AWARENESS AND UTILIZATION OF E-INFORMATION RESOURCES FOR
ACADEMIC PERFORMANCE BY UNDERGRADUATE OF FACULTY OF SCIENCES
STUDENTS IN FEDERAL UNIVERSITY LAFIA, NASARAWA STATE.
BY
GRACE UBUK JAMES
L14LS1008
0
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
In the last couple of years, students and lecturers in Nigerian tertiary institutions have
increasingly demanded and preferred access to electronic sources delivery and networked
information from their respective libraries (Covi and Cragin, 2004). Internet access is one of the
greatest technological advancements being experienced in this 21st century. It revolves around
advancements in Information and Communication Technology (ICT) which has gone a long way
to influence the mode of information gathering, storage, retrieval and dissemination in these times.
Internet access is used for electronic mailing services, electronic on-line chats, group activities
among others (Akintunde,2006). It has resulted in increased access to timely, accurate, relevant
and current information in most ICT compliant libraries all over the world.
Oketunji (2004) submits that the Internet and other ICTs provide a golden opportunity for the
provision of value-added services by libraries. The indexing, abstracting and publication of local
research and their digitization are a means of facilitating learning. Digitization is a window of
opportunity to libraries that can strengthen Nigerian academic research libraries’ contribution to
the Web.
Academic institutions play major roles in the manpower development of any nation since
they provide the high as well as middle level manpower needed for the social, economic and
political advancement of a nation. This is done through their programmes of teaching, learning,
research and community services. The central place of academic libraries is called into play
because it is the duty of these libraries to provide the necessary information to the lecturers and
students to achieve their teaching, learning and research needs in the easiest, fastest and most
comprehensive way. This central place of the library in academics has resulted over the years in
the necessity for academic libraries to continue to evolve and move with the times so that they can
deliver on the requirements of academic libraries in meeting the academic needs of their clientele
in the tertiary institutions. This need has resulted over the years in the libraries in higher institutions
in Nigeria displaying different stages of development in the application of Information and
Communication Technologies (ICT), to library services. The current trend in many libraries
1
worldwide is the deployment of ICT facilities in rendering services of various kinds to their patrons
thereby providing speedy and up-date information for their use.
Furthermore, the globalization of the entire world in recent times has placed additional
demands on academic libraries to conform in order to avoid the risk of obsolescence and
irrelevance in the scheme of things. Teaching and research in tertiary institutions now demand the
use of high caliber ICT infrastructure and facilities to keep abreast of current information in all
fields. According to Omekwu, (2006), information growth has been exponential and the concept
of information explosion is no longer new to information professionals. However, there are current
developments in the professional horizon that impact on professional practice and the emerging
roles of librarians in a global environment. Be that as it may, Akintunde, (2006) opines that “many
libraries in Nigeria still operate in the traditional service pattern where librarians are in charge in
main service points of circulation, reference, serials, acquisition, cataloguing and documents
without any emphasis on academic disciplines” This is a sad affirmation of a similar complaint
several years ago by Afullo (2000), that Nigeria was rated among the lowest in Africa in
telecommunication infrastructure and so not much is expected of academic libraries in Nigeria.
Human being while travelling through Pastoral, Agrarian and Industrial societies has now reached
‘Information Society.’ With the advent of Information and Communication Technology, there are
now drastic changes almost in every sphere of life. Within a decade, it has absolutely changed the
working of the traditional libraries. Now the libraries particularly of higher institutions have started
making maximum use of online information resources. The growth in online learning or e-learning,
in which education is delivered and supported through computer networks such as the Internet, has
posed new challenges for library services. E-learners and traditional learners now have access to a
universe of digital information through the information superhighway. New information and
communications technologies, as well as new educational models, require librarians to re-evaluate
the way they develop, manage and deliver resources and services.
The global advancement in technology in recent years has given telecommunication a
prime place in the structure of world infrastructure and development. However, Africa still lags
behind in terms of creating, accumulating and accessing knowledge (Adeogun,2003). The problem
of harnessing information on the online sources in developing countries has been a subject of
concern to online users. The library “a custodian of knowledge” That is supposed to meet the
aspiration of the users in the areas of information needs and utilization is also confronted with
2
numerous problems such as poor patronage, declining financial support, inadequate infrastructures
and equipment; low level of information technology development, obsolete materials and limited
access to a variety of information in stored data. It has been observed that most libraries have not
met the aspiration of the users in terms of locating resources. Online information sources available
recently offer the users different opportunities in information access than their predecessor.
The advent of Information and Communication Technologies (ICTs) constitute an
increasing significant element in the exchange of ideas, experience and new knowledge among
peers in the global world. The libraries also have a duty to create interfaces with the global
knowledge system, tailored towards individual use and needs. Gambari and Adaeze (2007)
observed that ICTs inadequacy in academic institutions was invigorated by budgetary constraints
while Oketunji (1999) opined that most lecturers are not aware of the vast resources available on
the online sources in developing countries.
The Internet is an instrument or vehicle used for searching, retrieving and disseminating
information across the globe Adeogun, (2003). The changing phases of the world order is
characterised by an abundance of information found through global computer networks which can
be accessed at any time, and at any particular location no matter the distance as long as the
necessary infrastructure, devices and the skills to retrieve information are in place and functioning.
Adeogun, (2003) reported that the veritable means of linking with the global world by developing
countries is facing daunting challenges in terms of effective integration with what happens in the
global society because they lack the infrastructure that can accelerate such linkage Adeogun (2003)
observed that accessibility of relevant information online is a mirage to most African researchers
simply because the facilities to harness such information are not available. Internet availability and
use tend to function when users are persistent in navigating the Internet to attain certain level of
achievement. Henderson and MacEwan (1997) opined that online information resources have
exploded in popularity and use. They can and do enable innovation in teaching, and they increase
timeliness in research as well as increase discovery and creation of new fields of inquiry.
Users often prefer increased access to databases of online-refereed journals and to the Web
which provides information that is up to date, international in scope, and sometimes not available
elsewhere and these resources are easier to access and search. Availability of online resources has
changed what users actually read and use. They now tend to use only what is easily accessible.
Access to online resources has decreased the time spent searching for information. Access is only
3
as good as the resources that can be afforded (e.g., the number of computers and existence of
network systems), the ability to work with the tools, and the network infrastructure that supports
rapid and convenient connections. The ability to use online resources efficiently depends on basic
computer skills, knowledge of what is available and how to use it, and ability to define a research
problem.Forsman, (1998) Research publications in any field of specialization provide current
information for growth, progress, development and an improved society. Staff promotions are
based significantly on it, even to the rank of a professor, irrespective of gender.
Oloruntoba and Ajayi, (2006). Opined that the impact of online information, access to vast
literature of scientific information on the Internet would increase the number of information
retrieval of lecturers on regular basis, and consequently, stimulate higher productivity and
advancement of knowledge. Academic achievement is measurable with the number of publications
in reputable journals both at local and international level or is determined by the extent of his/her
contribution to the knowledge. Scholarly research publishing and dissemination also provides local
content for academic teaching and learning. In order to build on existing knowledge, the Internet
today offers new tools for easy dissemination. However, this depends on the availability and cost
of ICT infrastructure. A major gap in higher institutions in the onset of the 21st century is the gap
in the availability and accessibility of knowledge.
1.2
Statement of the Problem
The aim of every academic library is to support the academic programs of the institutions
by providing the relevant information with a view to respond to the ever-increasing demands of
the users which comprises of students and staff of the institution. Nigerian tertiary institutions
lecturers have long realized the importance of ICTs, particularly the online for information access
to improve their job performance and research output. Studies indicated that researchers in the
developed world use ICTs extensively to acquire, produce and disseminate information more than
their counterparts in developing countries simply because access to global knowledge is made
readily available to them through the availability of information infrastructural facilities couple
with enabling working environment. The functional inadequacies exhibited by Nigerian tertiary
institution in the area of ICTs use coupled with the lecturers’ psycho-social attitude towards online
application, limit their research output.
However, in recent times, there has been increased decline in the level of library online
resources availability and utilization due to internet. This study therefore sought to investigate the
4
level of awareness and utilization of e-resources for academic purposes by undergraduate students
of Faculty of Sciences in Federal University, Lafia.
1.3
Research Questions
This research will attempt to provide answers to the following research questions:
1. What ICT skills do undergraduate students of Faculty of Sciences Federal University Lafia
possess for effective usage of e-resources?
2. What e-resources do undergraduate students use mostly for academic purposes in Federal
University, Lafia?
3. What is the level of satisfaction with the use of the available online information resources
by Undergraduate students of Faculty of Sciences, Federal University, Lafia?
4. What are the challenges encountered by the students in utilizingthe available online
information resources?
5. What problems do you encounter while using the e-information resources?
6. What are the strategies that will improve the utilization of online information resources in your
institution?
1.4
Objectives of the Study
The purpose of this study is to investigate the awareness and utilization of e-resources for
academic purposes by undergraduate students of Faculty of Sciences in Federal University, Lafia.
