the respondents agree that the
school library helps them to study ahead of class, 24(15%) of the respondents were not sure
whether or not the school library helps them to study ahead of class. In addition, 34(17%) of the
respondents indicated that the school library does not helps them to study ahead of class. More
also, the result reveals that 130(65%) of the respondents agree that the school library has
influenced their attitude and behavior towards life, while 30(15%) of the respondents are not sure
whether or not that the school library has influenced their attitude and behavior towards life. On
the other hand, 40(20%) of the respondents opined that the school library has not influenced their
attitude and behavior towards life. Furthermore, 168 (84%) of the respondents agrees that they
see the library as a place of knowledge provision, teaching and learning, while 10(5%) of the
respondents were not sure whether or not the library is a place of knowledge provision, teaching
and learning, on the other hand, 22(11%) of the respondents opined they do not see the library as
a place of knowledge provision, teaching and learning.
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No. 1&2
In summary, the result here reveals that reading in the library has strongly enhanced the
respondents‘ perceived academic performance. Secondly, majority of the respondents agreed
that they excel more than those who do not make use of the library in class. The third perceived
effect is that reading in the library has helped them study ahead the class. Fourthly, majority of
the respondents agree that school library has influenced their attitude and behaviors towards
academic life. Lastly, respondents see the school library as a place where knowledge is provided,
teaching and learning.
Research Question 3: What are the categories of information resources available in the
school library?
Table 4: Categories of information resources available in the school library
S/N ITEMS Available Not available

1. Periodicals 120(60%) 80(40%)
2. Books 192(96%) 8(4%)
3. Reference materials 154(77%) 46(23%)
4. Audio visual materials 54(27%) 146 (73%)
5. Internet Facilities and Access 72(36%) 128(64%)
The table 4 shows that out of 200 respondents 120(60%) of the respondents opined that
periodicals are available in the library, while 80(40%) of the respondents indicated that
periodicals were not available in the library. In the same vein, 192(96%) of the respondents
indicate that books were readily available while only 8(4%) indicate that books are not available
for use in the library. Furthermore, 154(77%) of the respondents indicate that there are reference
books available in the library while 46(23%) of the respondents indicate that reference books are
not available in the library. Moreso, 54(27%) of the respondents indicate that audio visuals are in
available in the library, while 146(73%) indicates that audio visuals are not available in the
library. In the same vein, 72(36%) of the respondents agree that the Internet is available while
128(64%) of the respondents disagree that there is Internet access in the school library.
In summary, the results reveal that periodicals, books, reference material are all available in
large quantity as they were indicated with a greater percentage of the respondents. However, a
considerable percentage indicates that audio visual and Internet services are not at all available in
their school library. It should be noted that the type of periodicals indicated available are the
newspapers and magazines and not journals because journals and other periodicals are relevant
to the respondents at their level.
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No. 1&2
Research Question 4: How current and relevant are the information resources in the
secondary school library in Ilorin metropolis?
Table 5: Currency and relevancy of information sources available in the library
S/N Items Current Not Current Relevant
1. Periodicals 68 (34%) 132(66%) N/A
2. Books 44 (22%) 156 (78%) 100%
3. Reference Materials 68 (34%) 132 (66%) 100%
4 Audio Visual 62 (31%) 138(69%) 100%
5. Internet 94(47%) 106(53%) 100%
7. Others 108(54%) 92(46%) 100%
The table 5 shows that out of 200 respondents 68 (34%) indicated that periodicals are in their
current state while 132(66%) of the respondents indicated that periodicals are not in their current
state. On the other hand, the result also shows that 44(22%) of the respondents indicated that
books are in their current state while 156(78%) of the respondents indicated that books are not in
their current state. In the same vein, 68(34%) of the respondents indicated that reference
materials are in their current state while 132(66%) of the respondents indicated that reference
materials are not in their current state. Furthermore, the result reveals that 62(31%) of the
respondents indicated that audio visual are in their current state while 138(69%) of the
respondents indicated that audio visuals are not in their current state. In addition, the results
reveal that 94(47%) of the respondents indicated that Internet facilities are available in the library
while 106(53%) of the respondents indicated that internet facilities is not available in the library.
In summary, larger percentage of the respondents indicated that periodicals, books, reference
materials are available but are not in their current state. Furthermore, majority of the respondent
indicated that audio visuals and internet are not available for use.
4Research Question 5: What are the challenges encountered by the pupils in the use of the
school library?
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No. 1&2
Table 6: Challenges Encountered in the Usage of the Library

S/N CHALLENGES YES NO
1. I don‘t usually get the materials I need in the library. 138 62 (31%)
(69%)
2. Library staff are not always willing to help you with your 112 88 (44%)
assignment or research in the library (56%)
3. I am not allowed to pick the number of materials needed 96 (48%) 104 (52%)
all at a time
4 Books on the library shelves are not always arranged 140 60 (30%)
properly. (70%)
5. No browsing opportunity in the library 140 60(30%)
(70%)
6. The shelve labels are not clear enough 96 (48%) 104 (52%)
7. Most of the materials are not current 116(58%) 84 (42%)
The table 6 shows that out of 200 respondents, 138(69%) of the respondents indicated that they
don‘t usually get the materials they need in the library while 62(31%) of the respondents
indicated that they do get the materials they need in the library. In the same vein, 112(56%) of
the respondents indicated the library staffs are not always willing to help with assignments or
research in the library while 88(44%) of the respondents indicated the library staffs are always
willing to help you with your assignment or research in the library. More so, 98(48%) of the
respondents indicated they are not allowed to pick the numbers of materials needed at a time
while 104(52%) of the respondents indicated they are allowed to pick the numbers of materials
needed at a time. The results also indicate that 140(70%) of the respondents indicated that there
is no browsing opportunity in the library, while 60(30%) of the respondents indicated that there
is browsing opportunity in the library. Furthermore, the results reveal that 96(48%) of the
respondents indicated that the shelve labels are not clear enough while 104(52%) of the
respondents indicated that the shelve labels are clear enough. The table also reveals that
116(58%) of the respondents indicated that the materials on the shelve are not current while
84(42%) of the respondents indicated that the materials on the shelve are current.
In summary, the prominent challenges indicated by the respondents as regards their school
library include out datedness of library materials, library staff unwieldiness to help with
assignments or research in the library and inadequate of internet browsing opportunity. Other
challenges are unclear shelve labels and improper arrangement of books on the library shelves.
This implies that unwilling attitude of the library staff is the major challenge the students face
with the use of their school library.
Discussion of findings
The result on the respondents bio data reveals that the male respondents are more that the female
respondents. The implication is that the male students make more use of the library than the
female students. The JSS3 and SSS3 are using the library more than every other classes. The
result on determining whether the participating schools, have a standard and purposeful school
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No. 1&2
library building shows that all respondents are aware of the existences of their school library.
This is followed by the respondents who agree that their school library is of standard and well
equipped. The result generally reveals that the respondents have a good knowledge about the
existence of library in their school. This is because considerable respondents indicated that their
library is of standard and well equipped. These results generally confirm the findings by Oyesiku
and Akinbode (2004) who reported that libraries are established for the effective use by people.
As some people recognize the potential value of libraries and make maximum use of it, so also
some people do not use the library or encourage it use.
The results on the effect of school library on perceived academic performance of the pupils
reveals the respondents strongly agree that reading in the school library has enhanced their
academic performance. The result corresponds with Todd and Kuhlthau (2004) who conducted a
survey of 13,123 students indicates that 99.44% of them felt their school library and school
librarian had helped them in regards to academic achievement and supporting their educational
progress. Specifically , 85% of the students reported that the school library had helped them do
their work better; 89% reported it helped them get better grades on projects and assignment and
over 75% reported that it helped them to get better grades on tests and quizzes as well as to think
critically and to be more confident in doing school work. Importantly, the data indicates that the
school library is not only beneficial while students are in school, but also when they are out of
school, by helping them discover interest and providing them with strategies at home. Further,
students discovered that school libraries helped students find information, and stay organized and
provide support to deal with personal concerns or issues.
On the categories of information resources available in the library, the results reveal that the
three categories of information resources available in the library are periodicals, books and
reference materials. The result correspond with the findings of the School Library Association
(2009) who asserted that the school library provides a wide range of books and multimedia
resources to support teaching and learning throughout the key stages, and foster a reading and
information culture that promotes independent motivated readers and learners for life. On the
currency and relevance of the information resources available in the library, the result of the
analysis indicates that the material in the school libraries are in their current state .The result
collaborate with the findings of Kachel, (2011) who reported that a strong school library is
staffed by the library team of a state certified or licensed librarian supported by clerical
assistance; has up-to-date books, materials, and supports the development of digital literacy
skills. The library staff supports the use of books and other information sources, ranging from the
fictional to the documentary, from print to electronic.
The challenges encountered in the use of the library are not getting needed materials on the
shelve and outdated nature of materials on the shelves. The result corroborates the findings of
Nimsomboon and Nagata (2003) who reported that the problem often encounter by users in using
the library services is insufficiency and non-updated materials.
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No. 1&2
Conclusion
This study has examined the perceived impact of library services on the academic performance
of private and public secondary school students in Ilorin metropolis. So far, the result also
reveals that the library would have had great impact on the academic performance of the
secondary school students, if only they were provided with up to date informational resources
and materials. Irrespective of the lapses, the respondents still see the school library as a place of
knowledge provision and instruction that compliment the teachers teaching in class. The
challenges faced in the use of the library are: inadequate availability of needed materials on the
shelve and non-current nature of the available information especially the unfair treatment they
get from the officers manning the use of the library.
Recommendations
According to these findings, the researcher found out that most of the information sources
available in the school libraries are insufficient. For example, secondary school has only two
types of mathematics textbook for students in secondary school 1. The researcher is therefore of
the opinion that the school library should acquire more titles on the various subjects taught in the
schools. The secondary school libraries should also update their information sources; acquire
new editions in replacement of the outdated materials in the library.
Furthermore, according to my findings, all officers in the various library are only teacher
librarians, none of them is a professional librarian as they are all NCE holders, the Researcher
therefore recommends that the school libraries should recruited trained professional librarians
who will work or service effectively as the teacher librarians and who will be willing to render
maximum services that will increase users‘ patronage. More also, the researcher recommends
that shelve reading should be carried out regularly by the teacher librarians in other to tide up the
library for ease of access to available information sources.
As it was discovered during this research at the Government Day Secondary School and Queen
Elizabeth College, the library materials are only arranged in a room with a staff with no
provision for reading chairs and tables for the library clientele. The researcher recommends that
the standard of the school library should also be improved in terms of physical structure,
ventilation and furniture. The researcher also found out that none of the school library
understudy has internet access. Therefore, in other to bridge the global information gap, internet
accessibility should be provided in the school library.
Lastly, as student will learn more by what they see rather than what they hear, but it is so
unfortunate that none of these understudied school libraries has information and communication
technology materials such as television, computers, internet access, photocopying machines,
DVD, CDS and others. it is therefore recommended that these facilities be provided into the
library.
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Perceived Academic Performance and Attitude of Undergraduates Enrolled in Library and

Information Science Research Methodology Course
TELLA, Adeyinka
tellayinkaedu@yahoo.com
Library and Information Science, University of Ilorin,
ABDULRAHMAN Shadiat Bimbola

Dept. of Library and Information Science, Kwara State, University
&
OKOJIE, Vitoria
Department of Library and Information Science, University of Abuja
Abstract
Undergraduate students who are enrolled in library and information research methodology
course tend to believe that such course is overwhelming and that it is almost impossible to get
through them. It has been reported that library and information science students, in particular,
enter research methodology classes with feelings of stress and anxiety, although in most cases,
they are not really aware of what research methods are all about. Therefore, this study examined
attitude of Library and Information Science LIS undergraduates towards research methodology
course and their perceived academic performance. The sample consisted of 98 respondents
drawn through simple random sampling technique from two different universities in Kwara state.
The Attitude towards Research Methodology Questionnaire was used for data collection. The
data collected was analyzed using descriptive statistics, and Pearson Correlation method. The
results showed that students have positive attitude towards research and a moderate level of
research anxiety. In addition, there was a significant relationship between attitude towards
research methodology and perceived academic performance. Areas reported created anxiety
for the students in research methodology are analysis of data due to poor knowledge of statistics,
complicated nature of research and literature review. The usefulness of research methodology
identified by the students includes its career benefits, research values, helpful in future,
contribution to the field of library and information science, and its indispensability in LIS
professional training.
Keywords: Library and information science undergraduate students; Attitude toward

research; Research anxiety; Perceived academic performance.
Introduction
Library and Information science is that discipline that deals with the properties and behaviors of
information, the forces governing the flow of information and the means of processing
information for system accessibility and usability. It is concerned with that body of knowledge
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relating to the origination, collection, organization, storage, retrieval, interpretation,

transmission, and utilization of information in both natural and artificial system.
According to Ajayi (1990) information science is an inter-disciplinary field primarily concerned

with the analysis, collection, classification, manipulation storage, retrieval, movement,
dissemination and protection of information. Practitioners within the field study the application
and usage of knowledge in organization, along with interaction between people, organization,
and any existing information system. Notably, library and information science is one of the
academic disciplines being studied in the university.
The first academic revolution taking off in the late 19th century, made research a university
functions in addition to the traditional task of teaching (Etzkowitz, 2003). At present, higher
education is usually broken down into three components, namely teaching, research and
community service. Research is the systematic process of collecting and analyzing information
to increase a human understanding of the phenomenon under study. In other words, research is a
process comprising data collection, analysis, interpretation, and assessment procedures
conducted in a planned manner in order to find solutions to a problem.
Research is oriented towards the discovery of the relationships that exist among the phenomena
of the world in which we live. It is devoted to finding conditions under which a certain
phenomenon occurs and the conditions under which it does not occur in what might appear to be
similar circumstances. Also research is reserved for activities designed to discover facts and
relationships that will make knowledge more effective. Research methodology as a course, has
some major obstacles students might encounter while studying it in higher institution of learning
and applying learned knowledge to future research endeavor (Rajasekar, Philominathan &
Chinnathambi, 2013).
Learning is the process through which an individual or groups of individual acquires wisdom,
knowledge, or skill. Learning difficulties in research methodology(s) classes hinder students‘
interest and attitude toward research and future research productivity (Turk, Al Saadi, Alkhatib,
Hanafi, Alahdab, Firwana, Al-Moujahed, 2018). Many factors contribute to the learning
difficulties in research methodology(s) classes. The study of research design and statistics often
elicits students‘ anxiety and resistance (Sheperis, 2010). Students exhibit low self-efficacy with
insufficient training and are inclined to dismiss the research relevance in professional practice
(Hatlevik, & Hatlevik, 2018).
Undergraduate at the university level, typically tend to view research-related courses with
negative attitudes and feelings. These negative attitudes have been documented in numerous
studies for a number of years in relation to courses in research, statistics and mathematics
(Laughter, 2017; Doménech-Betoret Fernando, Abellán-Roselló, & Gómez-Artiga, 2017). One
of the major problems of these negative attitudes is that they have been found to serve as
obstacles to learning (Ghavifekr, Kunjappan, Logeswary, & Annreetha, 2016). Their attitudes
influence how they mentally approach research including all the work related to research. In turn,
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these negative attitudes have been found to be associated with poor performance in such courses
(Kerr, Kerr, & Xu, 2016). A positive attitude enables students to solve the problem quickly;
whereas negative attitude hampers the effort in research. Causal models, however, suggest that
attitudes are actually mediators between past performance and future achievement (Lv, Zhou,
Guo, Liu, Liu, & Luo, 2016).The enhancements of positive attitude towards research, therefore,
referred to as the major key components that impact students‘ research and academics
performance. For this reason students‘ academic performance and attitude towards research
methodology course is a great stride for future educational development.
Previous studies have found that negative attitudes toward a course (e.g., research
methodology) have been found to explain a significant portion of the variance in students‘
learning (Manuel, Fenton & Philemon, 2013). In turn, these attitudes influence the amount of
effort one is willing to expend on learning a subject, which also influences the selection of more
advanced courses in similar areas (e.g., research methodologies courses) beyond those of
minimum requirements. Therefore, assessing students‘ attitudes toward a research methodology
course is important in order to enable instructors to develop instructional techniques leading to
more positive attitudes toward the subject, hence, is improvement in students more on academic
performance (Waters et al., 1988). It is mandatory that the students in the Department of
Library and information science are required to take a basic research methodology course.
However, observations have shown that many of the students do not prepare to study research
methodology; they consider it to be very difficult because of the inclusion of elementary
statistics. This creates negative attitude and also make the students develop anxiety towards the
course. Some of the students even develop a ―phobia‖ towards this academic subject that they
tend to feel nervous and uncomfortable when they are required to deal with research-related
problems. It is against this backdrop that this study was undertaken to investigate perceived
academic performance and attitude of undergraduates enrolled in library and information science
research methodology course.
Objectives of the study

