Thesis On Library and Information Science Okkkk

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NGOZI BLESSING UKACHI

PG/Ph.D/08/49576
ACCESSIBILITY AND STUDENTS VARIABLES AS CORRELATES OF THE USE OF

ELECTRONIC INFORMATION RESOURCES IN UNIVERSITY
LIBRARIES IN SOUTH-WEST, NIGERIA
DEPARTMENT OF LIBRARY AND INFORMATION SCIENCE
Faculty of Social Sciences
Nwamarah Uche
Digitally Signed by: Content managers Name

DN : CN = Weabmasters name
O= University of Nigeria, Nsukka
OU = Innovation Centre
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ACCESSIBILITY AND STUDENTS VARIABLES AS CORRELATES OF THE
USE OF ELECTRONIC INFORMATION RESOURCES IN UNIVERSITY
LIBRARIES IN SOUTH-WEST, NIGERIA
BY
NGOZI BLESSING UKACHI

PG/Ph.D/08/49576
A THESIS SUBMITTED TO THE DEPARTMENT OF LIBRARY AND

INFORMATION SCIENCE, UNIVERSITY OF NIGERIA, NSUKKA, IN
FULLFILMENT OF THE REQUIREMENTS FOR THE AWARD OF THE DEGREE
OF DOCTOR OF
PHILOSOPHY (Ph.D) IN LIBRARY AND INFORMATION SCIENCE
AUGUST, 2013
3
CERTIFICATION PAGE
NGOZI BLESSING UKACHI, a postgraduate student in the Department of Library and
Information Science with Registration Number, PG/Ph.D/08/49576, has satisfactorily
completed research requirements for the award of Ph.D Degree in Library and
Information Science. The work embodied in this thesis is original and has not been
submitted in part or in full for another degree of this or any other university.
___________________
_______________________
Ngozi B. Ukachi
Dr.
V.
Nwachukwu
(Student)
(Supervisor)
N.
4
APPROVAL PAGE
This thesis by Ngozi Blessing Ukachi (Registration Number, PG/Ph.D/08/49576)

has been approved for the Department of Library and Information Science.
By
_____________________
__________________
Dr. V. N. Nwachukwu
Prof. V. W.
Dike
(Supervisor)
(Head
Department)
______________________
__________________
Internal Examiner
External
Examiner
_________________________
Prof. I. C. S. Ifelunni
(Dean of Faculty)
of
DEDICATION
This work is dedicated to the ALMIGHTY GOD for having shown me so much love and
then to my husband, Wilson and children, Favour, Emmanuel and Victor for their
showers of love and support during the period of this study.
ACKNOWLEDGEMENTS
I am most grateful to the ALMIGHTY GOD, for His grace and unquantifiable love.
Daddy God, I cannot appreciate you enough!
My profound gratitude goes to my first Supervisor, Prof. M. Afolabi who
painstakingly worked with me up to the proposal stage before leaving the services of
University of Nigeria Nsukka. Prof, your fatherly and kind support and guidance are
highly appreciated. To Dr. V. N. Nwachukwu who took over the supervision of my work
immediately after the Ph.D proposal, thank you for your friendly and immeasurable
supervisory support and guidance geared towards the successful completion of this thesis.
God bless you.
My special appreciation also goes to my lecturers: Prof. V. W. Dike, Dr. F. C.
Ekere, Prof. M. Ochgwu, Dr. N. E. Achebe, , Dr. R. Ozioko, Dr. A. J. C. Mole and Dr. C.
Omekwu for their contributions towards the successful completion of the Ph.D
programme. I also want to appreciate Prof. F. A. Okwo, Dr. Uche Asogwa and Prof. K.
O. Usman for their contributions and words of encouragement.
My utmost gratitude goes to my darling husband, Mr. W. I. Ukachi. Daddy, I
greatly appreciate your love and support morally, financially, spiritually and emotionally.
To my little angels, Favour, Emmanuel (Chukwuebuka) and Victor, you are wonderful
children and indeed blessings to the family. Thanks so much for your love and
understanding. Each time I sit to recall your prayers and assurances of love for me
anytime I am embarking on the trips to & from Lagos and Nsukka, I just thank God for
blessing me with such a wonderful family and also pray that He will bless you
bountifully.
I am also grateful to my brothers- Henry, Eze, and Emeka for their love and
support. Uche, my sister-in-law, thanks so much for lovingly accepting the
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inconveniences and making your home very comfortable for me each time I had to stop at
Enugu during those trips to Nsukka. May the Good Lord bless you all.
Finally, I appreciate all my friends- Scholastica Ukwuoma, Jacinta Eze, Innocent
Eze, Esther Ogbonnaya, Ebere Umeji, Dr. Ifeanyi Ezema, Dr. (Mrs.) J. N. Ekere, Dr
Cyprian Ugwu and Tony Obaseki for their contributions towards the educational and
social needs of the researcher during the period of this research. To my boss in the office,
Dr. O. O. Adediji, thank you for your support which has helped in achieving this goal.
May God bless you, Sir.
Ngozi Blessing Ukachi

Department of Library and Information science
TABLE OF CONTENTS
Title Page
Certification -
Significance of the Study
iii
Approval Page ii
Dedication
iv
Acknowledgement
v
Table of Contents
vii
List of Tables x
List of Figures xi
Abstract
xii
CHAPTER ONE: INTRODUCTION
1
Background of the Study 1
Statement of the Problem
9
Purpose of the Study
10
Research Questions
11
Hypotheses
11
12
9
Scope of the Study
Concept of Electronic Information Resources
Information Literacy and Use of Electronic Information Resources -
13
CHAPTER TWO: LITERATURE REVIEW
15
Conceptual Framework -
15
15
Students Use of Electronic Information Resources
18
22
Attitude of Students towards the Use of Electronic Information Resources 27
Computer Self-Efficacy and Use of Electronic Information Resources
31
Gender and Use of Electronic Information Resources
35
Accessibility and Use of Electronic Information Resources in the University
Libraries
38
Conceptual Model
Theoretical Framework -
Information Utilization Capacity Theory
44
Technology Acceptance Model
42
44
45
Review of Related Empirical Studies

47
Summary of Literature Review 59
10
CHAPTER THREE: RESEARCH METHODS -
61
Design of the study
Population of the Study
CHAPTER FOUR: PRESENTATION OF DATA
Presentation of results to research questions and hypotheses -
61
Area of the Study
61
62
Sample and Sampling Technique
62
Instruments for Data Collection
64
Validation of the Instruments 66
Reliability of the Instruments 66
Procedure for Data Collection
67
Method of Data Analysis
67
69
69
Summary of the Major Findings
79
CHAPTER FIVE: DISCUSSION OF FINDINGS, CONCLUSION,
RECOMMENDATIONS AND SUGGESTIONS -80
Discussion of the Findings
80
Implications of the Study 90
11
Conclusion - -
91
Recommendations92
Limitations of the Study
93
Suggestion for Further Research
93
REFERENCES
94
APPENDICES109
APPENDIX A: Questionnaire on Accessibility, Students Variables and Use of
Electronic Information Resources in University Libraries
(ASVUEIRUL-Q)
APPENDIX C: List of Universities in South-Western Zone of Nigeria
109
APPENDIX B: Interview Checklist for Librarians Heading the EIRs
Sections of the University Libraries under Study 116
117
APPENDIX D: Population of the Study
APPENDIX F: Validated Instrument -
118
APPENDIX E: The Sample Size
119
120
APPENDIX G: Reliability Computation
136
APPENDIX H: Questionnaire Distribution and Responses from Respondents
by their Universities of Affiliation
145
12
APPENDIX I: Means and Standard Deviation for Gender and Use of EIRs 150
APPENDIX J: Correlational Analysis -
151
APPENDIX K: Mean Scores
155
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LIST OF TABLES
Table
Pages
1.
Questionnaire Distribution and Response Rate 69
2.
Undergraduate Students Use of the EIRs in the Library for Various Academic
Purposes - 70
3.
Frequency of Use of EIRs in the University Libraries - 71
4.
Mean and Standard Deviation of Male and Female Undergraduate Students on

Their Use of Electronic Information Resources in the Library - 73
5.
Mean and Standard Deviation of the Students Response on the Strategies to be

Adopted in Addressing the Problems of EIRs Under-Utilization
- 75
6.
T- Test for significance of the Relationship Between Information Literacy

Skill Possessed by Undergraduate Students and their Use of EIRs - 76
7.
T- Test for significance of the Relationship between Attitudes of Undergraduate

Students Towards the Use of Electronic Information Resources in the Library
and their Actual Use of the Resources - 77
8.
T- Test for significance of the Relationship Between Undergraduate Students

Computer Self- Efficacy and their Use of Electronic Information Resources in the
Library - 77
9.
T-Transformation Test of the Relationship between Accessibility of Electronic

Information Resources in the Library and their Use - 78
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LIST OF FIGURES
Figure
Pages
1. Conceptual Model for the Study
43
2. Technology Acceptance Model
46
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ABSTRACT
The study investigated the relationship between accessibility and undergraduate students
variables as correlate of use of electronic information resources in university libraries in
South-West, Nigeria. Four research questions which were designed to find out: the
various academic purposes for which the students utilize the libraries Electronic
Information Resources (EIRs), their frequency of use of these resources, influence of
gender on the use of these resources as well as the strategies to be adopted in
ameliorating the problem of EIRs under-utilization with four hypotheses guided the
conduct of this study. The study adopted the correlational survey design. The population
of the study consisted of all 36116 undergraduate students who were registered library
users and the librarians heading the Electronic Library/Information Technology Units of
the universities in the zone. A sample size of 1818 respondents comprising of 1806
undergraduate students and 12 librarians was used for the study. Questionnaire on
Accessibility, Students Variables and Use of Electronic Information Resources in
University Libraries (ASVUEIRUL-Q), was the main instrument for data collection.
Structured interview was used to collect information from the librarians. Mean scores,
PPMC and t-test were used to analyse the data. The interview responses were used to
support the results from the questionnaire. The result of study revealed that there is
positive relationship between the students variables (level of information literacy skill,
Computer self-efficacy, attitude towards the use of EIRs, and gender) and their use of
electronic information resources. Accessibility also has positive relationship with the
students use of libraries EIRs. Though these EIRs are under-utilized in the libraries, the
most obvious academic purposes for which undergraduate students utilize the EIRs
provided in the library are; class assignment, sourcing materials for research/writing
project, retrieval of current literature for studies and generally source materials and
information, augmenting class work and, updating knowledge in subject area of interest.
Based on the findings, it was recommended that effective teaching of information literacy
skills should be embarked on for all undergraduate students during their first year in the
university. It is also recommended that adequate library orientation should be given to
the undergraduate students during their first two months in the university to acquaint
them with the library resources. Library management should provide adequate number of
computers with Internet access and also subscribe to electronic information resources that
have user-friendly interface to facilitate ease of use of the resources.
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CHAPTER ONE
INTRODUCTION
Background to the study
The university as an institution is generally regarded as a custodian of knowledge
where students from different disciplines acquire knowledge and skills for selfdevelopment. Acquisition of knowledge is necessary for greater understanding and
participation in community affairs and to prepare one for future contribution to the
society. The university could be regarded as a preparatory ground for creativity and
independent thinking. According to Oketunji (2005), university contributes towards the
solution of problems and to the gathering, analysis and interpretation of facts. Generally,
therefore, the university environment is a place where transfer of knowledge and
information takes place.
The achievements of the goals of the universities depend to a great extent on the
level of services and resources provided by the university library. The university Library,
which is commonly referred to as the nerve centre of the university is primarily set up for
the achievement of the universitys set goals and objectives by providing information
materials and services which satisfies the information needs of the entire university
community. In other words, apart from the fact that university libraries provide needed
information sources and reading materials, they at the same time promote teaching,
learning and research functions through other various means such as loan services,
interlibrary lending services and selective dissemination of information. Adewale (2006)
and Aliyu (2004) highlighted the relevance of the university library in actualizing the
goals of the university by stating that the library is the heart of any academic institution
and its objectives revolve round the institutions objectives. The librarys provision of
information and services is not expected to be limited to immediate needed information
1
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but to encompass the provision of anticipated information. In order to effectively do this,
Ochogwu (2007) stated that libraries and other information related organizations
nowadays provide a variety of information to society in different formats. Basically, this
ranges from printed (books) format to non-printed (electronic) formats.
The introduction of Information Communication Technology (ICT) facilities in
the university libraries has tremendously enhanced information generation, access,
storage and dissemination. Dissemination of timely and up to date information is made
easier with the advent of these technologies which aid the transmission of electronic
information resources. The increased awareness of the importance of information in
human activities has also necessitated the need for provision of more diversified, easier
and upgrading of the services to meet with the growing information needs of the users.
Electronic information resources, interchangeably used in this work with
electronic resources are information materials in the library that can only be accessed
electronically, with the use of Information and Communication Technology (ICT)
facilities. Examples of the electronic information resources often consulted by students
include: Internet, CD-ROM databases, online databases, Online Public Access
Catalogues (OPACs), electronic journals, electronic books and digitized materials. These
resources are slowly replacing the use of print media as a result of their ability to provide
one with timely and up-to-date information.
In contemporary library practice, information needs of learners and knowledge
seekers are met through a plethora of information sources especially with Electronic
Information Resources (EIRs) dominating as a result of their ability to be accessed even
remotely. University libraries specifically provide these resources to cater for the
academic needs of the university community. Students, as part of the university
community, are allowed unrestricted access to these resources. These resources give
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room for current and up-to-date information to be accessed easily, timely and remotely
without compulsory face to face contact with the provider as in traditional librarianship.
Obviously, the basic aim of providing electronic information resources by university
libraries in Nigeria is to ensure that students have access to first hand information
characterized by being timely, up to date, easy to access and, even remotely.
Electronic information resources available in a library play a prominent role in
facilitating access to required information by the users in an easy and expeditious
manner. According to Negahban and Talawar (2009) electronic information resources, in
reality have become the backbones of many academic institutions. They serve as
motivating factor to students as they provide them opportunity to transmit, acquire or
download, process and disseminate information on any subject of interest. They can be
used by any user through online access via networks or authentication methods at any
time by comfortably sitting at home or office. They indeed play significant roles in
academic libraries as they are mostly used for the promotion of academic excellence and
research. Electronic Information Resources open up the possibility of searching multiple
files at one time, a feat accomplished more easily than when using printed equivalents.
Tella, Tella, Ayeni and Omoba (2007) emphasised that electronic information has many
functions and benefits that are capable of positively influencing the academic
performance of both students and researchers in the university as well as other higher
educational institutions. However, it is imperative that the students should be familiar
with the use and exploitation of the resources for a quicker and more effective usage.
The use of Electronic Information Resources (EIRs) is necessary for students
mainly because they provide better, faster and easier access to information than
information accessed through print media. Electronic information resources help to
expand access, increase usability and effectiveness and establish new ways for students to
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use information to be more productive in their academic activities. They can be relied
upon for timely information which upholds the quote: right information to the right user
at the right time. Furthermore, use of electronic resources aid the students in keeping
abreast with current developments in their respective subject fields, in contrast with print
media which are not regularly updated.
Though the benefits derived from using EIRs are no longer debatable, some
factors such as students variables which in the context of this work include; level of
information literacy skill, attitude towards electronic resources use, computer selfefficacy, gender, and accessibility could affect the use of electronic information
resources. Undergraduate students are formally engaged in pursuing a course of study in
a university with the aim of obtaining a degree certificate. The use of EIRs by the
students can greatly enhance their learning and general academic performance. Students
use of EIRs also requires that they be information literate.
Information Literacy means knowledge of one's information concerns and needs,
and the ability to identify, locate, evaluate, organize and effectively create, use and
communicate information to address issues or problems at hand. It is a prerequisite for
participating effectively in the Information Society. Lau (2006) defined information
literacy as information competencies that involve the capacity to identify when
information is needed, and the competence and skill to locate, evaluate and use
information effectively. He further stated that information competencies are key factors
in lifelong learning. Information literacy skill is a very relevant skill which enables one to
conveniently and effectively navigate the vast information available as a result of
information explosion presently being experienced. Generally, the information literacy
skills programmes that take place in the university libraries ranges from library
orientation to user education. To be information literate means acquiring the skills
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required to intelligently and systematically find, interpret, select, evaluate, organize, and
use information for a specific purpose.
Information literacy, according to Amalahu, Oluwasina and Laoye (2009)
includes library literacy, computer literacy, search literacy, and critical thinking skill. It is
important in the use of electronic resources because of the proliferation of information
presently experienced as a result of series of research and developmental activities taking
place globally. The complexity of the use of electronic resources resulting from the need
for one to be computer literate and also possess good searching and evaluation skills may
pose a great challenge to their effective utilization by students if they lack these skills.
Information literacy gives insight into interaction with the world of information.
Fostering the development of information literacy among users enable them to become
self-reliant, independent users. Information literate students become more thoughtful and
versatile in seeking and using information in all formats.
Besides, attitudes of individuals towards a particular medium or channel of
delivery and communication of information can equally affect their use of that medium or
channel. Attitude is the way an individual thinks and feels about somebody or something.
Attitudes, according to Burns (2005) cited by Alkhanak and Azmi (2011) can be defined
in general as evaluated beliefs which predispose the individual to respond in a
preferential way. Ajzen and Fishbein (1980) also defined attitudes as positive or negative
evaluations of object, people, or situation that predisposes us to feel and behave toward
them in positive or negative ways. It is also noteworthy that the way one behaves towards
somebody or something shows how one thinks or feels. In this study, attitude of students
towards use of electronic resources is conceptualized as those reactions to electronic
resources and services use by students, resulting from assumptions, beliefs and, other
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peoples opinions. It could equally be defined as a mental process consisting of the
cognitive components of knowing, thinking, perceiving, believing and even judging.
Attitude is an important variable to consider in the study of human behaviour and
vital concept in the use of libraries EIRs by undergraduate students. Attitude, as a
hypothetical construct, represents an individuals like or dislike for an item. The students
attitude towards the use of electronic information resources generally, may be composed
from various forms of judgement; it may develop from the Affective, Behavioural
and Cognitive (ABC) model. The affective response is a physiological response that
expresses an individuals preference for an entity or a thing like the electronic resources.
It includes the affective process of feeling, emotion, acting, doing and striving. The
behavioural aspect is a verbal indication of the intention of an individual to utilize the
resources while the cognitive response has to do with the evaluation of the resources to
form an attitude.
Loewenstein (2007) averred that attitude could be positive, negative or neutral
view or behaviours of a person. The implication is that, if a person has negative attitude
towards the use of electronic information resources, he may either not utilize them at all
or utilize them just once in a while. The students attitude towards the use of EIRs,
therefore, may result from observing fellow students being frustrated in the search for
information using the electronic medium or even, behaviours of library staff towards the
users. Basically a persons attitude towards an object or issue can be deduced from his
behaviour in situations involving that object.
Computer self-efficacy has to do with judgments regarding ones capability to
successfully perform a specific task using the computer. It is the belief in one's capability
in utilizing the computer to organize and execute the course of action required to manage
prospective situations (Bandura, 1999). It is concerned not only with the skills one has,
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but with the judgments and confidence one has in oneself concerning what one can do
with whatever skills one possesses. Computer self-efficacy is a significant determinant of
performance which operates partially independent of the level of skills possessed. It
involves a generative capability in which one must organize cognitive, social and
behavioral sub-skills into integrated courses of action.
It must be emphasized that self-efficacy is not a measure of skill; rather, it reflects
what individuals believe they can do with the skills they possess. Thus, computer selfefficacy focuses on what a person believes he or she can accomplish now or in the future
using the computer. Nahl (1997) stated that Internet/computer self-efficacy does not refer
to a person's skill at performing specific Internet-related tasks, such as writing Hypertext
Marked up Language (HTML), using a browser, or transferring files. Instead, it assesses
a person's judgment of his or her ability to apply Internet skills in a more encompassing
mode, such as finding information or troubleshooting search problems and end up with
tangible result.
Gender which generally has to do with the categorization of the sexual
characteristics of human beings could also be a determining factor to the use of EIRs.
Gender, in the context of this work, refers to the state of being a male or a female with
reference to statistical difference observed in the use of librarys electronic information
resources. It is a cultural and social construction of a personality which is manifested in
qualities and behaviour of men and women. It is innate and usually bears a sign of
personality development, identity and social roles which can influence human
information behavior. Feminist researchers have long attempted to understand the origin
of gender difference and have developed a number of approaches to study gender and
providing explanations of such origin (Marecek, 2001). They have shown that it is
desirable to examine gender from multiple perspectives in order to understand the gender
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differences comprehensively. However, this study investigates the influence of gender on
the use of electronic information resources by undergraduate students.
Social beliefs attribute certain activities to a particular gender (sex role) rendering
or making the other gender to have that feeling of inferiority complex. Naturally, it is
believed that men and women value technologies differently. Technology is traditionally
seen as a male sphere, and males generally, are believed to have greater interest in
technology itself than females. For instance, ICT-related activities, as reported by Brosna
and Davidson (1996), have been viewed as a male domain or something for boys. Other
research views such as Volman and Eck (2001), revealed that boys are more interested in
ICT than girls. The males are believed to have more positive attitudes towards use of
information resources accessed via the computers than girls. This implies that the gender
of the students could influence their use of electronic information resources.
Conversely, ordinarily providing these resources without access points like
Computer as well as skills required for its use might be tantamount to information
availability without accessibility. Seth and Parida (2006) cautioned that availability of
information resources and services does not automatically translate to information
accessibility and use. Accessibility refers to openness, convenience, ease of locating and
proximity to information resources. Access to information is important because except an
information source is made accessible to users, it cannot be used. Jimba and Atinmo
(2000) maintain that accessibility is about being able to use what is available when it is
required. Accessibility of information materials is one of the prerequisites of information
utilization. Resources may be available in the library and even identified
bibliographically as relevant to ones subject of interest, but the user may not be able to
lay hands on them because of accessibility problems. Ugah (2008) opined that the more
accessible information sources are, the more likely they are to be used and readers tend to
24
use information sources that require the least effort to access. Obviously accessibility
constraints that could be experienced in the use of EIR include: inadequate provision of
infrastructure, Internet connection problem, online database subscription problem, library
electronic resources use policy and indifference behaviour of staff towards assisting
users.
Statement of the Problem
Nigerian university education system is developing and advancing both in number
and absorption of technologies into its teaching, learning and research processes. At the
same time, the university libraries in the South-West, Nigeria have made huge
investments in acquiring electronic information resources in a bid to enhance the
teaching, learning and research processes in their institutions and also meets up with the
global trend and standard. Electronic information resources have indeed become more
important for the academic community in accessing up-to-date information at the right
time and in the right form. They enable students to have access to first hand information
characterized by being timely, current, easy to access and, even from remote places and
also open up the possibility of searching multiple files at a time, a feat accomplished
more easily than when using printed equivalents.
Unfortunately, literature and personal observation had revealed that electronic
information resources are grossly under-utilized by undergraduate students in Nigerian
universities despite the potentials they hold for effective learning and research. The
impression is that many of the undergraduate students have either shallow knowledge of
basic searching skills, negative attitude towards EIRs use or lack computer self- efficacy.
This report and observation may lead one to begin to question the coverage and quality of
information circulating within these universities as well as what the future holds for the
students on graduation considering the global trend concerning information provision and
25
access in this electronic age. The need to achieve greater utilization of the EIRs by
undergraduate students who constitute a significant percentage of the user community
and are even in the majority in most universities makes it imperative to identify the
factors affecting the effective utilization of the EIRs.
In the light of the above, the study investigated the relationship between
accessibility and undergraduate students variables such as information literacy skill,
attitude towards electronic resources use, computer self- efficacy, gender and their use of
EIRs in university libraries in South-West, Nigeria.
Purpose of the Study
The main purpose of this study is to find out how accessibility and undergraduate
students variables relate with their use of university libraries electronic information
resources in South-West, Nigeria.
The specific objectives of the study are to:
1. establish the various academic purposes for which the undergraduate students
utilize the EIRs in the university libraries;
2. ascertain the frequency of use of EIRs in the university libraries by the
undergraduate students;
3. determine the relationship between the undergraduate students information
literacy skill and their use of electronic resources in the university libraries;
4. find out the relationship between the undergraduate students attitude towards
EIRs use and their actual utilization of these resources;
5. determine the relationship between the undergraduate students computer selfefficacy and their use of EIRs in the university libraries;
6. establish the relationship between accessibility of library electronic information
resources and their use by the students;
26
7. determine the influence of undergraduate students gender on their use of librarys
electronic information resources for various academic purposes; and
8. identify strategies for enhancing the use of university libraries EIRs by the
undergraduate students.
Research Questions
The study has the following research questions:
1. What are the various academic purposes for which undergraduate students use the
electronic information resources in the university libraries?
2. How frequently do the undergraduate students use the EIRs in the university
libraries?
3. What is the influence of undergraduate students gender on their use of librarys
electronic information resources for various academic purposes?
4. What are the strategies that could be used to address the problems of underutilization of university libraries EIRs by undergraduate students?
Hypotheses
The following null hypotheses guided the conduct of this study and they were
tested at 0.05 level of significance.
Ho1. There is no significant relationship between the level of information literacy
skill possessed by undergraduate students and their use of electronic
information resources provided in the university libraries.
Ho2. There is no significant relationship between attitudes of the undergraduate
students towards electronic information resources use and their use of electronic
information resources in the university libraries.
27
Ho3. There is no significant relationship between the undergraduate students
computer self-efficacy and their use of electronic information resources in the
university libraries.
Ho4 There is no significant relationship between accessibility of electronic
information resources in the university libraries and their use by undergraduate
students.
Significance of the Study

