THE EFFECT OF E-LIBRARY ON STUDENTS ACADEMIC PERFORMANCE IN NIGERIA TERTIARY
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
The primary goal of any library is to provide adequate and current information and material resources to the parent institution in order to support the academic curriculum. With the expansion of library collections and technological advancements in information handling and retrieval techniques, it is necessary to instruct students and other library users on the accessibility and retrieval of those information resources.
The university library provides library instruction, which is also known as “user education,” “instructional program,” and “teaching the use of library and information sources,” among other things, to ensure that students have the intellectual abilities and skills to retrieve information as well as construct a framework for learning.
As a result, effective library instruction will improve information retrieval and utilization of library information resources. Libraries and librarians are involved in the acquisition, processing, preservation, and dissemination of information resources in various formats as a result of the influx of scholarly and scientific publications.
Literature, on the other hand, shows that the amount of information available today is far too large to be easily accessed. As a result, users must be able to sift through and select relevant information.
The act of selecting information is not possible without sufficient knowledge and skills, and there cannot be a good connection between students and the library without adequate library instruction to students who may not have visited or had prior knowledge of how to use library resources. As a result, user education is essential for making the best use of information resources, particularly in libraries and information centers.
Two-thirds of those polled said they would wait for the CD-ROM to become free rather than use the print tool if it was busy. However, a study of online scientific information searching in Delhi’s science and technology libraries reveals that a sizable number of users (nearly 60%) face a variety of issues while browsing electronic information, including a lack of knowledge about the resources, a lack of trained staff, and insufficient terminals (Ali , 2005).
Studies have also been conducted on the use of electronic resources by university and research organization teachers, students, and research scholars. Seventy-eight percent (78%) of respondents believe that using UGC – Infonet e-journals has increased their reliance on their research work, and they require current article alert services and electronic document supply services (Madhusudhan, 2008).
Okello-Obura and Magara (2008) investigated electronic information access and utilization at Makerere University’s East African School of Library and Information Science in Uganda. 190 of the 250 targeted students responded, for a response rate of 76%.
The study found that users benefit greatly from electronic resources, including increased access to a broader range of information and improved academic performance as a result of access to high-quality information. Dadzie (2007) writes that in the Ghanaian context, electronic resources are invaluable research tools that supplement print-based resources in a traditional library setting.
According to her, their benefits include: access to information that may be restricted to the user due to geographical location or finances, access to more current information, and the provision of extensive links to additional resources related contents.
Chisenga (2004) conducted a survey of ICT use in ten African Public Library Services. The survey discovered that, while most libraries had internet access, very few provided web-based information services to their users. The study, on the other hand, identifies four barriers to the effective provision of electronic resources in those libraries: a lack of strategic planning; a lack of adequate or consistent funding; a lack of use of the Internet to provide information services to users; and a lack of consistent training for users in new ICT services.
Anyadike (2000) discovered a link between library use and academic achievement in students. His research found that students perform better when they visit the school library on a regular basis than when they do not. Bresciani, M. J., Gardner, M. M., and Hickmott, J. (2012) asserted that American higher education is undergoing a significant shift that necessitates assessment.
Similarly, other studies have investigated the relationship between library use, student learning, and student engagement; for example, Laird and Kuh (2005) discovered that participation in information and library-related activities (for example, using the library website to find academic resources, asking librarians for help, etc.) were
positively and moderately correlated with student engagement in other areas; specifically, participation in information technology was associated with student engagement in other areas (for example, working with other students on class projects, working with other students outside of class, etc.).
According to Nicholson (2003), some researchers have investigated the relationship between library use and students’ academic performance; however, many of those studies have limitations due to their age or sample size limitations.
Furthermore, in order to protect library user privacy, many libraries do not collect data related to students’ use of services; as a result, the lack of data collection leads to a scarcity of studies examining the relationship between library use and student outcome. School counselors can influence the nature of their schools’ achievement climate.
They can also choose from a wide range of interventions designed to help students improve their academic performance (Brown, 2009).
School counselors play critical roles in students’ use of the library. School counselors, for example, are regarded as experts who are deeply rooted in changing the negative characters of individuals to better and bringing about behavioral change through the application of guidance and counseling techniques (Anyanwu, 2004).
Early examples of the application of information technology to education include computer-assisted instruction (CAI), instructional television (ITV), and programmed instruction (PI). Web-based training programs and degree-granting programs from fully accredited institutions offered via “distance learning” are the most recent and perhaps most visible examples.
When technology becomes commonplace, it is considered a success. Chalkboards, training films and videos, overhead projectors and transparencies, software such as Microsoft, PowerPoint, and, perhaps most importantly, textbooks are all examples of this. Both teaching and learning can be defined as processes, or as bounded segments of larger streams of activity. One is done by the teacher, and the other by the learner.
Teaching may or may not result in learning (Baer, 2009). The two processes’ relationship is neither fixed nor guaranteed. However, according to Wenger (2008), teaching and learning are not inherently linked. More importantly, teaching and instructional materials are learning resources in ways that frequently differ from those implicit in pedagogical intentions.
For example, reading assignments in a literature course may result in students learning that has nothing to do with the teacher’s instructional objectives. In other words, what is taught and what is learned may not be the same thing.
1.2 THE PROBLEM’S STATEMENT
Nigeria’s falling educational standards and dwindling literacy rate have received enormous attention over the years, but political leaders have taken no effective action to improve the situation. There is no doubt that there is a plethora of ideas about how to improve the quality of education in Nigeria. The nation’s educational institutions are deficient; they are ill-equipped to provide quality education, particularly in this age of digitalization.
Basically, not all higher education institutions in Nigeria are networked (connected to the internet); this could be due to the high cost involved or to neglect. Because the majority of students admitted to higher education institutions in Nigeria are computer illiterates, they are unable to reap the benefits or rewards that the E-library provides, resulting in a reduced or low level of learning achievement.
In light of the aforementioned issues, the purpose of this research is to determine the extent to which an E-library could aid in the growth of the educational system in Nigeria by improving students’ academic performance in higher institutions of learning.
1.3 THE STUDY’S OBJECTIVE
The primary goal of this research is to determine the effects of E-library on students’ academic performance in Nigerian tertiary institutions. More specifically, the study intends to:
1. Determine the type of library that is currently in use by students.
2. Determine the extent to which the university’s use of E-library services has benefited its students.
3. Determine the issue that students encountered while using the E-library.
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