The main objective of this research is to examining perceived academic performance and
attitude of undergraduate enrolled in library and information science research methodology
course. The specific objectives are to:
1. Investigate the perceived attitude of undergraduate students towards library and
information science research course.
2. Determine the relationship between undergraduate attitude towards research and
perceived academic performance.
3. Identify the areas of library and information science research course that create anxiety.
4. Find out the usefulness of research methodology to the undergraduate students.
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Research questions
The study answered the following research questions:
1. What is the attitude of undergraduate students towards library and information science
course?
2. What are the areas of library and information science research methodology course that
create anxiety for LIS undergraduate students?
3. What is the usefulness of research methodology to the LIS undergraduate students?
Research Hypothesis
1. There is no significant relationship between the attitudes of students enrolled in a
research methodology course and perceived academic performance in the course.
Literature Review
Research Methodology in Library and Information Science
Research in simplified terms means searching for the facts, replies to the various queries, and
also finding solutions to the various problems. It is also an inquiry or an investigation with a
specific purpose to fulfill. It helps in clearing the various doubtful concept s and tries to solve or
explain the various unexplained procedures or phenomenon (Ajao, 2008). Research methodology
in general has to do with the unknown. It is the process of searching for solutions to problems
(i.e. the unknown) or answers to questions (resulting from the unknown). Research methodology
according to Best and Khan (2006, 2008) is the systematic and objective analysis and recording
of controlled observations that may lead to the development of generalizations, principles or
theories resulting in prediction and possibly ultimate control of events. To sum up the above
definitions, Tella (2016) define research as a systematic, orderly, organized, consistent pattern of
thinking that gives structure and directions to investigator‘s knowledge of facts and methods. In
similar term, Asika (1991) defines research as any organized enquiry that aims at providing
information for solving identified problems. However, the understanding of scientific research
method is very necessary for a full understanding of what research is all about. This is because;
research is based on the scientific method. A look at the following definitions of research will
help us in grasping the true meaning of the concept.
Research methodology is important not only because it embodies philosophical assumptions, but
also because it guides the selection of research methods. Quantitative researchers tend to employ
measurement, experiment, and statistical analysis to answer their research questions, and
qualitative researchers prefer observations, interviews, and content analysis. Because mixed
methods research represents a middle ground between quantitative and qualitative methodology,
it ‗‗combines elements of qualitative and quantitative research approaches (e.g., use of
qualitative and quantitative viewpoints, data collection, analysis, inference techniques) for the
broad purposes of breadth and depth of understanding and corroboration‘‘ (Johnson et al., 2007,
p, 123). Whether a study is quantitative, qualitative, or mixed-methods depend on the
methodology, rather than the methods. For instance, some researchers employ observation and
protocol analysis to collect data.
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However, the research methods course that the LIS students were enrolled in, was designed to
help students become critical readers of research as well as prepare them to undertake a research
project related to educational issues, political, social, economic, and social-economic issues. The
course covers an overview of the various types of quantitative research designs, which include
experimental and quasi-experimental research designs, correlational studies, as well as research
methods that are more qualitative in nature such as how to conduct interviews and observations
and analyze documents. This course also engages students in understanding the stages of
research design, that is, the components of conceptualizing and defining a research problem,
conducting literature reviews, collecting and analyzing data (quantitative and qualitative), as well
as writing and interpreting results (Papanastasiou, 2005, Tella, 2016). Also, Research
Methodology in LIS focuses on common social science techniques, such as surveys and
experiments, which lend themselves to quantitative analysis. Also included are lectures on
qualitative methods, such as participant observation and historical research, and hybrid methods
like focus groups, content analysis, and evaluation research. Studies of information usage are
used as the main examples, and methods peculiar to information science, such as bibliometrics,
are also examined. Finally, the students in this course are required to design, execute and
complete a research on a topic of their choice that is related to librarianship and information
science issues or other important areas.
More so, the significance of research is very vital to our day to day activities as well as to our
everyday decision making. Research therefore enables us to determine the accuracy or otherwise
and validity of popular beliefs, and religious practices by submitting them to systematic scrutiny
and enhance, modify or refine our knowledge of phenomenon or various theories surrounding
our environment and society. Research practice enables the researchers to generate new concepts
and explanations of existing beliefs and practices, economics, political or social system and can
also be used to find answers to particular existing questions through investigation, evaluation of
findings of other researches/studies or build on where they stopped.
Library and information science is a profession that is full of people passionate about making a
positive change in the world and they tend to be widely happy about what they do (UW
Information, 2015). Research has demonstrated strong relationships among various dimensions
of students‘ perceptions and attitude (Shelton & Mallinckrodt, 1991), however, the majority of
research on students‘ perception has focused on the various specific forms of academic
performance, such as understanding the concept of research methodology, study ability, and a
host of others (Pajares, 1996; 2002). One area that has received relatively low attention is the
dissertation process, which includes, for example, the formation of a committee, the selection of
a worthy research idea, development and defense of a prospectus, collecting and analyzing data
for the research, writing the dissertation, and defending the dissertation before a committee.
However, research methodology in library and information science is a course designed for the
students irrespective of their level of study. It is a basic requirement for undergraduate students
and they are expected to do the course in the penultimate year to enable them acquires the
necessary research tools for handling the undergraduate project work. The course was designed
to help students solve practical problems as they get into the world of work. Research
methodology will expand the productivity, capacity and competitiveness of students.
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Students Attitudes towards Research Methodology

Students‘ attitude refers to the characteristics which a student perceives as discomforting, to the
extent that productivity may be either increased or reduced (Higgins & Kotrlik, 2006). In the
academic domain, research has demonstrated strong relationships among various dimensions of
attitude and performance (Shelton & Mallinckrodt, 1991; Griffin, 2002). McGrath (2002) noted
that fear and anxiety are often the causes of students failing to complete their dissertations and
some students face considerable fear toward the dissertation process. Indeed, others who have
experienced the course process have acknowledged the apparent link between academic
performance and procrastination of attitudes toward the research methodology course as well
(Carbonell, 2000). Students with more confidence in their abilities to perform the course task are
less likely to react in a detrimental way to stress related to the course process, have less
trepidation for the academic performance, and are therefore more likely to demonstrate greater
perseverance on the course (Griffin 2002).
Undergraduate students who are enrolled in research methods courses tend to believe that such
courses are overwhelming and that it is almost difficult to get through them. It has been reported
that library and information science students, in particular, enter research methods courses with
feelings of stress and moody, although in most cases, they are not really aware of what research
methods are all about. The implication of this perception brings about negative attitudes towards
the study and its academic performance. Roberts and Bilderback (1980) found that most students
who take research are quite anxious. Once this preponderance of negative attitudes was revealed,
many more survey instruments to Measure University students‘ attitudes toward research method
course were developed (Dauphinee, Schau, & Stevens, 1997; Zeidner, 1991). One of such
instrument is the Survey of ‗Attitudes Towards research‘ (Schau et al., 1995), which is
comprised of four dimensions - affect, cognitive competence, value, and attitudes about the
difficulty of research methodology course. Another instrument created for the same purpose was
that of Attitudes Toward research (Wise, 1985), which was designed to measure two separate
domains, student attitudes toward the course they were enrolled in, and students‘ attitudes
toward the usefulness of research in their field of study. The research attitude Rating Scale
(Cruise et al., 1985) was designed to measure the value of research, the interpretation of research
information, test attitude, cognitive skills in research, fear of approaching the instructor and fear
of research anxiety. Other similar instruments included the Survey of Undergraduate Attitude in
Research (Roberts &Bilderback, 1980), and the Research Anxiety Inventory (Zeidner, 1991). In
modern world, attitudes of people are considered more important than their experiences and
academic preparation. A positive attitude towards research is a key to success and progress in the
knowledge based societies (Wilson, 2003). The attitude towards research was to determine it
level of contribution towards academic achievements in both positive and negative ways,
(Onwuegbuzie & Wilson, 2003). The results of the prior research showed that students have a
negative attitude towards research. A significant difference was found in the attitudes with
respect to the type of program and prior areas of specialization. The paper demonstrates a clear
need for focus on research into students‘ attitudes towards research.
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Empirical Literature
Gulnaz (2017) investigated student attitudinal change towards social research during a semester
of five months as a result of participation in the social research course. Sample of this study
comprised of 11 students of the Masters in Career Counselling and Education Program at the
National University of Sciences and Technology, Islamabad (Pakistan). Data was solicited at
four different stages. Comparison of personality characteristics and academic performance of
the students who scored high versus low on Attitude towards Social Research Scale indicate the
importance of conscientiousness, extraversion and openness. Factors such as instructional
quality, student personality characteristics, expectations and educational background were found
as crucial for further in-depth exploration in this area. This study provides initial paradigm for
the epistemology of attitudinal change towards social research.
Tella (2016) examined a comparative analysis of self-efficacy, anxiety and attitude towards
research methodology of undergraduates enrolled in research methodology course. Through a
total enumeration technique, 113 undergraduates from three departments and two universities –
University of Ilorin and Kwara State University, Malete Ilorin represents the sample for the
study. Questionnaire was used to gather data from the respondents. Five research questions were
raised and answered. The results demonstrate that there is a significant correlation between
students‘ research self-efficacy, perceived research usefulness and attitude towards research
methodology course. The results show that students‘ research self-efficacy had the highest
correlation with attitude towards research followed by usefulness of research while students‘
anxiety towards research had a negative correlation with attitude towards research which
probably also explains why it is weakly correlated with the attitude towards research. The result
of the first step of multiple regression analysis conducted suggest that the three independent
variables (research self-efficacy, research anxiety and usefulness of research) jointly (as
indicated by the R-square value) explained 59% of the variations in the undergraduate students‘
attitude towards research methodology course. In the second step of multiple regression analysis
when research self-efficacy was taken as dependent variable with the inclusion of demographics
such as gender and age, the five factors independent variables (students' attitudes towards
research, research anxiety and usefulness of research, gender and age); the result indicate that all
the five factors jointly (as indicated by the R-square value) explained 63% of the variations in the
undergraduate students‘ research self-efficacy. Although gender and age had Beta value of .040
and .034, their contributions are not significant, as indicated in the results (Sig. less than 0.05).
Butt (2013) explored the student teachers‘ attitudes towards research. The sample consisted of
194 participants from two public universities in Pakistan. Census was used to select the sample
which comprised of second year Masters Students who are in their second semester. The scale on
attitude towards research was used for data collection. The scale consisted of 30 items which
were divided into five sections: research usefulness, research anxiety, positive attitudes,
relevance to life, and research difficulties. The data was analyzed using descriptive statistics; t-
test and ANOVA. The results showed that student teachers have a negative attitude towards
research. A significant difference was found in the attitudes with respect to the type of program
and prior areas of specialization. The study demonstrated a clear need for focus on research into
students‘ teacher attitudes towards research.
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Li (2012) studied the relationship between social science students‘ attitude towards research
methods and statistics, self-efficacy, effort and academic achievement. Self-administered
questionnaire was used as the primary data collection instrument. A sample of 153 students
drawn from Department of Applied Social Studies in the City University of Hong Kong was
invited to complete the survey. After analyzing the data collected, Pearson‘s correlation
coefficient reflected that there was a positive correlation between the four variables – attitude
towards research methods and statistics, self-efficacy, effort and academic achievement. Also, a
multiple regression analysis was conducted to estimate the prediction power of attitude and self-
efficacy on effort. The result showed that both attitude and self-efficacy significantly predict
effort. However, when another multiple regression analysis was conducted to estimate the
prediction power of attitude, self-efficacy and effort on academic achievement, it was found that
effort failed to predict academic achievement. Relating this to the present study, effort could
only be regarded as an indirect factor but not a necessary factor in bridging the relationship
between attitude, self-efficacy and academic achievement.
Duze (2010) investigated the effects of participatory learning technique (PLT) on achievement
and attitude of B.Ed. students of the Delta State University, Abraka, Nigeria, in Educational
Research Methods. This was necessitated by the investigator‘s worry over the continued poor
performance of these students in the course. Using a Randomized Control Group Pretest-Posttest
design and a t-test for independent samples (n = 30), it was found that the PLT group scored
significantly higher on both criterion variables. Based on the finding, the study concluded that
the PLT was effective not only in enhancing learning output of the students but also in
developing positive and favorable attitude towards the course. It was therefore recommended
that lecturers in this subject area should as a matter of importance engage the students to actively
participation in classroom teaching to maximize outcomes.
Manuel, Fenton and Philemon (2013) determine the university undergraduate sociology and
psychology students‘ attitudes towards the learning of the quantitative research methods course,
since attitudes influence students‘ performance at a discipline. The sample consisted of 55
second year undergraduate social science students. A semi-structured questionnaire was
administered to the students. The research findings indicated that more psychology than
sociology students had positive attitudes towards learning quantitative research methods and
seemed more interested to study the discipline. The methods of instruction used seemed to
influence the attitudes of the students. The study recommends that the instructional process
should be managed in appropriate ways to provoke critical thinking in students and create
positive attitudes towards the quantitative research methods course which is numeric in nature.
Research Design
This study adopted survey design, because it is an efficient way of gathering data to help address
research question and discovering why certain events, situation or phenomena occur. Survey
was adopted because; it is believed that if a sample is carefully selected, findings obtained from
the sample can be used to generalize the population. The survey design was considered
appropriate in this study as it allows the use of various data collections techniques such as
questionnaire, interview, and observations.
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Population of the Study

The target population of this study were the 2015/16 400level students enrolled in LIS research
methodology course in Department of Library and Information Science, Kwara State University
Malete, and University of Ilorin.
Sample and Sampling technique

The study adopted census method to include all the 400 level students enrolled for the course in
2015/16 academic session. Census was adopted because of the limited population. The total
number of the students amounted to 105. This represents the sample for the study.
Table 1: Total Population Distribution