The findings of this study will be of benefit to undergraduate students, the library
management and librarians in the universities and other academic libraries, librarians
working in the Electronic Information Resources (EIRs) sections of libraries, the
university management, educational planners and administrators, the general public, and
researchers.
This study will sensitize undergraduate students on the need to acquire the relevant
skills necessary for effective use of EIRs. The outcome of this study is expected to bring
about enhanced utilization of the libraries EIRs by the undergraduate students thereby
leading to improved academic performances and research output as well as the ability to
favourably compete with counterparts from the developed parts of the world.
Library
management and the librarians in universities and other academic libraries would find
this study very relevant as it would reveal students limitations in using the EIRs
available in the libraries. This would enable library management to correct the problem
areas thereby enhancing students use of the resources. Furthermore, the outcome of this
study will present the library management and librarians with practical information on the
relationship that exist between undergraduate students variables and their use of
libraries EIRs, thereby providing them with strategies to adopt which will positively
enhance the students utilization of these resources for general academic purposes. It will
28
equally widen the knowledge of the library management in the overall management of
the libraries.
This study is also expected to provide empirical evidence on the relationship
existing between accessibility of libraries EIRs and their use by undergraduate students.
Findings of this study will also be beneficial to university managements by guiding
them in the areas of budgeting and fund allocation to the university library.
Other researchers especially in the field of Library and Information Science who
will want to carry out further researches in this area of study will also find this study very
relevant as it will contribute in solving the problem of dearth of literature in this area and
also enhance discipline specific curriculum resources.
Scope of the Study

This study covered undergraduate students variables and accessibility, and their
use of EIRs situated in the university libraries. The reason for limiting the study to EIRs
in the university library is based on the fact that they are specifically established to cater
for the academic needs of the university hence they have high responsibility of providing
specialized information resources and services to students and also subscribes to the
universitys discipline oriented electronic journals and databases. These resources are
also freely made available to the students as with print materials. The use of EIRs in
cybercafs and other ICT centres will not be covered in this study. The electronic
resources to be studied in this work are: Online Database, E- Journals, E-Books, the
Internet, and OPAC. These resources are selected because they are the ones mainly
provided in the university libraries for students use. Though the Internet serves as a
medium through which the other four resources can be accessed, it is also included as one
of the EIRs to be studied in this study because it also provides access to other electronic
information relevant for academic and research outcomes of the undergraduate students,
29
which the others cannot provide. Examples are: information on scholarship and internship
opportunities, following blog postings in subject areas of specialization, participating in
professional discussion groups, etc. The variables to be covered in this work are students
variables, accessibility and use of electronic information resources. The constructs that
make up students variables in this work are: information literacy skill, attitude towards
e-resources use, computer self- efficacy and gender.
This study will cover university libraries in the South-West, Nigeria. This
geopolitical zone was selected for the study because it has sufficient number of
computerized libraries that provide electronic information resources for the users.
30
CHAPTER TWO
LITERATURE REVIEW
This chapter reviewed literature relevant to the study. The related literature is
reviewed under the following sub-headings:
A. Conceptual Framework
-
Information Literacy and Use of Electronic Information Resources
Attitude of Students towards the Use of Electronic Information Resources
Computer Self-Efficacy and Use of Electronic Information Resources