Specifically, it is to;
1. determine the skills possessed by undergraduate students of Faculty of Science, Federal
University, Lafia;
2. examine the e-resources mostly used by undergraduate students of Faculty of Sciences,
Federal University, Lafia;
3. assess their level of satisfaction with the online information e-resources by undergraduate
students of Faculty of Science, Federal University, Lafia;
4. examine the problems encountered by undergraduate students of Faculty of Science in
utilizing online information resources.
5. To determine the strategies that will improve the utilization of online information resources
in your institution?
5
1.5
Significance of the Study
It is expected that findings of this study would benefit students, the school management
and libraries. It is expected that findings of this study will benefit students as it will expose the
most widely used e-resource for academic purpose as well as the challenges they encounter in
the use of these available e-resources. The school management would benefit from findings of
this study as it will help them know the extent of usage of available e-resources as well as the
most widely used resources or resources. The school library will benefit greatly from findings of
this research as it will help the librarians to understand user needs and provide the needed
resources for academics
1.6 Scope of the Study
This research work is limited only to undergraduate students of Faculty of science, Federal
University, Lafia located in Nasarawa State in North Central Nigeria. The population of the study
will comprise of all the undergraduate students in the faculty of science. In this study, the
availability and utilization of online library and information resources will be assessed
1.7 Operational Definition of Terms
Online Library and Information Resources: Resources that are packaged and accessed in an
electronic format. They require hardware to read or access its contents.
Availability: Availability for this study is the extent to which students can access e-resources for
academic purpose.
Utilization: Utilization simply means the extent to which people are making use of whatsoever
resources that is already available.
Undergraduates: this refers to students pursuing their first degree.
6
References
Adeogun, M. (2003). The digital divide and university education
systems in
sub-Saharan Africa. African Journal of Library, Archival& Information Science.13.1; 11-20.
Akintola, B.A., &Olayiwola, I.B. (2004). Academic libraries, the Internet and its
Library and Information Science 1 (1&2): 38-39.
Al-Ansari, Husain (2006). The Internet use by faculty members of Kuiat University.The
Electronic Library, 26(6):791-803
Buckle, D (1994). 'Internet: strategic issues for libraries and librarians; a commercial
perspective'. Aslib Proceedings, 46, 259 -262.
Dike, A (1992), Scarcity of teriary books in Nigeria: A threat to academic excellent and
suggestion for action. Journal of librarianship and information science24(2):79-85
Gbaje, E.S. (2007). Provision of On-Line Information Services InNigerianAcademic
Libraries.Nigerian Libraries. Vol. 40, 1-4
Kinengyere, Alison Annet(2007). The effect of information literacy on the utilization of
electronic information and resources in selected academic and research institutions in
Uganda. The Electronic Library 25(3):328-341.
Majid, S. and Alifia, A. (1999). Computer literacy and use of electronic information
source by Academic staff, Asian libraries, 8(4): 100-111
Mogbo, T.C. (2002). Information Technology in environmental education discipline in
Nigeria: Need for Improvement. Journal of Computer Literacy 3(1):12-15.
Nwakanma, C.D. (2003). Information technology competencies: Identifying knowledge
Information and Library Science, 27 (4): 75-6.
Nwokedi, Victor Chukwuka (2007). Impact of Internet use on teaching and research
Case study. Gateway Library Journal, 10 (I): 13-22.
7
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Introduction
This chapter is devoted to the review of related literature on the problem being investigated.
The pool of literature on availability and utilization of online Library and information resources
by lecturers in federal polytechnic Nasarawa, Nasarawa library has been considered relevant.
A lot of literature have been published by scholars in the field of library and information science
to address the availability and utilization of online Library and information resources with this
kind of scenario the researcher will base his literature review both foreign and African scholars
respectively in the subject of online information resources. This review will attempt to examine
the literature on the following areas:
2.2 Conceptual Review
2.2.1 Availability of Online Information Resources for Lecturers in institutions of higher
learning
2.2.2 Utilization of Online Information Resources by Lecturers in institutions of higher learning
2.2.3 Level of Satisfaction with the use of the online information resources
2.2.4 Problems encountered in the availability and utilization of online information resources
2.2.5 Strategies to overcome these challenges /problem
2.3 Empirical Studies
2.4 Summary of the Reviews
8
2.2.1 Availabilty of Online Information Resources For Lecturers In Institutions Of Higher
Learning
Information society is currently undergoing drastic change in terms of information
collections and services. In an information society, it is the right of individuals to get access to
information in pursuits of higher quality of life. Information resources refer to print and electronic
materials that could be sourced and accessed manually or electronically by users. Adequate and
appropriate information resources provide opportunities for individuals to get the access which has
depended on the availability of emerging technologies as means for creating, storing, and
distributing, retrieving, and using information resources the existing literature, such as
(Udoudoh,2009 and Popoola, 2008) suggest that the library is central to the provision of relevant
information resources and services for adequate support of teaching, learning and research in any
academic environment. Popoola, and Haliso, (2009) define information resources as those
information-bearing materials that are in both printed and electronic formats, such as textbooks,
journals, indexes, abstracts, newspapers and magazines, reports, CD-ROM databases, the
Internet/E-mail, video tapes/cassettes, diskettes magnetic disk, computers, micro forms and so on.
These information materials are the raw materials that libraries acquire, catalogue, stock, and make
available to their patrons.
According to Hanif, Zabed, and Nasir, (1997) a good library should be well equipped with
books and periodicals in all subjects to advance study and research. The duty of a university library
is to collect, organise and disseminate information to academics, research scholars and students,
and support the generation of new knowledge. The up-to-datedness of contents in courses, the
continuous academic growth and competence of academic staff members and the quality of
learning environment depend on how effective the academic library is in identifying and
9
connecting information on current developments in various subject fields with the academic
community. Hanif, et.al (1997) claims that: In order to satisfy the diverse information needs and
interests of the academic community, the library collection must be adequate in terms of quantity,
quality and currency. The collection must also be accessible to the community. The provision of
quality information will invariably have positive impact on the learning environment; on the
contrary, if the quality of the information provided leaves much to be desired, the result would be
worse. Hanif, et.al (1997) reports that there was inadequacy of recent publications and current
journals.
Besides, the information needs of the academics were not adequately met by the existing
library resources in most academic libraries. Ray, and Day, (1998) observe that traditional library
and informational services (LIS) can no longer adequately meet academic needs, because of the
cost of printed materials, the ever-increasing number of academic publications, and changes in
learning and teaching methods. As a result of these limitations and owing to rapidly developing
technology, academics must utilize electronic information resources effectively. It is common
knowledge that the availability of online information, improved Internet connectivity and changes
in scholarly publishing techniques have all contributed to more information being available to
more researchers. According to Agulu, and Aguolu, (2002), resources may be available in the
library and even identified bibliographically as relevant to one's subject of interest, but one may
not be able to retrieve or have access them. One may identify citations in indexes, but may not
have access to the sources containing the relevant articles. The more accessible information
sources are, the more likely they are to be used. Users tend to use information sources that require
the least effort to access. Availability of an information source does not necessarily imply its
10
accessibility, because the source may be available but access to them may be prevented for one
reason or the other.
2.2.2 Utilization of Online Information Resources by Lecturers in Institutions of Higher
Learning
several published research reports that lecturers rank among the major users of the
university library and its stock of information offerings (Nnadozie, 2006 and Shafique, Rehman &
Mahmood, 2012). It couldn't have been otherwise since the lecturers' social and professional
undertakings predispose them to regular use of information materials for knowledge generation
and career advancement. The increase in library use amongst these academic staff is a further
demonstration that most of these faculty members rely on their institutions' libraries to obtain
textbooks, reference materials, journals articles, newspapers, reports, government publications and
other vital sources that have informational, research and educational values. These information
resources are complemented by other infrastructural facilities in order to enhance service delivery.
The availability of these materials stems from the fact that the National Universities
Commission (NUC) and other regulatory bodies insist on the provision of qualitative library
services as a precondition for accreditation of academic programmes. Access to these materials
enhances effective teaching, support research activities and facilitate the generation of new
knowledge for enlightenment and general development of the larger society (Nnadozie, 2016). The
resources, facilities and general practice of university libraries in Nigeria have evolved
considerably in the last few decades. These innovations are intended, in part, to assist the teaching
staff (lecturers) discharge the responsibilities associated with academic status. Part of the changes
in university librarianship in the country is the expansion and renewal of collections, as well as
integration of information and communication technologies (ICTs) into their services and
11
automation of routine activities. Much of the necessary facilities and services are reported adequate
during statutory verification and accreditation exercises. Consequently, academic librarians in
these university libraries are expected to be professionally competent. This competency improves
the quality of their services, as well as enhances the satisfaction derived by their patrons, especially
faculty members.
