An assessment of the use of library services among non traditional students in Sabon Gari Local Government Area, Kaduna State
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- NGN 5000
Background of the study
Non‑traditional students—such as part‑time learners, working adults, and mature students—often juggle academic responsibilities with employment and family commitments, creating unique information needs and usage patterns (Kasworm, 2023). Libraries can support these learners through flexible services including extended hours, online resources, and targeted orientation programs (Corrall, 2024). In Sabon Gari LGA, where many universities and vocational institutions attract diverse student populations, understanding non‑traditional students’ engagement with library services is crucial for promoting equitable access and academic success (Nwankwo, 2025). Preliminary observations suggest that non‑traditional students may underutilize library facilities due to scheduling conflicts, lack of awareness of digital offerings, and perceived relevance of collections (Ahmed, 2024). An assessment of service usage, preferences, and barriers will inform the development of tailored library strategies to meet the needs of this growing cohort in Sabon Gari LGA.
Statement of the problem
Although libraries in Sabon Gari LGA offer a range of services, non‑traditional students report low awareness of flexible access options and digital resources, leading to underutilization (Musa, 2025). This gap may contribute to academic challenges and lower retention rates among this group. Without systematic assessment of non‑traditional student experiences, library management cannot adapt services to support diverse learning trajectories effectively.
Objectives of the study
To profile non‑traditional students’ usage patterns of library services in Sabon Gari LGA.
To identify barriers and facilitators influencing their library engagement.
To recommend service enhancements that improve accessibility and relevance for non‑traditional learners.
Research questions
What library services do non‑traditional students in Sabon Gari LGA use most frequently?
What factors hinder or promote their engagement with library resources?
How can libraries tailor services to better support non‑traditional students?
Significance of the study
This assessment will guide library planners and institutional leaders in designing inclusive services that accommodate the schedules, preferences, and learning goals of non‑traditional students. By addressing identified barriers and leveraging facilitators, libraries can enhance academic support and foster lifelong learning among diverse learner populations in Sabon Gari LGA.
Scope and limitations of the study
The study focuses on non‑traditional students enrolled in higher education institutions within Sabon Gari Local Government Area. It excludes full‑time traditional undergraduates. Limitations include self‑reporting bias and variability in service promotion across institutions.
Definitions of terms
Non‑traditional student: A learner who differs from the typical full‑time, recent high school graduate profile, often due to age, employment, or part‑time enrollment.
Flexible services: Library offerings designed to accommodate varied schedules and learning contexts, such as online databases and extended hours.
Usage pattern: The frequency and manner in which patrons engage with library resources and services.
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