CHAPTER ONE

INTRODUCTION

Background of the Study

A school library is one that is established in a primary or secondary school (Edoka 2000).

In modern times, these libraries evolved into school library resource centers. Ogbebor (2011)

defined library as an „organized collection of published and unpublished books and audiovisual

materials with the aid of services of staff who are able to provide and interpret such material as

required, to meet the informative research, educational and recreational needs of its users‟. In the

same context Adeoye and Popoola (2011) added that library information resources can be in both

printed and electronic formats including textbooks, journals, indexes, abstracts, newspapers,

magazines, reports, CD-ROM databases, internet, email, video tapes/cassettes, diskettes,

computers and microforms. Ezeala and Yusuff (2011) added the electronic resources as:

functional computers, photocopying machines, CD-ROM, microforms, microform readers, fax

machines, internet, local area network, radio messages, telephone, lighting and computer

workstations for library users which must have to be measured periodically by librarians to

ensure that the resources and services of their libraries as a way of ensuring that they are meeting

the set objectives of the library. Based on the above information, we can divide library resources

into two categories i.e., traditional printed material or resources and non-printed or electronic

resources (Lance, Rodney & Pennell, 2005).

This range of information resources is necessary to enable the school library fulfill its

functions among which are: to systematically provide information resources required for the

school’s educational programmes and to assist in improving and increasing the reading skills and

learning habits of students. Eguare Secondary School Ekpoma has a good library accommodation and
furniture but some of the collections were mainly outdated. Some of the materials were not

displayed on the shelves; they were locked up in a store.

Student need various kinds of information resources for self-development and learning to

take place, learners must have access and use the necessary and adequate information resources.

The most effective way to mobilize school student is through the provision of required

information resources in school libraries. The library is a repository of knowledge. Library helps

the secondary school students to achieve learning objectives and it also help in producing

students that are information literate and are prepared for lifelong education. Hence, libraries

should provide access to available library resources and expert professional support to facilitate

effective utilization of these resources. Library resources contain information in both print and

non-print formats such as textbooks, journals, indexes, newspapers and magazines, reports,

internet, video tapes, diskettes,

To achieve these objectives, library resources should be accessible to the students at the

right time in its appropriate format. Accessibility of library resources creates an enabling

environment for the utilization of library resources. It is assumed that if information is accessible

to the students in school libraries, it could be used for effective learning. The main goal of the

school library is for users to gain access to its abundant wealth of information resources.

Information sources are efficient if they provide relevant, useful and accurate information that

can help users solve their problems.

Accessibility of library resources means the ease of locating and retrieving a piece of

information from the storage medium (Akobundu, 2008). Readers tend to use information

sources that require the least effort to access to save time. Students require quality information

resources in order to learn effectively. Therefore, libraries are expected to provide such resources
which when used effectively by students, would translate into improved effective learning and

quality products. Inability to access information resources in the library can result in time waste

and frustration. Such time waste and frustration have the potential of discouraging, rather than

encouraging library use. Information utilization is the practical and maximum use of library

resources identified and acquired by a user for the purpose of solving a problem or achieving a

set goal.

Statement of the Problem

The place of school libraries in the overall development of secondary school education

cannot be over emphasized because as a resource centre, it is expected to acquire and organize

print and non-print materials suitable for the needs of the users and more so, as a learning

laboratory. It is expected to provide materials to support teaching and encourage students to find

out things for themselves. In the past, government has sunk large sums of money into the

provision of library material resources for both teachers and students of the state.

Regrettably, observations indicate that government efforts have not led to effective

utilization of school libraries by students of the state. If the students do not use the libraries,

teaching and learning will be less effective. Moreover, the situation will have a cycling effect on

the quality of students that will be graduating from the schools. Never the less the decaying

nature of some school libraries in the state has been a matter of concern to many educationists.

Okpa-Iroha (2004), said that a school library is a collection of a wide variety of library

materials and resources housed in each school, centrally organized by staff, professionally

prepared to offer services to students and teachers that will enrich and support the educational

enterprises. This means that, a school library assists and supports the educational program of the

schools by storing instructional materials for use in teaching and learning, Ifidon (2008). Also
Robin (2005), confirmed that any high school without an efficient and effective library is com-

parable to a car without engine. Consequence of this sad development could be that these young

school leavers will be ill equipped and will not be able to face future academic challenges.