Institutions Respondents
Kwara state University 60
University of Ilorin 45
Total 105
Source: field survey
Instrument for data collection: The instrument used for data collection in this study was
questionnaire. This is because questionnaire usually helps in gathering in-depth information
desired from the respondents. The questionnaire was divided into sections A and B. Section A
enquired the demographic characteristics of the respondents and section B featured items on the
variables focused in the study. It is sub- divided into 5 parts A.B.C D and E. Part A contained
items on Attitude towards research, part B contained items on Usefulness of research
methodology, part C contained items on Research anxiety, part D contained items on perceived
academic Performance in LIS Research Methodology, and part E contained items on challenges
encountered in research methodology. Four point rating scale of SA= Strongly Agree, A= Agree,
NS= Not Sure, D= Disagree, SD= Strongly Disagree was adopted. The respondents are expected
to tick the appropriate option that represents their opinion.
Data Collection Procedure: The administration of the questionnaire was done by the researcher
with the help of research class representatives in the two departments. The researcher introduced
the purpose of the study to the respondents and solicited their assistance with the promise that
their responses will be treated with utmost confidentiality and for the purpose of research only.
Thereafter, the copies of the questionnaire were administered to the respondents in their lecture
room at their respective institution. A total of 105 copies were administered while 98 copies were
returned properly filled and useful for data analysis
Validation of instrument: To ensure the validity of the instrument used for data collection in
this study, the questionnaire was given to two experts whose research interest is in the area of
research methodology. The experts gave useful suggestions that resulted to changes and
modifications in the questionnaire before final administration to the respondents. This exercise
ensured both the face and contents validity of the questionnaire.
Reliability of the instrument: The reliability of the instrument using test-re-test method of two
weeks interval was adopted to determine the reliability of the instrument. The responses obtained
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were subjected to Cronbach alpha and the correlation co-efficient returned an r= 0.78 which
confirmed that the questionnaire was reliable for use in the study.
Data Analysis: The data collected was analyzed using percentages, frequency count and Pearson
product moment correlation to determine relationship between attitude and perceived academic
performance in research methodology course.
Results
Table 2: Bio-data of the respondents
Sex Distribution
Frequency Percentage
Male 41 41.8
Female 57 58.2
Total 98 100
Age Distribution
21-25 72 73.5
26-30 22 22.4
31-35 4 4.1
Total 98 100
Level of Study
Year 4 98 98
Total 98 100
Institution
Kwasu 59 60.2
Unilorin 39 39.8
Total 98 100
Source: field survey, 2016
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The gender distribution shows that majority of the respondents were females (58.2%) while
(41.8%) were male. The age distribution shows that the majority of the respondents (73.5%) was
21 years and above, followed by respondents who were between 26-30 years (22.4%), and the
respondents within the age of 31-36 years (4.1%). As discussed under the sampling and
population section, respondents in this study were distributed across two different institutions.
The table shows that 59(60.2%) were from Kwara state university, Malete, and the remaining 39
(39.8%) were from university of Ilorin.
Research question 1: What is the perceived attitude of undergraduate students towards library
and information science research methodology course?
Table 3: Attitude towards research
Items A SA NS D SD TOTAL
I enjoy research methodology 27 60(61.2) 7 (7.1) 4 0 (0%) 98
course (27.6%) (4.1%) (100%)
I am interested in research 32 59 4 (4.1%) 2 (2%) 1 (1%) 98
methodology course (32.7%) (60.2%) (100%)
The skills I have acquired in 44 49 (50%) 3 (3.1%) 2 (2%) 0 (0%) 98
research will be helpful to me in (44.9%) (100%)
the future
I use research in my daily life 22 41 19 12 4 98(100%)
(22.5%) (41.8%) (19.4%) (12.2%) (4.1%)
I am very unsure of my abilities 12 27 17 27 15 98
to perform well in research (12.2%) (27.6%) (17.3%) (27.6%) (15.3%) (100%)
methodology course if possible
I come across it again
I wish i take research 21(21.4%) 34(34.7%) 24 16 3 (3.1) 98
methodology course everyday (24.5%) (16.3) (100%)
I have difficulties in 10 (10.3) 19 17 (17.5) 34 17 98
understanding the concept of (19.6%) (35.1) (17.5%) (100%)
research methodology
I make many mistake in 30 (31%) 17 18(18.6.) 28 5 98
research methodology course (17.3%) (28.9%) (5.2%) (100%)
Research is difficult in terms of 18 43 11 22 4 (4.1) 98
mathematical aspect (18.4%) (43.9%) (11.2%) (22.4%) (100%)
Research methodology course 16 30 21 21 10 98
is stressful (16.3%) (30.7%) (21.4%) (21.4%) (10.2%) (100%)
Source: Field Survey
Table 3 presents findings on undergraduate attitudes towards library and information science
research methodology course. The results reveal that 59(60.2%) and 27(27.6%) of the
respondents agreed and strongly agreed that they enjoy research, 7(7.1%) are not sure, 5(5.1%)
strongly disagreed. The table also shows the level of students‘ interest in learning research.
Majority of the respondents 59(60.2%) agreed they were interested in research, 32(32.3%)
strongly agreed, 4(4.1) and 1(1%) disagreed and strongly disagreed. Regarding research skill,
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49(50%) agree to have research skill, 44(44.9%) of the respondents strongly agree to have
research skills, 3(3.1%) not sure 2(2%) disagreed. The statement on research is useful in ones‘
daily life was agreed by 41(41.8%) of the respondent strongly agree by 22(22.4%), 19(19.4%) of
the respondents were not sure. 12(12.2%) of the respondents disagreed and 4(4.1%) strongly
disagreed on the daily use of research. A12 respondents (12.2%) of the respondent strongly
agreed of their unsure ability to do well in future endeavor in research, 27 respondents (27.6%)
were unsure of their ability to perform well in the course, 17(17.3%) disagree, 15(15.3%)
strongly disagreed.
Most of the respondents 34(34.7%) agreed to include research in their daily life, 24(24.5%)
respondents are not sure,21(21.4%) of the respondent strongly agreed, 16(16.3%) disagreed and
3(3.1%) strongly disagreed. 34(34.7%) disagreed that there are difficult concept in research,
19(19.4%) respondents agree with the statement, 18(18.4%) respondents strongly disagreed,
(17.3%) not sure,10(10.2%). That people makes many mistakes in research was strongly agreed
to by 17(17.3%) of the respondent, 46(46.9%) disagreed with the statement, 20(20.4%) not sure.
Furthermore, 18(18.4%) of the respondents strongly agreed to the statement on availability of
mathematical difficulty in research, 9(9.2%) agrees, and 6(6.1%) strongly disagreed. Finally, the
statement that research is stressful was agreed to by 30(30.7%), 21(21.4%) are not sure,
21(21.4%) disagreed, 16(16.3%) of the respondents strongly agreed that research is stressful to
learn, and 10(10.2%) strongly disagreed.
Research Question 2: What are the areas of library and information science research
methodology course that create anxiety for the students?
Table 4: Research Anxiety
LIS Research Anxiety A SA NS D SD TOTAL
I find it difficult to 10 (10.2%) 26 (26.5%) 17 (17.2%) 38 (39%) 7 (7.1%) 98

understand the concepts (100%)
of research
I feel insecure concerning 30 (30.6%) 16 (16.3%) 20 (20.4%) 29 3 (3.1%) 98
the analysis of research (29.6%) (100%)
data
I have trouble with 33 (33.7%) 24 (24.5%) 13 (13.3%) 23 5 (5.1%) 98
arithmetic (23.4%) (100%)
Complicated Nature of 37 (37.8%) 15 (15.3%) 12 (12.2%) 26 8 (8.2%) 98
Research (26.5%) (100%)
Literature Review 25 (25.5%) 12 (12.2) 15 (15.3%) 32 14 98
(32.7%) (14.3%) (100%)
The table 4 identifies the areas of LIS research methodology course that create anxiety to the
students. Students develop anxiety on the difficulty in understanding research. The results show
that 38(39%) respondents disagreed, 26(26.5%) agree, 17(17.2%) not sure, and 7(7.1%) strongly
disagree. Insecure analysis of data causes anxiety was agreed by 30(30.6%) respondents,
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29(29.6%) disagreed, 20(20.4%) not sure, 16(16.3%) agreed, and 3(3.1%) strongly disagreed that
it causes anxiety. Arithmetic trouble causes anxiety in research was agreed by 33(33.7%)
respondents, 24(24.5%) strongly agreed, 23(23.4%) disagreed, 26(26.5%) strongly disagreed,
13(13.3%) not sure. Complicated nature of research causes anxiety was agreed to by 37(37.8%),
26(26.5%) disagree, 12(12.2%) disagree, and 8(8.2%) strongly disagree. In addition, 12(12.2%)
of the respondents strongly agreed that because research does not apply to their life thus it cause
anxiety, 25(25.5%) agree, 32(32.7%) disagreed15 (15.3%) not sure, and 14(14.3%) strongly
disagreed.
Research Question 3: What is the usefulness of research methodology course to the LIS
undergraduate students?
Table 5: Usefulness of Research

USEFULLNESS OF RESEARCH SA A NS D SD TOTAL
METHODOLOGY COURSE
Research methodology course is useful 39 (39.8%) 49 3 (3.1%) 3 4 98 (100%)
to my Career (49.9%) (3.1%) (4.1%
)
Research is Connected To My Field 39 (39.8%) 51 5 (5.1%) 2 1 98 (100%)
(52%) (2.1%) (1%)
Most Students Benefit from research 37 (37.8%) 52 4 (4.1%) 5 0 98 (100%)
(53%) (5.1%)
Research is Very Valuable 44 (44.7%) 45 4 (4.2%) 3 2 98 (100%)
(45.8%) (3.2%) (2.1%
)
Knowledge of Research will be Helpful 37 (37.8%) 48 7 (7.1%) 5 1
In Future (49%) (5.1%) (1%0
Research is relevant to all Professional 48 (48.9%) 39 4 (4.1%) 4 3 98 (100%)
(39.8%) (4.1%) (3.1%
)
Research makes Greatest Contribution 46 (46.9%) 37 9 (9.2%) 5 1 98 (100%)
to Library Profession (37.8%) (5.1%) (1%)
Research is Indispensable In 39 (39.8%) 44 11 2 (2%) 2 (2%) 98 (100%)
Professional Training (44.9%) (11.3%)
Research Help Understand The World 43 (43.9%) 41 9 (9.2%) 3 2 (2%) 98 (100%)
(41.8%) (3.1%)
Research-oriented thinking plays an 44(44.9%) 36 12(12.3 5(5.1% 1(1%) 98 (100%)
important role in everyday life (36.7) %) )
Source: Field Survey
Table 5 presents the usefulness of research methodology course to LIS undergraduate students.
The table shows that 49(49.9%) of the respondents strongly agreed that research is useful to their
career, 39(39.8%) agreed, 4(4.1%) strongly disagreed 3(3.1%) not sure, while 3(3.1%) disagreed.
More than average 51(52%) of the respondents strongly agreed that research is useful because it
is connected to their field of study, 39(39.8%) agreed, 5(5.1%) not sure, 2(2%) disagreed and
1(1%) strongly disagreed. Respondents perceived the usefulness of research because most
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students benefit from it, 52(53.1%) of the respondents agreed to the statement, 37(37.8%)
strongly agreed, 4(4.1%) not sure and 5(5.1%) disagrees. Research is very valuable was agreed
to by 45(45.9%), 44(44.9%) of the respondents strongly agreed, 4(4.1%) are not sure, 3(3.1%)
disagree and 2(2%) strongly disagree. A 48 respondents (49%) agreed that research will be
helpful in future, 37(37.8%) of the respondents strongly agreed, 7 (7.1%) are not sure, 5(5.1%)
disagreed and 1(1%) strongly disagreed. Research makes greatest contribution to LIS profession
was strongly agreed by the majority of the respondents 46(46.9%), 37(37.8%) agreed, 9(9.2%)
not sure, 5(5.1%) disagreed while 1(1%) strongly disagreed. Research is indispensable in
training was agreed by 44(44.9%), 39(39.8%) of the respondent strongly agreed, 11(11.2%) not
sure 2(2%) disagreed and lastly, 2(2%) strongly disagreed. Research help us to understand the
world was strongly agreed by 43(43.9%) of the respondents, 41(41.8%) agreed, 9(9.2%) not
sure, 3(3.1%) disagreed and 2(2%) strongly disagreed. The results indicate that 48(48.9%) of the
respondents strongly agreed that research-oriented thinking plays an important role in everyday
life, 39(39.8%) agreed, 4(4.1%) not sure, 4(4.1%) disagreed and 3(3.1%) strongly disagreed.
Table 6: Relationship between attitude towards research methodology course and

Perceived Academic Performance
Variable Mean Standard N Df R-cal P- Remark

deviation value
Attitude towards 28.5045 4.60 98 96 .715 .000** Sig...
research methodology
course
Perceived academic 25.1033 6.95
performance
** Correlation is significant at .001 level (2-tailed
The results in table 4 show that there is a significant relationship between the attitude towards
research methodology course and the perceived academic performance of students. This is
shown with r-cal= 0. 715; df = 96 and P = 0.000 which is less than the level of significant (0.05).
This implies that there is a significant relationship between attitude towards research
methodology course and perceived academic performance. Therefore, the null hypothesis is
rejected. Hence, there is a relationship between attitude towards research methodology course
and the perceived academic performance of students enrolled in a research methodology course.
This study has successfully explored the LIS students‘ perceived academic performance and
attitudes towards library and information research methodology course. The study have
established the relationship between the perceived academic performance and attitude of
undergraduates enrolled in library and information science research methodology course through
data collection and analysis. Four research question were developed and consequently answered,
the findings shows that the undergraduates of library and information science who enrolled or
registered and participated in research methodology perceived research methodology as a course
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they enjoy and are, interested in and the skills gained will be helpful in future. This finding is in
tune with the findings by Onwuegbuzie and Wilson (2003). The findings in the study also show
that undergraduates attitude towards research methodology course is negative. The prior
researches had actually showed that student/teachers have a negative attitude towards research.
Similarly, prior researches have reported significant difference was found in the attitudes with
respect to the type of program and prior areas of specialization. This demonstrates a clear need or
focus on research on students‘ attitudes towards research.
The study also revealed that students who offered research methodology as a course in library
and information science encounter anxiety or the difficulties in some areas such as concepts, data
analysis, arithmetic calculation, complicated nature of research and the kind of methodology to
adopt and literature review. The study also established that undergraduate students of library and
information science finds research methodology useful to their career, as it is connected to their
field of study where most students benefit. They also indicated research is very valuable, could
be helpful in future, useful for all professionals based on its greatest contribution to the field of
library and information science, and its indispensability for professional training along with the
prominent roles played in daily life endeavor.
The study revealed as well that only students who have a positive attitude towards the course
(research methodology) perform excellently in the course. Students who consider research
difficult have higher anxiety and this negatively affected their performance in the course
compared to those who find the course easier. This is in consonance with the findings by
Manuel, Fenton and Philemon (2013) who reported that university undergraduate psychology
and sociology students had positive attitudes towards the learning of quantitative research
methods and seemed more interested in study in a discipline. This implies that attitudes influence
students‘ performance in a discipline.
The study also revealed that there is an inverse relationship between the attitude of students and
performance in research methodology course. It should be noted with this finding that attitude
will always go along with performance. A negative attitude will definitely yield negative results
while positive ones will forever, yield positive results. Therefore, this current result which shows
inverse relationship between attitude and perceived academic performance is not a co-incidence.
Conclusion
The study has examined the perceived academic performance and attitude of undergraduate
students enrolled in library and information science research methodology course. The results
have indicated that most students have positive attitude towards research. Trouble with
arithmetic and data analysis, complex concepts and literature review are the areas that usually
create anxiety for the students. Undergraduate students of library and information science find
research methodology useful to their career, as it is connected to their field of study where most
students benefit. They also indicated that research is very valuable, could be helpful in future,
useful for all professionals based on its greatest contribution to the field of library and
information science, and its indispensability for professional training along with the prominent
roles played in daily life endeavor. Lastly, the study has been able to demonstrate that significant
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relationship exists between attitude and perceived academic performance in research

methodology course.
Limitation of the Study

First and foremost, there were only 153 respondents who participated in the present research,
which could not be regarded as a large sample size. Also, all of the respondents came from the
same university – City University of Hong Kong. Therefore, the opinions collected from them
could not be generalized to a larger population, like all the university students in Hong Kong and
the data collected was considered as limited in representativeness because of its‘ homogeneity.
Recommendations
In order to improve the representativeness of future studies, it is recommended that researchers
should consider extending the scope of the study to cover more library schools in Nigeria. If this
is done, the respondents will represent universities in Nigeria, the data collected will be more
heterogeneous. Therefore, the results generated from the study can be generalized to represent a
larger population i.e. Library and Information Science students in Nigeria Universities. Apart
from including a larger and more heterogeneous sample, it is also recommended that researchers
should adopt a probability sampling method, like random sampling in collecting data instead of
census. For example, researchers can make the data collected more representative by randomly
recruit in a proportionate amount of LIS students from each Library school in Nigeria
universities to participate in the study.
Suggestion for Further Study