Considering that lecturers in universities need information services for the teaching,
research and community services (Nnadozie & Nnadozie, 2008), it is not surprising that they rank
among the major users of available library resources and information services. The provision of
most of these library facilities and services is statutory as required by government regulatory
agencies like (NUC) and professional accrediting and regulatory bodies. are delivered under the
guidance and supervision of academic librarians. It also underlines the commitment of university
administrators and managers of their libraries to support the teaching and research activities of
lecturers. Since these university libraries are the single most important infrastructure for the
conduct of researches and generation of new knowledge within the university community, it
becomes necessary to ascertain if any correlation exists between the use to which these facilities
are put by the teaching staff and the satisfaction derived from such usage. This study, therefore,
investigates the relationship between lecturers' use of library resources and services (independent
variable) and the satisfaction derived from such patronage (dependent variable) in university
libraries in South-East Zone of Nigeria. Problem Statement University libraries are established to
support the teaching, research and community service preoccupations of their parent institutions.
Like their counterparts in other parts of the world, university libraries in Nigeria are at the
heart of knowledge generation and dissemination. In order to live up to their broad mandate, these
libraries acquire different kinds of information materials have reference, research, educational and
12
historical values. Additional to these information resources are other infrastructural facilities
without which service delivery would be hampered.
Lecturers in Nigerian universities appreciate the importance of library services to the
performance of their tasks. This is evident in the existence of published reports that categorized
lecturers among the major users of the university library and its stock of information offerings
(Nnadozie, 2006 and Shafique, Rehman & Mahmood, 2012). It may be quite erroneous to assume
that this regular use of library resources and services simply translate to satisfaction. Instructively,
a search of available literature revealed the absence of any empirical study to establish whether
Nigerian university lecturers' patronage of their institutions' libraries is motivated by the
satisfaction received. The implication is that the general association of patronage with satisfaction
has no factual or documentary backup. This exposes a gap in knowledge that should be addressed
through empirical research. It is this problem situation as manifested in the gap in available
literature that is intended to be solved by the present study.
2.2.3 Level of Satisfaction by Lecturers in The Use of Online Information Resources
Libraries adopt various strategies to enhance the use of their resources and services. One of
these strategies, which has survived several centuries and still remains relevant, is the management
of library documents and other information sources (Peacock & Middleton, 1999). When library
materials are properly arranged, access and retrieval become easier which leads to satisfaction and
ultimately encourages sustained library use by many. The circulation records which libraries
routinely keep can be used to ascertain the extent to which a library is patronized. Townley (2001)
concurred with this submission and posited that libraries use their circulation records to know the
frequency of use of particular books or journals in an area. This concerns knowledge management
because such record can be used to refer a library patron to more scholarly and current knowledge
13
or put in contact with another person who needs his or her skills or shares similar research interests
(Townley, 2001). Varalakshmi (2009) observed that most people who use the library rely on
librarians and other categories of library staff for sundry assistance.
This shows that the willingness and enthusiasm of library staff to be serviceable to their
clientele promotes library use. Oblinger (2007) stated that it is now the trend among college
students to use the library‟s website to access, retrieve and utilize different electronic resources.
A survey by Sevakan and Muneer (2015) revealed that a good number of faculty members and
postgraduate research students visit their institutions‟ libraries in order to use the ICT facilities to
access social networking sites for teaching and research. This is equally true of medical students
as revealed in separate studies by Inthiran, et al. (2015) and Abderrahim, et al. (2015), respectively.
Other studies point at an impending reduction in the volume of library use as a good number of
students and researchers now access needed information on the internet and other electronic
sources outside their institution’s library (Oblinger 2007 and Varalakshmi, 2009).
2.2.4 Problems Encountered in The Availability and Utilization of Online Information
Resources
Despite the overwhelming advantages of online information resources, users still face some
challenges with the use of these resources. A number of studies have investigated students’
challenges with the use of online resources. These challenges have been identified as poor
information technology infrastructure development, lack of knowledge on how to use e-journal,
lack of facilities, lack of time and awareness large mass of irrelevant information, the need to filter
the results from search, download delay, failure to find information, inadequate or lack of search
skills, high cost of access, inaccessibility of some electronic resources and difficulties in navigating
through electronic resources, lack of awareness, insufficient bandwidth, high cost of internet
14
connectivity and lack of electronic information resources, inadequate computer systems, slow
internet speed and poor network service frequent power failure, poor internet connectivity,
improper guidance on use of electronic resources, non-payment of subscriptions and lack of
personal computer and slow downloading and blockage of websites.
According to Annuobi (2009), the problems of utilization of online information resources
arise basically from information pollution, destabilization potential, information insecurity,
sociotechnical issues and potential lack of control over communication. He further states that
information pollution arises from dysfunctional provision of information that is caused by: (a) the
amount of information available that exceeds the capacity of recipient to examine, to filter, and to
assimilate relevant information, and (b) provision of wrong information resulting in incorrect
decisions. Epic (2001) states that the proliferation of sources for articles and the sheer amount of
information now available may be confusing to some users, since retrieving too much information
is a problem, as users may get lost and may not know when to quit searching. In a similar view,
Gbaje (2007) says that the almost unlimited availability of information due to advances in digital
technologies is creating, in the world today, information anxiety and new behavioural patterns.
In their study, Ray and Day (1998) reported that only a small percentage of respondents
interviewed or surveyed agreed that there are problems. The response rate for any one concern or
problem was rarely more than 20% and “top problems” were expressed by less than 10% of the
respondents. Students at one university complained about how “access to online information
resources hindered their academic career”. Although not many of the students agreed to hindrances
as they did to improvements, the top three hindrances mentioned include; online access is time
consuming (16.4%), it detracts from doing work (13.5%), and lack of information technology
knowledge hinders effective use (11.1%). Other problems of online information resources and
15
services that hinge directly on Africa and Nigeria in particular as outlined by Alabi (2003) include:
poor and inadequate telecommunication facilities, poor level of computer literacy among many
university students and researchers, (even among library staff), poor level of awareness of internet
facilities, poor computer facilities, and lack of understanding of the importance of information
among Nigerians, ignorance of decision/policy makers on the power of information technology
for industrial and economic development of the nation. In addition, Alabi (2003) and Uzoigwe
(2002) state that the National Electric Power Authority (NEPA) now Power Holding Company of
Nigeria (PHCN) is having issues with power distribution and, in most cases, has compromised its
services by presenting throat cutting bills to customers, even when the company has not provided
any services. Ogbonna (2003) states that the funding of higher education in Nigeria has been
comparatively poor due to reduced financial allocations in recent years. The effect is that academic
libraries are unable to procure and install information communication technology facilities.
Enakrire and Onyenania(2007) outline the following challenges as hampering students’
access to electronic resources: financial constraints, lack of formal training on how to browse the
internet, little or lack of knowledge of websites/ search engines in searching for information on the
internet, slow speed of the students in typing, disinterestedness or lack of interest on the part of
some of the students, lack of knowledge on how to use computers effectively, and lack of time in
searching for information on the internet. Dadzie’s (2005, p.295) study on the problems that users
had with accessing electronic resources found that 33% indicated inadequate PCs, 28% indicated
lack of information about how to use electronic resources, and 16% indicated lack of time to
acquire skills needed to use resources. A similar study by Ray and Day (1998, p.10) on students’
attitude towards electronic resources revealed that majority (16%) of the students noted that using
electronic resources was time consuming, and 11% said that there was too much information
16
retrieved coupled with limited access to computer terminals. Suggestions have been made by
researchers on how to mitigate the challenges students are facing with the use of online resources.
Haris (1999) is of the view that libraries must play an active role in providing subject access
to information on the internet, creating useful resources for users, and developing knowledge that
will prove useful in providing reference and instructional services to the students. Previous studies
have demonstrated how such factors like effective leadership, current trends in LIS field and selfdevelopment could be used to improve students’ use of online resources (Gbaje, 2007; Alabi, 2003;
Ogbonna, 2003). According to Ogbonna (2003), good governance, eradication of corruption,
economic growth of the nation and adequate funding of institutions of higher learning will go a
long way in improving students’ use of online information services. Gbaje (2007) notes that the
acquisition of online information resources can be very easy and cheap if our university
management is fair enough. The issue of giving out purchase and contracts to relations who lack
the necessary expertise should be checked.
Nwagwu (2006) recommended that the federal ministries of education, information science
and technology, library and information science schools, governing bodies of special research
institutions should embark on networking, website designs and computerization of their libraries.
Alabi (2003) suggested that in as much as the employers have the responsibility of training their
staff, information disseminators should not wait on government or employers to train them on ICT
and on the use of online information resources. They should be at alert to know what is happening
in ICT/WWW world and be ready to learn on their own as well as pay for their training for proper
self-development. The indirect factors are used in this study to represent other factors with human
interactive dimensions that contribute also to students’ difficulties with the use of online
information resources. For instance, if a student finds it difficult to access online resources due to
17
some direct factors, there may be other indirect factors such as lack of pedagogical and emotional
support from peers and teachers, and students’ characteristics that contribute also to this difficulty.
The students’ characteristics include age, gender, specialty, computer literacy, ownership of
laptops or computer systems, and access to internet at home (Shaquor and Daher, 2010). Previous
studies have shown positive relationships between these factors (direct and indirect) and students’
use of online information resources (Shaquor and Daher, 2010)
2.2.5 Strategies for Overcoming the Problems of Availability and Utilization of Online
Information Resources
In view of the need and challenges that go with adoption of digital library, Popoola, (2009)
in a study on the challenges and prospect of virtual libraries in university libraries argued that for
a long lasting, effective and relevant application of ICT in Nigerian university libraries, the
following measures should be taken.