Libraries
Conceptual Model
B. Theoretical Framework
- Information Utilization Capacity Theory
- Technology Acceptance Model
C. Review of Related Empirical Studies
D. Summary of Literature Review
Conceptual Framework
The resources provided by the university libraries comes either in printed or
electronic formats, hence the library has printed and electronic information resources.
Electronic information resources, according to Saye (2001) are the resources that are
15
31
generated through some electronic medium and made available to a wide range of
viewers both on-site and off-site via some electronic transferring machine or the Internet.
These resources in its ambit include all kinds of digital collections in the form of e-books,
online-databases, e-journals, Online Public Access Catalogue (OPAC) and the Internet.
Electronic resources, according to Ku (2008) refer to those materials that require
computer access, whether through microcomputer, mainframe, or other types of
computers, and that may either be locally mounted or accessed remotely via the Internet.
Electronic information resources, as a term, is usually interchangeably used with such
other terms as Electronic resources, Virtual resources, Online resources, and
Digital resources. Electronic information resources have been useful to university
community both in the developed and the developing nations of the world. The
University of Kansas Information Service (2005) defines electronic information resources
to include any hardware/software intended for the storage, transmission and use of
information as well as the digital content files that may be stored, transmitted, or used
with hardware/software. These include e-mail, voice systems, local databases, and
externally accessed databases, CD-ROM, Digital Versatile Disc (DVD), video, recorded
magnetic media, digital movie, photographic files or other digitized information.
In the new technological environment, academic members of the university use an
increasing array of electronic information resources, including online databases, OPACs,
e-conference materials, e-mail, full-text databases, e-books and scholarly websites
(Jirojwong & Wallin, 2000). The use of these resources is vital for academic and research
activities because of its ability to provide users with timely, easy to access and, up-to-date
information. For instance, ScienceDirect which is a database that houses e-books
adequately supports researches in the fields of natural science, medicine, engineering,
32
food science and social studies, enabling users to access up-to-date information in the
sciences.
However, the sudden upsurge of these resources is a resultant effect of a number
of changes brought about by the development of cutting-edge and emerging information
technology.
The evolution of Information technology has globally transformed the
landscape of the library and information practice by provoking a shift in roles, resources,
and services provided by library and information professionals. According to Ray and
Day (1998), the rapid advancement in the adoption of Information Technology with its
accompanying e-resources in library services provision were brought about by such
factors as; rapid growth in student numbers which is not mirrored by a relative increase in
the number of library and information services staff, growth in non-traditional students,
for example, mature students and part-time students, inflation in the cost of printed
materials, growing numbers of academic publications, dwindling library budgets and
changes in teaching and learning methods towards a greater emphasis on student centered
learning.
These changes have necessitated the shift from an original emphasis on ownership
to giving access to library resources mediated by the library. Information on virtually all
fields and subjects are on the increase as a result of a series of developmental activities
and researches that generate more and more information. The awareness of the
importance of information in human activities has equally increased hence, the need for a
more diversified, easier or upgrading of the resources and services to meet with the
developing needs of the users (Edoka, 2000). Electronic information resources from
varying sources are now available in enormous quantity. Khalil (2004) stated that the
explosive growth of electronic information resources which gives access to reliable and
up-to-date information has helped educational institutions to stay at the forefront of this
33
changing world and for research to be reliable; it must be based on up-to-date and reliable
information.
Electronic information resources have become essential for the university studies
and are very popular to most of the students because they can provide a number of
advantages
over
traditional
print
based
sources.
Brophy
(2000) cited by Tella, Tella, Ayeni and Omoba, (2007) highlighted the advantages of
networking and use of electronic resources as follows:
the information needed can be delivered from the most appropriate
source to the user; the user can re-specify his or her needs dynamically;
the information is obtained when it is wanted, so becomes "just in time"
rather than "just in case"; the user selects only the information needed to
answer the specific question and, finally, the information is stored only
if the user wishes, and very often by the user, not the library.
Other advantages, according to Ray and Day (1998) include the fact that
electronic information sources are often faster than consulting print indexes, especially
when searching retrospectively, and they are more straight forward when wishing to use
combinations of keywords. They open up the possibility of searching multiple files at one
time, a feat accomplished more easily than when using printed equivalents. Electronic
resources can be printed and searches saved to be repeated at a later date; they are
updated more often than printed tools. Another advantage, especially to distance learners
or those with limited time to access the library, is their availability from outside the
library by dial-up access.
Students especially, those in the universities use the electronic information
resources for various academic purposes. These purposes include; doing class
assignments, writing term papers, augmenting class works, retrieving current literature
for studies, following blog discussions on subject area of interest, searching for
scholarship opportunities, searching for internship placement and for research purposes.
34
Considering the fact that universities are institutions of higher learning where researches
of various magnitude take place and similarly, research requires the use of current and
up-to-date literatures, it then becomes very necessary that EIRs are greatly used by the
students in the universities. According to Oyegade (2000) the Internet, which is an
electronic information resource is regarded as the best Channel for information retrieval
for students research work because it is the gateway to the globe. He opined that it allows
different groups of people especially students and researchers to create channels of
communication and self-expression. Ekhaguere, Olayinka, Taiwo, Alonge and Obono
(2005) asserted that limited access to up-to-date journals and books in the different
disciplines had been a great challenge to students and researchers until the development
of Internet. To him, the Internet is the vista to retrieving up-to-date information.
The research and other academic activities that go on in the universities involves
collating and processing of data and a good research work depends greatly on a students
skill in retrieving current and relevant information. With the availability of electronic
information resources, research is no longer complicated. This is due to the fact that most
of the documents to be consulted for research are available in electronic formats like the
Internet, online database, OPACs, electronic journals, electronic books, etc.
The use of electronic information resources encourages collaboration among
students and researchers. Magara (2002) opined that the emergence of the World Wide
Web (www) enhance scholarly communication and a rise in computational science.
Presently, many university students rely on the web for their assignments, term papers,
research and communication with their teachers. Students through the web also exchange
ideas and information which can help their academic activities. Fakolujo (2005) reported
that Electronic mail (E-mail) over the Internet enables one to overcome many barriers to
communicate due to geographic distance such as time, costs and language. More so,
35
virtual study or research teams can also be formed by the students to link a variety of
other students to enable them to contribute their skills towards a particular project.
Bamiro, Oluleye and Tiamiyu (2005) posited that the electronic mail (E-mail) mode of
communication provided by the Internet helps in sending and receiving messages at a
very fast and cheap rate. Ureigho, Oroko and Ekuyota (2006) explained that besides the
use of Internet for e-mail, one can listen to international radio stations on research and
education on the Internet. Furthermore, students can read books and other materials,
speak to press round the globe and read national dailies of other countries electronically.
A study carried out by Raza and Upadyyay (2006) to measure the usage of ejournals by researchers at Aligarh Muslim University (AMU, Aligarh, India) revealed
that most of the researchers used e-journals. Borrego, Anglada, Barrios and Comellas
(2007) stated that majority of the respondents from the consortium of Academic libraries
of Catalonia indicated that they exclusively use e-journals for their work. The use of
electronic journals and books is vital for academic and research activities. For instance,
ScienceDirect adequately supports researches in the fields, of natural science, medicine,
engineering, food science and social studies. Despite the gains of the use of electronic
resources for general academic activities, many students are still possess some
characteristics that hinder them from optimally utilizing these resources. This may
adversely affect their academic performance as well as their research outpour. It is also
worthy to not that the gains and benefits accruable from the use of electronic information
resources can only be obtained if the resources are not just only made available but, also
accessible to users.
Electronic information sources have greatly established a formidable presence in
academic libraries. These rich information resources are beneficial to university students
who are striving for academic success. Nevertheless, the availability of information
36
resources does not guarantee the successful use of Web resources in academia. Rosen and
Castro (2002) described university students as thirsting for information, but not bringing
a cup to drink. Water, water everywhere but no knowledge of how to drink. Without
real information skills, students searching for knowledge might as well be chasing a
mirage in the desert. Although the electronic information resources has been gaining
popularity on university campuses, and is highly desirable in that it leads to increased
productivity of work, learning, teaching and research, university students, especially
those in developing nations are yet to achieve optimal utilization of these resources.
The importance and wide ranging scope of electronic resources for general
communication, information retrieval and research activities in tertiary educational
institutions for academic activities is acknowledged worldwide. Literature also show that
a number of relevant studies have been carried out on the use of e-resources by students
worldwide. General user opinion towards the use of electronic resources, in particular
CD-ROM, has been positive, with students enjoying using these sources and finding
relatively few problems while using them (Ray and Day, 1998). This is clearly
confirmed in the case of a survey undertaken at Oakland University by (Schulz and
Salomon, 1990) into students satisfaction with CD-ROMs.
However, the same cannot be said in relation with the use of electronic
information resources such as CD-ROM and Online databases subscribed to by university
libraries in Nigeria. Ojo and Akande (2005) in a survey of 350 respondents examined
students access, usage and awareness of electronic information resources at the
University College Hospital (UCH) Ibadan, Nigeria. The study revealed that the level of
usage of the electronic information resources by students for academic activities is not
high. A major problem however identified is lack of information retrieval skills for
exploiting electronic resources, thus making the level of usage of resources by medical
37
students very low. The study conducted by Ojedokun (2001) on Internet access and
usage by the students of Botswana, revealed that though Internet resources were
provided and made accessible, they were under-utilized. Quite a number of studies exist
with the result that university libraries in Nigeria are generally poorly utilized. Emerole
and Ogugua (2007) in their library use study found out that there is low patronage of
library services especially in the area of use of EIR as many users have not fully realized
the potentials of the library in this information age. Other examples are studies by Idiodi
and Igbinosas (2003), Abdulsalami (1999), Amkpa (2000), etc.
Students generally seek information for various purposes which include: the need to
complete course assignments, prepare for class discussions, seminars, workshops,
conferences, or write final year research papers. Most often they do not learn the basic
information skills required to navigate end exploit these resources effectively. They end
up using trial and error methods of research that limits their capabilities to satisfy their
needs.
Information Literacy Skills and Use of Electronic Resources
Students with research information needs will most likely use the electronic
resource if they have the skills required for its effective use. Skill is the ability to bring
about some end result with maximum certainty and minimum outlay of time and energy.
Computer literacy which sometimes is interchangeably used by some students to mean
information literacy only refers to the comfort level someone has with using computer
programs and other applications that are associated with computers. This implies that
information literacy is much more than computer literacy although having basic computer
skill is an aspect of information literacy skills. Thomas (2004) affirmed the above
statement when he posits that sophisticated computer skills do not automatically translate
into skills in search and retrieval of information. Information literacy according to
38
Amalahu, Oluwasina and Laoye (2009) includes library literacy, computer literacy,
research literacy, and critical thinking skill. These skills are important in the use of
electronic resources because of the proliferation of information presently experienced as
a result of series of developmental activities. Lau (2006) also defined information literacy
as information competencies that involve the capacity to identify when information is
needed, and the competence and skill to locate, evaluate and use information effectively.
It is generally defined as an understanding and set of abilities enabling individuals to
recognize when information is needed and have the capacity to locate, evaluate, and use
effectively the needed information (The American Library Association, 2003; Udo, 2004
and Ottong, 2005).
The concept of information literacy presupposes that an information user recognizes
the need for information and knows how to find, evaluate, use and subsequently
communicate information effectively to solve particular problems or for research
purposes. According to the University of Idaho Information Literacy Portal (2011)
information literacy is the ability to identify what information is needed, understand how
the information is organized, identify the best sources of information for a given need,
locate those sources, evaluate the sources critically, and share that information. It is the
knowledge of commonly used research techniques. These skills are required because of
the ongoing proliferation of information and information sources as well as the numerous
methods of access. It is very important because we are surrounded by a growing ocean of
information in all formats. University of Idaho Information Literacy Portal (2011) stated
that not all information is created equal: some are authoritative, current, reliable, but
some are biased, out of date, misleading, false; the amount of information available is
going to keep increasing and the types of technology used to access, manipulate, and
create information will likewise expand. Furthermore, individuals are faced with diverse
39
information choices in their studies, in the workplace, and in their general lives.
Information is available through community resources, special interest organizations,
manufacturers and service providers, media, libraries, and the Internet. Increasingly,
information comes unfiltered. This raises questions about authenticity, validity, and
reliability. In addition, information is available through multiple media, including
graphical, aural, and textual. These pose special challenges in evaluating, understanding
and using information in an ethical and legal manner. The uncertain quality and
expanding quantity of information also pose large challenges for society. Bundy (2004)
affirmed that sheer abundance of information and technology will not in itself create
more informed citizens without a complementary understanding and capacity to use
information effectively.
Furthermore, Grafstein (2002) states that information literacy skills will equip
students with knowledge about specific subjects, contents, research practices and
information retrieval systems that apply generally across disciplines. Association of
College Research Libraries (ACRL, 2000) also remarked that information literacy creates
opportunities for self direction and independent learning where students engage in using a
wide variety of information sources.
Being information literate requires knowing how to clearly define a subject or area
of investigation; select appropriate terminology that expresses the concept under
investigation; formulate a search strategy that takes into consideration different
information sources and the various ways information is organized; analyze the data
collected for value, relevancy, quality and suitability; and subsequently turn them into
knowledge. The complexity of electronic resources which requires that one possesses
computer and searching skills may pose a great challenge to its effective utilization by
undergraduate students if they lack the skill required for its usage. In other words,
40
successful search and retrieval of information could be dependent on ones level of
information literacy skill.
Information literate people, can therefore, be described as those who know when
they need information, and are then able to identify, locate, evaluate, organize, and
effectively use the information to address and help resolve personal, academic related, or
broader social issues and problems. Information literate people according to Bundy
(2004):
recognize a need for information, determine the extent of
information needed, access information efficiently, critically evaluate
information and its sources, classify, store, manipulate and redraft
information collected or generated, incorporate selected information
into their knowledge base, use information effectively to learn, create
new knowledge, solve problems and make decisions, understand
economic, legal, social, political and cultural issues in the use of
information, access and use information ethically and legally, use
information and knowledge for participative citizenship and social
responsibility, experience information literacy as part of independent
learning and lifelong learning
According to Ojedokun (2008), an information literate person must be able to:
recognize the need for information, formulate questions based on information needs,
recognize that accurate, relevant and complete information is the basis for intelligent
decision making, identify potential sources of information, develop successful search
strategies, access sources of information from all media, evaluate information, organize
information for practical application, integrate new information into an existing body of
knowledge, and use information in critical thinking and problem solving. All listed skills
are essential for any information user; most especially students in their quest to make a
productive impact in their academic and research output.
Skillful use of the Internet and other electronic resources as a research and
learning tool is one such clear need for undergraduates who wish to be successful in
industry, commerce and academia. Undergraduates need to be information literate
41
because electronic information especially from the Internet sources are often unregulated
by editors, publishers or peer review. Undergraduates must be critically alert and evaluate
each internet source they use for reliability and validity (Smith and Ragan, 1999).
Information literacy skills and utilization are integrated duo that determine to a great
extent the reach of any undergraduate student.
The Association of College Research Libraries (ACRL) (2000) presents a set of
performance indicators based on five standards: the information-literate student
determines the nature and extent of the information needed, accesses needed information
effectively and efficiently, evaluates information and its sources critically and
incorporates selected information into their knowledge base and value system, uses
information effectively to accomplish a specific purpose, understands many of the
economic, legal and social issues surrounding the use of information and accesses and
uses information ethically and legally. Information literate students are prepared for lifelong learning because they can always find the information needed for any task or
decision at hand. Since information may be presented in a number of formats, the term
information applies to more than just the printed word. Other literacy such as computer
literacy, media literacy, analytical and critical skills, Internet search skill, retrieval skill
and library skills are implicit in information literacy. The development of basic
information literacy skills is an important foundation for the use of libraries by
undergraduates.
Although most undergraduates do not learn information literacy in specific courses,
they usually encounter some type of information literacy training in a course like General
Studies. Orr, Appleton, and Wallin (2001) emphasized that the mastery of generic
information skills is the precursor to, and lays the foundation for, the development of
higher-level thinking and evaluation skills. Undergraduates will most likely be required
42
to research scientific literature and use primary sources in their more specialized upperlevel courses. Writing papers and doing assignments are frequent occasions for
introducing undergraduate students to scientific literature. At this stage, undergraduates
are expected to have developed basic information literacy skills, be comfortable with
using the library and performing basic searches. Therefore, information literacy becomes
a fundamental component of the educational process at all levels and one of the primary
outcomes of higher education (Dewald, 2000; ACRL, 2003). A major trend in
undergraduate students education is an increasing involvement in research activities.
However, the fact that students are attracted by the speed and convenience of the web and
often use unevaluated and inappropriate resources means that higher institutions need to
teach information seeking skills to them (Grimes and Boening, 2001).
Attitude of Students towards the Use of Electronic Resources
The concept of attitudes, although variedly defined, is most commonly employed
to designate inferred dispositions, attributed to an individual, according to which his
thoughts, feelings and perhaps action tendencies are organized with respect to a
psychological object. Attitude is a hypothetical construct that represents an individuals
like or dislike. Burns (2002) cited by Alkhanak and Azmi (2011) defined attitudes as
evaluated beliefs which predispose the individual to respond in a preferential way. It is a
predisposition to act, a state of readiness to act based on past experience, or a
predisposition to act based on evaluations. It is not the act itself. In the terms of Edward
and David (1991) attitude is a psychological construct or phenomenon that cannot be
already observed, rather, its existence is inferred. Ajzen, and Fishbein (1980) defined
attitudes as the positive or negative evaluations of object, people, or situation that
predisposes us to feel and behave toward them in positive or negative ways. Attitude is
an important variable to consider in the study of human behaviour and vital concept in
43
the use of libraries EIRs by undergraduate students. This is implies that if an
undergraduate student has negative attitude towards the use of electronic information
resources the expected outcome will be that he will either not utilize the resources at all
or utilize it just once in a while.
Most definitions of attitude seem to centre on the notion that it involves
measuring people, issues, and objects along a dimension ranging from positive to
negative. This measurement, according to social psychologists like Ajzen and Fishbein
(1980) has the three basic components- The cognitive component consists of thoughts,
opinion and beliefs. The effective or emotional component involves feelings, such as
frustration with legal system or anger towards the political decisions. The behavioural
components consist of predisposition to act in certain ways towards an object. Seaman
and Kenrick (1994) is also of the view that attitude can be divided into four components,
cognition (belief, thoughts or idea), effect (feelings, emotional reactions, behavioural
intentions), decisions or resolutions (to act in particular ways) and behaviour (relevant
actions).
Allan (n.d) is of the view that attitudes are conceived as evaluative feelings of pros
and cons i.e., favourable or unfavourable, with regard to particular objects. The object
may be concrete representations of things or actions or abstract concept. Anastasi (1990)
defines attitude as a tendency to react favourably or unfavourably towards a designated
class of stimuli. It is evidenced that when so defined, attitude cannot be directly observed
but must be inferred from overt behavior both verbal and non-verbal. In more objective
terms, the concept of attitude may be said to relate to response consistency with regard to
certain categories of stimuli. In actual practice, the term attitude has been most
frequently associated with social stimuli and with emotionally tended responses.
44
Attitudes have further been defined as psychological constructs that cannot be
observed. They involve emotions, cognition and beliefs. Although there is no generally
accepted definition for attitude, there is considerable commonality among the various
definitions that do exist in the literature. It is a predisposition to act, a state of readiness to
act based on past experience, or a predisposition to act based on evaluations. It is not the
act itself. Attitudes are learned; they are not innate. Attitudes are generally not transient;
rather they tend to be enduring and consistent. An individuals attitude towards an object
or issue can be deduced from his behavior in situations involving that object. If a person
has negative attitude towards an issue, the expected outcome is unpleasant feeling. It may
also be construed from his disagreement or agreement with statement or actions
expressing beliefs and/or feelings about that object.
Presently, EIRs has become an integral part of higher education instruction and
learning tools. Given the increased availability and provision of EIRs in university
libraries, it is important to understand how the attitudes of students are affecting the use
of these resources. Measuring attitudes has an important role in analyzing behaviour
because it is known as a fact that there is a strong correlation between attitude and
behaviour (Bertea, 2009). Basically, Studying attitudes have remained an important
segment by several researchers of organizational behaviour, management sciences and
ICT domains. It has been hypothesized that attitudes affect users behavioural intention
which affect users actual use of the technology (Rainer and Miller, 1996). Significant
relationships have also been found between computer attitudes and users satisfaction
with information system/information technology, perceived performance and system
usage in a number of studies (Compeau and Higgins, 1995; Rainer and Miller, 1996).
Some other studies dwelt on the role of attitude on specific IS/IT rather than discussing
the attitudes toward computers in general (Taylor and Todd, 1995a, 1995b). Favourable
45
attitude triggers action while lukewarm attitudes result in negligence or lack of concern.
Martin (1998) argued that an individuals attitude to an object or issue is always related
to the expected result associated with that object or issue and the expected outcome of a
positive attitude is a pleasant feeling or result.
Undergraduate students may be competent but may lack the desire to use the
library resources. This explains Babalola and Olapegbas (2005) findings that the
characteristics of the undergraduate students like personality, past experiences, values,
habits, needs may jointly influence their perceptual process and the use of the library
resources. In other words, competencies give us the ability to perform while attitude
gives us the desire to perform (Marzano, 1998). Various other studies have also
addressed the issue of student attitude towards the use of the library resources and
specifically towards computer technology and Internet use. Tella (2004) discovers that
attitude develops as a result of perception and that attitude affects perception. He further
stated that though undergraduates may perceive the usefulness of the library resources,
the ease of use and the enthusiasm affects their use of the resources. According to
Delameter (2000), there is a strong tie between attitude and values; and our attitude is a
function of what we feel and think. A wrong value system in undergraduates makes the
use of EIRs in the library secondary. An undergraduate, who prefers to work with the
music on, may not find the utilization of the resources in the library interesting. Ignorance
and naivety about the EIRs in the libraries may also affect the undergraduates attitude to
using the library. Delameter (2000) observes that education, social class, religion, gender
and knowledge will influence the students attitude. The study conducted by Kaiser and
Fuhrer (2003) also reveals personal characteristics of undergraduates as one of the factors
and also recorded a relationship between attitude and behavior. Furthermore, Kakai,
Ikoja-Odongo and Kigongo-Bukenya (2004) stated that users perceptions of the library
46
and its programmes and resources also act as an intervening variable to information
utilization in the library.
Attitude towards EIRs use encompasses students feelings, belief and perception
towards general EIRs use, computer interface, search skills and social issues surrounding
EIRs use. Development and maintenance of positive attitude towards EIRs use are
essential elements for enhanced utilization of EIRs hence; undergraduate students should
be encouraged and assisted in developing positive attitudes towards the use of electronic
information resources.
Computer Self-Efficacy and Use of Electronic Resources
The teaching and learning process has been altered by the convergence of a variety
of technological, instructional, and pedagogical developments in recent times (Bonk &
King, 1998; Marina, 2001). Technology is challenging the boundaries of the educational
structures that have traditionally facilitated learning. Recent advances in computer
technology, the use of EIRs, the diffusion of personal computers, productivity software,
multimedia use, and network resources over the last decade heralded the development
and implementation of new and innovative teaching strategies. Educators who advocate
technology integration in the learning process believe it will improve learning and better
prepare students to effectively participate in the 21st Century workplace (Butzin, 2000;
Hopson, Simms, Reiser, 2001; & Knezek, 2002).
Consequently, the extent to which an undergraduate student believes in his ability
to use the computer can also determine his use of EIRs since they are accessed via the
computer. Computer self-efficacy, according to Compeau and Higgins (1995) refers to
ones belief in ones ability to apply his or her computer skills to a wider range of tasks.
It has to do with judgments regarding ones capability to successfully perform a specific
task using the computer. It is the belief in one's capability in utilizing the computer to
47
organize and execute the course of action required to manage prospective situations
(Bandura, 1999). It is concerned not only with the skills one has, but with the judgments
of what one can do with whatever skills one possesses.
Indeed application of computers and the use of EIRs have made dramatic impact
on the society, particularly in the field of education. Although some students are said to
be enthusiastic about using computers and information in electronic formats, others may
be more apprehensive. Khorrami-Arani (2001) stated that in so far as computers aid
learning and are common tools in the workforce, it is crucial for all students to become
familiar and comfortable with their use. It is common knowledge that successful
computer experiences prepare students to participate effectively in an electronic
environment and a computer-dominated society. However, computer experience alone is
not the only precursor to student success with computers. Computer knowledge and
attitudes also play an important role. Attitudes towards computer technologies are
associated with computer self-efficacy (Delcourt and Kenzie, 1993), which, in turn, has
proven to be a factor in understanding the frequency and success with which individuals
use computers (Bandura, 1986, Compeau and Higgins 1995).
Kinzie, Delcourt, and Powers (1994) defined self-efficacy as an individuals
confidence in his or her ability, which may impact the performance of tasks. It reflects an
individuals confidence in her ability to perform the behaviour required to produce
specific outcome. Bouffard-Bouchard (1990) stated that self-efficacy has been shown to
influence choice of whether to engage in a task, the effort expended in performing it, and
the persistence shown in accomplishing it. Bandura (1997) also acknowledged that selfefficacy beliefs contribute to effective performance by increasing motivation, task focus,
and effort and decreasing anxiety and self-defeating negative thinking. The greater people
perceived their self-efficacy to be, the more active and longer they persist in their effort
48
(Bandura, 1986). Much research on self-efficacy has focused on the relationship between
self-efficacy and academic achievement. Pintrich and Garcia (1991) showed that students
with higher self-efficacy "use more cognitive and metacognitive strategies and persist
longer than those who do not" (Pajares, 1997). Miura (1987) cited by Sam, Othman and
Nordin (2005) have also affirmed that self-efficacy may be an important factor related to
the acquisition of computing skills.
There is a general consensus among researchers and practitioners that computer
self-efficacy is positively related to an individuals attitudes towards information
technology as well as use of electronic information resources. Computer self-efficacy has
been found to be positively related to performance in varying computing activities such
as software training (Gist et al., 1989), perceived ease of use of computer systems
(Venkatesh, 2000) and adaptability to new computer technology (Burkhardt and Brass,
1990). The result of the study conducted by Ramayah and Bushra (2004) on the role of
self-efficacy in e-library usage among students suggests that self-efficacy, perceived ease
of use and perceived usefulness have direct significant impact on e-library usage.
Surveying a class of freshman at Baruch College on the role of self-efficacy in search of
information and use of the librarys electronic resources, it was found that computer self
efficacy is correlated to students use of the librarys electronic resources. It was also
found that students who express an interest in learning about librarys electronic
resources would be more likely to have higher self-efficacy (Waldman, 2003).
Participants with little confidence in their ability to use computers might perform
more poorly on computer-based tasks. On the other hand, previous computer experience
may lead students to believe that utilizing library resources provided and accessed via the
computer are easy. High self-efficacy also allows people to select challenging settings,
explore their environment or create new ones (Schwarzer and Schmitz, 2005). Therefore,
49
the ability to generate new ideas is a strong tonic for development. Bandura (1997)
affirmed that people with high self-efficacy choose to perform more challenging tasks
and are creative. "Without self-efficacy, individuals give up trying to accomplish their
goals, making self-limiting decisions that foreclose opportunities even though individuals
have the necessary skills to follow a path of action. (Lucas and Cooper, 2005). low selfefficacy is associated with depression, anxiety, and helplessness. Persons with low selfefficacy also have low self-esteem, and they harbour pessimistic thoughts about their
venture and accomplishments
Self-efficacy has been interpreted in some studies to relate to improved work
performance. Baum and Locke cited by Lucas and Cooper (2005) found out that goals,
vision, and gains in self-efficacy were the explanatory factors for the ventures which
were more successful and had grown over time. Accordingly, one then stands to reason
that self-efficacy should play an important role in the use of EIRs by undergraduate
students and by extension enhancing their academic performance. Having this in mind,
strong self-efficacy beliefs will enhance human accomplishment and personal well-being
in many ways. In other word, Bouffard-Bouffard, (1990) agreed that people with a strong
sense of personal competence in
approaching difficult tasks and who see it as a
challenge to be mastered rather than as dangers to be avoided, have greater intrinsic

interest in activities, set challenging goals and maintain a strong commitment to them,
heighten their efforts in the face of failure, more easily recover their confidence after
failures or setbacks, and attribute failure to insufficient effort or deficient knowledge and
skills which they believe they are capable of acquiring. Similarly, Nahl, and Tenopir,
(1996) also found that higher self-efficacy translated in higher search efficiency, success
and satisfaction. As a result of these influences, self-efficacy beliefs are strong
determinants and predictors of the level of accomplishment that individuals finally attain.
50
. For these reasons, Bandura (1986, 1997) made the strong point that beliefs of personal
efficacy constitute the key factor of human agency.
Self-efficacy can enhance human accomplishments and influence the choices
people make and the courses of action they pursue, how long they will endure when
confronting obstacles, and how resilient they will be on the face of adverse situations
(Bandura,1986). The higher the level of efficacy, the greater the persistence and
resilience. Self-efficacy provides a mechanism to explain individual behaviour and is
associated with a positive self-concept and self-appraisal of personal control which arises
from experiences of mastery and the anticipation of competent performance. A person
with a positive self-efficacy expects to succeed and will persevere in searching the
internet until the task is completed. A person with low perception of self-efficacy
anticipates failure and is less likely to attempt to persist in challenging activities. Such
individuals would have a negative self-concept and an expectation of incompetence or
lack of control of actions and outcomes relating to the use of EIRs.

