STUDENTS’ PERCEPTION TOWARD THE USE OF E-LIBRARY RESOURCES: A CASE STUDY OF KSUSTA
- Project Research
- 1-5 Chapters
- Abstract : Available
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- Recommended for : Student Researchers
- NGN 3000
Background of the study
The advent of digital technology has revolutionized various aspects of human endeavors, particularly in the realm of education. One notable advancement is the emergence and subsequent proliferation of electronic libraries (e-libraries), which have redefined the landscape of academic resource management and utilization. In the context of Nigerian universities, e-libraries have become indispensable, offering a vast array of digital resources that are accessible remotely, thereby enhancing the academic experience of students. The Kebbi State University of Science and Technology, Aliero (KSUSTA) is no exception, as it continues to integrate e-library resources into its academic framework. This study aims to investigate the perceptions of students at KSUSTA towards the use of these e-library resources, an endeavor that is critical for understanding the effectiveness and areas for improvement of these digital platforms.
E-libraries offer a plethora of benefits, including easy access to a wide range of academic materials, convenience in use, and the facilitation of remote learning. According to a study by Adetimirin (2015), e-libraries significantly enhance students’ academic performance by providing timely access to relevant and up-to-date information. This aligns with the findings of Dulle (2016), who highlighted that e-libraries contribute to the development of critical thinking and research skills among students. Despite these advantages, the successful implementation and utilization of e-libraries are contingent upon various factors, including the students' perception, awareness, and proficiency in using these resources.
A positive perception towards e-library resources is crucial for their effective utilization. Studies have shown that students' attitudes towards e-libraries are influenced by their perceived ease of use and perceived usefulness (Omekwu, Eke, & Odoh, 2014). For instance, the Technology Acceptance Model (TAM), as applied by Davis (1989), posits that users’ acceptance of a new technology is determined by their perception of its usefulness and ease of use. This model has been validated in several studies examining e-library usage. In a Nigerian context, Ani, Esin, and Edem (2017) found that students who perceived e-library resources as useful and easy to navigate were more likely to utilize them frequently.
Moreover, the availability and accessibility of e-library resources play a significant role in shaping students' perceptions. Adekunmisi, Ebijuwa, and Joshua (2019) conducted a study that revealed a direct correlation between the accessibility of e-library resources and their usage rates among university students. The study emphasized the importance of robust IT infrastructure and consistent internet connectivity in fostering a conducive environment for e-library usage. Similarly, Igwe (2020) noted that technical challenges such as slow internet speeds and limited computer access hinder students from fully benefiting from e-library resources.
The level of awareness and training provided to students regarding e-library resources is another critical factor. Ozoemelem (2016) highlighted that lack of awareness and inadequate training are significant barriers to the effective utilization of e-libraries. In contrast, students who received proper orientation and training on how to access and use e-library resources reported higher levels of satisfaction and usage (Ukpebor & Emwanta, 2017). This underscores the need for continuous education and support from university libraries to maximize the potential of e-library systems.
Furthermore, the quality and relevance of the content available in e-libraries are paramount. A study by Adebayo, Adegbore, and Ojo (2015) found that students are more likely to use e-library resources that are directly relevant to their courses and research interests. The researchers recommended regular updates and expansion of e-library collections to meet the evolving academic needs of students. Additionally, the integration of multimedia resources and interactive platforms within e-libraries can enhance the learning experience, making it more engaging and effective (Tella & Oladeji, 2017).
Despite the myriad benefits, challenges persist in the adoption and utilization of e-library resources. Resistance to change, lack of digital literacy, and cultural factors can impede the acceptance of e-libraries among students (Jegede, 2016). For instance, in a study conducted at the University of Lagos, Oladokun and Aina (2018) reported that some students preferred traditional library resources due to familiarity and comfort, despite acknowledging the advantages of e-libraries. This indicates a need for a balanced approach that combines traditional and digital resources to cater to diverse student preferences.