The government must increase the funding of academic institutions. This is imperative
seeing that some of the private institutions owners’ lukewarm attitude is inspired by similar
attitude on the part of government. It is only when the funding of academic institutions is
increased that the academic libraries in Nigeria will have the required funds to increase
their ICT applications.

Even with increased funding, the desire results will not be seen unless comprehensive ICT
policies are developed and document as well as published for scrutiny at the national,
institutional and library levels.
Udoudoh, (2009) also listed out the strategies to enhancing these challenges, and it is as follows:
There should be increase of bandwidth, to increase the speed of the server, serious curriculum
review to include ICT education and hands-on Library and Information Science Departments, the
18
library should have a standby generator to avoid power interruptions, providing a dedicated
computer that is internet-connected for all librarians, technical assistance is needed for constant
maintenance of ICTs and troubleshooting, constant ICT update through workshops, seminars and
training programs for capacity building.
Finally, strategies for enhancing the challenges of librarians for digital library services:
1. Availability of funds: organizational development activities often times has been
hindered due to inadequate funds. To mobilize the library organization in carrying out their duty
of staff training, adequate funds should be made available to them. Funds should be made available
because it is through money that procurement and processing of materials, hiring of personnel,
purchase and maintenance of equipment are made; Nwagu, (2006).
2. Lecturers should be willing to improve on their traditional method of operation by
retraining themselves to avoid being obsolete and their job hijacked by other professionals in this
digital era. Nwagu, (2006) pointed out that staff training and retraining is the panacea for the
success of any digital library project. Librarians should change their attitude towards training
because it will bring out the best in them professionally.
2.3 Empirical Studies
This part is concerned with a review of empirical studies done on related topics to this
research work, but very little studies have been conducted in the related area of Availability and
Utilization of Online Library and Information Resources by Lecturers Among such studies is the
work done by Ojokoh,(2014) who carried out a research on Availability of Resources for the
Teaching of ICT Related Courses in library School in South-East Nigeria. The study investigated
the availability of resources for the teaching of ICT-related courses and determined strategies for
their enhancement in four library schools in South East Nigeria. The descriptive survey was
19
adopted to carry out the study, while purposive sampling technique was utilized. A population of
fifty-one (51) respondents were used. The instruments for data collection were interview,
questionnaire and observation checklist. The results obtained from the findings revealed that ICT
resources are available in different proportions in the library schools studied. Based on the research
findings, the researcher recommended that governments/management of the selected schools
should provide better funding for ICT resources in library schools, just as adequate power supply
is necessary for uninterrupted usage of the resources in teaching and learning. This research work
is similar to this research study because both are talking about availability of resources but this
study is also discussing utilization of online information resources.
Muneer, (2015).) studied availability, accessibility and use of information resources and
services among information seekers of Lafia Public library in Nasarawa State. The objectives of
the study were to find out the type of information services provided in the library, to investigate
how information resources are accessed by users, to find out the availability of information
services provided in the library, to assess how adequate these resources are to the clientele, to find
out how information resources are used to identify the types of information resources available in
the library. The research method adopted for the study was descriptive survey. The population of
the study was 114 consisting of users and staff members of the library. Questionnaire was the
instrument used for collection of data and analysis was by frequency tables and simple percentages.
Findings from the study were; those books are the major information resources in the library. It
was also established that the library depends heavily on direct purchase as the method of acquiring
information resources in the library that users of the library use it for doing assignments and the
information resources in the library are adequate. Nwachukwu, Abdulsalami and Paulina’s work
has a high degree of relationship with this study as both are concerned with utilization of library
20
resources and services. Both studies are also concerned with how library resources and services
are been used by its clients.
Widening the scope of Online Library and Information Resources usage, Shafique,
(2012) assessed the availability, awareness and use of electronic resources and services in the
libraries of tertiary institutions in Kaduna State. The purpose of the study was to investigate the
availability of electronic resources and services and the extent to which these resources were being
used in the selected tertiary institutions in Kaduna state.
The survey research method was used to conduct the study and the instrument used for
gathering data were questionnaires, interviews and observation. The population of the study was
the users of the libraries of the state-owned tertiary institutions. A stratified purposive random
sampling was used to draw a sample size of 1,323 from the selected institutions. Responses from
the questionnaires were analyzed using descriptive statistics. The findings showed that all selected
institutions had the following e-resources: computers, VCD/DVD, Internet access, full text
articles, online databases, e-journals, e-books, multimedia, CD-ROMs, and flash drives; they also
use the following electronic services – e-mails, online references, electronic alerts, etc.; all the
institutions studied depended on Education Trust Fund (ETF) intervention to provide them with
the necessary electronic resources instead of the normal government funds, which may or may
not come; there was significant difference in the quantity, awareness created and use of electronic
resources and services among the selected institutions.
The study recommended that government should provide adequate funds for the provision
of electronic resources and services to enhance teaching, learning, research and training.
University management and the library management should solicit for funding to do with the
provision of ICT facilities from other agencies such as TET Fund, since funding in connection
21
with ICT provision has often been a problem for them. This study is related with the present
research work as it concerns sourcing fund and making the library a digitalized building.
Similarly, Obaje and Chollom (2010) discussed the use of ICT in enhancing services in the
University of Jos library. The study’s objectives sought to among others, ascertain the level of use
of the ICT facilities by librarians, library officers and system staff of the university library,
determine whether ICT use has enhanced library services, identify the constraints in the use of ICT
facilities by staff in the provision of and enhancing library services etc. Questionnaires were
administered to a sample of 38 staff, out of which 22 were satisfactorily filled and returned, giving
a response rate of 61.1%. The findings reveal that ICT use has enhanced services in the university
of Jos library to a large extent in terms of accessibility, use and speed, and a good number of staff
are effective in ICT usage. The study recommended among others that, funding be improved in
order to upgrade Internet connectivity and maintenance of ICT facilities. Academic libraries in
Nigeria stand to benefit in similar manner when ICTs are introduced in their services and
operations. This is therefore related to the present study.
Another study carried out by Ekenna and Iyabo (2013) on information retrieval skills and
use of library electronic resources by university undergraduates in Nigeria. The study was on the
impact of information retrieval skills on student’s utilization of electronic resources in university
libraries in Nigeria. The descriptive research design was adopted and multistage sampling
technique was used for the study. Three faculties were purposively selected from the universities
while two departments each were randomly selected from the faculties. The population of this
study was 400 level undergraduates in federal universities in Nigeria. The total population of 400
level lecturers and students in the selected departments in the ten universities was three thousand
seven hundred and ninety-nine (3,799). A questionnaire, (Information Retrieval Skills and
22
Utilization of Electronic Resources) was used. The Descriptive statistics of mean, standard
deviation and percentage distributions were used to analyze the research questions while the
hypotheses were tested with Pearson Correlation Coefficient and Multiple Regression analyzed at
0.05 level of significance. The data showed that undergraduates lacked requisite skills for the use
of e-resources.
The study revealed that there is an increase in provision of electronic resources in Nigerian
Academic libraries, yet studies have also revealed that there is low use of the resources by
undergraduates and this is due to lack of information retrieval skills. It was therefore recommended
that; Academic libraries should organize constant awareness programmes such as, orientation,
talks/seminars and workshops in the university libraries which should be tailored to informing
undergraduates of the use of not just the internet but all the e-resources available in the library.
Also library staff should give out fliers and equally put posters and bill boards at strategic places
to inform undergraduates about the different types of electronic resources in the libraries.
University librarians should organize in-house training and short-term courses for library staff on
the use of electronic resources so as to efficiently assist undergraduates in access and retrieval of
information. However, this study is related to this research work because part of the work involves
information retrieval skills which will be later used by the researcher.
Ugah (2008) also carried a study on availability and accessibility of information
resources and the use of library service at Michael Okpara University of Agriculture, Umudike
Abia State. The purpose of the study was to examine the relationship of availability and
accessibility of information resources with the use of library services in the University library. To
achieve the purpose of the study, two research questions were formed viz; how readily available
23
are the information sources and what are the relationship between the availability of information
sources and the use of library services?
The second research question talked about how easily accessible are the information
resources and what are the relationship between the accessibility of information sources and the
use of library services? The research design for the study was descriptive survey research. The
population of the study was 168 drawn from the nine colleges of the university.
Major findings showed that information sources were not readily available and that there is
a relationship between the availability of information sources and the use of library services.
Reasons for unavailability of information sources are that they have not been acquired or that they
are waiting in the processing unit of the library. The researcher recommends that efforts should be
made to acquire specific information sources that the users need but are not available in the library
and has been brought to the attention of the university librarian. This topic is related to the present
study because they both focus on availability and utilization of library resources and services to
find out the extent to which they are being utilized.
2.4 Summary of the Reviews
In the review of literature in relation to this study, different types of documentary sources
were used to show the relevance of this study to the academic libraries. These sources include
articles, journals, textbooks and internet materials. The literature reviewed is done under the
following sub-topics: the conceptual framework which covers the availability of online
information resources by lecturers, utilization of online resources by lecturers, level of satisfaction,
problems encountered in the availability and utilization of online information resources and
strategies to enhance challenges of availability and utilization of online information resources in
Institutions of higher learning.