Gender in the context of this study refers to the state of being a male or female
with reference to statistical differences observed in performance as a result of usage of
electronic information resources in university libraries. Social benefits attribute certain
activities to a particular gender, rendering or making the other gender have that feeling of
inferiority complex. For instance, Brosna and Davidson (1996) reported that ICT-related
activities have been viewed as a male domain or something for boys. While women stress
the need for relations between people, men are concentrated on individual performance.
This has been proved by several studies on differences between men and women in the
use of the Internet ( Losh 2003, Kennedy et al., 2003, Fallows 2005). The gender gap can
be seen in different communication, information and recreation patterns. The longitudinal
51
study of Pew Internet and American Life Project (Fallows 2005) shows that women
appreciate especially the communicative features of the Internet, while men are more
likely to use it for online transactions, get information, play games and for entertainment.
Women admitted more concerns with regard to privacy and misuse of internet and larger
information overload. Although some authors explained the gender digital divide by
different educational and occupational experiences (Losh 2003), some other research
results show that men and women value technologies differently (Agosto 2001, Fallows
2005).
In the use of technologies women prefer social collaboration, contextual
information and personal identification. Mens use of information and technologies are
determined by preferences of individual work and competition. For men new
technologies represent an intellectual challenge and play. With women, usually, more
emotional perception occurs. According to Agosto (2001), for women, it is important to
include the information into broader context or story. In learning, women make use of
personal identification and imagination. Studies also prove that women suffer from lower
self-confidence in managing technologies (Kennedy et al. 2003). Other studies carried
out by Reinen and Plomp (1996) and Volman and Eck (2001) revealed that boys were
more interested in ICT than girls. According to them, boys were heavier users of
computers, have more positive attitude about computers and consequently out-performed
girls in their academics.
Concerning the use of internet and other electronic information resources in
recent times, researchers have also found that boys are more intensive users and, enjoy
more competitive forms of e-learning and encounter less problems while using ICT than
girls (Colley, 2003: Copper and Weaver,2003; Volman and Eck, Heemskerk and Kuiiper,
2005). Similarly, Braten and Stromso (2004) investigated internet-based learning
52
activities and text processing strategies in aspiring teachers. They found significant
gender difference in self-reported learning patterns. Males indicated high level of
participation in internet-based communication activities (e-mail inclusive), whereas
females reported higher levels of strategy use when learning from conventional text.
Other research views summarized, revealed that boys are more interested in ICT
than girls. They (boys) were heavier users of computers, have more positive attitudes
about computers and consequently out-performed girls in their academics (Reinem and
Plomp, 1996, Volman and Eck, 2001). Tapscott (1997), on the contrary says that he
cannot see any difference between how many boys and girls use the Internet when he
studied what he called the Net generation or N-Gen. According to him, N- Geners are
people born after 1997 and have grown up in the digital age which predicts that there will
be equality between the sexes on the Internet use. More recent statistics have shown that,
unlike earlier statistics, girls and women are as frequent Internet users as boys and men
(Carlsson & Facht, 2002). Studies such as that by Fallows (2005) reveal that women tend
to use the Internet more for communication compared to the men who use it for
entertainment and news information. The study by Jones, Millermajer and Perez (2009)
on college students also show that female students use the Internet mainly for
communicative and academic purposes more than the males who used it for wider variety
of leisure activities. Sharing the same opinion are scholars like Dholakia (2006) and
Wolin and Korgaonkar (2003).
Generally, different research works hold various reports on gender influence on
students academic performance resulting from the use of electronic information
resources. Olagungu (2003) asserted that male students significantly utilized and
performed better than their female counterparts in all sections of computer literacy. The
author opined that women, to a great extent seek supportive electronic resources use
53
environment and thus have significant different expectation when it comes to frequency
and nature of use of online resources though Enochson (2005) declared that with the new
net generation, differences between men and women in the use of Internet will diminish.
However, it is still believed that the socio-cultural background of gender still leaves
women with more computer anxiety and feelings of lower self-efficacy.
Libraries
The primary purpose of university libraries is to support teaching, learning, and
research in ways consistent with, and supportive of, the institution's mission and goals. In
addition, library resources and services should be sufficient in quality, depth, diversity,
and currency to support the institution's curriculum. University libraries are often
considered the most important resource center of an academic institution. They are the
academic heart of the university system and their basic purpose is to provide university
staff, students, and other researchers with materials and an enabling environment that
would facilitate their academic programmes. This is why it is important for library
services to pay adequate attention to the use of resources provided for their patrons as
non patronage of these resources will be tantamount to inefficiency on the side of the
libraries.
According to Whitmire (2002) academic library resources are considered a good
measure of an institution's excellence and quality. Popoola (2008) affirmed that the
information resources and services available in institutional information systems must be
capable of supporting research activities among the students and faculty members. This is
necessary as the growth of research in all fields of human endeavor is becoming
increasingly detailed and sophisticated. At the same time, it is also noteworthy that the
capability of the resources available in the library to satisfy the research and academic
needs of the students and faculty members lies on its accessibility. This implies that the
54
gains and benefits accruable from the use of electronic information resources can only be
obtained if the resources are not just only made available but, also accessible to users
hence, Seth and Parida (2006) avowed that the availability of a resource does not
automatically translate to its use but its accessibility. Accessibility of EIRs refers to
openness, convenience, ease of locating and proximity to electronic information
resources. Access to information is important because except an information
source/resource is made accessible to user, it cannot be used. Jimba (2000) maintains that
accessibility is about being able to use what is available when it is required and that
accessibility is much more than availability. Accessibility of information materials is one
of the prerequisites for information utilization. Resources may be available in the library
and even identified bibliographically as relevant to ones subject of interest, but the user
may not be able to lay hands on them because of accessibility problems.
Accessibility of information sources is an important recurring theme in the
literature. According to Aguolu and Aguolu (2002), resources may be available in the
library and even identified bibliographically as relevant to ones subject of interest, but
the user may not be able to lay hands on them. Ugah (2008) opined that the more
accessible information sources are, the more likely they are to be used and readers tend to
use information sources that require the least effort to access. To emphasize the place of
accessibility on the use of electronic information resources, he further quoted Osundina
(1974), who studied the relationship between accessibility and library use by
undergraduates in Nigeria and noted that the problem of Nigerian students is not the
question of wanting to use the college library, but whether or not the university library
can provide for their needs, and whether there is access to what is provided. This
assertion corroborated with later studies by Iyoro (2004) and Popoola (2008) who
identified accessibility as one of the pre-requisites of information use.
55
In separate studies, Seth and Parida (2006), Ugwu (2008), Nnadozie and Nnadozie
(2008) cautioned that availability of information resources and services does not
automatically translate to information accessibility and use. Ugwu (2008) explained
further in his study that the problems of transmission, storage, and display of information
have been combined with the problem of getting information to users quickly. Jagboro
(2003) conducted a case study of Internet usage in Nigeria with particular reference to
Obafemi Awolowo University, Ile-Ife. The study revealed that the respondents use the
Internet to access research materials and for email. The study concluded that the use of
Internet for academic activities would improve significantly with more access in the
departments.
Accessibility is associated with several aspects, such as service availability at any
time and from any location, speed of information delivery, availability of user-friendly
interfaces and technologies, support from the library, navigation functionalities, IT
infrastructure, and authentication processes (Bishop, 1995; McKnight, 1997; Woodward,
et al., 1998). Generally, readers tend to use information sources that require the least
effort to access. Aguolu and Aguolu (2002) noted that availability of an information
source does not necessarily imply its accessibility, because the source may be available
but access to it prevented for one reason or the other. According to them, the user may
encounter five possible types of inaccessibility problems identified as conceptual,
linguistic, critical, bibliographic, and physical inaccessibility.
A critical consideration of the above five factors reveals two major dimensions to
the issue of accessibility of electronic information resources, intellectual and
bibliographic dimension. The intellectual dimension covers the first three factors which
have to do with users ability to understand and articulate the content of an information
source based on language and the level of treatment of the subject content. The
56
bibliographic dimension on the other hand, relates to the last two factors which are
concerned with the organization of the information resource through the allocation of
metadata and search tags and, how this affects users physical access to them.
Olowu (2004) stated that librarys poor reputation was attributed to lack of
accessibility of information sources. Iyoro (2004) examines the impact of serial
publications in the promotion of educational excellence among information professionals
receiving further training at the University of Ibadan. The study examined the perception
of users on how serials accessibility has contributed to students learning process. Serials
were found to play significant role in the acquisition of knowledge, because the serial
collection was easily and conveniently accessible.
In a similar study by Oyediran-Tidings (2004) at Yaba College of Technology,
Lagos, low use of the library by students were observed. This was attributed to expressed
accessibility problems. Neelamegham (1981) had identifies accessibility as one of the
prerequisites of information use while Kuhlthau (1991) argues that the action of
information seeking depends on the needs, the perceived accessibility, sources, and
information seeking habits. Aguolu and Aguolu (2002) reveal that efforts are being made
worldwide to promote access to information in all formats; they lament the attendant of
underdevelopment such as power failure, machine breakdowns, and lack of spare parts
and technicians, which intermittently stall the performance of the modern gadgets of
information storage and transfer in developing countries.
Oliver (2003) noted that teaching and learning in universities require access to a
variety of information sources, information forms and types by students and teachers and
this call for the adoption of ICT and use of electronic resources in universities. In order to
remain relevant in the current Information Age, university lecturers and students have to
adopt the use of electronic resources to enhance their teaching, learning and research
57
activities. One critical issue, according to Atinmo (2000), that has been affecting
availability and by extension access and use has been the need for library managers to
carry out feasibility study and staff training before embarking on provision of ICT
facilities.
To create availability and accessibility for ICT, the Nigerian government in 1996
through the ICT regulatory agency, the Nigerian Communication Commission (NCC)
licensed eleven companies as Internet Service Providers (ISP)to offer Internet services to
the public (Ogunseinde, 1996). The deregulation of telecommunication in 2002 and the
licensing of four GSM operators, set the stage for sporadic upsurge in the use of
information communication technology (ICT) and electronic information resources. The
noticeable improvement in the availability and access to ICT and EIRs had been
handicapped by the problem of electricity which had adversely affected the installation
and operation of computer networks through which electronic information resources can
be accessed.
According to Zhang (2001) the importance of accessibility in determining the use of
information sources has been recognized in the traditional library setting, with print
material as the primary media. With the advent of electronic information systems, and
more recently, the Internet and related network technologies, accessibility of electronic
sources is facilitated by availability of network connections, computers, and other
necessary facilities directly related to the selection and use of the electronic resources.
Access to electronic resources is very crucial for academic excellence and participation in
the information and knowledge societies.
Conceptual Model
In the behavioural and social sciences, models are designed to simulate the efforts
that represent certain aspects of the real world. These models also identify particular
58
variables with possible linkages among them in a way that clarifies, simplifies and
promotes understanding. The understanding of the models can thus contribute to the truth
and accuracy of the real system.
For the assessment of students variables as a correlate of the use of EIRs in the
library, the conceptual model below will be applied to describe the kind of relationships
that exist.
Dependent variables
Independent variables
Students variables
Information
literacy skills of
undergraduate
students
-Information
searching skills
-Location of
information sources
-Retrieval skills
-Evaluation of
information
Computer selfefficacy
-computer
knowledge
-Apathy, fear of
computer
-self confidence
Attitude of
undergraduates
-Self concept
-Value system
-Beliefs
-Prior experience
-perceived ease
of use
Use of University
Library E-Resources
-Internet
-OPAC
-Electronic journals
-Electronic books
-CD-ROM databases
Gender
-Male
-female
Accessibility
point (Computer
terminals)
- Complicated log-in/
registering procedure/
authentication processes
- Low bandwidth
- User friendly interface
- Access
FIG. 1: Conceptual model for information literacy, attitude, computer self-efficacy, gender,
accessibility and use of libraries electronic information resources (Researcherconstructed)
59
The conceptual model presented in figure 1 explains the process by which the
study was carried out. The model projected the relationship and interaction between the
independent variables of the study; information literacy, attitude, computer self-efficacy,
gender, accessibility and the dependent variable, - use of libraries electronic information
resources by undergraduate students. Simply put, it illustrates that information
literacy skills, attitude, computer self-efficacy, gender, and accessibility could
influence the use of university libraries electronic information resources by underg.
In other words, use of libraries electronic information resources is a function of
information literacy skill, attitude towards electronic information use, computer selfefficacy and accessibility of electronic information use.
Theoretical Framework
Information is crucial for undergraduate students especially for their assignments,
term papers and research works. The primary reason for provision of EIRs in university
libraries is to aid learning, teaching and research activities. To achieve these purposes
students must learn how to and be willing to optimally utilize these resources, especially
for research.
The theoretical framework of this study is based on (a) Curras (1986) Information
Utilization Capacity Theory and (b) Technology Acceptance Model.
Information Utilization Capacity Theory
The Information Utilization Capacity Theory was propounded by Curras in 1986.
This theory states that the utilization of information is dependent on the ability of the
users to access information. According to Curras, the users educational background,
personality, belief, etc, will to a great extent affect the ability of the user to access
information. This, on the other hand, also implies that the users ability to access
information could be dependent on their level of information literacy skill, attitude
60
towards EIRs use, computer self-efficacy and accessibility of the resources. Supporting
Curras (1986) Information Utilization Capacity Theory, Wilson (1999) stated that
personal characteristics such as beliefs held by a person, interests, needs or existing
attitudes, personal cognitive need (knowledge base) may constitute barriers to access and
use of information. Likewise, low level of information literacy skill may pose barriers to
the use of EIRs. This implication of this theory is that the undergraduate students
variables which in this study includes their level of information literacy skills, attitude
towards EIRs, computer self-efficacy and accessibility of the EIRs could influence their
use of electronic information resources.
Technology Acceptance Model
The Technology Acceptance Model (TAM) was developed by Davis in 1989.
TAM provides an explanation on the determinants of technology acceptance that is
generally capable of explaining users behavior. It explains the attitudinal, social, and
control factors that affect Information Technology (IT) usage. He stated that usage of an
information system is determined by users intention to use the system, which in turn is
determined by users beliefs about the system. Two kinds of salient beliefs are involved
in TAM: perceived usefulness and perceived ease of use of the system. Perceived
usefulness is defined as the extent to which a person believes that using the system will
enhance his job performance. Perceived ease of use is defined as the extent to which a
person believes that using the system will be free of effort. Although perceived
usefulness has a direct effect on adoption intention, perceived ease of use which could
come as a resultant effect of the students computer self-efficacy or attitude towards the
use of the system, has both a direct effect and an indirect effect on intention. This theory
also explained that usefulness and perceived ease of use will have a significant impact on
a users attitude towards the use of the system which may be feelings of favourableness
61
or unfavourableness towards the system. A student who could not see the usefulness of
the use of EIRs or sees the use of computer technology as a very difficult task will
manifest a negative behavioural attitude towards the use of EIRs or computer technology
in retrieving information for use in research and other academic activities. Similarly, a
student who has low computer self-efficacy will also not perceive the use of the resources
easy since its use entails manipulating the computer. The implication here is that
undergraduate students attitude towards the use of EIRs and their computer self-efficacy
which respectively, reflects the perception and belief on ones capability, will enhance
performance and use of resources accessed electronically, via technological facilities. The
schema below further illustrates the model.
EXTERNAL VARIABLES
Computer Self-Efficacy
Searching and
Information Retrieval
Perceived
Usefulness of
Electronic
Information
Resources
Value System
Knowledge Base
Prior Experience
Perceived Ease
of Use of the
Electronic
Information
Resources
Belief
FIG. 2: Technology Acceptance Model
USE OF ELECTRONIC
INFORMATION
RESOURCES
-Internet
- OPAC
-E-Journals
-E-Books
-Online Databases
62
Review of Related Empirical Studies
Electronic information resources are inseparable part of todays educational system. This
is because electronic resources have increased 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. Okello-Obura and Magara (2008)
conducted a study on Electronic Information access and utilization by Makerere
University in Uganda. The survey method of investigation was adopted for the study
which aimed to: establish the level of computer utilization skills of Makerere University
Library and Information Science (LIS) students; determine the use of electronic
information resources by LIS students; determine the attitudes of LIS students towards
electronic information resources; and establish the problems faced by LIS students in
accessing electronic information resources. Questionnaire which was administered during
the participants lectures was used for data collection. The findings were analyzed using
simple descriptive Statistics (frequency and percentage). Out of the 250 targeted students
in the study, 190 responded, giving a response rate of 76%. The study revealed that users
derived much of benefits from use of electronic resources. This includes gaining access to
a wider range of information and improved academic performance resulting from access
to quality information.
The study by Ray and Day (1998) on student attitudes towards electronic
resources was undertaken to determine the level of use of the resources, how students feel
about various issues surrounding electronic resources and whether attitudinal change was
dependent upon subject studied. A total of 317 students across three universities
completed the research questionnaire to determine level of use of various electronic
information resources; ways in which they felt electronic resources had, either hindered
or improved their academic career; if they perceived themselves capable of using the
63
resources; would the standard of their work suffer without the use of these resources; and
the various methods employed to acquire the skills necessary to use the sources. Simple
descriptive analysis (Frequency and percentage) was adopted for the study. The result
showed that 83% of the students surveyed felt that using this resource saved them time,
and found it relatively easy to use. Two thirds of those surveyed stated that if the CDROM was being used, they would wait for it to become free rather than use the print tool.
A study carried out by Raza and Upadyyay (2006) on usage of e-journals by
researchers in Aligarh-Muslim University was aimed at finding out the level of awareness
and use of e-journals by the researchers of the Aligarh Muslim University (AMU) and the
Banaras Hindu University (BHU) both central universities funded by the University
Grants Commission. The descriptive survey design was adopted for the study.
Questionnaire was used as instrument for data collection.
The findings revealed that most of the research scholars were aware of the
availability of e-journals and largely use them for reference purposes in their research
work. They fully agreed that with the usage of e-journal the quality of their research work
improves with enrichment of appurtenant contents and materials leading to high-quality
manuscript. It is, however, found that lack of training is the obstacle in proper and full
utilization of e-journals. The recommendation that the researchers should be trained on
the use of the E- Journals to achieve enhanced utilization of the resource was also made
in the study. In conclusion, the study has some similarities with the present study because
it studied the use of electronic journals (which is an electronic resource) in the university.
On the other hand, the other four electronic resources were neither considered in the
study nor any relationship established between the undergraduate students variables and
their use of the e-resources.
64
Borrego, Anglada, Barrios and Comellas (2007) conducted a study on use and
users of electronic journals at Catalan universities. The objective of the study was to find
out the relationship between use of the electronic journal collection and discipline, age
and academic position. The inferential statistical package of Chi square was used for data
analysis. The result which was presented in tables and charts showed that 52% of the
respondents from the consortium of academic libraries of Catalonia indicated that they
exclusively use e-journals for their work. It also revealed that undergraduates comprised
a large portion of active Web users in campus libraries.
Another study conducted by Safdar, Mahmood and Qutab (2010) on Internet use
behavior and attitude of college students was carried out with the purpose of finding out
the purposes and extent to which these students utilize the Internet. The study also sought
to establish the attitude of the students towards Internet use.
The descriptive survey design was adopted for the study. Questionnaire was used as
data collection instrument. Data collected was analyzed using frequency counts and
simple percentages. The findings revealed that 68% of parents and 69% of teachers said
that they have seen higher grades in their students results because of Internet use. These
studies established that EIRs are really beneficial to students hence established the fact
which necessitated this present study.
Despite the availability of these resources in university libraries in Nigeria and
their benefits to university education, their effective uses in Africa in general are being
hampered by varying factors. Agaba, Kigongo- Bukenya and Nyumba (2004) conducted
a study which investigated the utilization of electronic information resources by the
academic staff of Makerere University in Uganda. The study examined the academic
staff awareness of the resources available, the types of resources provided by the
Makerere University Library and, the factors affecting resource utilization.
65
The
study
was
both
qualitative
and
quantitative
employing
questionnaire, interview and content analysis methods. The population consisted of 1024
academic staff of Makerere University drawn from the 17 faculties, institutes and
schools. Stratified random sampling technique was used to select the 300 respondents.
Findings reveal that 14 respondents (17.9%) indicated that they had no access to the
services while 12 (15.4%) indicated that they did not know what the resources were and
hence could not use them. Another 45 (57%) mentioned inadequacy of the existing
facilities, 20 (25.3%) slow speed or poor bandwidth, 16 (20.3%) poor sensitization or
limited publicity, 14 (17.7%) limited Information and Communication Technology skill,
10 (12.8%) indicated that they were totally not aware of these resources and actually
needed more information about them. Some respondents cited other reasons like
overcrowding in the library computer laboratory, failure to get passwords from the library
staff, lack of information about electronic information resources and lack of familiarity
with these resources. Recommendations such as: increasing the bandwidth, creating
awareness and training of the users were made.
Bao (1998) conducted a study on Challenges and opportunities of Internet users at
Seton Hall. The purpose of the study was to find out the frequency of use of the Internet
by students; the level of satisfaction obtained from its use and; the challenges to the use
of the Internet. The survey research design was also adopted for the study.
Questionnaire was used as data collection instrument for the study. The data
collected was analyzed using frequency and simple percentages. The result indicated that
40.7% of users were using the Web on a daily basis, of which three quarters were
undergraduates. These undergraduates used the Web to search for information on a daily
basis, compared with 7.1% of graduates and 2.4% of faculty members that indicated Web
use on a daily basis. Nonetheless, this study found that only a tiny portion of users (7.7%)
66
indicated a high level of satisfaction. The users indicated that they had difficulties in
finding the information they needed. Their search efforts were often sabotaged by too
many hits. However, three years later, Bao (2002) repeated the study on Internet use by
the student and titled it: A comparative study of library survey of Internet users at Seton
Hall University in 1998 and 2001. The recent study found that the number of users who
used the Web on a daily basis had doubled from 40.7% in 1998 to 84.3% in 2001. The
number of the users who felt satisfied using the Internet to obtain information had
increased. Eighteen per cent of users indicated a high level of satisfaction, as compared
with 7.8% in 1998. Nevertheless, the problems identified in his previous study (Bao,
1998) persisted and were actually aggravated. The percentage of users who indicated
difficulties in finding information on the Internet had increased even more. Fifty per cent
of users complained that their search had resulted in too many hits in 2001, compared
with 38% in 1998.
Anunobi (2006) investigated the proficiency and impediments to the use of the
Internet by the students of Federal University of Technology, Owerri, Nigeria. The
objective of the study was to find out how proficient the students are in the use of the
Internet as well as identify the factors constituting impediments to its adequate use. The
study found that a few of the students had no knowledge in the use of Internet and could
not use it while those using the Internet could access it by themselves. The findings of the
study also revealed that the use of the Internet was hampered by lack of skills on the part
of the students, the high cost of access time, and unavailability of the facility in the
university environment. In the literature review, the researcher reported a low level of use
of the Internet by students of Obafemi Awolowo University, Ile-Ife, Nigeria, and College
of Medicine, University of Lagos. She therefore concluded from the review that these
findings confirm that students in the Sub-Saharan Africa are not maximizing the use of
67
Internet to support their educational output. Recommendations such as training the
students to acquire the skills necessary for effective utilization of the Internet and
acquisition of more computers with Internet access were made.
Similarly, the study conducted by Mulla (2011) on the use of electronic resources
by faculty members in HKBK College of Engineering was carried out using 60 faculty
members. The descriptive survey design was adopted for the study. Questionnaire was
used as instrument for data collection. Data collected was analyzed using frequency
counts and simple percentages. The findings revealed that the problems encountered in
the use of the resources were that; 30% of the respondents felt that they lack IT
knowledge to effectively utilize the services while 12 (20%) stated that they have limited
access to computers. Other problems included; facing problem of lack of adequate time
provision (35%), complains on lack of training (31.67%) and lack of hardware problems
(16.67 %).
The scenario in the developing nations of Africa is not quite different as most
libraries as well as library users are yet to commence effective utilization of Web
resources or any other resources accessed via the use of computers. This is evident in the
outcome of the study conducted by Edem and Ofre (2010) on reading and Internet use
activities of undergraduate students of the University of Calabar, Nigeria. The study
adopted a descriptive survey. The random sampling technique was used to administer
200 copies of a designed questionnaire to the undergraduate students of the university
who used the university library in April, 2009. A total of 133 copies of the questionnaire
were returned, giving a response rate of about 65%.
The study revealed that 57.1% of the respondents indicated that they use the
Internet occasionally; followed by weekly (21.1%) and bi-weekly (12.0%) responses as
against reading of printed materials which 63.2% of the respondent admitted that they do
68
on a daily basis. The implication is that the respondents read printed information
resources more often and also for longer time than they used the Internet and other
electronic information resources. Some of the problems identified to be hindering the use
of the Internet and other electronic information resources include; inadequate computing
and Internet access facilities in university libraries, provision of user-friendly
interfaces/services and effective user education programmes. This study relates to the
present study because it studied the use of Internet (which is one of the EIR) by
undergraduate students of University of Calabar, Calabar, Nigeria but, neither studied the
other EIRs such as E-books, E-journals, OPAC and CD-ROM Database nor related the
use of the resource with students variables. Another study conducted by Mulla (2011)
revealed that Out of 60 respondents that participated in the study, 16 (26.67%) of the
faculty members use the electronic resources 'once in a week', followed by 15 (25.00%)
who are using it 'daily', whereas, 18.33% of faculty members use 'occasionally' and only
5.00% of members never used the electronic resources in the library. This could be the
situation especially when the skills required to access and utilize the resources are
lacking.
Nwagwu et al. (2009) carried out a study to investigate use of the Internet by
students of the University of Ibadan, Nigeria, and to establish the variation of this use by
students personal characteristics. The study also examined the purpose of using the
Internet; as well as students opinions regarding the characteristics of the infrastructure
and the problems they encounter in using the Internet. The descriptive survey design was
adopted for the study. Questionnaire which was used as the instrument for data collection
was randomly administered on the respondents.
The findings of the study revealed that, the use of the internet by the students
varies significantly with age, gender and level of study. Across gender, educational
69
purpose dominates the use of the Internet, but it varies with age, level of study and
faculty. Higher educational level is associated with less use of the Internet for leisure and
entertainment. This study relates to the present study because it tried to investigate the
use of the Internet by students of the University of Ibadan, and also to establish the
variation of this use by students personal characteristics.
Ojokoh and Asaolu (2005) explored Internet access and usage by undergraduate
students of the Federal University of Technology, Akure, Nigeria. They investigated the
adequacy of access to the Internet for the students and general usage with the problems
encountered by the students in their use of the Internet. The descriptive survey design
was adopted for the study. Questionnaire was randomly administered on the
undergraduate students. Their findings revealed that, there were inadequate computers
with Internet facilities for the use of the students besides inadequate access points inside
the university campus. The study also established that students acknowledged the benefits
of the Internet to academic studies but lack adequate searching skills to enable them to
maximally utilize the resources. Based on the outcome of the study, the researcher
recommended the training of the undergraduate students as well as the acquisition of
more computers with Internet access.
Fatoki (2004) examined the impact of the library resources and the Internet on
undergraduate students research in the University of Ibadan, Nigeria. The descriptive
survey design was adopted for the study. Questionnaire was used as the instrument for
data collection. The random sampling technique was also adopted in the study. The
findings of the study indicated that two thirds of the students used the Internet for their
academic research work, which was accessed mainly from the commercial cybercafe.
Though this study shares some characteristics with the present study, it is nonetheless,
70
different considering the fact that it also investigated the use of the Internet from the
commercial cybercaf.
Madhusudham (2009) carried out a survey study on the use of electronic
resources by research scholars of Kurikshetra University with the main objective of
determining the use of e-resources, users skill in handling e-resources and, highlighting
the problems faced by research scholars in assessing e-resources.
A stratified accidental random sampling technique was adopted in the study. The
findings of the study revealed that the most common problem identified by majority of
respondents (62%) is slow access speed. Forty four percent of the respondents indicated
that it takes a long time to view/download Internet pages while 42% stated that they find
it difficult to get the relevant information. Other respondents (26%) stated that they
cannot make use of e-resources effectively due to lack of proper IT knowledge. From the
result of this study, one could predict the attitude of the students towards the use of eresource especially when majority of respondents (62%) are of the opinion that they
experience slow access speed in using the resources.
Sam, Othman, and Nordin (2005) conducted a study on computer self-efficacy,
computer anxiety, and attitudes toward the Internet among undergraduates in Universiti
Malaysia Sarawak (Unimas). The descriptive survey design was adopted with
questionnaire as the instrument for data collection. The findings of the study revealed
that undergraduate students with better attitudes toward the Internet did more
downloading of software and games activities. Likewise, undergraduates who had higher
computer self-efficacy were using the Internet for product and service information. The
study also showed that undergraduates generally used the Internet for educational
purposes regardless of their computer self-efficacy and computer anxiety levels.
Notwithstanding their levels of computer anxiety, attitudes toward the Internet, and
71
computer self-efficacy, many of the undergraduates were found to be using the Internet
mainly for emails.
Oladejo, Ige, Fanunwa and Arewa (2010) carried out a study on sociodemographic variables and distance learners academic performance at the Distance
Learning Centre, University of Ibadan, using a random sampling size of 1,500 distance
learners and a Biology Achievement Test (BAT) with r=.75, sent e-mail to the students
after introducing them to a lesson via the same channel (e-mail). Their scores were
subjected to T-Test analysis based on gender. The result indicated that gender has no
significant influence on their ability to effectively utilize the resource hence, did not
significantly affect their performance also (t=.339, df-1498, p>.05).
Furthermore, the work of Mrkauskaite (2006) on exploring differences in trainee
teachers ICT literacy was conducted with the purpose of finding out the influence of
gender on ICT literacy of trainee teachers. The survey method of investigation was
adopted for the study. Questionnaire was used as instrument for data collection. The
random sampling technique was also adopted for the study. The data collected was
analyzed using inferential statistical analysis (T-Test, based on gender). The outcome of
the study showed that when the influence of ICT experience variables was controlled,
gender was an insignificant predictor of students scores. The implication of the findings
of these studies is that no significant gap exists between the males and females level of
utilization of electronic information resources.
Ushie, Okworo and Job (2009) also investigated the relationship between
academic staff characteristics and the use of Internet services for life-long learning in
federal colleges of education in North Central, Nigeria. Specifically, the study sought to
determine the relationship between academic staff gender, rank, teaching experience and
use of Internet services. The population of the study consisted of 563 academic staff in
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the three federal colleges of education in the zone during the 2006/2007 academic
session. Questionnaire was used as instrument for data collection. Data collected were
analyzed using t-test statistics for gender and Internet use while Analysis of Variance
(ANOVA) was used for academic staff ranking, teaching experience and use of the
Internet. The study showed that while there was a significant relationship between
academic staff rank and use of the Internet, gender and teaching experience of academic
staff did not relate significantly with the use of Internet services. This, according to the
researchers, is due to the fact that females now develop more zeal and impetus in their
studies, work and responsibilities in new areas of their ventures which had hitherto been
male dominated.
However, Oladejo, Ige, Fanunwa and Arewa (2010) conducted a study with the
aim of providing a causal explanation of academic performance through the analysis of
some students socio-demographic variables at the University of Ibadan, Nigeria. The
study adopted the descriptive research design of the ex-post facto type. Simple random
sampling technique was used to select 1500 participants while purposive sampling
technique was adopted to select the University of Ibadans Distance Learning Centre. The
study had two research questions with one hypothesis tested at 0.05 level of significance.
Regression analysis and t-test were also employed for data analysis. The result on the test
of hypothesis by t-test to determine the significance or otherwise the difference between
the academic performance of the male and female distance learners showed that although
a mean score of 2.91 for female distance learners compared with that for male
counterparts (2.95) were obtained, which made males academic performance appear
slightly better than that of the females. The t-value of 0.339, which was greater than 0.05
indicated that gender has no significant difference on distance learners academic
performance (t = .33, df =1488, P> 0.05).
73
Another study was carried out by Steinerova and Susol (2007) on users
information behaviour- agenda perspective to find out the extent of access and use of the
Internet as well as the level of preferences of electronic resources over printed materials
exhibited by each gender. The descriptive survey method was adopted for the study.
Questionnaire was used as instrument for data collection. The random sampling
technique was also adopted for the study while the data collected was analyzed using
frequency counts and simple percentages. The result revealed that women show a slightly
lower percentage of Internet and other electronic information resources access and use at
home and in the library. The result of the study indicated that women use the internet and
other electronic information resources slightly less than men with a percentage rate of
55.2 for males and 46.6 for females. The response obtained from the participants
indicated that male students had higher preference (45.4%) while female students had
lower preference (38.1%) of electronic resources. This shows that male students highly
prefer the Internet and other electronic information resources than female students.
A number of researches on user studies have shown that providing effective
access to information resources determines to a large extent the relevance of the library in
the academic community and that the attainment of high academic standard depends
considerably on accessibility and utilization of adequate information resources. The
above view was shared in the study conducted by Akobundu (2008) which examined the
relationship of availability and accessibility of information sources with the use of library
services in Michael Okpara University of Agriculture library. A total of 200
questionnaires were distributed and 168 were returned and found useful for analysis.
Frequency counts and simple percentages were used for data analysis. The study found
that majority of the respondents (86, 51.2%) are of the view that information sources are
not easily available. The reason behind this has been attributed to inadequacy of access
74
points, lack of proper organization of the available resources and ineffective library
services in the form of users education.
On the other hand, Ajuwon (2003) carried out a study that aim to assess the
uptake of computer and Internet by health science students studying at the University
College Hospital (UCH), Ibadan. The survey research method was adopted for the
study. The study sample consisted of 183 first year medical and nursing students of the
University. Questionnaire was administered to these group of people during the routine
Library Orientation Program in the medical library. The EPI-Info software was used for
data analysis. This study found that 57.4% of the students sampled could not use a
computer, that the use of the database was poor, due to lack of awareness, lack of access
to computers, insufficient training and the high cost of provision.
Summary of Literature Review
The aim of this literature review was to highlight writings made by scholars in
areas related to this study. The literature materials reviewed so far have a lot of
information to offer in respect of this study whose focus is on students variables and
their use of electronic information resources in university libraries in the South-Western
zone of Nigeria. The various major areas the study examined were grouped under
conceptual and theoretical frameworks and, review of empirical studies. The conceptual
review included overview of the variables under study, accessibility and use of electronic
information resources in the university libraries by undergraduate students, information
literacy and use of EIRs by students, attitude of undergraduate students towards the use
of EIRs, Computer self-efficacy and use of electronic resources by undergraduate
students and, gender and use of electronic resources by undergraduate students. A
conceptual model was also constructed for the study by the researcher. The theoretical
framework centered on Information Utilization Capacity Theory and Technology
75
Acceptance Model. These theories were discussed and relationship with the present study
shown.
The review of literature showed an appreciation and acceptance of EIRs as
important information resources that enhance academic and research output of students
through the provision of timely, up-to-date and, easy access to information. There is a
strong indication of awareness, availability and under-utilization of EIRs in University
libraries in Nigeria. Some of the related studies on the use of EIRs by undergraduate
students to focused each on one electronic information resource and also concentrates
more on the impacts on students academic and research performances such as those by
Bao (2002) and Okello-Obura and Magara (2008). The identified factor constituting
constraints to the use of the electronic resources by the studies include; inadequate search
skills, information retrieval skill, lack of appreciation and ignorance shown by students,
lack of awareness, power failure and machine breakdown. Some other studies which tried
to relate the use of electronic resources with the students variables limited them to either
one or two of the variables studied in this present work. Examples are studies by King,
Bond and Blandford (2002) and Oladejo, Ige, Fanunwa and Arewa (2010).
None of the literature reviewed specifically dealt with undergraduate students
variables (information literacy, attitude towards the use of EIRs, computer self-efficacy
and gender) and accessibility and, their use of EIRs in university libraries in South-West,
Nigeria. As a result, there is a need for a research aimed at exploring the relationship
between students level of information literacy, attitude towards EIRs use, computer selfefficacy and accessibility of the resources relates with their use of EIRs. This is the gap in
knowledge observed which this study is meant to fill.
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CHAPTER THREE
RESEARCH METHOD
This chapter is a description of the procedures adopted in conducting the study.
The chapter is discussed under the following sub-headings: design of the study, area of
the study, population of the study, sampling and sample technique, instrument for data
collection, validation of the instrument, reliability of the instrument, method of data
collection and data analysis.
Design of the Study