1.2 Statement of the problem
The advancement of digital technologies has significantly transformed the landscape of academic libraries, with electronic libraries (e-libraries) becoming an essential resource for students' academic success. This shift necessitates an in-depth understanding of students’ perceptions toward the use of e-library resources, especially in specific educational contexts like Kebbi State University of Science and Technology, Aliero (KSUSTA). The importance of this understanding is underscored by various studies that highlight the critical role of e-libraries in enhancing students' learning experiences and academic outcomes.
Students’ perceptions towards e-library resources are influenced by numerous factors, including ease of access, user-friendliness, the relevance of available resources, and the level of technical support provided. For instance, a study conducted at Fujairah University found that positive perceptions of e-library systems are strongly associated with the perceived ease of access and the comprehensive nature of the digital resources available (AlHamad & AlHammadi, 2019). This aligns with findings from Cochin University of Science and Technology, where students' utilization of digital libraries was significantly influenced by the availability of relevant academic materials and the efficiency of search functionalities (Kumar et al., 2020).
Despite the potential benefits, several challenges hinder the optimal utilization of e-library resources. Technical issues such as slow internet connectivity, frequent power outages, and inadequate digital literacy among students are common barriers (Egberongbe, 2011; Aniogbolu, 2020). Moreover, a study on the use of electronic resources by undergraduates in Nigeria revealed that a lack of awareness and insufficient training on how to effectively navigate e-library platforms significantly limit students' engagement with these resources (Ojedokun & Owolabi, 2018).
Furthermore, the attitudinal disposition of students towards e-libraries plays a crucial role in their acceptance and usage. Research indicates that students who have a positive attitude towards technology are more likely to utilize e-library resources effectively (Natarajan et al., 2017). Conversely, those with apprehensions or negative experiences related to digital tools tend to shy away from using e-libraries, thereby missing out on the potential academic benefits (Whitmore et al., 2016).
Given these insights, it becomes imperative to explore the specific perceptions of students at KSUSTA towards e-library resources. Such an investigation can provide valuable data that can inform strategies to enhance the usability and acceptance of e-libraries among students. Addressing the unique challenges faced by KSUSTA students, such as improving digital literacy through targeted training programs and ensuring robust technical infrastructure, could significantly boost their engagement with e-library resources. Additionally, understanding the specific needs and preferences of students can help in curating more relevant and accessible digital content, thereby fostering a more conducive learning environment. This study aims to fill this gap by examining the students’ perception toward the use of e-library resources: A case study of KSUSTA.
1.3 Objective of the study
The primary objective of this study is to examine students’ perception toward the use of e-library resources precisely in Kebbi State University of Science and Technology, Aliero (KSUSTA). Other specific objectives includes:
- To determine the level of awareness among KSUSTA students regarding the availability of e-library resources
- To analyze the frequency and extent to which KSUSTA students utilize e-library resources.
- To identify the perceived benefits of using e-library resources as reported by KSUSTA students.
- To investigate the barriers and challenges KSUSTA students face in accessing and using e-library resources.
1.4 Research Questions
The following research questions guide this study:
- What is the level of awareness among KSUSTA students regarding the availability of e-library resources?
- To what extent do KSUSTA students utilize e-library resources?
- What are the perceived benefits of using e-library resources as reported by KSUSTA students?
- What are the barriers and challenges KSUSTA students face in accessing and using e-library resources?
1.5 Research hypotheses
The following hypothesis are tested in this study at 0.05 significant level:
Ho: KSUSTA students have a negative perception toward the use of e-library resources.
Hi: KSUSTA students have a positive perception toward the use of e-library resources.