The following suggestions are made for the future researchers to validate the present research
findings using a multivariate analytical tool such as SEM or path analysis. Lastly future
researchers are encouraged to conduct research that will focus on proffering solutions to those
areas identified as creating anxiety for the undergraduate in LIS research.
References
Manuel, R., Fenton, R., & Philemon, M. (2013). University students‘ attitudes towards
quantitative research methods: A comparative/contrastive analysis. International Journal of
Education and Information Studies, 3 (2), 27-33.
Li, L.K.Y. (2012). A Study of the Attitude, self-efficacy, effort and academic achievement of
city U students towards research methods and statistics. Discovery – Social Science Student E-
Journal, 1 (1), 154-183.
Gulnaz, Z. (2017). Attitude towards social research: role of personality and assessment.
International Journal of Asian Social Science, 7(4), 320-327.
Rajasekar , S., Philominathan, P. & Chinnathambi, V. (2013). Research methodology. Retrieved
from https://arxiv.org/pdf/physics/0601009.pdf (accessed 09 April 2019).
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Turk, T., Al Saadi, T., Alkhatib, M., Hanafi, I., Alahdab, F., Firwana, B., … Al-Moujahed, A.
(2018). Attitudes, barriers, and practices toward research and publication among medical
students at the University of Damascus, Syria. Avicenna journal of medicine, 8(1), 24–33.
doi:10.4103/ajm.AJM_116_17
Hatlevik, I., & Hatlevik, O. E. (2018). Examining the Relationship Between Teachers' ICT Self-
Efficacy for Educational Purposes, Collegial Collaboration, Lack of Facilitation and the Use of
ICT in Teaching Practice. Frontiers in psychology, 9, 935. doi:10.3389/fpsyg.2018.00935
Laughter, E.B. (2017). The relationship between teacher self-efficacy and student discipline
referrals written by secondary teachers from a rural school district in a southern state.
Unpublished Ph.D. Thesis, Liberty University, Lynchburg, VA.
Doménech-Betoret Fernando, H.O.R., Abellán-Roselló, L &, Gómez-Artiga, A. (2017). Self-
Efficacy, Satisfaction, and Academic Achievement: The Mediator Role of Students' Expectancy-
Value Beliefs Frontiers in Psychology , 8 (2), 1193. DOI=10.3389/fpsyg.2017.01193.
Ghavifekr,S. Kunjappan, T., Logeswary, R. & Annreetha, A. (2016). Teaching and Learning
with ICT Tools: Issues and Challenges from Teachers‘ Perceptions. Malaysia Online Journal of
Educational technology, 4(2), 38-57.
Kerr, S.P., Kerr, W., Xu, T. (2016). Personality traits of entrepreneurs: a review of recent
literature. https://www.hbs.edu/faculty/Publication%20Files/18-047_b0074a64-5428-479b-8c83-
16f2a0e97eb6.pdf
Lv, B., Zhou, H., Guo, X., Liu, C., Liu, Z., & Luo, L. (2016). The Relationship between
Academic Achievement and the Emotional Well-Being of Elementary School Children in China:
The Moderating Role of Parent-School Communication. Frontiers in psychology, 7, 948.
doi:10.3389/fpsyg.2016.00948
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Use of Social Media and Reading Habits Among Undergraduate Students in University of
Ilorin, Nigeria
Ajiboye, Olubukola O.
Assistant Lecturer,
Department of Library and Information Science,
University of Ilorin, Ilorin.
getbukkyajayi@gmail.com
Abstract
A descriptive study was conducted among undergraduate students of the University of Ilorin to
investigate social media use on their reading habits. The total population consists of 43,983 full-
time undergraduates and purposive sampling technique was used to select the sample population
from the faculties of Arts and Communication and Information Sciences which had a total
population of 6,202. Slovin formula was used to select a total sample of 376 students. A four
point Likert Type Rating Scale Questionnaire was used to collect data from the respondents.
Three research questions guided the study and to achieve a very fine result, descriptive survey
research design was adopted for the study. Based on the results of the findings it can be
concluded that social media has both positive and negative effects on the reading pattern of
students. This is because they access social media everyday and spend more than one hour
reading, social media has increased their access to foreign information. But social media has
also had negative effects on their reading habit of academic textbooks because they have not
completely read a textbook in the last few months, they have reduced usage of print since they
started reading online ( since academic textbooks online do not come cheap) which can affect
their academic performance. Finally, University of Ilorin students prefer reading news on social
media to print newspapers which can make them to be grossly misinformed. Sources of news on
the internet are highly infilterated and not validated. This can be misleading with a lot of fake
news which can lead to social unrest.
Keywords: Reading habits, Undergraduates, Social media use.
Introduction
Reading is an essential tool for lifelong learning. It is important for everyone to develop the
rudiments of reading and the culture of reading always so as to survive in life. Reading according
to Holte (1998) adds quality to life and provides access to culture and cultural heritage. He
pointed out that reading empowers and emancipates citizens and bring people togethers. Okeke
(2000) reaffirms that the art of reading is a priceless instrument for everyone. It is one of the
most important activities of life through which we enter into the life and experiences of others
and extend our knowledge, scope of experience and enjoyment. It has critical role to play in the
overall development of an individual and the nation at large.
Social media is that means of employing mobile and web based technology to create highly
interactive platforms via which individuals and community share, co-create, discuss and modify
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user-generated content (Kietzmannn, 2012). Social media is a phrase being tossed around a lot. It
is a website that does not just give you information but interact with you while giving you
information. It is a group of internet based application that allows the creation and exchange of
users generated content. It is easy to confuse social media with social news because we often
refer to members of the news as the media. Adding to it, that social news site is also social media
site. Some media website include: Social Bookmarking: interact by tagging website and
searching through website book marked by others (Blink list, simple).Social News: interact by
voting for articles and commenting on them (Digg, propello).Social Networking: interact by
adding friends, commenting on photo and profiles, sharing groups for discussions (Facebook,
2go, BB chat) Social Photo and Video Sharing: interact by sharing photos or videos and
commenting on the user submission. (Youtube and Fliki).Wikis: interact by adding articles and
editing existing articles. (Wikipedia, wikia).Social media refers to the means of interaction
among people in which they create, share, exchange and comment among themselves in different
networks. Andreas and Michael (2010) are of the opinion that social media is a group of internet
based application that builds on the ideological foundation and allows the creation and exchange
of users – generated content. Social media has become one of the major channels of chatting
through platforms such as 2go, BB chat, blogger and wiki a. There has been an increase in the
mobile social media which has created new opportunity for browsing.
The internet usage effect of social media, in the view of Nielsen (2012) is that, students continue
to spend more time on the social media than any site. The total time spent on social media across
mobile devices increased by 37%, 121 billion minutes in July 2012 compared to 88 billion
minutes in July 2011. According to Adu and Tella (2013), the situation now is like an
undergraduate student who does not belong to one social networking site or the other such
student is dwelling in the past and not going in the direction, trend and development of
information and socialisation in the world. Due to technological development, reading habits are
changing. In our society today, while technology is slowly taking a steady control over
individual lives, the reading habit is fast vanishing into thin air (The Hindu, 2004). Students now
lack the skill of reading, Instead they spend more hours on electronic media. Browsing the net,
playing with funky handsets and passing non-stop SMSs seem to be the order of the day, thereby
making reading a book or any other piece of written material in a quiet or peaceful corner of a
library or home an archaic idea for most school children and adults (The Hindu, 2004). The
declining interest in reading habit among undergraduates is a cause for alarm and a challenge to
all and something needs to be done to alleviate this yawning problem. It is therefore of great
importance to explore some of the trending issues facing students‘ reading habit as a result of
social media usage. Thus, this study aims at achieving the following:
1. Determine students‘ frequency of reading, why students read and when they read.
2. State the purposes for which students make use of social media and the frequency of
their usage.
3. Determine the effects of social media usage on the reading pattern of students.
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To achieve the above stated objectives, the following research questions were developed and
answered by the study
1. What is the students‘ frequency of reading, why students read and when they read?
2. What are the purposes for which students make use of social media and the frequency
of their usage?
3. What are the effects of social media usage on the reading pattern of students?
Literature review
Traditional reading habit and reading in technological age
Traditional reading habit‖ is the reading of books published in the form of paper only,
Typical of this reading habit are mostly elderly people and some young people who stick to
their old reading habit although the use of computers for reading has been popular for quite
some years, in other words their traditional reading habit has not changed in any way since
the arrival of the digital age. Like these older readers, some young people have the same
reading habit. During the last few years, they have no access to computers and so they have
studied through printed books or notes.
Computers have now become popular but such young readers are still accustomed to
reading from paper instead of on screen especially for the purpose of work and thus printed
publications are still essential to them for reading purposes. The Internet may have lots of
resources, but such traditional readers find them uncomfortable to use. Reading is a very
powerful and indispensable equipment for learning and acquisition of varied skills and
experiences needed by man to develop a satisfactory personal life. It is important that
students should develop positive habits towards reading of books as a life-long learning
experience.
This is important now that an increasing number of people are spending less time reading
and also when reading skills are declining. According to Ikpaahindi (2008), research has
shown that more than half of the adults in Nigeria hardly ever read a book. He stressed that
those who do read spend a much smaller part of their leisure time doing so, compared to 25
years ago. Powell-Brown (2003) cited in Popoola, Ajibade and Etim (2010) reported that a
few of her pre-service teachers never loved to read. She pointed out that although many of
them know how to read, they prefer to gather information through movies, television,
websites and conversations. Ojielo (2001) in support highlighted that Nigerians prefer
listening to story instead of reading, a practice which accounts for the popularity of home
video among the people.
Kaufman (2001) observed that children spend their time watching TV and playing video
games when they are not spending a great deal of time reading and writing. Statistics
collected according to Kaufman by the U.S Department of Education "National Centre for
Educational Statistics" shows that students‘ achievement in both reading and writing has
been declining in recent times. Ikpaahindi (2008) rightly observed that information and
communication technology especially internet technology is having an adverse effect on
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the reading culture of Nigerians. This is because it discourages lazy students from
engaging in serious reading. Many students prefer to spend most of their time in the cyber
cafes, browsing, playing games, chatting with friends. Ezema and Ekere (2009) identified
that only few schools have good libraries while majority have limited dog-eared books
locked up in few cupboards.
In the past, undergraduates rely heavily on print materials such as newspapers, textbooks,
handbooks etc for information because they help to create and improve reading habits,
knowledge, and awareness. They can be part of good study habit for students in any area of
specialization (Kumar, Singh and Siddiqui, 2011). Most recently, there have been
worrisome observations about the reading habits of the teaming population in some
countries in Africa and some parts of the world.
Bobda (2011) cited in Ofodu (2012), while investigating the reading habits of some
postgraduate high school student-teachers in Yaounde stated that the lack of reading skills
in Africa and most especially in Cameroun is a phenomenon often decried in popular
opinion. Arua (2011) investigated the influence of teachers on students‘ leisure reading
habits with a view to procuring a solution to the contentious view that Botswana‘s reading
culture is not sufficient. In Nigeria, Ibode andIsiugo-Abanihe (2011) in their study on
addressing poor reading culture among youths in Nigeria laments the phenomenon of poor
reading culture, especially among youths in Nigeria. The study investigated the extent to
which teachers in the secondary schools in South-west are implementing research –based
strategies for improving reading culture among youths. Again, five years after an initial
study suggesting a substantial decline in reading in the United States, the National
Endowment for the Arts (NEA) published its 2009 report, Reading on the rise, focusing on
literary reading for leisure. The NEA suggested that young Americans aged 18–24 have
―undergone a particularly inspiring transformation from a 20 percent decline in 2002 to a
21 percent increase in 2008 (Cull, 2011).
The emergence of information technology all over the world particularly in Nigeria has
revolutionized the reading habits of young people especially in tertiary institutions. Apart
from the fact that the new technology has transformed students‘ learning experiences, it
has also created platforms for interaction and social networking around the world thereby
reducing the world to a global village. Cull (2011) is of the opinion that while the Internet
world is saturated with text, reading online screens tends to be significantly different from
reading printed text. In his study, he reviewed literature across disciplines on the
technological, social, behavioral and neuro- scientific impacts that the Internet is having on
the practice and skills of reading. A particular focus was given to the reading behavior of
emerging university students, especially within Canada and the United States. A brief
overview was provided of the recent transformation of academic libraries into providing
online digital text in addition to printed books and other materials. On the other hand, it
seems that providing digital text has had some negative effects on their reading habits.
Instead of people reading books, they now listen to people talk on YouTube, Facebook etc.
So, they do not feel the need to read any longer which corroborated the study of Ojielo
(2001) that Nigerians prefer listening to stories to reading.
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A survey conducted by Book Aid International (2003) cited in Sonaike (2004) found out
that children in developed countries read for relaxation, while a majority of children in
developing countries read for examinations. The fact that a nation cannot rise above its
literacy level, makes it imperative to determine the influence the use of social media is
having over the reading culture of students in tertiary institutions in Nigeria and this is
what this study sets out to do. It can be seen from the review of the literature that there is
the worrisome phenomenon of poor reading habits of students coupled with the fact that
social media usage by students has revolutionized the reading habits of young people
especially in tertiary institutions.
Methodology
Method and Design
The research design that was adopted for this study is descriptive survey. This design was
considered because it enables the researcher to generate data through the standardized collection
procedures based on highly structured research instrument(s) and well defined study concepts
and related variables.
Data Collection Instrument: Data was collected from selected participants using a pre-tested
structured questionnaire, which were self-administered by the participants after giving written
informed consent.
Population: The total population consists of all the 43,983 full-time undergraduates from 15
faculties in University of Ilorin and purposive sampling technique was used to select Faculties of
Arts and Communication and Information Sciences from the 15 Faculties which had a total
population of 6,202.
Sample Selection: In order to determine the required sample for the population, Slovin‘s
Formula was used to compute the sample size to select certain number of respondents from each
department present in the Faculty of Arts and Faculty of Communication and Information
Sciences, it was made sure that each academic level was represented although the number was
not equal due to the fact that all 300 level students in the faculty of Communication and
Information Sciences were on SIWES break as at the time of administering the questionnaires.
Ghozali (2006) as cited in Kule (2016) stated that one of the best ways to calculate sample size is
Slovin‘s Formula. The formula is given below:
n = N/1+Ne2;
Where n is the sample size, N is the total population, and e is the confidence level. The above
formula was used to calculate the sample size (n) which was selected from the Faculty of
Communication and Information Sciences and Faculty of Arts out of the total population of the
University. , where: N (population) = 6202 (population of faculties of Arts and Communication
and information sciences), A total of 367 respondents were gotten using the Slovin‘s Formula:
n = N/1+Ne2
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Results and Discussion

Descriptive statistics was used to summarize the data. This include percentages and frequencies,
Tables and charts, were appropriately used to present the data that was collected for ease of
understanding and analysis.
Table 1: Demographic Information.
DEMOGRAPHIC
Frequency Percentage(%)
Communication and 89 (24.4%)

information sciences
Faculty
Arts 277 (75.6%)
Total 366 (100.0%)
Computer science 23 (6.3%)
Information and communication 15 (4.1%)
science
Library and information science 22 (6.0%)
Mass communication 14 (3.8%)
Telecommunication 15 (4.1%)
Arabic 4 (1.1%)
Departments
English 56 (15.9%)
French 8 (2.2%)
History 68 (18.6%)
Linguistics 52 (12.6%)
Performing arts 34 (9.3%)
Religion 55 (15.9%)
Total 366 (100.0%)
100 102 (27.9%)
200 108 (29.6%)
Academic level 300 0 (0.0%)
400 155 (42.5%)
Total 366 (100.0%)
Male 180 (49.0%)
Gender Female 186 (51.0%)
Total 366 (100.0%)
Below 2 years 15 (4.1%)
Years of social 2-5 years 67 (18.1%)
media experience 6 years and above 284 (77.8%)
Total 366 (100.0%)
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Table 1 shows the demographics distributions of the respondents that while 89(24.4%) are from
the faculty of communication and information sciences, 277(75.6%) of the respondents are from
the faculty of Arts all in the university of Ilorin. The respondents also vary by departments of
which computer science has 23(6.3%), Information and communication science has 15(4.1%),
Library and information science has 22(6.0%), Mass communication has 14 (3.8%),
Telecommunication has 15(4.1%), Arabic has 4 (1.1%), English has 56(15.9%), French has
8(2.2%), History has 68(18.6%), Linguistics has 52(12.6%), Performing arts has 34(9.3%) and
lastly Religion has 55(15.9%). The table shows that the majority of the respondents representing
155(42.5%) are in their 400 level followed by 108(29.6%) of respondents who are in their 200
level. However, 102(27.9%) and 0(0.0%) are in their 100 and 300 levels respectively. The reason
why 300 level has 0 count is that the 300 level students of CIS were on SIWES and 300 level
students of Arts had finished their test and are not available at the time of administering. The
gender distribution shows that 186(51.0%) of the respondents are female as against 180(49.0%)
respondents that are males. This means that the female students covered in the study are more
than the male students and this is quite okay because the females tend to be more social media
freak than their male counterparts. The table also show the years of social media experience of
which 6 years and above has the highest respondents with 284 (77.8%), below two years has the
lowest with 15(4.1%) while 2-5 years has 67(18.1%).Justification for the uneven years of social
media experience is that most undergraduate students have social media experience even before
they got admitted into higher institution.
Table 2: Frequency of reading, reasons for reading and when undergraduate students read
ITEM SD D A SA
I enjoy reading very much (7%) (10%) (67%) (16%)
I have favorites childhood book (10%) (31%) (44%) (15%)
I read everyday (5%) (33%) (46%) (16%)

I go through my books after every (6%) (24%) (59%) (11%)
lecture
I always read ahead of lectures (12%) (29%) (51%) (8%)
I spend less than an hour on (9%) (59%) (24%) (8%)
reading
I have completely read a textbook (11%) (51%) (30%) (8%)
in these last few months
I read for leisure (4%) (18%) (56%) (22%)
I read newspaper (4%) (36%) (45%) (15%)