The correlational survey design was adopted for the study. This research design,
according to Nworgu (2006) allows analysis of relationships among a number of
variables in a study. It enables a researcher to find out the relationship between measures
of different variables obtained at the same time. The extent of such relationship is
expressed as the correlation coefficient (r). The choice of this research design is
considered most appropriate for the study because it will enhance and give a better
understanding of the situation on ground in terms of the extent of relationship existing
between the dependent and independent variables being studied in this work.
Area of the study
The South-West geopolitical zone of Nigeria was the focus of this study. This
geopolitical zone is made up of six states- Lagos, Ekiti, Oyo, Osun, Ondo and, Ogun.
There are altogether 37 universities in this geopolitical zone consisting of 6 federal, 10
state and 21 private universities. (See Appendix C for list of universities in South-West,
Nigeria). The decision to carry out this study in this area was necessitated by the outcome
of a preliminary investigation conducted by the researcher which showed that a higher
61
77
number of university libraries that are fully computerized with functional Internet access
and subscribes to electronic journals and databases are located in this area.
Population of the Study
The population of this study comprises of all the 37 universities (6 federal, 10
state and 21 private) in South-Western geopolitical zone of Nigeria as at the year, 2011
(National Universities Commission, 2012). (See Appendix-C for the list of Universities
in South-Western zone of Nigeria). Twelve (12) out of the 33 universities met the criteria
for the study by having fully computerized university libraries with functional Internet
access and subscribes to electronic journals and databases. The respondents for this study
therefore included all the library-registered undergraduate students in these 12
universities alongside all the heads of Electronic Library/Information Technology units of
these libraries. According to students registration record provided in the Readers
Services Section of the 12 libraries, there was a total of 36,116 registered library
undergraduate students users in the universities as at 2010/2011 academic session. These
36,116 undergraduate students with the 12 librarians heading the Electronic
Library/Information Technology units formed the population of the study. (See
Appendix-D)
Sample and Sampling Technique
The sample of this study consists of 1,818 registered undergraduate library users
and librarians in-charge of the Electronic library/Information Technology Units of the
university libraries in South-West, Nigeria. The registered undergraduate library users
numbered 1806 in addition to the 12 librarians heading the Electronic library/Information
Technology units of the libraries. (See Appendix-E).The multi-stage sampling technique
was adopted in selecting the sample. Three stages were involved. First, 12 out of the 33
universities in the South-West, Nigeria were selected using the purposive sampling
78
technique. The use of purposive sampling technique was to ensure that all the universities
selected are computerized, have Internet access and also subscribe to electronic journals
and databases. Undergraduate students who are registered users with the libraries were
equally purposively selected. The selection of the registered undergraduate library users
was necessitated by the fact that the study concentrated only on the use of EIRs found in
the libraries hence, studying students that are not registered with the library (which by
implication are not qualified to use the library and its resources) will give room to getting
misleading information which can negatively affect the result/outcome of the study.
Secondly, the proportionate stratified sampling technique was adopted in selecting
the registered undergraduate library users from the various university libraries studied.
This technique was chosen because of the heterogeneous state of the number of registered
undergraduate library users in the universities being studied as some had very high
number of registered users while others had few. A uniform percentage of the registered
users from the various university libraries were proportionately drawn by the researcher.
(See Appendix-D, for the population of registered undergraduate library users for
2010/2011 academic session in the 12 universities). The heads of the Electronic
Resources Units of these libraries were not sampled as they are one (1) in each library,
making the number to be 12. Meanwhile, a preliminary investigation was conducted by
visiting the libraries to get information on the population of the registered undergraduate
library users in the 12 universities selected for the study. Findings as at 2010/2011
academic session show that there are a total of 36,116 registered undergraduate library
users in all the universities. The sample size of this study, therefore, comprised 5% of the
total number which is 1806 in addition to all the 12 librarians in charge of the Electronic
Resources Units of the university libraries . This sample size of 5% of the total study
population was considered adequate because Wimmer and Dominick (1987) stated that a
79
minimum sample size of 5% should be used for populations that are up to 10,000 while a
minimum sample size of 20% should be used for populations that are up to 1,000. Thus,
based on the foregoing recommendations, statements the researcher considered 5% of the
study population appropriate for the large population of the present study.
Thirdly, the gender of the respondents was drawn using the random sampling
technique. The adoption of this technique was necessitated by the inability of the
researcher to ascertain the numbers of male and female registered undergraduate library
users as there was no documented record in the libraries that could provide that
information. Hence, both genders were randomly selected as respondents to the study.
Instrument for Data Collection
The data collection instruments that were used in this study are the questionnaire,
and oral interview. The questionnaire known as Students Variables, Accessibility and
Use of Electronic Information Resources in University Libraries (SVAUEIRUL-Q) was
developed by the researcher. The questionnaire has eight different sections.
Section A elicited information on the background of the respondents with
questions such as name of institution, department, faculty and gender.
Section B collected data on the use of electronic information resources in the
university libraries by undergraduate students. This section has sixteen (16) items which
are presented on a Likert-type four (4) point scale ranging from Very Often, Often,
Occasionally, and Never with 4, 3, 2, 1 point value attached to them respectively. Data
collected in this section was used to correlate gender as well as responses in Sections D,
E, F and G. This was done considering the fact that the study intends to establish how
accessibility and the students variables (which were presented in Sections D, E, F and G)
relate with their use of EIRs (Section B).
80
Section C concentrated on frequency of use of these EIRs with Likert-type five
(5) points scale ranging from Daily, Twice a week, Once a week, Occasionally and Never
used, with weighted value of 5 to 1 in terms of scoring, ranging from the highest to the
least.
Section D is on information literacy level of the undergraduate students. This
section consists of nineteen (19) items rated on a Likert-type four point scale ranging
from Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD) with
weighted value of 4 to 1 in terms of scoring. Data collected in this section addressed
research question one.
Section E focused on attitude of undergraduate students towards the use of
libraries electronic information resources. It is made up of fifteen (15) items rated on a
Likert-type four point scale ranging from Strongly Agree (SA), Agree (A), Disagree (D)
and Strongly Disagree (SD) with weighted value of 4 to 1 in terms of scoring. Data
collected in this section addressed research question two.
Section F elicited data on the state of computer self-efficacy of the undergraduate
students. This section has thirteen (13) items. The Likert-type four point scale ranging
from Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD) with
weighted value of 4 to 1 was used in terms of scoring. This section addressed research
question three.
Section G elicited information on the accessibility of electronic information
resources in the university libraries studied. It has ten (10) items rated on a four point
scale with weighted value of 4 to 1 in terms of scoring. Data collected in this section
addressed research question five.
Section H elicited information on the strategies to be adopted in enhancing the
use of EIRs. (See Appendix- A for the questionnaire)
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Interview guide was also used for data collection in the study. The researcher
personally conducted the interview on the unit heads of the Electronic Resources Units of
the various university libraries. Phone calls were made respectively to the librarians
involved and a date was fixed for the interview. The responses to the interview questions
were recorded by writing them down. It contains items on information literacy skills,
computer self-efficacy, attitudes towards electronic resources use, accessibility and use of
electronic information resources by students. The responses were used to support the
results obtained from the questionnaire. The interview guide is attached as Appendix B,
Validation of the Instrument
The instruments were face-validated by giving them to three experts for criticism
and correction. Two of the lecturers were from the department of Library and Information
Science of University of Nigeria, Nsukka and University of Ibadan respectively and
another lecturer from the Department of Science Education, University of Nigeria,
Nsukka. These lecturers were requested to critically examine the items in relation to
content relevance, appropriateness of statements, the clarity of words, and length of
statements in relation to the purpose of study and research questions. They were also
requested to make other necessary comment(s) towards ensuring that the instruments are
adequate and relevant to the study. Their corrections and suggestions were incorporated
to arrive at the final copy of the instruments. (See Appendix-F for the validated
instruments).
Reliability of the Instrument
The questionnaire was subjected to trial testing using thirty (30) library-registered
undergraduate students from University of Nigeria, Nsukka- which is outside the area of
study, but shares the same characteristics with the study population. The instrument was
analyzed using the Cronbachs Alpha reliability method to obtain the internal consistency
82
reliability of 0.80, 0.94, 0.96, 0.91, and 0.81 respectively for sections B, D-G. These
figures were considered high enough to make the instrument reliable. (See Appendix-G
for the Reliability Computation).
Procedure for Data Collection