1.6 Significance of the study
The study on "Students’ Perception Toward the Use of E-library Resources: A Case Study of KSUSTA" holds substantial practical and theoretical significance in the evolving landscape of higher education. Practically, the research offers critical insights into the usability, accessibility, and effectiveness of e-library resources at Kebbi State University of Science and Technology, Aliero (KSUSTA). By analyzing student perceptions, the study can identify gaps in current e-library services, highlighting areas that require improvement to enhance user experience and academic performance. This is particularly crucial in the context of limited physical library resources and the increasing reliance on digital tools for research and learning. The findings can inform university administrators and policymakers in their efforts to allocate resources efficiently, implement user-friendly technologies, and design targeted training programs that promote digital literacy among students. Moreover, understanding students' attitudes and behaviors towards e-library resources can aid in developing strategies to increase engagement and utilization rates, ultimately fostering a more robust academic environment conducive to research and innovation.
Theoretically, this study contributes to the body of knowledge on digital resource utilization in higher education by providing empirical evidence from a Nigerian university context. It enriches existing literature on information behavior, technology acceptance, and digital divide issues within educational institutions in developing countries. By integrating theories such as the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT), the research offers a nuanced understanding of the factors influencing students' acceptance and use of e-library resources. This theoretical framework helps elucidate the relationship between perceived ease of use, perceived usefulness, and actual usage patterns, shedding light on the complex interplay of technological, individual, and contextual variables. Additionally, the study's findings can be benchmarked against similar research conducted in other regions, providing comparative insights that can guide international best practices in e-library management. The research also has implications for future studies, suggesting areas for further investigation such as the impact of socio-economic background on digital resource usage, the role of faculty support in e-library adoption, and the long-term effects of e-library use on academic success.
1.7 Scope of the study
This study focuses to determine the level of awareness among KSUSTA students regarding the availability of e-library resources, analyze the frequency and extent to which KSUSTA students utilize e-library resources, identify the perceived benefits of using e-library resources as reported by KSUSTA students, and investigate the barriers and challenges KSUSTA students face in accessing and using e-library resources. Hence students of Kebbi State University of Science and Technology, Aliero (KSUSTA) shall serve as enrolled participants for this study.
1.8 Limitation of the study
Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. The significant constraint are:
Time: The researcher encountered time constraint as the researcher had to carry out this research along side other academic activities such as attending lectures and other educational activities required of her.
Finance: The researcher incurred more financial expenses in carrying out this study such as typesetting, printing, sourcing for relevant materials, literature, or information and in the data collection process.
Availability of Materials: The researcher encountered challenges in sourcing for literature in this study. The scarcity of literature on the subject due to the nature of the discourse was a limitation to this study.
1.9 Definition of terms
E-library Resources: E-library resources refer to digital collections of academic materials, including e-books, e-journals, databases, multimedia, and other electronic documents that are accessible online. These resources are provided by educational institutions to support learning, teaching, and research activities. In the context of KSUSTA (Kebbi State University of Science and Technology, Aliero), these resources may include institutional repositories, subscription-based databases, and open-access materials.
Students' Perception: Students' perception encompasses the beliefs, attitudes, and opinions that students hold about a particular subject or experience. In this case, it refers to how students at KSUSTA view the usefulness, accessibility, and effectiveness of e-library resources in supporting their academic endeavors. This perception can be influenced by factors such as ease of use, availability of resources, and the quality of information provided.
Usage of E-library Resources: The usage of e-library resources involves the frequency, manner, and extent to which students engage with digital library materials. It includes activities such as searching for information, downloading e-books, accessing academic journals, and utilizing databases for research purposes. Understanding usage patterns can provide insights into how well students are integrating these resources into their study routines.
Academic Performance: Academic performance refers to the outcomes of students' educational activities, often measured through grades, test scores, and other assessments. The use of e-library resources can have a significant impact on academic performance by providing students with access to a wide range of up-to-date and relevant information. In this study, it is important to explore whether and how the use of e-library resources at KSUSTA correlates with students' academic success.
Digital Literacy: Digital literacy is the ability to effectively and efficiently locate, evaluate, use, and create information using digital technologies. It includes skills such as navigating online databases, critically assessing digital content, and utilizing various software tools. For students at KSUSTA, digital literacy is crucial for maximizing the benefits of e-library resources, as it enables them to make the most of the available digital information for their academic and research needs.
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