24
The study is in agreement with the fact that academic libraries in Nigeria are undergoing
a serious transformation from the traditional method of information resources to the online
information resource usage, so the lecturers are required to step up and improve themselves
through training in order to be able to meet up with the digital age. The review further shows the
skills required for the lecturers for better use of online information resources, the challenges of
establishing online information resources in the library and lastly it reviewed strategies that could
be used to overcome the challenges mentioned in the use of online information resources in the
libraries.
Finally, from the empirical studies reviewed, no work has been done on availability and
utilization of online information resources by lecturers in federal polytechnic Nasarawa, Nasarawa
State. So, this study intends to fill this gap.
25
References
Abderrahim, Q., Jean-Paul, F., Jean-Louis, G. & Marc, B. (2015). Information-seeking behavior during
residency is associated with quarterly theoretical learning, academic career achievements and
evidence-based medical practice: A Strobe-compliant article. Medicine, 94(6), 535-545.
Agulu, C. C. and Aguolu, I. E. (2002) Libraries and information management in Nigeria, Maidugujri, EdLinform Services.
21-35.
Alabi, M. (2003),’The role of ICT in postgraduate teaching, research and publishing’. In Olayinka, A.I
&Papoula, L. (eds), Engineering and positioning the postgraduate school, University of Ibadan,
Ibadan, pp. 214 – 236
Annuobi, W.L. (2009), ‘A Successful Implementation of a National Information Technology Infrastructure’
MIS Quarterly, Vol.32, pp. 1-20.
Dadzie, P.S. (2005), ‘Electronic resources: access and usage in University College’, Campus Wide
Information Systems, Vol.22 No.5, pp. 290 – 297
Enakrire, T.R. and Onyanania, O.G.(2007), ‘Causes inhibiting the growth or development of the information
transfer in Africa: a contextual treatment’, Library HI – Tech News, Vol.24 No.4, pp. 20 – 8
Gbaje, Doyi (2007), ‘Towards Improved User Education Programme in Nigerian University Libraries’,
Africa Journal of Library, Archives and Information Science, Vol. 6 No.1, pp. 31-36.
Hanif, U, Zabed Ahmed, S.M. and Nasir, U.M. (1997) Adequacy of reading resources and the satisfaction of
the information needs of the faculty members: a case study of the Dhaka University Library.
Retrieved April 10, 2009, from: http://infosciencetoday.org.
Haris, L.M. (1999), ‘Profiling the End-User: A Study of the Reference Needs of End-Users on Telebase
system, Inc.’s Easynet’, National Online Meeting Proceedings – 1989.
26
Inthiran, A., Alhashmi, S.M. & Ahmad, P.K. (2015). A user study on information search behavior on medical
students. Malaysian Journal of Library and Information Science. 20(1), 61-77.
Nnadozie, C. O. (2016). Knowledge management variables and user satisfaction with information delivery
in university libraries in South-East Zone of Nigeria. Unpublished PhD Dissertation, Imo State
University, Owerri, Nigeria. 362pp.
Nnadozie, C.O. & Nnadozie, C.D. (2008). Information needs of faculty members in a Nigerian private
university:
A
self
study.
Library
Philosophy
and
Practice.
Available
at
http://www.webpages.uidaho.edu/~mbolin/nnado zie-nnadozie
Nnadozie, C.O. (2006). Information needs of lecturers in two private universities in Nigeria. Nigerian Library
and Information Science Trends, 4 (1 & 2), 44-54.
Oblinger, D. G. (2007). Listening to what we are seeing. Sydney: ALIA Information Online.
Nwagu, M. E. (2006), ‘Integrating ICTs into the globalization of the poor developing countries’, .Information
Development, Vol.22 No.3, pp. 167 – 179.
Ogbonna, I.M. (2013), ‘Academic libraries in Nigeria: challenges of ICT in the 21st century. The Library
Link: A Journal of Information Science, Vol.1 No.1, pp. 116 – 128
Ojokoh, B. A. (2014) Studies on Internet access and usage by students of the federal university of technology,
Akure, Nigeria. African Journal of Library, Archives and Information Science 15.1:149-153.
Peacock, J. & Middleton, M. (1999). Mixed mode education: implication for library user services. New
Library World, 100(1146), 11 – 19.
Popoola, S. O (2008) The Use of information sources and services and its effect on the research output of
social scientists in Nigerian Universities. Library Philosophy and Practice. .
27
Popoola, S. O. and Haliso, Y. (2009) Use of library information resources and services as predator of teaching
effectiveness of social scientists in Nigerian universities. African Journal of Library, Archives and
Information Science 19.1:65-77.
Ray, K. and Day, J. (1998) Student attitudes towards electronic information resources. Information Research
4.2:1-13.
Sevukan, R. & Muneer, M. (2015). Opinion of the academics on the application of social media in teaching
and research: A study of Pondicherry University. International Journal of Library and Information
Science, 4(1), 78-87.
Shafique, F. Rehman, S. & Mahmood, K. (2012). A macro sketch of user needs, satisfaction and library
performance: A study of university libraries in Pakistan. Library Philosophy and Practice. Retrieved
from: http://digitalcommons. unl.edu/libphilprac/815.
Shaqour, A. and Daher, W. M. (2010), ‘Factors influencing students’ use of electronic resources and their
opinions about this use: The case of students at An – Najah National University’, Available at:
http//online-journal.org/-jet/article/view/1424(accessed 4 April 2016).
Townley, C. T. (2001). Knowledge management and academic libraries. College and Research Libraries, 62
(1), 44-55.
Udoudoh, S. J. (2009) Academic library services and the development of education in Niger State of Nigeria
in the 21st Century. University of Ibadan (2006) Special release:2
Varalakskhmi, R.S. R. (2009). Future of library and information centres in knowledge society of India: the
expected role of knowledge professional. DESIDOC: Journal of Library and Information
Technology. 29(2), 75 – 81.
28
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction
This chapter explains the method that will be employed in this research work which
includes the research design, area of the study, population, sample and sampling technique,
instrumentation, validation of instruments, method of data collection and method of data analysis.
3.2 Method Adopted
This research study is of the survey research design. Survey is used in studies that have
individuals as units of analysis. This is also what Abderrahim (2015) described as allowing a group
of people or items to be studied by collecting and analyzing data from only a few people or items
to be considered as representative of the entire group. This method is used for a systematic
collection of data concerning availability and utilization of online information resources. This
design is considered suitable for this study because it will involve a comprehensive collection of
information about the availability and utilization of online information resources in academic
library in federal polytechnic Nasarawa.
3.3 Population of the Study
The target population of this study will consist of the entire academic lecturers in Federal
Polytechnic Nasarawa with a total number of 550. This information was gotten from the Students
Handbook of 2017/2018 session.
3.4 Sample size and Sampling Techniques
Simple random sampling technique will be used to sample the entire population of the
academic lecturers of Federal Polytechnic Nasarawa. The entire population will be sampled using
the simple random technique to calculate the margin error of 5% and a confidence level of 95%,
29
therefore the sample size will comprise of at least 138 respondents considering the total number
of population of students in faculty of science
3.5 Instrument for Data Collection
Data relevant to this study will be collected using the questionnaire method, so as to obtain
result that is valid and reliable. The questionnaire will be titled Online Library and Information
Resources in Academic Libraries Questionnaire (OLIRALQ). It will be designed by the researcher
using the research questions as a guide. It will be structured on a four point-rating scale, allowing
the respondents to tick on the appropriate options they consider correct from the list.
3.6 Procedure for Data Collection
The researcher will personally administer the questionnaire by visiting the Federal
Polytechnic Nasarawa. A research assistant in the institution will be engaged to assist in the
administration, that is, for the distribution and return of copies of the questionnaires. It is hoped
this method will achieve a high response rate.
3.7 Procedure for Data Analysis
Simple frequencies and percentages will be used to analyze the data collected which will
be presented in tables and charts. Aina, (2004) stated that, depending on the nature of the problem
and objectives of the study, a statistical analysis is been performed on the raw data. Generally, a
frequency table with percentage distribution will also be used for analysis of study in library and
information studies as long as the research can be met.
30
Reference
Abderrahim, Q., Jean-Paul, F., Jean-Louis, G. & Marc, B. (2015). Information-seeking behavior during
residency is associated with quarterly theoretical learning, academic career achievements and
evidence-based medical practice: A Strobe-compliant article. Medicine, 94(6), 535-545.
Aina, L. O. & Ajiferuke, I. S. Y. (2004). Research methodologies in information sciences. In. Aina, L.O.
(ed). Research in information sciences: An African perspective (Pp. 32-62). Ibadan:
StirlingHorden Publishers (Nig) Ltd.
31
CHAPTER FOUR
DATA ANALYSIS AND INTERPRETATION
4.1 Introduction
The researcher investigated the availability and utilization of online Library and
Information resources in Nigerian tertiary institution, using Federal Polytechnic Nasarawa,
Library.