The questionnaire was administered on the respondents by the researcher and four
trained research assistants by physically visiting the universities under study. The
research assistants were given one day training on how to administer retrieve, and return
the completed questionnaire to the researcher. The interviews with the heads of the
Electronic Library/Information Technology units of the various university libraries were
personally conducted by the researcher and, their responses to the interview questions
recorded by writing them down.
Method of Data Analysis
Research questions 1 to 4 were also analyzed using mean and standard deviation
to obtain overall average scores. The decision on the cut-off point for the item means was
based on the Gregory and Wards (1978) formula for determining the lower and upper
limits in mean. This formula was applied as follows;
0.01
1.00
Never (N)/ Strongly Disagree (SD)
1.01
2.00
Occasionally (OC)/ Disagree (D)
2.01
3.00
Often (O)/ Agree (A)
3.01
4.00
Very Often (VO)/ Strongly Agree (SA)
For the items on frequency of use which has a total scale value of 15 points (because it is
being tested on a Likert-type five point scale), any item with a mean score from 3.00 and
above is regarded as being frequently used while the ones below 3.00 is taken as not
being frequently used.
83
Hypotheses 1 to 4 were analyzed using t-test to test the significance of the
relationship existing between the variables, and this was tested at 0.05 level of
significance. This statistical package chosen for the hypotheses is deemed fit for the
analysis because it shows the strength and the significance of the relationship between
variables in a study.
Information generated from the interview conducted was used to corroborate
information derived from the questionnaire.
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CHAPTER FOUR
RESULTS
This chapter presents results of the data collected and analyzed for the study. The
presentation is done along the research questions and hypotheses that guided the study.
The response from the oral interview conducted is also used to corroborate the
questionnaire findings.
Meanwhile, table 1 is showing the questionnaire distribution and response rate.
(See Appendix H, Questionnaire distribution and response rate based on respondents
universities of affiliation).
Table 1: Questionnaire distribution and response rate
Questionnaire distribution
Frequency Percentage
Number of Questionnaire Administered
1806
100
Number of Questionnaire Returned
1698
94
59
1639
91
Number of Questionnaire not properly filled

Total number of questionnaires found usable
Table 1 revealed that out of the 1806 copies of questionnaire that was distributed, 1698
(94%) were returned while 1639 (91%) were found usable.
Presentation of results of research questions and hypotheses
The four research questions asked in chapter one of this study were analyzed and
the results provided below. Similarly, the four null hypotheses formulated in chapter one
were also tested and presented below.
Research Question 1
What are the various academic purposes for which undergraduate students utilize
the Electronic Information Resources (EIRs) in the library?
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85
To establish the various academic purposes for which undergraduate students
utilize the EIRs in the library, the respondents were provided with options in the
questionnaire and requested to indicate the various purposes for which they utilize the
EIRs in the library. The mean and standard deviation values of their responses is
calculated and provided in Table 2 below.
Table 2: Undergraduate Students Use of the EIRs in
Academic Purposes
S/N
E-Resources Use
N
1
I use the librarys electronic information 1639
resources to source materials for
research/writing project
2
I use them to do class assignments
1639
3
I use the electronic information resources to 1639
augment my class works
4
I use the Internet access in the library to 1639
send e-mail
5
I use the Internet access in the library to 1639
chat with friends
6
use it to search for scholarship opportunities 1639
7
To search for internship opportunities
1639
8
I use the e-resources to retrieve current 1639
literature for studies
9
I follow blog discussions on subject area of 1639
interest via the librarys Internet access
10
I participate in professional discussion 1639
group/listserve via the librarys Internet
access
11
I use the e-resources to update my 1639
knowledge in subject areas of interest
12
I use the Electronic catalogue (OPAC) for 1639
sourcing information in the library
13
I use the Internet in the library to generally 1639
source materials and information
14
I use the electronic books provided by the 1639
library to complement my class notes
15
I use the electronic journals provided by the 1639
library for my project writing
16
I use the online database in the library for 1639
my assignments
TOTAL
1639
the Library for Various

Mean Std. Dev. Decision
2.58
0.86
Often
2.56
2.52
0.85
1.01
Often
Often
1.58
0.98
Occasionally
1.34
0.81
Occasionally
1.51
1.45
2.54
0.86
0.67
0.96
Occasionally
Occasionally
Often
1.85
1.03
Occasionally
1.45
0.89
Occasionally
2.51
0.92
Often
1.96
1.14
Occasionally
2.54
0.88
Often
1.95
1.04
Occasionally
1.66
1.12
Occasionally
2.51
0.99
Often
1.93
0.69
Occasionally
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Table 2 reveals that out of the sixteen (16) academic purposes listed, the
following are the various purposes for which students often patronized the resources: to
source materials for research/writing project (2.58), to do class assignment (2.56), to
retrieve current literature for studies (2.54), to augment class work (2.52), to update
knowledge in subject areas of interest (2.51) and, to generally source material and
information (2.51). The purposes for which the resources are occasionally utilized
include: utilizing OPAC to source information in the library (1.96), using E-books to
complement class notes (1.95), following blog discussions on subject areas of interest
(1.85), for project writing (1.66), etc. The overall mean and standard deviation scores for
the entire items in Table 2 is: 1.93 and 0.69 respectively.
Research Question 2
How frequently do undergraduate students utilize the EIRs in the libraries?
To ascertain the frequency of use of EIRs in the library by undergraduate
students, the options of; Daily, Twice a week, Once a week, Occasionally and
Never used were given for the respondents to choose the one that is applicable to them.
Their response is presented in Table 3.
Table 3: Frequency of Use of EIRs in the University Libraries
EResources
Online Cat.
(OPAC)
The Internet
Electronic
Books
Electronic
Journal
Online
Databases
TOTAL
Daily
Twice a
week
Once a week
Occasionally
Never used
99
6.04
409
24.95
431
26.30
613
37.40
87
110
6.71
228
13.91
476
29.04
721
43.99
104
0.43
98
5.98
234
14.28
472
28.80
828
110
6.71
197
12.02
602
36.73
522
31.85
208
86
5.25
138
8.42
523
31.91
611
37.28
281
5.3
0
6.3
5
50.
27
12.
69
17.
14
*F- Frequently; NF- Not Frequently
Mean
Std.
Dev.
Rmk.
2.89
1.03
NF
2.71
1.01
NF
1.77
0.94
NF
2.62
0.94
NF
2.42
0.94
NF
2.48
O.97
NF
87
Table 3 reveals that the following four (4) resources are not frequently utilized:
Online Catalogue (2.89), the Internet (2.71), Electronic Journal (2.62) and Online
Databases (2.42) while Electronic books (1.77) are not frequently utilized. Meanwhile,
the overall mean score for frequency of use of all the EIRs listed is 2.48. This mean score
is below 3.00, which is the average acceptable score since these items are being tested on
a Likert-type five point scale.
Research Question 3
What is the influence of undergraduate students gender on their use of librarys
electronic information resources for various academic purposes?
To determine the influence of undergraduate students gender on their use of EIRs
in the library for various academic purposes, provision was made in the questionnaire for
the students to indicate whether they are males or females. This data was cross-tabulated
with the EIRs use responses to generate the mean and standard deviation scores which
revealed the gender influence on the use of EIRs by undergraduate students. The result is
presented in Table 4.
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Table 4: Mean and Standard Deviation of Male and Female Undergraduate
Students on their use of Electronic Information Resources in the Library
E-Resources
Mean
M
F
2.55
2.60
Std. Dev.
M
F
0.81 0.90
Decision
M
F
O
O
1639
2.51
2.58
0.72
0.98
I use the electronic information resources to 1639

augment my class works
2.51
2.53
0.91
1.11
1639
1.16
1.80
0.46
1.10
OC
OC
I use the Internet access in the library to chat with 1639

friends
1.07
1.47
0.26
0.95
OC
OC
use it to search for scholarship opportunities
1639
1.49
1.52
1.00
0.77
OC
OC
1639
1.32
1.51
0.54
0.71
OC
OC
I use the e-resources to retrieve current literature for 1639

studies
2.51
2.57
0.97
0.98
I follow blog discussions on subject area of interest 1639

via the librarys Internet access
1.43
2.07
0.75
1.08
OC
I
participate
in
professional
discussion 1639
group/listserve via the librarys Internet access
1.22
1.57
0.41
1.04
OC
OC
I use the e-resources to update my knowledge in 1639

subject areas of interest
2.50
2.51
0.80
1.02
I use the Electronic catalogue (OPAC) for sourcing 1639

information in the library
1.55
2.17
0.79
1.23
OC
I use the Internet in the library to generally source 1639

materials and information
2.51
2.57
0.80
0.96
I use the electronic books provided by the library to 1639

complement my class notes
1.96
1.95
0.89
1.11
OC
OC
I use the electronic journals provided by the library 1639

for my project writing
1.16
1.93
0.42
1.27
OC
OC
I use the online database in the library for my 1639

assignments
2.50
2.51
0.96
1.02
TOTAL
1.68
2.06
0.36
0.78
OC
I use the librarys electronic information resources 1639

to source materials for research/writing project
I use the Internet access in the library to send e-mail
1639
* Very Often (VO), Often (O), Occasionally (OC), Never (N)