I read to seek information for (11%) (2%) (60%) (27%)
myself
I read to solve my assignments (0%) (0%) (52%) (48%)
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I only read for exams (20%) (39%) (27%) (14%)
From Table 2, Agreed has the highest response with 245(67%) based on ―I enjoy reading very
much‖ and Strongly agreed has the lowest response with 25(7%). For I have favorite childhood
books Agreed has the highest with 162(44%) while the lowest respond is strongly disagreed with
37(10%). Agreed has the highest respond with 169(46%) based on ―I read everyday‖ and
strongly disagreed has the lowest respond of 18(5%). Agreed has the highest respond with
216(59%) for ―I go through my books after every lecture‖ and strongly disagreed has the lowest
response of 22(6%). Agreed has the highest response of 186(51%) for ―I always read ahead of
lectures‖ and strongly disagreed has the lowest respond of 43(12%).Disagreed has the lowest
response with 217(59%) for ―I spend less than an hour on reading‖ and strongly agreed has the
lowest respond of 30(8%). Disagreed has the highest range of respond with 186(51%) for ―I have
completely read a textbook in these last few months‖ while strongly agreed has the lowest
response with 30(8%). Agreed has the highest response with 206(56%) for the item ―I read for
leisure‖ and strongly disagreed has the lowest respond with 13(4%).Agreed has the highest with
169(45%) for ―I read newspaper‖ and strongly agreed has the lowest with 13(4%).Agreed has the
highest respond of 218(60%) for I read to sought information for myself‖ and Strongly disagreed
has the lowest respond with 40(11%). Agreed has the highest respond of 191(52%) for ―I read to
solve my assignments‖ while Disagreed has the lowest response with 30(8%). Lastly, Disagreed
has the highest respond of 141(39%) for ―I only read for exams‖ while strongly agreed has the
lowest response with 52(14%).
Table 3: Purposes of which undergraduate makes use of social media and the frequency of
their usage
ITEM SD D A SA
I only use social media to connect with people (13%) (26%) (44%) (18%)
I read news on social media (3%) (0%) (61%) (36%)
I prefer reading news on social media to (3%) (17%) (39%) (41%)
reading newspaper
I use social media to keep me fully informed (0%) (1%) (53%) (45%)
and updated on various topics and happenings
around me
I am always eager to join educative groups on (0%) (7%) (63%) (30%)
social media
Educative groups on social media help me in (1%) (9%) (63%) (27%)
solving my assignment
Educative groups on social media help in my (0%) (5%) (65%) (30%)
research work
Social media is used to share academic (0%) (0%) (73%) (27%)
information on the go among students
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I access social media everyday (1%) (8%) (59%) (32%)

(16%) (25%) (53%) (5%)
I spend more than an hour on social media
From Table 3, Agreed has the highest response of 159(44%)‖ for I only use social media to
connect with people‖ and strongly disagreed has the lowest response with 46(13%). Agreed has
the highest response of 222(61%) ‖I read news on social media‖ and strongly disagreed has the
lowest response with 0(0%). Strongly Agreed has the highest response of 148(41%) ―I prefer
reading news on social media to reading newspaper‖ and strongly disagreed has the lowest
response with 12(3%). Agreed has the highest response of 195(53%) ―I use social media to keep
me fully informed and updated on various topics and happenings around me‖ and strongly
disagreed has the lowest response with 0(0%). Agreed has the highest response of 229(63%) for
―I am always eager to join educative groups on social media‖ and strongly disagreed has the
lowest respond with 0(0%). Agreed has the highest response of 229(63%) for ―Educative groups
on social media help me in solving my assignment‖ and strongly disagreed has the lowest
response with 5(1%). Agreed has the highest response of 236(65%) for ―Educative groups on
social media help in my research work‖ and strongly disagreed has the lowest response with
0(0%). Agreed has the highest response of 268(65%) for ―Social media is used to share academic
information on the go among students‖ and strongly disagreed has the lowest response with
5(1%). Agreed has the highest respond of 214(59%) for ―I access social media everyday‖ and
strongly disagreed has the lowest response with 5(1%). And lastly Agreed has the highest
response of 195(53%) for ―I spend less than an hour on social media‖ and strongly disagreed has
the lowest response with 57(16%).
Table 4: Effects of social media usage on the reading pattern of students

ITEM SD D A SA
My reading time has reduced since I started using social (13%) (44%) (34%) (9%)
media
I easily get lured by social media when I am reading (7%) (53%) (35%) (5%)
(8%) (57%) (32%) (3%)

I get distracted by social media when I am reading
(2%) (1%) (69%) (28%)
Social media has increased access to foreign information
(1%) (4%) (64%) (30%)
Social media has increased contact with worldwide readers
and researchers
There is a decrease in print materials usage since I started (0%) (12%) (51%) (38%)
reading online
Social media have led to easier communication with my (0%) (21%) (61%) (18%)
lecturers
It has been very easy sharing academic information among (2%) (3%) (62%) (33%)
us students using social media
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I stopped reading newspaper since I started reading news on (1%) (20%) (56%) (23%)
social media
From Table 4, Disagreed has the highest response of 161(44%) ―My reading time have reduced
since I started using social media‖ and strongly agreed has the lowest response with 33(9%).
Disagreed has the highest response of 128(35%) ―I easily get lured by social media when I am
reading‖ and strongly agreed has the lowest response with 19(5%). Disagreed has the highest
response of 209(57%) ―I get distracted by social media when I am reading‖ and strongly agreed
has the lowest response with 11(3%). Agreed has the highest response of 251(69%) ―Social
media have increased access to foreign information‖ and strongly disagreed has the lowest
respond with 8(2%). Agreed has the highest response of 234(64%) for ―Social media have
increases contact with worldwide readers and researchers‖ and strongly disagreed has the
lowest response with 5(1%). Agreed has the highest response of 186(51%) for ―There is
decrease in print materials usage since I started reading online‖ and strongly disagreed has the
lowest respond with 0(0%). Agreed has the highest response of 223(61%) for ―Social media has
led to easier communication with my lecturers‖ and strongly disagreed has the lowest response
with 0(0%). Agreed has the highest respond of 225(62%) for ―It has been very easy sharing
academic information among us students using social media‖ and strongly disagreed has the
lowest response with 8(2%). And lastly Agreed has the highest response of 203(56%) for ―I
stopped reading newspaper since I started reading news on social media‖ and strongly
disagreed has the lowest response with 5(1%).
Discussion of findings
This section discusses the results obtained from the data analysis to provide a clear picture of the
implications of the research results as well as establish a framework for the findings of this
study.
Frequency of reading, reasons for reading and when undergraduate students read
From the questionnaire distributed, it was revealed that Undergraduate students of university of
Ilorin enjoy reading very well because they read every day(46%) and they have a favorite
childhood book (44%). They go through their notes after every lecture and that they read ahead
of lectures (59%). Unilorin students spend more than one hour on reading (59%) but they have
not completely read a textbook in the last few months(51%). One can conclude logically from
this result that though University of Ilorin students may enjoy reading, the reading may not be
targeted at academic related materials. Their main purpose of reading is to seek information for
themselves and to solve their assignments, this further buttresses the fact that it may probably be
that they are pushed to read academic related textbooks only when they have been given
assignments. Lastly it was revealed that Unilorin students read before and after exams. It is no
surprise that they may enjoy reading but what is particularly of interest will be what they enjoy
to read about. This may corroborate with Ikpaahindi (2008) who rightly observed that
information and communication technology especially internet technology is having adverse
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effect on the reading culture of Nigerians. This is because it discourages lazy students from
engaging in serious reading.
Purposes of which undergraduate makes use of social media and the frequency of their
usage
The findings from the questionnaire distributed to students of university of Ilorin shows
that they access social media every day (59%) and they spend more than one hour on social
media (53%).This finding is in line with the view of Nielsen (2012) that students continue
to spend more time on social media than on other any site. The study also revealed the
purposes of undergraduate usage of social media which are connecting with people,
reading news, getting informed and updated on various topics and happenings around
them, joining educative groups on social media and sharing information among students. It
was revealed that Unilorin students prefer reading news on social media to reading
newspapers (39%),Unilorin students believe that social media helps in their research work
(65%) and that they are eager to join educative groups on social media (63%).But Cull
(2011) is of the opinion that while the Internet is a text– saturated world, reading online
screens tends to be significantly different from reading printed text. In his study, he
reviewed literature from a variety of disciplines on the technological, social, behavioral
and neuro- scientific impacts that the Internet is having on the practice of reading. A
particular focus was given to the reading behavior of emerging university students,
especially within Canada and the United States. A brief overview was provided of the
recent transformation of academic libraries into providers of online digital text in addition
to printed books and other materials. On the other hand, it seems it has had some negative
effects on their reading habits. Instead of people reading books, they now listen to people
talk on YouTube, Facebook etc. So, they do not feel the need to read any longer.
Effects of social media usage on the reading pattern of students

The findings from the questionnaire distributed to students of University of Ilorin show that
social media has both positive and negative effects on the reading pattern of students. The
positive effects are that they access social media everyday and spend more than one hour on
reading , social media has increased their access to foreign information (69%), increased contact
with worldwide readers and researchers(64%), social media has also led to easier communication
with their lecturers (61%), and social media has made sharing academic information among
students of university of Ilorin easy(62%). But social media has also had negative effects on their
reading habit of academic textbooks because they have not completely read a textbook in the last
few months, they have reduced usage of print since they started reading online ( since academic
textbooks online do not come cheap) which can affect their academic performance. This finding
corroborates Kumar, Singh and Siddiqui, (2011) who opined that in the past, undergraduates rely
heavily on print materials such as newspapers, textbooks, handbooks etc for information because
they help to create and improve reading habits, knowledge, and awareness. They can be part of
good study habit for students in any area of specialization. Finally, University of Ilorin students
have stopped reading newspaper (56%) since they started reading news on social media which
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can make them to be grossly misinformed. Sources of news on the Internet are highly infilterated
and not validated. This can be misleading with a lot of fake news which can lead to negative
religious and political influences. The effect of social media on the reading habits of University
of Ilorin undergraduates is that they read social news on social media to keep updated on
happenings around them and not academic-related materials except when they have been given
assignments.
Conclusion
Based on the results of the findings it can be concluded that social media has both positive and
negative effects on the reading habits of university of Ilorin undergraduates as this work revealed
that most undergraduates do not only make use of social media to connect with friends and
families or just for social reasons like making new friends and dating, most university of Ilorin
undergraduates access social media every day and in turn use social media to solve their
assignments, read news online (although this has affected the patronage of traditional
newspapers it has improved the rate at which undergraduates stay updated), find personal
information, connect with researchers relating to their respective field of study , join educative
groups online which assist them in learning and advancing on what they have been taught in
class but has reduced their reading of print materials which could include academic textbooks as
students may not be financially buoyant to purchase textbooks sold online. This can lead to poor
academic performance. They have also turned to social media to stay updated with news whose
sources cannot be validated or verified. They can be misinformed with fake news which can
incite political or social unrest.
Recommendations
Based on the findings, the researcher made some recommendations as follows: Students should
be advised to limit the time they spend socializing on social media sites per day and they should
be encouraged them to rather substitute those hours to read novels and relevant academic books
to improve their knowledge. Lecturers should give students assignments that will necessitate
them to consult in the library. Students should be educated more on how they can make use of
social media to enhance their reading habit and other academic activities. It is further
recommended that students be advised and educated on the dangers of addiction to social media
sites and they should be introduced to social media sites that can add value to their academic
work and research.
References
Adu, E.O & Tella, A.(2013). A comparison of social networking sites use among undergraduate
students in two selected African universities: University of Ilorin, Nigeria and Baisago
University College, Paper presented at Society for Information Technology and Teacher
Education. New Orleans USA ·
Andreas, M., & Haenlein M. (2010). Users of the world, Unite! The challenges and opportunities
of social media. .Business Horizons 53 (1), 59-68
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Arua, C.E. (2011). The influence of teachers on students‘ leisure reading: A case study of a
Botswana Junior Secondary School. A paper presented at the 7th Pan African Reading for
All conference. pp18
Cull, B.(2011).Reading revolution: Online digital texts and implications for reading in
academics. FirstMonday Peer reviewed Journal on the Internet, 16(6), 6.
Ezeman, I.J., & Ekere, J.N. (2009).The teacher librarian and promotion of reading culture among
Nigerian children.The Nigerian Library Link.Retrieved from
http://www.scribd.com/doc/14069352/Teacher-Librarian .
Holte, M.S. (1998, August). Creating an optimum reading culture in the Low Countries: The role
of Stichting Lezen Amsterdam.A paper presented at the 64th IFLA General Conference.
Ibode, F. & Isiugo-Abanihe, I.M. (2011). Readdressing poor reading culture among youths in
Nigeria.Paper presented at the 7th Pan African Reading for All conference.
Igbokwe, J.C., Obidike, N.A.,&Ezeji, E.C. (2012) . Influence of electronic media on reading
ability of school children in homes and schools. Library Philosophy and Practice.
Retrieved from http://digitalcommons.unl.edu/libprac/744
Ikpaahinidi, L. N. (2008). Readership promotion and national development: The librarians view.
Paper presented at the 7th Nigeria International Book Fair and National Book Fair.
Lagos: The Nigerian Book Fair Trust.
Kaufman, B. (2001). The impact of television and video entertainment on student achievement
in reading and writing. Retrieved from
http://www.turnoffyourtv.com/readingwriting.html .
Kietzmann, H. (2012). Social media? Get serious! Understanding the functional building blocks
of social media. .Business Horizons54pp241–251.
Kumar, D., Singh, R. &Siddiqui, J.A. (2011). Newspaper Reading Habits of University Students:
A Case Study of Chaudhary Charan Singh University. India. Library Philosophy and
Practice
Nielsen, B. (2012, December).State of the media: The social media report 2012.Featured
Insights, Global, Media + Entertainment.
Ofodu, G.O. (2012). Internet Use and Reading habits of Higher Institution Students. Journal of
Emerging Trends in Educational Research and Policy Studies,3(1), 11-15
Ojielo.A (2001).Promoting good reading habit in our children.Abuja Journals of Library and
Information Services , 1(10), 9-19.
Popoola, B.I., Ajibade, Y.A., and Etim, J.S.E. (2010).Teaching effectiveness and attitude to
reading of secondary school teachers in Orun State.Online Journal of the African
Educational Research Network ,10(4),21-30.
Okeke, N.E. (2000). Effects of exposure to in text vocabulary recognition strategies on
secondary school students‘ performance on reading comprehension in Awka education
zone. M. Ed. project: University of Nigeria, Nsukka.
Sonaike, S. A. (2004), The Internet and the dilemma of Africa‘s development. Gazette: The
International Journal for Communication Studies, 66(1), 25.
The Hindu (2004). Whither the reading habit? Online India's National Newspaper, Retrieved
from http://www.hinduonnet.com/thehindu/mp/2004/stories/200407120250300.htm
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Innovation in the Use of GSM networks by International Students
Olasina, Gbola
Department of Library and Information Studies,
University of Kwazulu-Natal,
South Africa.
&
Omopupa, K.T.
Department of Library and Information Science,
University of Ilorin,
Nigeria.
Abstract
Global System for Mobile communication (GSM) widely uses cell phone technology with its
convenience to communicate using wireless devices. As a result of technological advances, a
broad spectrum of mobile computers and devices has opened up some choices for users for
competition, creativity and innovation. Despite nagging challenges to the deployment,
acceptance and the use of GSM networks in the developing world, the services are popular
among vast populations in most parts of Africa. In the emerging landscape of GSM networks
research, there is over-concentration on technical challenges, need to improve coverage and
strength of network or radio. Surprisingly, there is little focus on human and social contexts of
GSM networks. The use of GSM networks is often regarded by many as a form of innovation.
Consequently, the current research represented a distinct standpoint to view students‟ creativity
and behaviour in the use of GSM networks. As a result, the overriding aim was to shed further
light on the understanding of human behaviour, utilisation and choice of GSM network by users.
Accordingly, the population comprised international students at the University of KwaZulu-
Natal, UKZN, Pietermaritzburg Campus, South Africa. The study explored the social and
behavioural factors that impact the students to introduce innovation in their use of GSM
networks. The study adopted an interpretive paradigm and employed a dominant qualitative and
less dominant quantitative method, using a survey research design with a sample of 50 students.
The theoretical framework adopted was the Unified Theory of Acceptance and Use of
Technology model (UTAUT) to inform the purpose of the research. Findings indicated factors
that influence the innovative use of GSM networks to include: perceived usefulness and ease of
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use, among others. The significance of the study was the improvement in our understanding of
the application of a model of technology adoption in the context of GSM networks. Finally, the
research advanced new possibilities for the use of GSM networks.
Keywords: Innovation, Global System for Mobile communication (GSM), International
Students, network providers, human and social contexts, the UTAUT model and Africa.
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Ilorin Varsity International Journal of Library & Information Science Vol. 1 No. 1&2 2018
Introduction
The Global System for Mobile communication (GSM) networks has become the choice of many
for diverse forms of communication services. These services include video, voice calls,
Multimedia Message Service (MMS), Short Message Service (SMS), Voice Over Internet
Protocol (VOIP), Internet surfing, M-banking, e-payment and other data services. Steenbruggen,
Borzacchiello, Nijkamp and Scholten (2013) illustrated that GSM operates using a subscriber
identity module (SIM) into a mobile station (GSM network). It is the SIM that transmits the
personal number assigned to individual mobile users. Fortunately, Dahunsi and Dwolatzky
(2012) highlighted the widely used GSM-enabled mobile networks in South Africa. The study
revealed that GSM network services have covered e-government delivery, education,
entertainment, industry, banking, health sector, transportation, traffic management, Global
Positioning System (GPS), m-learning and e-learning to name a few. The future improvements
of GSM networks at various stages of completion are being considered and deployed in North
America and Europe. The allure to GSM networks for data services has been most prevalent in
the developing world and particularly in Nigeria and South Africa in the past decade or so in the
absence of other alternatives.
The Internet and wireless networks continue to lead new media, digital and interactive media and
new opportunities. There is the transformational agenda of e-learning and m-learning that has
resulted in higher data rates (Yang, 2012; Jacob and Issac, 2014). Thus, students and faculty now
access learning resources and data services within the campuses and remotely. For instance, the
e-learning system is home for module and learning tools for students at the UKZN. The online
platform provides flexible access to teaching materials using mobile devices. Although the
UKZN is a traditional institution that blends classroom instruction with e-learning systems, the
―wireless possibilities,‖ affordable GSM network services continue to improve the quality of
higher education and a ―network society.‖
Meanwhile, the digital and network infrastructure cannot function in isolation of the users. For
instance, there are layers of GSM infrastructure that exist in the social and environmental
contexts. In other words, for GSM networks to reach their full potentials there is the need to
improve the understanding of human and behavioural factors in the context of GSM networks.
Moreover, whereas many studies have highlighted several advances of wireless network
infrastructure there are no corresponding improvements in the understanding of social and
human settings of GSM networks (Liang and Yu, 2015; Osseiran et al., 2013).
Nevertheless, several researchers have often categorized the use of GSM networks as closed to
innovation (Acker, 2013; Steenbruggen et al., 2013; Sierpiński, Celiński, 2012). Also, there has
been substantial research focus in Information Science (IS) literature on the use of smartphones,
Personal Digital Assistants (PDAs) and other mobile devices by the youths, teenagers, the
elderly, businesses, farmers, professionals, healthcare, governments, military and students across
a broad spectrum of contexts. However, very little has been mentioned about the human and
social factors that motivate users and innovations in GSM networks in the context of higher
education in South Africa. The purpose of the study was to investigate innovation and creativity
in the use of GSM networks by international postgraduate students in the School of Social
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Sciences at the Pietermaritzburg Campus of the University of KwaZulu-Natal, South Africa. The
choice of international graduate students was predicated on a need to obtain rich and diverse data
for context-specific issues deemed fundamental to the research. After all, this category of
students holds a potential for a much broader perspective based on the cross-cultural adaptation
of the use of GSM networks (Lee, Trimi and Kim, 2013; Viberg, Grönlund, 2013). Besides, the
aim of this approach was adequate to examine the contexts of a group of international
postgraduate students as a pilot study ahead of a UKZN-wide survey. Whereas the diffusion of
smartphones and GSM networks continues to be a global phenomenon, little is known about
their affordances, impact and effect on the human and social context of users (Saramäki et al.,
2014). Also, the researchers reported users‘ innovation and creativity in the context of social
media, e-learning, m-banking, e-medicine and other information systems but how users make use
of GSM networks is not well understood (Steenbruggen, et al., 2013; Liu et al., 2013). Literature
in this area of study is usually too broad. Thus, the present study provided a narrow focus on
GSM networks and the human behaviour of users. The context of a developing country, South
Africa was used to informing global knowledge in the field. The study employed the Theory of
Acceptance and the Use of Technology (UTAUT) by Venkatesh, Morris, Davis and Davis
(2003) as the study pragmatic lens. Innovation and GSM networks have emerged in recent years
in the provision of fast, secure, flexible, affordable and reliable data services via GSM networks
to a vast number of people. Some of these innovations in the context of education have included
Learning Management Systems (LMS) and cutting edge technologies to students in higher
education and the ample use of GSM network services by students for their social,
communication, learning and other needs. There is a need to understand how these users adopt
and use GSM networks in their learning environments by exploring human and social factors that
may influence postgraduate students in their choices. The study addresses these issues; the
research has identified the following research questions.
Research questions
The study covered two critical interrogations. These are:

1. How do students introduce innovation in the use of GSM networks to adapt to their
learning environments?
2. What are the core human and behavioural factors that affect students‘ innovation and
creativity in the use of GSM networks?
Literature Review
The guided framework for the review of the literature by the main themes emerged from the
study‘s research questions. The scope of the review covers academic journals; peer-reviewed
conference proceedings and research synthesis in international and African contexts.
GSM Networks
GSM network architecture is designed to initiate and receive wireless calls over a radio link
within and outside a wide geographic area through connection to a cellular network provided by
a mobile phone allowing access to the public telephone network through a service provider
(Agarwal, Chandra, Wolman, Bahl, Chin and Gupta 2007). GSM networks have thrived as a
result of the development of mobile phones as early as 1973 and with improvements in design,
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capabilities and functionalities Over the years there has been an improvement in their diffusion
to be fast when compared to other technologies (Leung, 2007). Acker and Mbiti (2010) opined
that mobile telephony has brought a new lease of life across Africa traversing both urban and
rural divides, cell phones connect individuals to individuals, information, markets, and
educational services. Aiyedogbon and Obumneke (2014) described mobile phones as they
connect people, information, markets, and services. ITU (2009) reported that telephony in sub-
Saharan Africa had increased dramatically over the past decade showing that sixty percent of the
population has a mobile phone and access to its coverage and bringing Africa, many possibilities.
Tabbane (2014) described GSM (Global System for Mobile Communications) as a digital
cellular standard used in over 100 countries for personal and official communication. The study
further pointed to GSM as offering a data transmission service with an output that is limited to a
maximum of 9.6 bits. GPRS (General Packet Radio Service) when used. The study further
indicated that GSM service also provides for efficient Internet service access with an output of
up to 115 kbits, allowing faster communications with the potential to give access to teaching and
learning remotely.
In recent time, third generation GSM systems are being considered and are also known as
universal personal communication networks (PCNs) (Lund et al., 2014; Yap et al., 2010).
Additionally, PCNs will enhance personal mobility by employing lower power handsets. The
emerging developments will support a single handset for cellular and cordless application
leading to the improvements in quality of service.
Tiamiyu and Mejabi (2012) explained that number portability or operator portability allows
telephone subscribers in their GSM network to hold on to their SIM numbers even when they
migrate to other GSM network providers and subscribed services or move to new locations.
Meanwhile, the functionality that enables a subscriber of a fixed service location to retain the
SIM number even after changing positions is known as location portability. After all, portability
allows for flexibility for users and provides seamless access to the users of GSM services
irrespective of the home service provider. The current research used the lens of number
portability to view user behaviour and evidence of innovation in the use of GSM network
services. For instance, the present study investigated the influence of the portability feature on
the innovative use of GSM networks.
Also, Wei and Lo (2014) indicated that GSM networks supplement the fixed telephone as a
means of strengthening family bonds and expanding psychological relationship thereby
facilitating the typical approach to the people they call and converse with the preceding from
existing studies show the benefits of GSM networks as majorly focused on personal and business
with little or no attention directed to the advantages that can accrue to improve education: The
increased benefits of GSM particularly to higher education with a growing need for innovative
adaptation of mobile technologies for teaching and learning with improved outcome to learners
and lecturers. Valk, Rashid and Elder (2010) examined the extent to which the use of mobile
phones helped to improve educational outcomes through improving access to education and in
the promotion of new learning strategies in the contexts of Asia and particularly Bangladesh,
India, Mongolia, Thailand, and the Philippines. Likewise, Valk et al. (2010) provided evidence
in the developing world that mobile phones through GSM networks can innovatively impact on
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educational outcomes by facilitating increased access to how mobiles phones affect educational
outcomes by promoting new learning. The current study focused on the lesser known human and
social factors that influence international students to use GSM networks to adapt to their learning
environment and needs at UKZN in South Africa.
Finally, the emergence of GSM coverage in South African began in 1992 to enable mobile phone
specifications to run on operating frequency bands (Mutula, 2002). The debut was soon followed
by the emergence of 2G and 4G data services on GSM platform through features that include
SMS text messaging with limited data transfer rates (Gupta, 2013). The study highlighted the 3G
networks as offering faster data transfer rates and enabled video calls. The 3G network is thus
suitable for use in modern smartphones that require a constant high-speed internet connection for
many of their applications. Meanwhile, Yamao et al. (2000) described 4G as the fourth
generation of mobile phone communications standards that provides ultra-broadband internet
access for mobile devices. The high data transfer rates make 4G networks suitable for use with
USB wireless modems for laptops, cell phones and home-based Internet access required for
innovative use of learning by the international postgraduate students. The 3G and 4G platforms
thus enable innovation technologies in the utilization of the networks. The traditional service
providers in South Africa include Vodacom, MTN, and Cell C networks. Chigona et al. (2011)
described mobile network operators in South Africa to include MTN, Cell C and Virgin Mobile
with the following market share; MTN 11.4 million subscribers (32%, Cell C 8% (2.9 million)
and Virgin Mobile having 21.6 million subscribers. Given the high rates of the adoption and the
use of GSM providers and services in South Africa, it becomes critical to measure new user
behaviour and strategies employed to improve the user experiences of GSM networks in the
social contexts of students. The following section presents the review of existing literature on
international students in the context of GSM networks.
International Students and GSM Networks

The characteristics of international education enjoyed by students are promoted in universities all
over the world today by the support accruing from the telecommunication infrastructure. The
support is channelled particularly through GSM networks that allow innovative use of
technologies such as video calls, conference calls, MMS, graphics sharing and other social
network features. For instance, Spencer-Oatey (2013) revealed that international collaborations
are frequent in university strategies of teaching, research, and learning as a way of promoting
internationalization, often about achieving greater connectivity among staff and students from
different backgrounds. The achievement is on students‘ mobility interest and the implications of
the dynamic patterns of cross-border study on a different meaning in developed and developing
nations using the GSM innovatively to enhance scholarship. Bhandari and Blumenthal (2013)
indicate that in the United States, international students have a growing impact on state economic
development supporting ongoing efforts to internationalize campuses through academic activities
on smartphone platforms. Lee (2013) reported that numerous studies focus on the general use of
technology such as the use GSM networks for innovation in the delivery of course materials,
learners‘ preparedness and usage of mobile learning with some research geared at examining the
particular affordances of cell phones for learning. The examination is very similar to the current
study that focused on related social reasons that inform the behaviour of international students in
their choice of GSM network. However, this study uses the lens of the UTAUT model to
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investigate the effect of human and social factors on the creative and innovative use of GSM
networks by international students. The study approach is a departure from previous related
studies that often were not underpinned by any methodological framework.
Meanwhile, Dzandu, Boateng, and Dzandu (2014) revealed that the most significant determinant
of the students brand choice of GSM networks was perceived quality although price, prestige,
and promotion also influenced their choice of mobile. Also, Yasin, Noor and Mohamad, (2007)
reveal that the origin of the country also decides the selection of GSM brand preference by
international students. Karjaluoto, Töllinen, Pirttiniemi and Jayawardhena (2005) identified
specific factors that have a significant impact on choosing particular service providers such as
call rates, services and network coverage. While, Kalpana and Chinnadurai (2006) proposed that
among all other influencing factors, advertisement plays a prominent role in deciding on
choosing a particular brand of GSM network. The reviews mentioned above are limited to
determining the factors that affect the choice of GSM networks by users. Meanwhile, the current
research focused on context-specific issues to explain better the factors that are directly related to
innovation in user experiences of GSM network services.
The location of the current study, the University of KwaZulu-Natal (UKZN) is a relatively new
institution but a leader in African scholarship in the list of Academic Ranking of World
Universities (ARWU). UKZN has been ranked among the top ten universities in continental
Africa continuously in the last five years (ARWU, 2015) shows that the institution is a leader.
The institution has a significant international postgraduate entry covering West, East and Central
Africa. According to Zewotir, North and Murray (2015) graduates‘ international students come
mostly from developing countries to study at the UKZN. Furthermore, most postgraduate
students in the School of Social Sciences at the Pietermaritzburg Campus (PMB) come from
countries where the capacity to educate students at the postsecondary level remains limited. In
other words, the country of origin of most of the postgraduate students often lacks access to a
wider range of options required for higher education (Wildavsky, 2012). The next section on
theoretical framework demonstrates how the constructs of the UTAUT model underpinned and
informed the study.
Theoretical Framework
The current study adopted the Unified Theory of Acceptance and Use of Technology model by
Venkatesh, Morris, Davis and Davis (2003). The study found that a review of all the previous
models of technology by the originators of the UTAUT model in the formulation of UTAUT.
The core constructs of the UTAUT includes performance expectancy, effort expectancy, social
influence, and facilitating conditions. There is little doubt that the UTAUT is a valid model to
explain variables of technology adoption (Thomas, Singh and Gaffar, 2013; Abatan and Maharaj,
2013). Consequently, directly linked are the following core constructs of the UTAUT model to
the two research questions of the present research. Performance expectancy, effort expectancy
(their offshoots such as perceived usefulness (PU), relative advantage and outcome expectations.
Also, perceived ease of use (PEOU), social influence and facilitating conditions (behaviour,
attitude, intention, actual use, and technical support). Presented next is the choice of research
approach for this study.
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Research Approach
The study adopted a survey design approach for the research with convergent methods using
both the qualitative and quantitative approaches. A Self-designed interview schedule and a
survey questionnaire were employed to gather data from the respondent with the implementation
of multi-sampling techniques for selection of those surveyed. Several previous studies have used
a similar methodological approach (Groves et al., 2013; Martins and Lambe, 2013) thus
providing enough evidence to support the choice of the approach to this study.
Population and Sample

The University of KwaZulu-Natal (UKZN) currently has five colleges that include Humanities in
five campuses at Howard, Edgewood, Medical School, Pietermaritzburg and Westville
(Majyambere and Hoskins 2015). As a result of limited resources and proximity, the researchers
in the current study have limited the survey to cover only the School of Social Sciences (in the
College of Humanities) at the Pietermaritzburg Campus (PMB). In tandem with the suggestions
of Merriam, and Tisdell (2015), the study is exploratory of a much wider project that will be
conducted UKZN-wide in the future. The PMB Campus has a total number of 1,366 registered
postgraduate students in the College of Humanities in 2015. The statistics from the International
Students Office show that there are over 50 registered international graduate students in the
School of Social Sciences at the College of Humanities at the PMB Campus. This group
constitutes the focus of the survey. At the School of Social Sciences (PMB campus), a simple
random sampling technique was applied to select 50 postgraduate students. The justification of
small sample size was based on Crouch and McKenzie (2006) with an assumption that depth and
reflexivity are evoked by studies requiring small sample sizes. After all, the research approach
made use of both quantitative and qualitative methods for a purpose. For instance, one of the
purposes was to penetrate the social life of the students under the survey beyond the ordinary
manifest meanings and appearances. Thus, the research required immersion in a fruitful
relationship with the study participants in a way to address the research questions. Consequently,
the small sample size and the issue of representativeness have little effect on the overall purpose
of the research. Consider that 50 participants were deemed adequate. Table 1 provides a
breakdown of the sample based on the disciplines in the School of Social.
Table 1: Sample Distribution
S/N Thematic Clusters/Disciplines in the School of Social Sciences Sample size

1 Culture 10
2 Development 10
3 International and Public Affairs 20
4 Society and Social Change 10
Total 50
Instrumentation
The research employed a survey questionnaire and an in-depth interview. The survey
questionnaire was self-designed and had items adapted from various scales used in previous
related literature (such as Park and Chen, 2007; Adeleke, Suraju, 2012; Biebuma and
Esekhaigbe, 2016). Thus, this approach supported the reliability and validity of the instruments
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since the previous studies had validated the tools. Also, the constructs of the survey
questionnaire were measured to examine the human and behavioural factors that may affect
students‘ decision for innovative use of GSM networks. The review of the literature and the
constructs of the UTAUT model informed the study. The survey questionnaire maintained a five-
point Likert scale in the collection of data, while, in the case of the interview, a schedule was
made to guide the sessions. The research questions of the study and the constructs of the UTAUT
model guided the items included in the interview plan. The next section indicates the data
quality, validity, and reliability.
Validity and Reliability

The exploratory factor analysis examined the factor structure of the 12-item questionnaire.
Before this time the analysis obtained a chi-square value of 6803.06 and a significant level of
0.05. The value suggested that the inter-correlation matrix contained sufficient common variance
to make the factor analysis worthwhile. The analysis used the extraction of principal component
factor analysis, and iterative sequence techniques. Also retained at this stage was nine predictor
factors and no further deletions made. In summary, the factor analysis returned nine factors, and
these were: personal innovativeness, result demonstrability, image, subjective norm, perceived
behavioural control (PBC), perceived ease of use (PEOU), perceived usefulness (PU),
behavioural intention (BI), social influence (SI). It also found that the nine factors explained 75%
of the variance in the data set and no cross-loading. The nine factors tested for reliability using a
Cronbach Alpha test. Sechrest (1984) suggested that the score for each construct should be
greater than 0.6 to be considered reliable. The Cronbach Alpha (reliability) ranged from 0.8 to
0.9 and was found to be appropriate for further analysis. Meanwhile, interview data
weresubjected to trustworthiness criteria– transferability, consistency, credibility, dependability
and bracketing based on Lowes and Prowse, 2001). Further analysis embarked on the whole
conducted in the research upon the results of reliability and validity tests performed.
Data Analysis and Results