This chapter deals with the responses of the questionnaire administered and the answers as
obtain from the staff in accordance with the objectives of the study.
The concept of online information, which is the trend of the day in information and
telecommunication technology, cannot be done away in the academic environment due to the
efficient and effectiveness in which makes information accessible and available to the users. The
researcher studied and tries to ascertains the availability and utilization of online Library and
information resources in Federal Polytechnic Nasarawa, library.
4.2 Response Rate
A total number of one hundred and thirty-eight (138) questionnaires were administered to
the users of the library. Out of the number, one hundred and twelve was completed and returned,
representing eighty-one-point sixteen percent (81.16%) of the total number of the questionnaire
randomly administered.
TABLE 1: RESPOND RATE
No
of Returned
Questionnaire
Questionnaire
Administered
138
(%)
of Questionnaire
Returned
not Returned
Questionnaire
112
81.16%
(%) of
Total
Questionnaire
(%)
not Returned
26
18.84%
100
4.3 Analysis of Data
To ascertain the opinion of the respondent as it relates to the question posed to them,
descriptive statistic, i.e., table, percentage, frequency was used to analysed the data collected for
the research work where necessary.
32
SECTION A
4.3.1 DEMOGRAPHIC INFORMATION
TABLE 2: STATUS OF THE RESPONDENT
Status
Frequency
Percentage (%)
Professor
0
0
Chief Lecturers
9
8.04
Senior Lecturers
11
9.82
Lecturer I
17
15.20
Lecturer II
21
18.75
Assistance Lecturer
19
16.96
Graduate Assistance
25
22.32
Others
10
8.93
Total
112
100
Table 2 shows the distribution of respondents. Most responses came from the GRADUATE
ASSISTANCE cadre with (22.32%) followed by LECTURER II cadre with (19.75%). The least
responses came from CHIEF LECTURERS cadre with (8.04%) while there is no respondent from
the professor cadre.
ACADEMIC QUALIFICATION
TABLE3: QUALIFICATION
ITEMS
Frequency
Percentage (%)
Higher National Diploma
11
9.82
Bachelor’s Degree
27
24.10
Master’s Degree
58
51.79
Doctoral Degree (Phd)
9
8.03
Others
7
6.25
TOTAL
112
100
Table 3 above shows the educational qualification of respondents 9.82% indicated Higher
National Diploma holders. 24.10% indicated First-Degree holders. 51.79% indicated Master’s
33
Degree holders, while 8.03% indicated Doctoral Degree (Phd) holders and 6.25% indicated were
others holders like National Diploma and certificate.
TABLE 4: AGE DISTRIBUTION
Years
Frequency
Percentage (%)
21-30 years
13
11.61
31-40 years
54
48.41
41-50 years
23
20.54
51-60 years
15
13.39
60 years and above
7
6.25
Total
112
100
Table 4: The table above shows the age range of the respondents, 11.61% indicate that 2130 years, 48.41% indicated that 31-40 years, 20.54% indicate the age group of 41-50 years while
13.39% indicated 51-60 years and 6.25% indicated 60 and above years.
TABLE 5: SEX DISTRIBUTION
Gender
Frequency
Percentage (%)
Male
85
75.89
Female
27
24.11
Total
112
100
Table 5 presented above shows that the male is having the highest respondent with 75.89%
whiles the female respondent has 24.11%.
34
SECTION B
4.3.4 LEVEL OF ICT SKILLS
The level of ICT skills possesses by the respondents, the table below shows responses.
TABLE 6: ICT SKILLS OF THE USERS
Skills
Frequency
Percentage (%)
Professional
14
12.5
Expert
23
20.54
Moderate
56
50
Novice
19
16.96
Total
112
100
Table 6 above shows that 14 respondents representing 12.5% are Professionals, 23
respondents representing 20.54% are Expert, 56 respondents representing 50% are Moderate while
19 respondents representing 16.96% are the Novice in handling ICTs.
In trying to find out how long has user used the online information resources, the table below
shows the responses.
TABLE 7: PERIOD OF USING ONLINE RESOURCES
Frequency
Percentage (%)
Less than 1 year
12
10.71
2-3 years
34
30.36
3-4 years
22
19.64
4-5 years
28
25
More than 5 years
16
14.29
Total
112
100
In responses to the period the user used online information resources, 10.71% indicated less than
1 year. 30.36% indicated 2-3 years. 19.64% indicated 3-4years. 25% indicated 4-3 years, while
14.29% indicated more than 5 years.
To find out the time spent using online information resources, the table below shows the responses
35
TABLE 8: TIME SPEND USING ONLINE INFORMATION RESOURCES
Weeks
Frequency
Percentage (%)
Less than 1 hour a week
18
16.07
2-4 hours a week
45
40.18
5-6 hours a week
24
21.43
7-9 hours a week
13
11.61
10-20 hours a week
8
7.14
Over 20 hours a week
4
3.57
Total
112
100
In response to the time spent using online information resources, 16.07% indicated less
than 1 hour a week. 40.18% indicated 2-4 hours per week. 21.43% indicated 5-6 hours per week.
11.61% indicated 7-9 hours per week, while 7.14% indicated 10-20 hours per week and 3.57%
indicated over 20 hours per week.
SECTION C:
4.3.3 AVAILABILITY OF ONLINE INFORMATION RESOURCES
In trying to find out which of the online information resources are available, the table below shows
the responses.
TABLE 9: AVAILABILITY OF ONLINE
Item
A F (%)
A N (%)
N F (%)
F
Net browser (e.g Mozilla Firefox, Internet 85
75.89 18
16.07 9
8.04
explorer, MSN)
Computer’s hardware/laptop
75
66.96 27
24.11 10
8.93
Online public access catalogue (OPAC)
95
84.82 14
12.68 3
2.68
Cell phone browser
2
1.78
Cable Internet access
101
Wireless connection
1
0.9
109
97.32
90.18 11
9.82
0
0.00
45
40.18 18
16.07 49
43.75
Hub connection
92
82.14 18
16.07 2
1.79
Server
103
91.96 6
5.36
3
2.68
N.B AF= Available Functional, ANF= Available Not Functional, NA= Not Available
36
In responses to the availability of the online Library and information resources, 75.89%
indicated that Net browsers are Available and are Functional, 16.07% indicated that Net browser
are Available but Not Functional, while 8.04% indicated that Net browser are Not Available.
66.96% indicated that computer hardware/laptops are Available and Functional, while 24.11%
indicated that computer hardware/laptops are Available and Not Functional. 8.93% indicated that
computer hardware/laptops are Not Available. 84.82% indicated that OPAC are Available and
Functional, 12.68% indicated that OPAC is Available and Not Functional, while 2.68% indicated
that OPAC is Not Available. 1.78% indicated that cell phone browser is available and functional,
0.9% indicated that cell phone browser is available and not functional, while 97.32% indicated
that cell phone browser is not available. Availability of cable internet access 90.18% indicated that
it is available and functional, 9.82% indicated that is available and not functional no responses
from not available. 40.18% responses indicated that wireless connection is available and
functional, 16.07% indicated that wireless connection is available and not functional, while
43.75% indicated that wireless connection is not available. 82.14% responses indicated that hub
connection available, 16.07% indicated that hub connection is available and not functional, while
1.79% indicated that hub connection is not available. 91.96% indicated that server is available and
functional, 5.36 indicated that server is available and not functional, while 2.68% indicated that
server is not available.
37
SECTION D
Level of Satisfaction with the Use of the Available Online Information Resources
Keys: Highly satisfy (HS), Satisfy (S), Rare satisfy (RS), Undecided (UD)
the response
Table10; Level of Satisfaction
Item
Using of e-resources enable
me to handle task more quickly.
HS
(%)
S
(%)
RS
60
53.57
33
29.5
8
(%)
UD
(%)
7.14
1
0.9
11
9.82
2
1.8
Using the e-resources enhances
the quality of my works.
75
67
27
24.11
Using the e-resources to enhance
my teaching knowledge.
85
75
28
25
0
0
0
0
Using the e-resources to improve
my research works.
90
80.4
12
10.71
1
0.9
0
0
85.71
10
8.93
3
3
0
0
The e-information helps in carrying 96
out my assignment.
N.B HS= highly satisfy, S= Satisfy, RS= Rare satisfy, UD= Undecide
In response to the level of satisfaction while using e-resources to handle task more quickly
60(53.57%) highly satisfy, 33(29.5%) satisfy with how fast their work is handle quickly while
using e-resources, while 8(7.14%) rare satisfy and 1(0.9%) undecide. Enhancing quality of work
using e-resources 75(67%) highly satisfy, 27(24.11%) satisfy that e-resources enhances the quality
of work, while 11(9.82%) rare satisfy and 2(1.8%) are undecided. Using e-resources to enhance
teaching knowledge 85(75%) highly satisfy, 28(25%) satisfy with the use of e-resources to
enhance their teaching knowledge, while 0% rare satisfy and (0%) undecide. Using e-resources to
improve research work 90(80.4%) are highly satisfied, 12(10.71%) are satisfied, while 0.9% rare
satisfied and 0% undecided. As whether the e-information helps in carrying out assignment
96(85.71%) are highly satisfied, 10(8.93%) are satisfied, while 3% rare satisfied and 0%
undecided.