**Very Often (3.01-4.0), Often (2.01- 3.0), Occasionally (1.01-2.0), Never (0.01-1.0)
Table 4 reveals that out of the sixteen (16) items listed in the table, the gender
distribution mean score for use of the resources by males and females are as follows: to
source materials for research/writing project (2.55 : 2.60); to do class assignment (2.51 :
89
2.58); to retrieve current literature for studies (2.51 : 2.57); to augment class work (2.51 :
2.43); to update knowledge in subject areas of interest (2.50 : 2.51); to generally source
material and information (2.51 : 2.57); utilizing OPAC to source information in the
library (1.55 : 2.17); using E-books to complement class notes (1.96 : 1.95); following
blog discussions on subject areas of interest (1.43 : 2.07); to send e-mail (1.16 : 1.80); for
scholarship opportunities (1.49 : 1.52); for internship opportunities (1.32 : 1.51); to
participate in professional discussion groups (1.22 : 1.57) and, to chat with friends (1.07 :
1.47). The respective overall mean and standard deviation scores for the males and
females is: 1.68 : 2.06 and 0.36 : 0.78 respectively..
Research Question 8
What are the strategies that could be used to address the problems of underutilization of university libraries EIRs by undergraduate students?
To identify strategies that could be adopted in addressing the problems of underutilization of university libraries EIRs by undergraduate students, options were given in
the questionnaire to which the students were requested to indicate the ones acceptable to
them. The mean and standard deviation values of their responses is calculated and
provided in Table 5
90
Table 5: Mean and Standard Deviation of the Students Response on the Strategies
to be Adopted in Addressing the Problems of EIRs Under-Utilization
S/N
Strategies
N
Mean Stand. Decision
dev.
1
By giving the students adequate 1639
SA
library use orientation
3.91
0.30
2
By allowing Librarians handle 1639
SA
information literacy skill courses in
the universities
3.85
0.51
3
By training the students when there is 1639
SA
acquisition of new software/database
3.48
0.63
4
Acquisition of additional numbers of 1639
SA
computers
3.97 0.72
5
By assisting students in retrieving 1639
SA
needed information
3.01 0.89
6 B By acquiring EIRs that have user- 1639
0.48 SA
friendly interface
3.65
7
Provision of alternate power supply
1639
3.22
1.13 SA
8
By upgrading the Internet bandwidth
1639
3.10 1.03 SA
TOTAL
1639
3.52 0.711 SA
**SA- Strongly Agree, A- Agree, D- Disagree, SD-Strongly Disagree
The result presented in table 5shows that the undergraduate students strongly agreed to
all the strategies suggested in the table. The mean scores for all the items are as follows:
acquisition of additional numbers of computers (3.97); giving the students adequate
library use orientation (3.91); allowing librarians handle information literacy skill courses
in the universities (3.85); acquiring EIRs that have user-friendly interface (3.65); training
the students when there is acquisition of new software/database (3.48); etc. The overall
mean score for all the items in the table is 3.52.
Hypothesis 1
There is no significant relationship between the level of information literacy skill
possessed by undergraduate students and their use of electronic information resources
provided in the university libraries.
To establish this null hypothetical statement made above, a t-test for testing the
significance of the relationship existing between the level of information literacy skill
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possessed by undergraduate students and their use of electronic information resources
was carried out. The result is presented in Table 6.
Table 6: t-test for the significance of the Relationship between Information Literacy
Skill Possessed by Undergraduate Students and their Use of EIRs
Unstandardized
Standardized
Coefficients
Coefficients
Model
B
Std. Error
Beta
t
Sig.
1
(Constant)
-.016
.053
-.310
.757
Info Lit
.701
.019
.681
37.673
.000
a. Dependent Variable: EIRS
** Correlation is significant at P < 0.05 significant level
From Table 6, the standardized beta value is 0.681 while the significant level is:
0.000 which is less than 0.05. Since this study is tested at P < 0.05 level of significance,
0.000 which is less than 0.05 implies that t is significant in this study. There is, therefore,
significant relationship existing between the level of information literacy skill possessed
by undergraduate students in universities in South-West, Nigeria and their use of
electronic information resources in the library. Hence, the null hypothesis is rejected.
Hypothesis 2
There is no significant relationship between attitudes of the undergraduate
students towards electronic information resources use and their use of electronic
information resources in the university libraries.
To substantiate the above null hypothesis, a t-test for testing the significance of
the relationship existing between attitudes of undergraduate students towards the use of
electronic information resources in the library and their actual use of these resources was
carried out. The result is seen in Table 7.
92
Table 7: t-test for significance of the relationship between Attitudes of
Undergraduate Students towards the Use of Electronic Information
Resources in the Library and their Actual Use of these Resources
Unstandardized Standardized
Coefficients
Coefficients
Model
B
Std. Error
Beta
t
Sig.
1
(Constant)
1.457
.081
17.886
.000
Attitude
.236
.040
.746
5.965
.000
** Correlation is significant at P < 0.05 significant level
The result in table 7 reveals the standardized beta value to be 0.746. This value of
t is significant at 0.00, this value is equally significant at 0.05, this is because, 0.00 is less
than 0.05. This entails that there is significant relationship between attitude of
undergraduate students towards the use of electronic information resources in the library
and their actual use of the resources. Hence, the null hypothesis is rejected.
Hypothesis 3
There is no significant relationship between the undergraduate students computer
self-efficacy and their use of electronic information resources in the university libraries.
The result of a t- test of significance of the relationship between undergraduate
students computer self- efficacy and their use of electronic information resources in the
library is presented in Table 8.
Table 10: t-test for significance of the Relationship between Undergraduate
Students Computer Self- Efficacy and their Use of Electronic
Information Resources in the Library
Unstandardized
Standardized
Coefficients
Coefficients
Model
B
Std. Error
Beta
t
Sig.
1
(Constant)
2.369
.095
24.984
.000
Computer Self-.194
.042
.815
-4.686
.000
Efficacy
Table 4 reveals the standardized beta value of computer self-efficacy to be .815

with a significant value at 0.00. This value is equally significant at 0.05 because 0.00 is
93
less than 0.05. Hence, attitude of students can influence their use of EIRs. This result
therefore, means that there is significant relationship existing between attitudes of
undergraduate students towards the use of electronic information resources in the library
and their actual use of these resources. Hence, the hypothesis is not accepted as a null
hypothesis.
Hypothesis 4
There is no significant relationship between accessibility of electronic information
resources in the university libraries and their use by undergraduate students.
The t-test for the significance of the relationship between accessibility of the
electronic information resources in the library and their use is presented in Table 9.
Table 9: t-test for significance of the relationship between Accessibility of Electronic
Information Resources in the Library and their Use
Unstandardized Standardized
Coefficients
Coefficients
Std.
Model
B
Error
Beta
t
Sig.
1
(Constant)
2.124
.058
36.362
.000
Accessibility
-.069
.020
.848
-3.442
.001
Table 9 reveals the standardized beta value of accessibility as 0.848 with a

significant value at 0.01. This value is equally significant at 0.05 because 0.01 is less than
0.05. The outcome of this test shows that there is significant relationship between
accessibility of the EIRs by undergraduate students and their use of electronic
information resources in the library. Therefore, the null hypothesis is rejected.
94
Summary of the Major Findings
The following are the major findings that emanated from the data analyzed:
1. The most obvious academic purposes for which undergraduate students utilize the
EIRs provided in the library are; for class assignment, sourcing materials for
research/writing project, retrieval of current literature for studies and generally
source materials and information, augmenting class work and, updating
knowledge in subject area of interest.
2. The EIRs provided in the university libraries are generally not frequently utilized
by the undergraduate students.
3. There is significant relationship between the level of information literacy skill
possessed by undergraduate students and their use of electronic information
resources.
4. Attitude of undergraduate students towards the use of EIRs is significantly related
to their use of the resources.
5. Undergraduate students computer self- efficacy significantly relates to their use
of Electronic Information Resources in the library.
6. Accessibility of Electronic Information Resources is significantly related to their
use by undergraduate students.
7. The strategies suggested for adoption in addressing the problems of EIRs underutilization include acquisition of additional numbers of computers, acquisition of
EIRs that have user-friendly interface, giving the students adequate library use
orientation,
training the
students
when
there
is
acquisition
of
new
software/database and, allowing Librarians handle information literacy skill

courses in the universities.
95
CHAPTER FIVE
DISCUSSION OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS
This chapter presents the discussion of the findings, implication of the study,
conclusion and recommendations, limitation of the study and suggestions for further
research. The research findings are sequentially discussed and interpreted in line with the
eight objectives, research questions and the hypotheses.
Discussion of Findings
This sub-heading discusses the findings of the study. The findings are being
discussed drawing inferences from authors views in the literature review and relating
them to the researchers point of view. The discussion is presented under eight (8) subheadings following the purpose of the study.
Undergraduate students use of EIRs in the library for academic purposes
The findings on undergraduate students use of EIRs in the library for academic
purposes as presented in Table 3 shows that undergraduate students use the EIRs in the
library mainly for such academic purposes as sourcing materials for research/ writing
project, doing class assignment and retrieving current literature for studies as well as
generally sourcing materials and information and, augmenting class works. This finding
corroborates the result of Mullas (2011) study on using the resources for purposes such
as: research and using them to access current and general information. The result of
another study by Madhusudhan (2010) on the use of electronic resources is also in line
with the outcome of this study as it revealed that majority of the respondents use the
electronic resources for research purposes and finding relevant information in their
subject areas of specialization. This result is expected considering the fact that EIRs
enables one to gain access to more information that is current, up-to-date, easily and
timely accessed and also enables remote access.
80
96
It is also seen from the result of this study that the EIRs are not utilized for such
purposes as chatting with friends and sending e-mails. This finding also agrees with
Mullas (2011) result which showed that a minimal percentage of the respondents use the
e-resources in the library for communication. The reason for this minimal
acceptance/mean score in the area of communication could be attributed to the fact that
most libraries prohibit the use of their resources for social communication, as found out
from the interview conducted on the librarians.
The result also revealed that following blog discussions on subject area of
interest as well as searching for internship and scholarship opportunities were rarely done
using the e-resources in the library. The reason for this could be attributed to the fact that
the students have limited period to spend on utilizing this resources as an interview
session with the Librarian in-charge of the EIRs section of the libraries revealed that
students are restricted from using the resources beyond 1-2 hours at a time to enable a
larger number of students to access them in a particular day since there are limited
number of access points. This result, however, controverts that of a study conducted by
Ani (2010) on Internet access and use by undergraduate students in three Nigerian
universities. The result of his study revealed that a high percentage of his respondents
indicated that they use the Internet for searching/applying for scholarships. This disparity
in the result could be subject to the geographical areas of the study as his study
concentrated in the South-Southern zone of Nigeria in addition to, not limiting the study
to the use of the electronic resources in the library only.
Frequency of use of the EIRs in the library by undergraduate students
The result on frequency of use showed that the e-resources that are occasionally
utilized in the university library is the Online Public Access Catalogue (OPAC) followed
by the Internet and electronic journals. The result also revealed that though the listed
97
resources do receive patronage, the utilization rate is still low. This finding is slightly at
variance with the result of a study conducted by Kumar and Kumar (2010) which
revealed that a majority of the undergraduate students used the Internet once or two times
per week. This non regular use of these resources indicates that the undergraduate
students lack the necessary skills needed for the optimal utilization of this resources or
might also have negative attitudes (as a result of their self-concepts, beliefs, prior
experience) towards the use of the resources. Lack of computer self-efficacy may also
lead to non-use of the EIRs since they can only be accessed using computers.
Another study conducted in the Northern part of Nigeria by Issa, Blessing and
Daura (2009) also found out that only few of their entire respondents utilize the EIRs in
their library. Similarly, the outcome of the interview revealed that majority of the
students lack adequate skills required for effective utilization of these resources and at the
same time, are too impatient to wait for files/pages to download.
On the other hand, Madhusudhan (2010) found out that majority of his
respondents make use of their e-resources daily. The disparity in the frequency of use of
these resources could be attributed to various factors which could include the nature of
the libraries e-collection, the organization in terms of its having user-friendly interface,
and the services provision by the Librarian(s) in charge of the section of the library where
these resources are kept.
Relationship between students information literacy skill and their use of electronic
resources in the library
The test of the relationship between undergraduate students level of information
literacy skills and their use of EIRs in the library has shown that there is a positive and
significant relationship between these two variables. The outcome of this test shows that
the level of information literacy skills of the undergraduate students significantly affects
98
their use of EIRs in the libraries. The reason for this result could not be far-fetched when
one considers the fact that information literacy has to do with ability to identify, locate,
evaluate and utilize effectively the needed information which in turn makes one to
become independent life-long learner. The result suggests that when the level of
undergraduate students information literacy skill improves, their use of librarys EIRs is
also expected to correspondingly improve.
For Nigerian undergraduate students to effectively achieve their university
education objectives, there is need for possession of high level of information literacy.
Since information literacy is important for adequate information searching, it is not
surprising that it has significant effect on use of libraries EIRs. Julien (2002) noted that
information literacy is the ability to make efficient and effective use of information
sources, and that an information literate person today should possess specific online
searching skills, which include the ability to select appropriate search terminology,
construct a logical search strategy, and evaluate information appropriately. Lack of this
skill will definitely impede effective utilization of EIRs. A study conducted by Issa,
Blessing and Daura (2009) revealed that most of the students are aware of the e-library
resources but do not use them because they lack information literacy skills. They found
out that the students were not formally taught the use of e-library resources and that
teaching of information literacy is only an embedded course, an aspect of "General
Studies" (GNS 111) in the institution where the study was carried out. This corroborates
the findings of the interview with the Librarians which revealed that the students are not
given adequate orientation and training on the use of the resources because adequate time
is not provided in the students lecture schedule for such.
The outcome of this study has shown that acquisition of adequate information
literacy skill helps the undergraduate students to understand critical differences in
99
experiences and suggest library or electronic resources use outcomes based on whole
experiences and real life practice. This informs Doyles (2002) assertion that information
literate students are more thoughtful and versatile in seeking and using information either
in the raw form of empirical data or in the highly processed form called knowledge which
is critical to their academic pursuit. Information literate undergraduate students adopt
appropriate information behaviour to identify through whatever channel or medium,
information well fitted to their information needs, leading to wise and ethical use of
information academically and in the society.
Relationship between attitude of undergraduate students towards the use of EIRs in the
library and their actual use
The data collected shows that attitude of undergraduate students towards the use of
EIRs is significantly related to their actual use of these resources. It is also found out
from the study that undergraduate students in South-Western zone of Nigeria have
negative attitude towards the use of libraries EIRS. This could account for why EIRs is
grossly under-utilized by the undergraduate students in South-West, geo-political zone in
Nigeria. Furthermore, it confirmed the postulation by Martins (1998) that an individuals
attitude to an object or issue is always related to the expected result associated with that
object or issue and the expected outcome of a positive attitude is a pleasant feeling or
result. He further stated that favourable attitude triggers action while lukewarm attitudes
result in negligence or lack of concern. The findings of this study suggests that attitude
formation among the undergraduate students could be due to several factors like
perception, conception and misconception of the unique importance of the use of EIRs in
the library in their academics and research activities since subscriptions are made for
these resources to specifically cater for the information needs in their subject areas of
specialization. It is important to note here that naivety and wrong value system in
undergraduate students makes the use of EIRs in the library secondary. This finding is
100
also in corroboration with Dorans (2002) finding that submission or misconception
arises because undergraduates are not familiar with the library resources and services and
so they develop a lackadaisical attitude towards the resources use.
The interview with the Librarians in-charge of the library sections where these
resources are kept also revealed that students perceive the EIRs to be useful but does not
allow easy retrieval of exact needed information in just one or few clicks. This perception
of difficulty in accessing needed information could be part of the factors responsible for
the under-utilization of the university libraries EIRs.
Relationship between students computer self- efficacy and their use of EIRs in the
library
The outcome of this study has revealed that the computer self-efficacy level of the
undergraduate students has significant relationship with their use of EIRs. This finding is
in agreement with that of Ren (2000) which showed a positive correlation between
students' self-efficacy and their frequency of use of the library electronic resources. The
implication of this result is that if the undergraduate students have high computer selfefficacy, they will tend to utilize the resources more and vice versa. This assertion is
made considering the fact that self-efficacy beliefs are beliefs, they are not related to
actual skill level, but are relevant in determining how long an individual perseveres in a
task, and whether one be engaged in the task at all. At the same time, it has also been
found out in the study (as could be seen from the attached Appendix I, on the mean score
of computer self-efficacy) that the level of computer self-efficacy of undergraduate
students in South-Western zone of Nigeria is low. This possibly is another serious reason
why the EIRs in the libraries are grossly under-utilized. The findings of Brosnan (1998)
revealed that computer anxiety is another factor that discourages users from taking
advantage of library resources and services. This is in consonance with the present
finding in this study because computer anxiety is the opposite of computer self-efficacy.
101
An undergraduate student that ordinarily becomes nervous when asked to use the
computer will definitely not be patronizing information resources that are accessed
through the computer system as a result of lack of confidence in the ability to be able to
have successful outcome. Computer self-efficacy has been found to be positively related
to performance in varying computing activities such as software training, perceived ease
of use of computer systems and adaptability to new computer technology.
Also in corroboration with the findings of this present study, the result of the
study conducted by Ramayah and Bushra (2004) on the role of self-efficacy in e-library
usage among students also suggests that self-efficacy, perceived ease of use and
perceived usefulness have direct significant impact on e-library usage. One might also
infer, therefore, that students with a high self-efficacy regarding computers would also be
more likely to explore new technologies, databases and, the use of EIRs. They would be
more likely, for example, to explore a library's website and find that the library has
specialized resources, and they might even try some searches on those resources, without,
or with less, prompting from lecturers and/or librarians. This, therefore, implies that the
achievement of efficient and effective use of the libraries electronic resources requires
that the student should possess high level computer self-efficacy.
Relationship between accessibility of libraries EIRs and their use by students
The correlational coefficient value of the accessibility of EIRs provided in the
library and their use by undergraduate students indicate that there is a positive
relationship between accessibility of the EIRs and their use by undergraduate students.
This result implies that the extent to which these resources are made accessible to
undergraduate students will influence the extent to which they will utilize them.
Similarly, the study also identified that undergraduate students are experiencing various
forms of accessibility problems that affect their access to the EIRs in the libraries. Such
102
accessibility problems identified in this study, ranging from the highest, are; constant
problem of network connection, library staff members not easily releasing the password
to students for use in accessing the resources, complicated logging-in procedure, limited
computer terminals, interface to the resources not being user friendly, restriction on
websites and, constant breakdown of the equipment.
This finding is in line with the outcome of a study conducted by Oyediran-Tidings
(2004) in which he found out that the students low use of the library resources was
attributed to accessibility problems. Aguolu and Aguolu (2002) correspondingly, stated
that the resources may be available in the library and even identified bibliographically as
relevant to ones subject of interest, but the user may not be able to lay hands on them
due to accessibility problems. It is worthy to note that the more accessible information
sources are, the more likely they are to be used and readers tend to use information
sources that require the least effort to access.
Generally, library users tend to use information sources that require the least
effort to access. Abels, Liebscher and Denman (1996) studied factors that influence the
use of electronic system among science and engineering academics in some universities,
it was established that access to a workstation was the primary factor that influenced the
use of the system. All these, therefore, are pointers to the fact that unhindered access to
electronic information resources will automatically translate into improved utilization of
this resources by undergraduate students in South-West, Nigeria.
Influence of undergraduate students gender on their use of EIRs in the library
This study reveals that female undergraduate students utilize the EIRs in the
library more than their male counterparts. This then implies that gender has influence on
the use of EIRs by undergraduate students. In line with the findings of this study, Zhang,
(2002) observed that female college students possess more positive attitudes to computers
103
than their male peers. Although some literature on technology present a complicated
picture of the relationship between gender and electronic resources use, the gender gap in
Internet or e-resources use has narrowed significantly as females nowadays work very
hard to ensure that they are not left behind in the use of electronic resources. Contrary to
the finding of this study, Smith and Necessary (1996) in a study of college students'
attitudes towards the use of technology, found that males had significantly more positive
attitudes toward computers than females did.
The differences in these findings might be attributed to differences in
methodology, or might reveal how the increasing number of female Internet/e-resources
users is altering women's attitudes regarding computers and the use of electronic
information. Women are substantially less likely to be frequent users, and more likely to
be intermediate users. This finding could be attributed to a combination of gendered
technology embodying male values, sex differences in cognition and/or communication,
and socioeconomic differences. Some other scholars like Jackson et al., (2001) also had
similar findings that male college students are more likely than their female counterparts
to use the Internet for recreational purposes (e.g., playing games online, visiting adultonly sites, gambling, accessing news groups and discussion forums, staying abreast of
news developments, and seeking information for personal use), while females are more
likely to use the Internet to talk to family and friends.
Conversely, this present study however by its result, has shown that females use
the electronic information resources in the library more that the males. The reason for this
might not be far-fetched from the statement in the above paragraph that males use the
Internet more for recreational purposes. It could possibly be that males tend to use the
Cybercafes more considering the fact that there is restriction against the use of the
libraries EIRs for social communication purposes.
104
Strategies for enhancing the use of EIRs in the library
Considering the negative results of already existing studies on the frequency of
use of EIRs which the result of this particular study had also established, the researcher
provided a list of options in which students as respondents to this study were asked to
select options acceptable to them as strategies for enhancing the use of EIRs in the
libraries. The result of the study showed that all the options were accepted. Some of the
suggested strategies to which they consented to in the order of highest mean scores are;
acquisition of additional numbers of computers, giving students adequate library use
orientation, allowing librarians to handle information literacy skill courses in the
university, acquiring EIRs that have user-friendly interface, training students when there
is acquisition of new software, provision of alternate software, upgrading the Internet
bandwidth and assisting students in retrieving needed information.
This result is in line with Holland and Powell (1995) finding which showed that
years after graduation the engineers surveyed were united in thinking that instruction on
how to access information should be incorporated into courses taught at colleges and
should also be part of continuing education, to keep abreast with the new information
technology. Mews (1992) corroborate this by arguing that training in the use of
information resources should be part of all students education.
The strategies suggested by the Librarians during the interview include; provision
of additional Computers with Internet access, increasing the Internet bandwidth,
allocation of adequate time for library orientation during the first two months after the
new students resumption and allowing the Librarians working in the library to be
handling Use of Library and Information Literacy Skills Education courses. Another
study by Okiki and Asiru, (2011) suggested similar strategies by recommending the
following; having a stable electricity backup, provision of more computer system,
105
provision of 24 hrs service, increasing the Internet bandwidth and provision of conducive
environment.
Implications of the Study
The findings of this study has implications for the undergraduate students, the
library management and librarians working in the universities and other academic
libraries, Electronic Information Resources (EIRs) Sections of libraries, the University
management, Educational Planners and Administrators, and researchers.
For the undergraduate students, this study had established that information
literacy skill and computer self-efficacy respectively has significant relationship with
their use of EIRs. The study also noted that the students level of information literacy
skill and computer self-efficacy is low (as could be seen from the attached Appendix I,
p.160) and that they have negative attitude towards the use of EIR. The implication of
this result is that students should develop positive attitude towards the use of EIRs and
also acquire the basic skills necessary for effective utilization of these resources.
For the library management and librarians working in the universities, the low
EIRs usage rate as well as the low level of information literacy skill and negative attitude
of the undergraduate students towards their use of the EIRs imply that they should give
the students adequate library orientation/education to enable them to acquire the required
information literacy skill necessary for effective utilization of these resources and also
helps them in developing positive attitude towards their use of these resources.
The implication of the result of this study to the University Management and
Educational Administrators is that they should ensure that Information Literacy,
Library Use and Basic Computer Use education are introduces in the institutions as
compulsory courses for all the undergraduate students.
106
Conclusion
Use of libraries electronic information resources by Nigerian undergraduate
students is essential for acquiring timely, current and up-to-date information necessary
for academic excellence. This would not only assist them to have full mastery of their
subject areas of specialization but would in this electronic era also, enable them to face
the future challenges in the society on graduation.
The main objective of this study which is focused on finding out how accessibility
and undergraduate students variables relate with their use of university libraries
electronic information resources in South-West, Nigeria has been achieved as the
outcome of the study has revealed that accessibility and undergraduate students variables
have significant relationship with students use of electronic information resources.
The contributing factors to the problem of EIRs under-utilization by
undergraduate students which led to the this research had similarly been identified as the
study revealed that majority of the undergraduate students have low information literacy
skills, negative attitude towards EIRs use, low computer self-efficacy and are
experiencing accessibility challenges. To overcome these challenges hampering the
effective utilization of the libraries EIRs, the recommendations made in the study should
be considered.
107
Recommendations
Based on the findings of this study, the following recommendations are made to
improve the undergraduate students use of electronic information resources in libraries
in South-West, Nigerian;
i.
There should be effective teaching of use of library instruction/education. This