The ordered presentation style is the sequence of the research questions of the study. The first
sub-section below presents the findings from the exploratory data collection. Meanwhile, strictly
guidedare subsequent sub-sections follow the critical issues in the study.
The methodology adopted a dominant qualitative and less dominant quantitative approach.
Accordingly, the findings from the preliminary exploratory study show that all the key GSM
networks in South Africa are common among the international postgraduate students in the
UKZN. There is evidence to suggest that the choice of network provider is country-dependent. In
other words, depending on their country of origin as perceived reasons for selection include
customer base and reliability cost, popularity and communication features. Table 2 below
presents some of the main statements from respondents.
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Table 2: Summary of significant statements by respondents (exploratory)

“My friends told me that MTN is the most popular with free call allowances, and you can call
the same network free at dedicated hours, and I just have to accept this service.”
“The Association of Congolese Students at UKZN arranged for me to be picked up at the airport
and had made pre arrangements to buy my Cell C SIM cards and airtime to use on arrival. It
took me several months to realize there were other GSM networks.”
“I am from Nigeria, and MTN is a major player in my home country. I made enquiries and was
told that I could roam MTN services in a list of countries that includes South Africa. As a result,
I continued to use my MTN Nigeria SIM card for calls, data and SMS services when I arrived
here at UKZN (PMB Campus). When I could not bear the high costs of international roaming,
that I settled for the MTN South Africa SIM card.”
“Initially when I arrived at the local PMB airport from Tanzania, I bought the South African
MTN SIM card only to be urged by my compatriots here at UKZN to buy Vodacom SIM.
Vodacom South Africa is a major player here. Ultimately, I swapped my MTN SIM for Vodacom.
Currently, I use this alongside Telekom data service on my MODEM and IPad.”
“At the moment I have SIM cards for all the major players in the South African GSM landscape.
In my case, my husband had been living in South Africa before the rest of the family joined him.
Over the years he used local MTN SIM card but later changed to another service provider
because the new service was cheaper. It is hard for me to catch up with his trail of changing
service providers. The often changes seem to depend on network quality, access to air time,
affordability and network coverage.”
“Mobile Office comes to my mind as a handy tool that comes in handy.”
The analysis of the results in Table 2 shows that affordability, social environment, previous
experience of GSM network providers, social influence factors, network quality and coverage
impact the choice of service by the students. The following subsections present further results of
the analysis.
Research question 1
The research question one aimed at measuring how GSM networks are used with innovation to
deal with changing academic environments of international postgraduate students. Considering
the fact that previous studies reported innovations regarding GSM technology use. Thus, the
current research emphasises context-specific issues that foster innovation.The qualitative data
regarding the research question 1 indicate that GSM networks are used for trustworthy research
data collection in the field, mapping, navigation on campus and city-wide in Pietermaritzburg.
Some of the notable statements from respondents are below:
“I never knew that my social contacts on my GSM could be of help for my learning as it can
connect with my ex-lecturers and mates to share with them my new experience and their
contributions, in particular on the blogs, there are valuable to my academic success.”
“Once my handset got lost and I was able to recover quite a lot of data saved on my GSM
network, the recovery was a big relief.”
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Meanwhile, Table 3 provides samples of emerging themes based on formulated meanings drawn
from the critical responses from the participants.
Table 3: Emerging themes

Formulated meanings Emergent theme
The GSM provider subscribed to alert users whenever they Location-based services
are out of GSM network coverage. This knowledge is very GSM coverage dependence
crucial when the students are mobile. Over time the users Activity-awareness delays
are aware of places where the network coverage is weak/ Adaptability to network
unavailable on campus and likewise in town. As a result, instability.
this allows seizing the best opportunities the GSM services
offer users where a network is stable. Also, users make use
of the GSM services due to limited access to PCs in the
computer LANs and absence of personal desktops/laptops.
Course/class pages on social media such as Facebook, Use-based on social contexts
Whatsapp, and other social media are commonly accessed to Class monitoring
keep up to date. It occurs when classes/group assignments Group assignment monitoring
are missed. Access is via GSM networks. The use of SMS Awareness of backgrounds such
to enhance contact with peers/colleagues, new friends, as academic and family
supervisors, mentors, tutors and sparingly with close family Real-time activity awareness
members overseas. Student –
SupervisorManagement.
The GSM networks support smartphone features that enable Location awareness.
recognition of the names of places where incoming calls are
made.
Research data are collected using Skype-based interviews; Research
Whatsapp based calls to respondents and evaluation of Real-time data collection
active logs on Facebook and other social media.
Students rely on Internet-based communication tools via Service awareness
their smartphones and mobile devices. There is evidence Complimentary to institutional
that many of the social media tools are not supported by Wi- Wi-Fi facility
Fi services of the institution. The alternative is to access
media tools using GSM networks. GSM service providers
have products targeted at students (low tariff regime, data
and free Whatsapp access).
The availability of mechanisms to automatically send SMS Student registration management
on a GSM network to alert students of class activities using
the e-learning platform. The online registration platform
sends SMS to students to inform them of their registration
status. The various student groups/associations that students
belong to use SMS to communicate with their members
Evidence that students send SMS to colleagues in the SMS based collaborative learning
contexts of learning activities.
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Table 3 presents a summary of the key themes that emerge from the significant statements of the
respondents. Before, the researchers grouped the formulated meanings into categories there was
a construction of the articulated meanings. The categorizations allowed for the demonstration of
a distinctive framework of themes. After that, the emerging themes such as location awareness,
activity awareness, class and group monitoring, registration management and SMS based
collaborative behaviour emerged (See Table 3).
Research question 2
The research question 2 investigated how the human and behavioural factors inform innovative
behaviour in the use of GSM networks? The quantitative analysis using multiple regression
analysis addressed the question, considering that a factor analysis was conducted, and the results
support the viability of the statistical conclusions reached (See section 4.3 for the details). Table
4 below presents the results of the analysis of how human and social factors predict the
innovative use of GSM networks.
Table 4: Multiple regression analysis n=50

Unstandardized Standardized
Coefficients Coefficients
Model B Std. Error Beta t Sig.
1 (Constant) 3.981 1.431 2.781 .007
Personal
-.058 .128 -.442 -.5.958 .655
innovativeness
Results
-.212 .112 .364 -.621 .067
demonstrability
Image -.403 .171 .164 2.355 .022
Subjective norm .401 .083 .516 5.958 .000
PBC -.098 .069 -.125 -1.426 .159
PEOU .472 .060 .782 8.706 .000
PU -.474 .079 .719 6.863 .000
BI .237 .177 .097 1.337 .187
SI -.331 .137 .342 4.701 .004
The Table shows that PEOU (B = .782, t = 8.706), PU (B = .719, t = 6.863), subjective norm (B
= .516, t = 5.958), personal innovativeness (B = -.442 t = 5.958), result demonstrability (B =
.364, t = 2.961), and Social Influence factors (B = .342, t = 4.701) as the important human and
social factors that predict innovative behaviour in the use of GSM networks. However, the
prediction relationship of perceived usefulness (PU) on the innovative use of GSM networks by
the students is found to be negative. Also, the results suggest that social influence affects
innovative behaviour in the use of GSM networks by international postgraduate students at
UKZN. Thus, the indication is that factors like the subjective norm, social elements, image, and
attitude relate directly to innovation and creativity in the ways GSM networks used. Also, the
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last research question was addressed by the qualitative aspects. Presented in Table 5 are some of
the significant statements.
Table 5: Significant statements

―I believe SMS is useful and easy to use.”
“The cost of using SMS in formal and informal learning contexts is not so expensive for me when
compared with its benefits.”
―I expect that my use of GSM services on my devices will complement my communication with
my peers, advisors, mentors and supervisors in new ways – such as getting prompt feedback
from faculty.”
“GSM networks hold values for me to help manage and share data (capture materials,
video/audio from interviewers) with my data analyst and supervisors.”
―If GSM network services improve regarding the speed of uploads, downloads and their overall
services, I will increase how I use them.”
“Should my grades improve in school as a result of content I share and have access to via SMS, I
will put GSM services to more use in the future.”
“For my group assignments, I typically encourage that we use a conference chat for our
deliberations.”
“GSM networks complement my social activities to stay connected.”
“I do not see myself as any technology enthusiast, and I do not brandish around smartphones
and digital devices, but my simple „old school‟ GSM handset suffices for my needs.”
“An irritating thing is that some networks SIM lock and bundle to specific handsets by operators
thus shortchanging the users.”
“Mobile number portability and cheaper voice services across networks attract me to use GSM
services.”
The analysis of the results in Table 5 suggests that perceptions of the value, ease of use and
usefulness affect the use of GSM network services. The findings indicate that perceptions
influence user behaviour based on the individual‘s assessments of value. In a nutshell, the data in
Table 5 support the essentiality of social factors, outcome expectations and perceptions in the
users‘ approaches to GSM network services. Also, additional new data show that cost-
effectiveness impacts user perceptions. The central conclusions discussed and presented in the
next section.
Discussion of Results
The first research question investigated how users introduced innovation in the use of GSM
networks to adapt to their learning environments The principal findings show that activity and
location awareness of GSM networks‘ services by the users were crucial to class activities‘
monitoring, registration management processes and collaborative learning using SMS functions.
The implications of these results reveal a transformative role of GSM network services as
educational tools. For instance, Lu and Global (2012) asserted that learning is about being able to
learn wherever and whenever you have a need or curiosity and to integrate that knowledge with
other learning experiences. They further pointed out that learning occurs through GSM tools like
cellular phones or smartphones, MP3, MP4 players and handheld gaming devices. The assertion
126
indicated that the changing environment of international postgraduate students at UKZN and
their previous experience elsewhere were added advantage for their academic success using the
GSM and mobile networks tools to adapt to their new learning environment. Contrarily, (Ajagbe,
Eluwa, Duncan, Ramliy, Long and Mkomange, 2011; Basaran, Cetinkaya and Bagdadioglu,
2014) reported that most commonly used educational wireless phone application services are
information queries and deliveries via SMS. The others are the use of a blog, Twitter, Facebook
and electronic mails that are now popular among international postgraduate students for ease of
learning and performing personal communication using current and prior contacts.
The second critical question attempted to find out the core human and behavioural factors that
affect students‘ innovation and creativity in the use of GSM networks. Resultantly, the
significant findings highlight human contexts such as perceived ease of use, subjective norms,
personal innovativeness, results from demonstrability and social influence factors in the
creativity of users to adopt GSM networks to meet their needs. Zorn, Flanagin, and Shoham
(2011) provided evidence of human resources like the social determinant of innovation use GSM
network. Further, Venkatesh, Thong, and Xu (2012) indicated that social influence is the extent
to which consumers perceive that technology is necessary for others (e.g., family and friends). In
contrast, Yang et al. (2012) argued that beliefs, social influences and personal traits are
significant features of adoption and use of technology. The researchers stated that cost does not
affect behavioral intention in the post-adoption stage, but social influences no longer have an
indirect impact on behavioral intention in the post-adoption stage. Thus, the current study
provided a narrower focus on GSM networks‘ services from the perspective of users in a
developing country context. The research provided benchmark data on user adaptation behaviour
and underlined the centrality of beliefs, social influences and individual traits in the adoption of
GSM networks by the international postgraduate students at UKZN.
Conclusion and recommendations

The study, therefore, revealed the categorizations of a pattern of GSM use of network services in
formal and informal learning and social spaces. Some of the emergent themes include deliberate
behaviour, social influence, collaborative behaviour, passive ease of use, users‘ backgrounds,
subscription cost and social contract on the part of network subscribers and providers. The
important themes highlight the contexts in which international students introduce innovations.
The adoption of the GSM network was found to be innovatively premised on the following core
human and behavioural elements: perceptions, subjective norms and social influence factors,
personal innovativeness and result demonstrability. The research shed further light on the
understanding of GSM networks in the context of human and social behaviour in a developing
country landscape.
Accordingly, the study recommends that GSM network providers should strive to provide more
affordable and user friendly GSM that can assist international postgraduate students in deploring
GSM networks innovatively for personal and academic engagements while studying in South
Africa. UKZN as a destination and particular institution for international postgraduate students
should additionally provide support for this category of students to enable them to maximise
potentials therein for their study and other benefits of GSM networks. Moreover, international
postgraduate students are encouraged to use GSM networks innovatively in ways to enhance
127
academic achievement and to make their stay in South Africa rewarding. This study is limited to
international students in an institution, further studies may obtain data from more diverse
populations and academic disciplines to improve on generalisations of findings. Future studies
may employ multiple data collection tools to add to the scope, texture and depth of this study.
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A Review of Factors Influencing End-users Adoption and Usage of Digital Libraries in