38
SECTION D
TABLE 14: PROBLEMS ASSOCIATE WITH ONLINE INFORMATION
Item
SA (%)
A
Power Outage
28
53 47.32 18 16.07 11
Inadequate
Provision
of
Computer 34
25
(%)
D
(%)
SD (%)
30.36 57 50.89 12 10.71 9
11.61
8.04
Facilities
Slows Access Speed
28
Lack of Adequate Online Navigating 17
25
45 40.18 24 21.43 15
13.39
15.18 63 56.25 21 18.75 11
9.82
16.96 69 61.61 14 12.5
8.93
skills
Inadequate
Telecommunication 19
10
Infrastructure
Constant Break Down Of Equipment
25
22.32 59 52.68 22 19.64 6
5.36
N.B SA= Strongly Agree, A= Agree, D= Disagree, SD= Strongly Disagree.
In response to the problems encountered while accessing on-line Library and information
resources due to power outage 28(25%) strongly agree, 53(47.32%) agree that there was problems
encounter while accessing online Library and information resources, while 18(16.07%) disagree
and 11(11.61%) strongly disagree that it is a problem. Due to inadequate ICT facilities 34(30.36%)
strongly agree, 57(50.89%) agree that there are problems encountered while accessing
online information sources, while 12(10.71%) disagree and 9(8.04%) strongly disagree that is a
problem. As to the slow access speed 45(25%) strongly agree, (40.18%) agree that there are
problems encountered while accessing online information sources, while 24(21.43%) disagree and
15(13.39%) strongly disagree that it is a problem. Lack of adequate online navigating skills
17(15.18%) strongly agree, 63(56.25%) agree, while 21(18.75%) disagree and 11(9.82%) strongly
disagree that it is a problem. As whether inadequate telecommunication infrastructure is a problem
19(16.96%) strongly agree, 69(61.61%) agree that, while 14(12.5%) disagree and 10(8.93%)
strongly disagree that it is a problem. Then the constant breaks down of equipment 25(22.32%)
39
strongly agree, 59(52.68%) agree, while 22(19.64%) disagree and 6(5.36%) strongly disagree that
it is a problem.
4.3.6 STRATEGY FOR IMPROVEMENT
The following presents user’s response with regards the possible way through which online Library
and information resources could be improved in the library:

Alternative power supply: This was a major problem found in the library. Very many
responses called for improving power supply though the use of standby power generating
plant so that the electric power supply from national grid could be complemented.

Increase number of facilities: It was found out many respondents suggest that number of
the ICTs facilities should be increase because of their gross inadequacy.

Internet connectivity: The respondents called improve the internet service in the library.
This apparently was to enable the access the resource within short period of time.

Retraining of users: Many of the respondents suggested that the library should be given
orientation to users so that they could be acquainted with the necessary skills in handling
online resources which in turn will facilities their academic pursuits.

Provision of adequate telecommunication infrastructure: Many respondents suggested
that more telecommunication infrastructure should be provided such as computer, scanner,
printers, photocopying machines e.t.c.

Regular maintenance of equipment: Respondents suggested that train personal should
be employed to maintain the ICTs equipment for proper functioning and providing
effective and efficient service delivery to users.
40
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary
The objective of this study is to; identify the availability and utilization of online Library
and information resources in Federal Polytechnic Nasarawa, library. The extent to which the online
resources are available, utilized and the level of the ICTs skills of the users. In a bid to successfully
carry out this research, relevant literatures were reviewed. The reviewed literature shows the
availability of the online information resources, utilization of online information resources, the
concept of online Library and information resources and the lecturers’ skills on ICTs.
In an attempt to effectively carryout this study questionnaire was designed for the respondents.
Due to the nature of the topic, survey research was considered as appropriate method. From the
relevant data collected; the researcher has been able to discover that the availability and utilization
of the online Library and information resources. Particular, with the reference to Federal
Polytechnic library, Federal Polytechnic, Nasarawa are available and fully utilized by the lecturers.
According to Nwalo (2000) information technologies found in libraries at present can be divided
into three categories: computers, storage media and telecommunications. These three aspects,
working together have brought about great improvement in the quantity and quality of library
services to users and an amazing reduction in the delivery time. Furthermore, the fusion between
computers and telecommunications has enhanced the development of information networks
around the world, the highpoint of which is the Internet. Majid (1999) emphasizes that the amazing
technological advancements have opened new horizons for information creation, duplication,
storage, access, distribution, and presentation. Some of the problems discovered include; power
outage, inadequate computer facilities, slow access speed, lack of adequate online navigating skills
and constant break down of equipment. Pinfield (2001) warned that developing and maintaining
electronic library is expensive and many electronic products come as cross-disciplinary packages
and as such, funding allocation models need to be constructed to ensure that libraries have the
flexibility to respond to the available deals on behalf of all the users. In an attempt to overcome
the above limitation; the researcher proffer suggestion toward positive change which include;
improvement of electric power supply by providing standby generator; providing adequate
computer facilities; improve the online connectivity; adequate training and retraining on the use
of online resources; proper maintenance of the equipment. According to Madhusudhan, M. (2010)
41
it is very important for any research library to develop itself with a high technological
infrastructure and build a solid collection of e-resources to help its users and provide high quality
services to the user. Libraries should organize various teaching and learning programs, either
general training or subject specific training to impart and encourage education about all aspects of
e-resources to its users. Libraries should develop their own subject gateways, portals and data
archives to provide access to back volumes to know the past research done and to focus on present
research trends in order to move towards a brighter future.
5.2 Conclusion
The main focus of this project was to assess the availability and utilization of online
Library and information resources by lecturers in Federal Polytechnic Nasarawa, Nigeria. It
considered the importance of online information resource to academic and research activities. The
results showed that online information facilities are available in the library. The result of the
utilization shows that 89.29% confidently utilize email and other searching engines 10.71% cannot
confidently utilize the searching engines. The results on the level of ICTs skills showed that most
of the respondents representing (20.54%), (50%) are Expert and Moderate in handling ICTs. The
problems encountered by the lecturers included slow access speed, lack of navigating skills, lack
of search skills, download delay and power out rages which is the unique problem encountered by
everybody in Nigeria.
5.3 Recommendations
Based on the results of this research the following recommendations are proffered:

Online information resources facilities should be made available to lecturers at their
various offices. This is to enable them easy access to relevant literatures or materials on
the Internet in their offices to enable them work at their convenience rather than going to
the library always.

There should be more training, awareness, exposure or workshops on the use of other
search engines which are seldom or never used in the utilization of online to improve and
enrich their search for literatures for their academic work.

Government should provide uninterrupted power supply in higher institutions of learning
or the institution should supply a stand by generator for the library use.
42

The library should endeavor to procure more computers for user.
43
Bibliography
Abderrahim, Q., Jean-Paul, F., Jean-Louis, G. & Marc, B. (2015). Information-seeking behavior during
residency is associated with quarterly theoretical learning, academic career achievements and
evidence-based medical practice: A Strobe-compliant article. Medicine, 94(6), 535-545.
Adeogun, M. (2003). The digital divide and university education systems in sub-Saharan Africa. African
Journal of Library, Archival& Information Science.13.1; 11-20.
Agulu, C. C. and Aguolu, I. E. (2002) Libraries and information management in Nigeria, Maidugujri, Ed-Linform
Services.
21-35.
Aina, L. O. & Ajiferuke, I. S. Y. (2004). Research methodologies in information sciences. In. Aina, L.O.
(ed). Research in information sciences: An African perspective (Pp. 32-62). Ibadan:
StirlingHorden Publishers (Nig) Ltd.
Akintola, B.A., &Olayiwola, I.B. (2004). Academic libraries, the Internet and its Library and
Information Science 1 (1&2): 38-39.
Al-Ansari, Husain (2006). The Internet use by faculty members of Kuiat University.The Electronic
Library, 26(6):791-803
Alabi, M. (2003),’The role of ICT in postgraduate teaching, research and publishing’. In Olayinka, A.I &Papoula,
L. (eds), Engineering and positioning the postgraduate school, University of Ibadan, Ibadan, pp. 214 – 236
Annuobi, W.L. (2009), ‘A Successful Implementation of a National Information Technology Infrastructure’ MIS
Quarterly, Vol.32, pp. 1-20.
Buckle, D (1994). 'Internet: strategic issues for libraries and librarians; a commercial perspective'. Aslib
Proceedings, 46, 259 -262.
Dike, A (1992), Scarcity of teriary books in Nigeria: A threat to academic excellent and suggestion for action.
Journal of librarianship and information science24(2):79-85
Dadzie, P.S. (2005), ‘Electronic resources: access and usage in University College’, Campus Wide Information
Systems, Vol.22 No.5, pp. 290 – 297
Enakrire, T.R. and Onyanania, O.G.(2007), ‘Causes inhibiting the growth or development of the information transfer
in Africa: a contextual treatment’, Library HI – Tech News, Vol.24 No.4, pp. 20 – 8
Gbaje, Doyi (2007), ‘Towards Improved User Education Programme in Nigerian University Libraries’, Africa
Journal of Library, Archives and Information Science, Vol. 6 No.1, pp. 31-36.