should also incorporate information literacy skills education for all undergraduate
students in the Nigerian universities during the first and second semesters of their
first year in the university. This course should not be made to be part of another
course but a stand-alone course with three (3) credit units during each of the
semesters. To make it to be more effective, the librarians working in the
university library should be made to be taking/lecturing this course. This way, the
level of information literacy skill (which usually manifests in their information
searching and retrieving techniques) of the undergraduate students would greatly
be enhanced, resulting in adequate utilization of the EIRs in the library.
ii.
Adequate library orientation should be given to the undergraduate students during

their first two months in the university by the librarians working in the library.
During such programmes, the students should be practically taught how to search
and retrieve needed information and also made to know the relevance of the use
of the EIRs. This should also be repeated at any time new software or databases
are acquired to get them acquainted with the use of such resources as it is well
known that people tend to utilize an information resource more when they value it
and are also skillful in utilizing it.
iii.
The services provision of the librarians should be extended to assisting

undergraduate students in retrieving their needed information. This will go a long
way in enhancing their continued use of the EIRs in the library.
108
iv.
Library managements should endeavour to provide adequate Internet-connected

computer terminals and also subscribe to electronic resources that have userfriendly interface to facilitate ease of use of the resources by the users.
v.
The Internet bandwidth should also be upgraded to enhance accessibility and

eliminate the frustration being experienced when searching the Internet.
vi.
The university management in collaboration with the library management should

provide alternative power supply to be used whenever there is power outage. This
will encourage greater use of the resources by undergraduate students.
Limitations of the Study

The limitation experienced in the course of this study was in the area of funding.
The study would have been extended to other geo-political zones in Nigeria but financial
constraints made the researcher to restrict the study to South-West, Nigeria.
Suggestions for Further Research

Based on the findings of this study, the researcher suggests that further studies
should be undertaken in the following areas;
i. This study could be replicated using some other variables of the students not
explored in this study. Examples are: socio-economic factors and environmental
factors. This is being suggested because this present study concentrated only on
the students personal variables and accessibility of the resources.
ii.
This present study could also be replicated using other forms of academic libraries
such as the polytechnic or colleges of education in Nigeria.
109
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124
APPENDIX- A
QUESTIONNAIRE
STUDENTS VARIABLES, ACCESSIBILITY AND USE OF ELECTRONIC
INFORMATION RESOURCES IN UNIVERSITY LIBRARIES (SVAUEIRUL-Q)
Dear Respondent,
This is a Ph.D research questionnaire on students variables, accessibility and use
of electronic information resources. I solicit your assistance in filling this questionnaire
as the information needed is specifically for the purpose of research and, will be treated
confidentially.
Thank you.
Ukachi, Ngozi. B.
125
SECTION A: BACKGROUND INFORMATION
1. Name of Institution .
2. Department: .
3. Faculty:
4. Gender: Male (
Female (
SECTION B: USE OF ELECTRONIC INFORMATION RESOURCES IN THE

UNIVERSITY LIBRARIES
Tick as many as are applicable to you.
S/N
E-Resources
5
I use the librarys electronic information resources to source
materials for research/writing project
6
7
I use the electronic information resources to augment my
class works
8
I use the Internet access in the library to send e-mail
9
I use the Internet access in the library to chat with friends
10
I use it to search for scholarship opportunities
11
12
I use the e-resources to retrieve current literature for studies
13
I follow blog discussions on subject area of interest via the
librarys Internet access
14
I participate in professional discussion group/listserve via the
librarys Internet access
15
I use the e-resources to update my knowledge in subject areas
of interest
16
I use the Electronic catalogue (OPAC) for sourcing
information in the library
17
I use the Internet in the library to generally source materials
and information
18
I use the electronic books provided by the library to
complement my class notes
19
I use the electronic journals provided by the library for my
project writing
20
I use the online database in the library for my assignments
SA
Specify others:
.................
..
SD
126
SECTION C: FREQUENCY OF USE
How frequently do you use these electronic resources?
E-Resources
Daily
Electronic catalogue
(OPAC)
The Internet
Electronic books
Electronic journal
Online databases
Twice a week
Once a week Occasionally Never used
SECTION D: INFORMATION LITERACY LEVEL.

Please tick in the appropriate box, as many that are applicable to you using the rating
scale: SA Strongly Agree; A Agree; D - Disagree and SD - Strongly disagree.
S/N ITEMS
SA A D
21 I am able to define my specific information needs prior to the
search
22 I can use a number of search engines when sourcing
information
23 I can select online materials for my use
24 I can store information from electronic sources by printing or
saving to disk/flash drive
25 I can effectively use Boolean search techniques
26 I can select materials on topics accurately
27 I can limit online search by fields
28 I can use mailing list to exchange information
29 I can use discussion groups to exchange information
30 I can use news groups to obtain information
31 I can access blogs for needed information
32 I have the ability to recognize the source of an electronic
document by looking at the hyperlink.
33 I can conveniently access needed information from electronic
information sources for problem solving independently
34 I know the appropriate search tools to use when searching for
information
35 I can effectively use the library OPAC to search for specific
library materials
36 I can integrate new information into an existing body of
knowledge
37 I am very good in the downloading/uploading of information
38 I have good Internet navigation skill
SD
127
Specify others:
........
SECTION E: ATTITUDE TOWARDS THE USE OF LIBRARY ELECTRONIC

RESOURCES
Please respond to each of the statements below as it applies to you

S/N
39
40
41
42
43
44
45
46
47
48
49
50
51
52
ITEMS
SA A D SD
Learning to use electronic information resources has never been
fascinating to me
I find using electronic information resources more complicated than
using printed resources
I am indifferent about using electronic information resources for my
academic works
I do not see the relevance of the use of electronic resources to my
academic work
I am convinced that the use of electronic information resources in the
library will enhance academic performance
I prefer using the Library Catalogue cards to OPAC
I see the use of the librarys electronic information resources to be
unnecessary as I am satisfied with the information I access using my
Modem
I do not see the relevance of the use of librarys e-resources since my
lecturers give notes and handouts
I like using the librarys e-resources because it can be accessed even
from outside the library
The search method for electronic information resources does not make
its use interesting to me
Using electronic information resources is not as exciting as using
printed resources
My friends experience with the use of librarys electronic information
resources does not encourage me to use them
I consider the use of the librarys electronic information resources as
time wasting
I think the use of librarys electronic information resources is too
technical for me to understand
Specify others:
......
..
128
SECTION F: COMPUTER SELF-EFFICACY
1.
Please tick appropriately
S/N
ITEM
53
I effectively operate the computer system
54
One of my problems is that I cannot utilize Computer very well.
55
SA A D SD
I can become very good in the use of computers by continually using it
56
I am indifferent to the use of computers because my initial attempt failed
57
When unexpected problems occur while using computers, I can handle

them well
58
I avoid trying to use computers because they look too difficult to me.
59
I do not seem capable of dealing with most problems that come up when
using computer
60
I find it difficult to use the computers except someone help me
61
I always feel I need someone to assist me when I am using the computer
62
Whenever I attempt using the computer, I rarely succeed
63
I give up when using computer even before I encounter problem
64
I avoid using computer because I dont want to face any difficulty
65
I trust my ability to use computers
Specify others:
........
129
SECTION
G:
PROBLEMS
OF
ACCESSIBILITY
OF
ELECTRONIC
INFORMATION RESOURCES
Please tick the appropriate column that best describes the problems you encounter
in accessing the library electronic resources.
S/N E-Resources
66
The library has limited computer terminals
67
The interface to the resources are not user friendly
68
Constant problem of network connection hinders access
69
There are restriction on websites
70
Complicated logging-in procedure makes access very difficult
71
The library staff members do not easily release the password to
SA
students for use in accessing the resources.

72
Low bandwidth problems frustrates access to the resources
73
Incessant power outage makes access difficult
74
It takes too long to view/download pages
75
Constant breakdown of the equipment
Specify others:
.......
SD
130
SECTION H: STRATEGIES FOR ADDRESSING PROBLEM OF EIRs UNDERUTILIZATION.
Please tick as many that are acceptable to you.
Strategies
SA
By giving the students adequate library use orientation

By allowing Librarians handle information literacy skill courses in the
universities
By training the students when there is acquisition of new
software/database
Acquisition of additional numbers of computers
By assisting students in retrieving needed information
B By acquiring EIRs that have user-friendly interface
Provision of alternate power supply
By upgrading the Internet bandwidth
Suggest others:
.......
SD
131
APPENDIX- B
INTERVIEW CHECKLIST FOR LIBRARIANS IN THE ELECTRONIC
LIBRARY SECTIONS OF THE UNIVERSITIES UNDER STUDY
1.
(1) Which e-resources do students often use?
(2) Are the e-resources readily available for students use?
(3) If no, what are the reasons for this?
(4) Are students given any orientation or training in the library on the use of
electronic information resources?
(5) Do you see your students as possessing the skills required for effective utilization
of the electronic information resources?
(6) How will rate students attitude towards the use of the resources especially as it
concerns perceived ease of use of electronic resources?
(7) From your assessment, do the students perceive the resources to be useful?
(8) On the average, how will you rate students level of knowledge and self
confidence in utilizing computer?
(9) What generally do you think are the factors challenging students' effective
utilization of the librarys e-resources?
132
APPENDIX- C
LIST OF UNIVERSITIES IN SOUTH-WESTHERN ZONE OF NIGERIA
S/NO
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
NAMES OF UNIVERSITIES
Achievers University, Owo
Adekunle Ajasin University, Akungba.
Afe Babalola University, Ado-Ekiti - Ekiti State
Ajayi Crowther University, Ibadan
Babcock University, Ilishan-Remo
Bells University of Technology, Otta
Bowen University, Iwo
Caleb University, Lagos
CETEP City University, Ibadan
Covenant University, Ota
Crawford University, Igbesa
Crescent University
Ekiti State University of Science and Technology
Federal University of Technology, Akure
Fountain Unveristy, Oshogb
Joseph Ayo Babalola University, Ikeji-Arakeji
Ladoke Akintola University of Technology, Ogbomoso
Lagos State University Ojo, Lagos.
Lead City University, Ibadan
National Open University of Nigeria, Lagos.
Obafemi Awolowo University, Ile-Ife
Oduduwa University, Ipetumodu - Osun State
Olabisi Onabanjo University Ago-Iwoye
Ondo State University of Science & Technology,
Okitipupa
25
Osun State University, Oshogbo
26
Pan-African University, Lagos
27
Redeemer's University, Mowe
28
Tai Solarin Univ. of Education, Ijebu-Ode
29
University of Ado-Ekiti, Ado-Ekiti
30
University of Agriculture, Abeokuta.
31
University of Education, Ikere Ekiti
32
University of Ibadan, Ibadan
33
University of Lagos, Akoka-Lagos
34
Adeleke University, Ede
35
Elizade University, Ilara- Mokun
36
South-Western University, Oku Owa
37
Wesley University of Science and Techniology
SOURCE: NUC (2012)
STATUS
Private
State
Private
Private
Private
Private
Private
Private
Private
Private
Private
Private
State
Federal
Private
Private
State
State
Private
Federal
Federal
Private
State
State
State
Private
Private
State
State
Federal
State
Federal
Federal
Private
Private
Private
Private
133
APPENDIX D
POPULATION OF THE STUDY
S/N
Universities Under Study
Study Population (Library-Registered

Undergraduate Students as at 2010/2011
Academic Session)
1862
1582
7500
2270
1502
2978
2425
2500
1406
10
2872
11
4023
12
5196
TOTAL
36116
Source: Students Registration Record provided in the Readers Services Section of the
12 libraries during the 2010/2011 Academic session
134
APPENDIX E
THE SAMPLE SIZE
S/N
Universities Under Study
Study Population
Sample size
(5% Percent of the
Population)
1862
93
1582
79
7500
375
2270
113
1502
75
2978
149
2425
121
2500
125
1406
70
10
2872
147
11
4023
201
12
5196
260
TOTAL
36116
1806
Source: Students Registration Record provided in the Readers Services Section of the
12 libraries during the 2010/2011 Academic session
135
APPENDIX F
QUESTIONNAIRE DISTRIBUTION AND RESPONSE RATE BASED ON
RESPONDENTS UNIVERSITIES OF AFFILIATION
S/N
Universities
No. of
Questionnaire
Administered
No. of
Questionnaires
Questionnaire found usable
and Returned
93
89
83
Bells University of Technology,
79
74
59
Otta
3
375
349
340
Federal University of Technology,
113
101
97
Akure
5
75
69
68
Obafemi Awolowo University, Ile-
149
133
131
Ife
7
121
115
102
125
122
116
Tai Solarin Univ. of Education,
70
69
64
147
138
135
Ijebu-Ode
10
University
of
Agriculture,
Abeokuta.
11
201
191
187
12
260
248
256
TOTAL
1806
1698
1639

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NGOZI BLESSING UKACHI

ACCESSIBILITY AND STUDENTS VARIABLES AS CORRELATES OF THE USE OF

DEPARTMENT OF LIBRARY AND INFORMATION SCIENCE

Faculty of Social Sciences

Digitally Signed by: Content managers Name

NGOZI BLESSING UKACHI

A THESIS SUBMITTED TO THE DEPARTMENT OF LIBRARY AND

This thesis by Ngozi Blessing Ukachi (Registration Number, PG/Ph.D/08/49576)

Ngozi Blessing Ukachi

Significance of the Study

Concept of Electronic Information Resources

Information Literacy and Use of Electronic Information Resources -

Information Utilization Capacity Theory

Technology Acceptance Model

Review of Related Empirical Studies

CHAPTER THREE: RESEARCH METHODS -

Population of the Study

CHAPTER FOUR: PRESENTATION OF DATA

Presentation of results to research questions and hypotheses -

APPENDIX C: List of Universities in South-Western Zone of Nigeria

APPENDIX F: Validated Instrument -

Questionnaire Distribution and Response Rate 69

Frequency of Use of EIRs in the University Libraries - 71

Mean and Standard Deviation of Male and Female Undergraduate Students on

Mean and Standard Deviation of the Students Response on the Strategies to be

T- Test for significance of the Relationship Between Information Literacy

T- Test for significance of the Relationship between Attitudes of Undergraduate

T- Test for significance of the Relationship Between Undergraduate Students

T-Transformation Test of the Relationship between Accessibility of Electronic

Significance of the Study

Scope of the Study

Concept of Electronic Information Resources

Students Use of Electronic Information Resources

Information Literacy and Use of Electronic Information Resources

Attitude of Students towards the Use of Electronic Information Resources

Computer Self-Efficacy and Use of Electronic Information Resources

Gender and Use of Electronic Information Resources

Accessibility and Use of Electronic Information Resources in the University

The evolution of Information technology has globally transformed the

approaching difficult tasks and who see it as a

challenge to be mastered rather than as dangers to be avoided, have greater intrinsic

Gender and Use of Electronic Information Resources

Design of the Study

Procedure for Data Collection

Never (N)/ Strongly Disagree (SD)

Occasionally (OC)/ Disagree (D)

Often (O)/ Agree (A)

Very Often (VO)/ Strongly Agree (SA)

Number of Questionnaire Administered

Number of Questionnaire Returned

Number of Questionnaire not properly filled

the Library for Various

*F- Frequently; NF- Not Frequently

I use the electronic information resources to 1639

I use the Internet access in the library to chat with 1639

use it to search for scholarship opportunities

To search for internship opportunities

I use the e-resources to retrieve current literature for 1639

I follow blog discussions on subject area of interest 1639

I use the e-resources to update my knowledge in 1639

I use the Electronic catalogue (OPAC) for sourcing 1639

I use the Internet in the library to generally source 1639