Academic Libraries
ISAH, Abdulmumin,
University of Ilorin,
Nigeria
&
Mutshewa, Atulang
Department of Library and Information Studies,
Faculty of Humanities,
University of Botswana
Abstract
The proliferation of Digital libraries in the 21st century has attracted attention of scholars
especially from the information science field. Over the years, scholars have studied DL from
applicability, functionality and usability point of views. Findings from such studies have
generated a lot of discussions that have shaped the development of digital library the world over.
Despite the development of DL, its adoption and usage by end-users have generated a lot of
concern especially from the library practitioners. However, studies that focused on factors
influencing adoption and usage have only reported pockets of individual findings without a
comprehensive view of factors at play. This systemic literature review is therefore an attempt to
bring together previously disjointed streams of studies to help shed more light on the factors
influencing adoption and usage of DLs.
Introduction
The advent of Digital Library (DL) has revolutionized the way information is generated,
processed, and disseminated. Before the emergence of DL, the selection of teaching and learning
materials was limited to print resources that were available either at the local academic or public
library. However, with the advent of DLs, physical and geographical barriers to learning
resources have been eliminated. DL now allows teachers and students to take advantage of a
wider range of materials beyond the physical collection in libraries. This has enhanced learning
and increased the value of the learning process (Wingard, 2004).
The change in the ways of accessing information brought about by the advent of DLs has
attracted attention of scholars from diverse fields of studies. For example, researchers from
Engineering and Computer Science have been more concerned about the design, functionality
and usability of DLs (Candela, 2003; Fox, 2002), while researchers from the information science
are more interested in the usage of DL services (Alajmi, 2014; 2018; Ahmad & Abawajy, 2014).
The present study which is situated in the information science domain is designed to review
studies on the usage of DL services with a view to identifying factors influencing adoption and
usage of DL. This research objective is in line with the observation of Liu and Luo (2011) who
asserted that ―to provide effective DL services, designers and managers need to have good
understanding of the factors that influence use and non-use of digital libraries‖ (p.3). Therefore,
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this paper presents a comprehensive overview to stimulate further research towards unraveling
factors militating against effective usage of DL services.
Literature Review
In the wake of the digital revolution in the late 20th century, information science scholars have
studied the new DL from applicability, functionality and usability point of views. Several factors
have been identified as having relationship with application functionality and usability of DL
(Hong et al., 2002; McMartin et al., 2008; Hong et al., 2011; Liu and Luo, 2011; Nazari, et al.,
2013; Khan & Qutab, 2016; Alajmi, 2018). For example, Hong et al. (2002) through technology
acceptance model constructs (perceived usefulness and perceived ease) identified a set of factors
which affect adoption and usage of DLs. They grouped such factors into: individual differences
(domain knowledge, computer self-efficacy and experience), system interface characteristics
(terminology, screen design and navigation) and organizational context variables (relevance,
system accessibility and visibility). These characteristics have been viewed as major factors
influencing adoption and usage of DL services (Belkhamza & Wafa, 2011; Khan & Qutab, 2016
& Alajmi, 2018).These characteristics will be examined for a better understanding of their
influence on adoption and usage of DLs.
Individual differences, Adoption and Usage of Digital Library
Studies have examined effects of individual differences on technology acceptance, for example
computer self-efficacy (Chau, 2001; Hong et al., 2002; Ramayah & Aafaqi, 2004) knowledge of
search domain (Hong et al., 2002; Thong et al., 2004; Ramayah, 2006), computer experience
(Thong et al., 2004; Ramayah, 2006), and demographic variables (Lu, Yu, & Liu 2006; Aharony,
2015). According to Chen, Czerwinski and Macredie (2000), individual differences have diverse
range of aspects which include, personality, cognitive abilities, cognitive style, gender, age, and
domain knowledge. In the same vein, Potosky and Bobko (2001) found that the individual‘s
personal relationship with computers, attitudes about computers use, and general attitudes about
computers in society are significant predictors of their perceptions about computers.
Hong et al. (2002) in their study on ―determinant of user acceptance of digital library‖ examined
the effect of three individual differences; domain knowledge, computer self-efficacy and
experience on user acceptance of DL. The findings of the study show that the three individual
differences have significant effects on the perceived ease of use of digital libraries. In a similar
study on users‘ personality and perceived ease of use of DL, Nov and Ye (2008) established
relationship between individual computer self-efficacy and computer acceptance.
Morris, Venkatesh, and Ackerman (2005) studied the moderator effects of age and gender on the
relationship between various user perceptions and acceptance, based on Theory of Planned
Behaviour. Individual reactions and technology use behaviour were studied over a six-month
period among 342 workers being introduced to a new software technology application. Their
results revealed that individual adoption and use of technology differed based on age. In a similar
study, Lu, Yu, and Liu (2006) examined effects of gender and age differences on individual
decisions about Wireless Mobile Data Services (WMDS) in China, the study confirmed the
influential nature of age and gender differences in relation to the decision pattern of WMDS
adoption in China. It also showed that age had both strong direct and moderating effect on major
133
casual relationships towards WMDS adoption intentions. Similarly, Morris et al. (2005)
investigates the influence of gender and age differences on technology adoption and the findings
of their study showed that gender differences in technology perception is more pronounced
among older workers, while there is no significant differences among younger workers .
In another dimension, Baker, Al-Gahtani and Husbona (2007) employed the Theory of Planned
Behaviour (TPB) to examine the effects of gender, age and education on new technology
implementation in Saudi Arabia. The study which was based on surveys completed by 1,088
Saudi knowledge workers, validated TPB and accounted for 37 percent of the variance in
behavioural intention among Saudi knowledge workers. However, the findings of the study show
that there were no statistically significant differences of age and gender.
Individual knowledge and awareness of the available new technology have been found to
influence adoption. For example, Rehman and Ramzy (2004) investigated the awareness and use
of electronic information resources among health academics in a Kuwait University. The
findings of their study showed that lack of awareness and computer literacy skills were the main
barriers to adoption and usage of electronic resources. In another dimension, Renwick (2005)
investigated knowledge and use of electronic information resources by the Medical Sciences
Faculty at the University of the West Indies. It was found that the faculty had high awareness of
the available e-resources, but had a low use of specific resources, supporting the suggested
problem of under-utilization. Many respondents were of the opinion that e-resources were
important, although many still expressed a need for training. Over 60% felt that a workshop with
a hands-on component was the preferred format for training. It was recommended that there
should be greater promotion of the library‘s e-resources. Also in a study on use of electronic
resources among academics at the University of Karachi, Ansari and Zuberi (2010) found out
that a large majority of respondents (78.5 percent) know little about electronic resources. This
was attributed to lack of training as they learn mainly by trial and error.
Utulu and Bolarinwa (2009) examined Nigerian academics' adoption of open access initiatives as
authors and readers of scholarly resources. The study was necessitated by the growing need to
have the number of Nigerian scholarly publications increased on the internet and accessible to
scholars around the world through the use of open access initiatives. Academics of two first
generation Nigerian universities were selected for the study using convenient sampling
technique. Questionnaire was used to find out the extent of academics‘ awareness and use of
open access initiatives as authors and readers of scholarly works. Two hundred and fifty
questionnaires were distributed in the two universities out of which 189 copies were returned,
while 180 copies were found to be useable for the study. It was revealed that the respondents
were more aware of the pre-print and open access journal initiatives than the post-print initiative.
In terms of the use of open access initiatives, although the study revealed insignificant use
among the academics, academics in sciences showed more promise of adopting open access
initiatives as authors and readers of scholarly resources than their counterparts in the humanities.
Popoola (2008) examined awareness and use of library information products and services in
South-West Nigerian universities. Systematic random sampling method was used to select 446
faculty members from a population of 4,459 across nine (9) universities. A questionnaire formed
the major instrument for data gathering. The response rate achieved was 89.7% percent and the
134
reliability coefficient of the questionnaire used was 0.72. The study found that there was a
significant difference in the level of faculty awareness of available library information products
and services between Assistant Lecturers to Lecturers I and senior lecturers to Professors. In
addition, they did not have sufficient knowledge of those library products and services pertinent
to their teaching and research activities. The survey also revealed that the level of knowledge of
faculty staff had positive relationship with the frequency of use. The findings of Popoola
corroborated Asemi and Riyahiniya (2007) who asserted that awareness of the existing library
electronic resources is crucial in influencing usage of the resources.
However, the assertion that awareness leads to usage was challenged by Baro, Endouware and
Ubogu (2011) based on the findings of their study. They argued that though awareness may lead
to usage of a database, this is not always the case. They reported that awareness of their
respondents about digital resources was more than usage. For example, Baro et al. (2011) found
that whilst 23.2% of respondents were aware of Medline database only 17% used it. Also, while
60.8% were aware of HINARI, only 38.8% used it. In another study conducted in United States
of America, McMartin et al. (2008) explored the use of digital library among faculty members
and instructors of 119 higher education institutions in USA. The finding of the study showed that
most of the experienced faculty members do not rely on the digital library for their research
needs. In order to correct this type of disconnection, Poopola (2008) recommended that user
education programmes coupled with planned public relations should be implemented as means to
improve awareness and usage of digital resources among students and faculty.
System Characteristics, Adoption and Usage of Digital library

System characteristics have been identified as a category of external variables that are capable of
influencing users‘ intention to adopt new information system (Hong et al, 2002). Ittersum et al.
(2006) classified the characteristics of new information system that influence its acceptance into
two main categories: usage characteristics and outcome-of-usage characteristics. Usage
characteristics relate to the actual usage of the technology and include perceived ease of use
(Davis 1989) and perceived compatibility (Rogers, 2003). Outcome-of-usage characteristics
relate to the benefits of using the technology such as relative advantage, fun and enjoyment, or
image. According to Ittersum et al. (2006), most of the technology characteristics studied in the
literature originated from Davis (1986), Rogers (2003), and Moore and Benbasat (1991) which
include the following:
 Perceived compatibility - the degree to which an innovation is perceived as

being consistent with the existing values, past experiences, and needs of potential
adopters;
 Perceived complexity - the degree to which an innovation is perceived as difficult
to understand and use;
 Perceived ease of use - the degree to which the potential adopter expects a technological
innovation to be free of effort in use;
 Perceived image -the degree to which potential adopters believe the adoption of an
innovation will bestow them with added prestige in their relevant community (i.e.,
relative advantage);
135
 Perceived observability - the degree to which the results of an innovation are visible to
others;
 Perceived relative advantage - the degree to which an innovation is perceived to be
superior to current offerings;
 Perceived result demonstrability -the degree to which the benefits and utility of an
innovation are readily apparent to the potential adopter;
 Perceived trialability - the degree to which an innovation may be experimented with on a
limited basis;
 Perceived usefulness- the extent to which a technological innovation is expected to
improve the potential adopter‘s performance;
 Perceived visibility - the degree to which an innovation is visible during its diffusion
through a user community; and
 Perceived voluntariness - the extent to which innovation adoption is perceived to be
under the potential adopter‘s volitional control.
Hong et al. (2002) investigated the effect of three system characteristics (relevance, terminology,
and screen design) on intention to use digital libraries. These sets of system characteristics were
found to have a positive relationship with adoption and usage of DL. In a similar study, Ramayah
(2006) developed and tested a model which incorporated important elements of the Technology
Acceptance Model developed by Davis (1989) and a model proposed by Thong et al. (2002) on
factors associated with the ease of use of online libraries. The findings of the study show that
interface characteristics such as terminology, screen design and navigation were the most
influential predictors of ease of use, followed by organizational context, relevance of the system
and accessibility. The study recommended exclusion of technical terms and jargon to enhance
ease of use of digital libraries, and that digital library designer should give priority to clear
terminology to provide effective communication of system instructions and responses to users.
Tibenderana (2010) used the UTAUT model developed by Venkatesh et al. (2003) to investigate
the adoption of Information Communication Technology (ICT) services in eight university
libraries in Uganda. The study collected 445 usable data from university library end-users across
the eight universities. Results showed that ‗relevance‘ and ‗social influence‘ have significant
effects on intentions to use e-library services. Results further show that university communities
in Uganda are inclined to use electronic library services due to social demands, relevance of
services, available facilitating conditions and benefits they expect from the services.
Similarly, Jeong (2011) employed technology acceptance model (TAM) and flow theory as
theoretical frameworks to investigate Korean elementary students‘ perceptions and behavioural
intention towards e-library called booktobi. Survey research approach was employed for the
study. The results of this study revealed four major findings. First, interface characteristics (in
terms of terminology, screen design and navigation) can indirectly influence the perceived
usefulness via the perceived ease of e-library system use. Second, system characteristics (in
terms of relevance and system quality) can directly influence the perceived usefulness of e-
library systems. Three, system quality can positively influence both perceived usefulness and the
perceived ease of e-library system use. These findings highlight the importance of e-library
system characteristics and in particular, system quality.
136
In a recent study, Nazari, Khosravi, and Babalhavaeji (2013) employed Rogers‘ diffusion theory
to examine the effect of perceived innovation attributes of the online databases on the rate of
adoption. The study used survey research method. A survey instrument was distributed to a total
of 351 faculty members from the 8th Zone of Islamic Azad University (IAU) in Tehran, Iran.
The findings confirmed that the respondents perceived relative advantage (Correlation Value
0.64), compatibility (Correlation Value 0.65), complexity (Correlation Value -0.57), trialability
(Correlation Value 0.31), and observability (Correlation Value 0.53), all of which are related to
adoption and use of online databases.
Institutional Characteristics, Adoption and Usage of Digital Library
Institutional characteristics such as availability of facilities, technical support and training have
been identified as some of the factors that can predict adoption and usage of technology (Hsiao et
al., 2009; Putzer &Park, 2010; Lin, et al., 2012). The organizational context of any new
information system is an aspect which has been increasingly recognized in recent years as a vital
determinant of system success (Belkhamza & Wafa, 2011). For instance, Dadzie (2005)
examined access and usage of electronic resources at the Ashesi University, Ghana. The study
found that general computer usage for information access was high because of the University‘s
state-of-the art IT infrastructure. Usage of some internet resources was also very high, whilst the
use of scholarly databases was quite low. The low patronage was attributed to inadequate
information about the existence of these library resources.
In the same vein Lin et al., (2012) asserted that characteristics of the environment, technology,
organization and support from top management are all critical factors that influence adoption and
usage of technology. In the same light, availability of DL enabling facilities such as information
technology according to Haliso (2011) enhances service provision to library clientele, thereby
encourages adoption and usage of the system.
Lack of these enabling facilities has been attributed to the failure of DL services. According to
Thong et al. (2002: 217) the potential reason for DL success in one university and failure in
another ―could be that in the successful university, the students can easily access the system from
any computer on campus. While in the unsuccessful university, the digital library is only
accessible from a limited number of designated machines‖. Training and experience can clarify
the benefits of the technology and as such increase acceptance (Amoako-Gyampah & Salam,
2004; Deng, Doll & Truong, 2004) as well as help reduce system failure.
Academic Environment, Adoption and Usage of DLs

One of the factors that influence adoption and usage of technology is the environmental context.
Academic libraries operate in diverse social environments. As such they are not isolated from the
existing environmental policies and dynamics. According to Alessandra and Schreyer (2002)
government through policy can support increase in the adoption of technology by increasing the
availability of ICT applications to individuals and organizations within the public, business and
educational sectors of the economy. As noted by Wilson (2003), policy and institutional reforms
are the critical success factors for growth in ICT penetration rates within developing countries
whose governments currently face a myriad of policy options. Studies have shown that
innovations diffuse differently depending on the country‘s socio-cultural environment (Kumar,
2009; Tornatzky & Fleischer 1990).
137
There are two environmental contexts that influence the information services of academic
libraries: internal and external environments. Changes in the external environment affect the
organization‘s internal environment. However, internal organizational training and technical
support are significantly associated with adoption behaviours (Hsiao et al., 2009; Putzer & Park,
2010). ―Library operates in complex and changing external environments, which frequently
produce new challenges which must be controlled to ensure the library‘s future survival and
success‖ (Babalhavaeji & Farhadpoor, 2012: 281).
Over the years libraries have been tagged as the sole provider of repository of knowledge, but
with the evolution of internet and World Wide Web in the 1990s, the age long privilege of
library serving as the sole repositories for published information came to an end. According to
De Rosa et al., (2005) libraries are losing their role as ―primary information provider‖ as users
turn to search engines as their starting point to do research. How these changes affect adoption
and usage of digital library has not been fully investigated.
Conclusion
The review provided a comprehensive overview of factors influencing end-users adoption and
usage of digital libraries in academic libraries. Generally, there is dearth of research targeted on
factors hindering adoption and usage of technology and digital libraries in particular. However,
the findings of some of the reviewed studies identified factors hindering adoption and usage of
DL services, while the majority of the studies on adoption and usage of DL resources identified
lack of facilities and inadequate training programme as major hindrance to adoption of DL, a
study conducted in USA where there are enabling facilities to access DL, identified negative
attitudinal factor as hindrance to adoption of digital library (McMartin et al, 2008). This finding
corroborated Popoola‘s (2002) assertion that negative attitudes of potential users contributed to
the slow progress of digital library in Nigeria.
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Ilorin Varsity International Journal of Library & Information Science Vol.

(IVIJLIS) Editorial Board

National Editorial Advisory Board

Associate Editors Other Editors

AIM AND SCOPE OF THE JOURNAL

CALL FOR PAPERS

Format Article files should be provided in Microsoft Word format.

 Correct email addresses should be supplied for each author

The affiliation of each contributing author should be correct in

Authors are advised to strictly adhere to the latest version of APA

Perspectives on Trends and Development of Institutional Repositories in the

Prof. Priti Jain

Institutional Repositories (IRs) Defined

to everyone (Open Archives Initiative 2002). Another type of IR interoperability is

Benefits to Authors: An IR advances the following benefits to authors and researchers:

 Opportunity to lead IR projects based on their inherent skills; it exposes academic

Trends in Institutional repositories in Africa

Table1: Growth of Institutional Repositories by Region

Countries by Region (3801)

Table2: Spread of Institutional Repositories in African Region

Institutional Repositories in Africa (165)

 Eastern Africa (60)

Figure 1: Growth of Institutional Repositories in Africa

Potential Challenges/impediments to IR success

 Content recruitment: Content recruitment is a very crucial aspect of institutional

 Legal framework/ intellectual property right: Copyright issue was revealed a

 Maintenance of Software and hardware: Software and hardware maintenance issues,

Conclusion and Recommendations

Figure 2: Recommendation for Institutional Repositories

OpenDOAR (2018). Browse by Country and Region. Retrieved

Palmer, L. A. (2014). Cultivating scholarship: The role of institutional repositories in health

Firdausi Abdullahi CLN

Keywords: Perception, Librarians, Social Media, Higher Institutions, Information Service

Objectives of the Study

in multi-directional communication and information sharing on a wide range of library-related

commitment by those involved, availability of time, reward or incentives, participation, and

Findings and Discussions

Table 1: Distribution of librarians across 13 studied higher institutions of learning in Kano

Table 2 Social Media Awareness

Table 3: Awareness of the types of Social Media

Conclusion and Recommendations

Ely, D. P. (1990). Conditions that Facilitate the Implementation of Educational Technology

Availability, Accessibility and Challenges of Electronic Learning Technology in Ladoke

Review of Related Literature

al (2004), also described it as an innovative approach for delivering electronically mediated,

Revolutionary Development of E-Learning Educational System in Nigeria

E-Learning versus Distance Learning

Electronic Learning in LAUTECH, Ogbomoso

Scope of the study

Objective of the study

Significance of the Study

Demographic Factors RESPONDENTS

Table 2: Availability of E-learning Process Tools

Table 3: What type of E-Learning Process Tools is Accessible?

Table 4: Challenges Militating Against E-Learning in LAUTECH

Infrastructural problem 19 12.7 131 87.3

Awareness problem 109 72.7 41 27.3

Irrelevant content 108 72.0 42 28.0

Technical skill problem 109 72.7 41 27.3

Interest on learning 132 88.0 18 12.0

Literacy problem 118 78.7 32 21.3

Table 5: Regression analysis result

Adjusted R B Sig. Level

Contemporary Issues in Education, 5(1), 45-51. Retrieved September 5, 2011 from