Gbaje, E.S. (2007). Provision of On-Line Information Services In Nigerian Academic Libraries. Nigerian Libraries.
Vol. 40, 1-4
44
Hanif, U, Zabed Ahmed, S.M. and Nasir, U.M. (1997) Adequacy of reading resources and the satisfaction of the
information needs of the faculty members: a case study of the Dhaka University Library. Retrieved April 10, 2009,
from: http://infosciencetoday.org.
Haris, L.M. (1999), ‘Profiling the End-User: A Study of the Reference Needs of End-Users on Telebase system,
Inc.’s Easynet’, National Online Meeting Proceedings – 1989.
Inthiran, A., Alhashmi, S.M. & Ahmad, P.K. (2015). A user study on information search behavior on medical
students. Malaysian Journal of Library and Information Science. 20(1), 61-77.
Kinengyere, Alison Annet(2007). The effect of information literacy on the utilization of electronic information and
resources in selected academic and research institutions in Uganda. The Electronic Library 25(3):328-341.
Majid, S. and Alifia, A. (1999). Computer literacy and use of electronic information source by Academic staff, Asian
libraries, 8(4): 100-111
Mogbo, T.C. (2002). Information Technology in environmental education discipline in Nigeria: Need for
Improvement. Journal of Computer Literacy 3(1):12-15.
Nwakanma, C.D. (2003). Information technology competencies: Identifying knowledge Information and Library
Science, 27 (4): 75-6.
Nwokedi, Victor Chukwuka (2007). Impact of Internet use on teaching and research Case study. Gateway Library
Journal, 10 (I): 13-22.
Nnadozie, C. O. (2016). Knowledge management variables and user satisfaction with information delivery in
university libraries in South-East Zone of Nigeria. Unpublished PhD Dissertation, Imo State University, Owerri,
Nigeria. 362pp.
Nnadozie, C.O. & Nnadozie, C.D. (2008). Information needs of faculty members in a Nigerian private university:
A self study. Library Philosophy and Practice. Available at http://www.webpages.uidaho.edu/~mbolin/nnado ziennadozie
Nnadozie, C.O. (2006). Information needs of lecturers in two private universities in Nigeria. Nigerian Library and
Information Science Trends, 4 (1 & 2), 44-54.
Nwagu, M. E. (2006), ‘Integrating ICTs into the globalization of the poor developing countries’,Information
Development, Vol.22 No.3, pp. 167 – 179.
Oblinger, D. G. (2007). Listening to what we are seeing. Sydney: ALIA Information Online.
Ogbonna, I.M. (2013), ‘Academic libraries in Nigeria: challenges of ICT in the 21st century. The Library Link: A
Journal of Information Science, Vol.1 No.1, pp. 116 – 128
45
Ojokoh, B. A. (2014) Studies on Internet access and usage by students of the federal university of technology, Akure,
Nigeria. African Journal of Library, Archives and Information Science 15.1:149-153.
Peacock, J. & Middleton, M. (1999). Mixed mode education: implication for library user services. New Library
World, 100(1146), 11 – 19.
Popoola, S. O (2008) The Use of information sources and services and its effect on the research output of social
scientists in Nigerian Universities. Library Philosophy and Practice. .
Popoola, S. O. and Haliso, Y. (2009) Use of library information resources and services as predator of teaching
effectiveness of social scientists in Nigerian universities. African Journal of Library, Archives and Information
Science 19.1:65-77.
Ray, K. and Day, J. (1998) Student attitudes towards electronic information resources. Information Research 4.2:113.
Sevukan, R. & Muneer, M. (2015). Opinion of the academics on the application of social media in teaching and
research: A study of Pondicherry University. International Journal of Library and Information Science, 4(1), 78-87.
Shafique, F. Rehman, S. & Mahmood, K. (2012). A macro sketch of user needs, satisfaction and library performance:
A study of university libraries in Pakistan. Library Philosophy and Practice. Retrieved from: http://digitalcommons.
unl.edu/libphilprac/815.
Shaqour, A. and Daher, W. M. (2010), ‘Factors influencing students’ use of electronic resources and their opinions
about this use: The case of students at An – Najah National University’, Available at: http//online-journal.org/jet/article/view/1424(accessed 4 April 2016).
Townley, C. T. (2001). Knowledge management and academic libraries. College and Research Libraries, 62 (1), 4455.
Udoudoh, S. J. (2009) Academic library services and the development of education in Niger State of Nigeria in the
21st Century. University of Ibadan (2006) Special release:2
Varalakskhmi, R.S. R. (2009). Future of library and information centres in knowledge society of India: the expected
role of knowledge professional. DESIDOC: Journal of Library and Information Technology. 29(2), 75 – 81.
46
Questionaire For The Study Of Awareness And Utilization Of E-Information Resources
For Academic Performance By Undergraduate Students of Ahmadu Bello University Zaria
Please your cooperation is needed in completing this questionaire. All efforts will be make
to keep information you provided a confidential. Where applicable, kindly choose an
option by adding a check mark (√ ) or circle (0) in appropriate letter where necessary below
Section A: Demographic Information
1. Department ………………………………………………………
2. Faculty…………………………………………………………….
3. Level………………………………………………………………
4. Area of Specialization……………………………………………
5. Sex: male [
]
Female [
]
6. Age ……………… (in years e.g., 33 yrs.)
7. Mother’s level of education
A. None [
]
B. Primary [ ]
C. Secondary [
D. Tertiary [
]
]
8. father’s level of education
A. None [ ]
B. Primary [ ]
C. Secondary [ ]
D. Tertiary [ ]
47
Section B: ICT Skills Possessed by Respondents
9. What ICT skills do undergraduate students of Faculty of Sciences Federal University Lafia
possess for effective usage of e-resources?
Keys: Highly Acquired (HA) Moderately Acquired (MA) Less Acquired (LA) Not Acquired (NA)
S/N
Item
HA MA LA NA
1
Use of E-mail skill
2
Web Access Skills
3
Search engines skills (e.g google, mamma)
4
Social network skill (e.g Facebook, Myspace, Hi5)
5
File Transfer Protocol skill (FTP)
Section C: E-Resources Available in Faculty of Science Lafia
10. What e-resources do undergraduate students use mostly for academic purposes in Federal
University, Lafia?
Daily
Once
a Occasionally Never
week
SN In the university library, I use:
1.
E-journals
2.
E-manuscripts
3.
e-books
4.
E-magazines
5.
E-theses
6.
E-newspaper
7.
E-research reports
8.
E-bibliographic databases
9.
E-reference sources (dictionaries,
(4)
etc.)
10. E-tutorials
11. Other electronic databases
48
(3)
(2)
(1)
Section D: Level of Satisfaction with the Use of the Available Online Information Resources;
11. What is the level of satisfaction with the use of the available online information resources by
Undergraduate students of Faculty of Sciences, Federal University, Lafia?
Keys: (Highly satisfy (HS), Satisfy (S), Rare satisfy (RS), Undecided (UD)
S/N Item
HS S
1
Using the e-resources enables me to accomplish tasks more quickly
2
Using the e-resources enhances the quality of my works
3
Using the e-resources to enhance my teaching knowledge
4
Using the e-resources to improve my research work
5
The e-information helps in carrying out my assignment
RS UD
Section E: How The E-Information Resources Has Improved Your ICT Compliance;
12. Indicate how the e-information resources has improved your ICT compliance in the table
below:
Keys; highly Compliant (HC), Moderately Compliant (MC), Less Compliant ( LM), Not
Compliant (NC)
S/N
Items
HC MC LC NC
1
Use of E-mail skill
2
Web Access Skills
3
Search engines skills (e.g google, mamma)
4
Social network skill (e.g Facebook, Myspace, Hi5)
5
File Transfer Protocol skill (FTP)
49
Section F: Problems Encounter While Using The E-Information Resources;
13. What problems do you encounter while using the e-information resources?
Please tick as you agree with each statement below:
Keys: Strongly Agreed (SA) Agreed (A) Disagreed (D) Strongly Disagreed (SD)
S/N
Items
SA A D SD
1
Power outage
2
Inadequate provision of computer facilities
3
Slow internet speed and service
4
Lack of adequate online surfing skills
5
Inadequate internet access
6
Constant break down of equipment
7
High cost of internet service
8
High cost of personal computer such as laptop
Section G: The Strategies to Improve the Utilization of Online Information Resources;
14. What are the strategies that will improve the utilization of online information resources in
your institution? Please tick as you agree with each statement below
Keys: Strongly Agree (SA), Agree (A), Disagree (D), Strongly Disagree (SD)
S/N Item
SA A D SD
1.
Provision of alternative power supply
2.
Provide good facilities (e.g., good computer hardware and software,
good communication network, etc.) to support usage
3
Improve online connectivity
4
Adequate training on the use of search engines
5.
Adequate telecommunication infrastructure should be provided
6
Regular maintenance of the equipment’s
You have finished the questionnaire……..Thank you
50