Beyond this, no research has really been undertaken on students’ utilization of the school library

for teaching and learning in Esan West Local Governement Area of Edo State. In view of this, the

researcher decided to embark on this study to find out the Availability and Utilization of School

Library Resources by Secondary School Students in Eguare Secondary School, Esan West Local

Government of Edo State.

Objectives of the Study

The objectives of the study were to examine the use of libraries by secondary school

students in Eguare Secondary School Ekpoma. Specifically, the study intends:

1. To identify the types of information resources available in Eguare Secondary School Library,
Ekpoma

2. To find out the extent to which students in Eguare Secondary School make use of resources in the
school library.

3. To identify the challenges faced by students while using school library in Eguare Secondary School
Library, Ekpoma

Research Questions

The following questions were formulated from the problem statement

1. What type of information resources are available in Eguare Secondary School library, Ekpoma?

2. What extent do the students in Eguare Secondary School make use of resources in the school library?

3. What challenges are faced by students while using school library in Eguare Secondary School?
1.5. Significance of the Study

This study will encourage them to develop and equip libraries in secondary schools

having seen its needs. Also, the state as well as the local government education authorities in the

state will benefit from the innovative ideas applied for effective and efficient library services in

the schools. The student in the local government area, the state and the secondary schools will

have a better orientation towards the use of libraries. This study will help the student to demand

for the improvement of the school libraries so that teachers and students can benefit from it. It

will also enhance students’ better attitude towards utilization of school library. The students

learning activities will be made much easier if they consult the materials in the library and they

will perform well in school. The findings will help individual and organizations that are

interested in developing libraries to know the resources that are lacking in secondary school

libraries case they will want to make donations and gifts to the school libraries for improvement.

The school management and the ministries of education will benefit as it will be an eye opener to

them on the need for libraries in secondary schools. It will also serve as a model to other

researchers that may wish to understudy the use of libraries. The study will also be a contribution

to literature on Library and Information Sciences in the country.

1.6. Scope of the Study

The scope of this study is limited to Eguare Secondary School in Esan West of Edo State. It is also

limited to student’s accessibility and utilization of secondary school libraries as it concerns

secondary school students of Eguare Secondary School.

1.7 Limitations of the study

This study was limited in terms of the participants and geographic boundaries. The researcher

assumed the participants would truthfully express their opinions about accessibility and

utilization of the school library resources.

1.8 Operational Definition Of Terms

Assessment:- Is to learn about the needs of patrons or users

Utilization:- This is the action of making practical and effective use of something

School:- This is an institution for educating children

Students:- This is person formally engaged in learning, especially one enrolled in a school or college

Library resource:- This are library collections which include books periodicals, newspaper

,manuscripts, films, maps, prints, documents, Microform, CDs, e-books audio books,

databases and other format

 CHAPTER TWO

REVIEW OF RELATED LITERATURE

This chapter reviews related literatures under the following sub headings:

 Access and use of School Library Information Resources

 The role and functions of School Libraries in Education

 Extent of the use of Library Resources by students in Eguare Secondary School

 Problems facing students in using of school libraries

 Record of academic performance of students

 Summary of literature review

Access and use of School Library Information Resources

Libraries are social institutions created to safeguard knowledge, preserve the cultural

heritage and provide information for education and research purposes to different users.

According to Elaturoti (2001), school library can be defined as an area designed for provision of

all types of learning and teaching resources. Oniovosa (2004) notes that, in a survey around the
world on the reading ability of the children that, one of the factors that positively influence

children’s reading attainment is the availability and accessibility of books and other non-books

resources in their immediate surroundings, at home, in the classroom and in the library.

Accessibility and utilization of library information resources are key factors in the provision of

quality services in different types of libraries. Abdullahi (1998) adds that usefulness of a library

depends upon its proper organization which includes the accessibility and availability of

information resources, their arrangement, the situation of the library, etc. Moreover, Bhatt (2013)

asserted that the successful library services depend mainly on satisfaction level of its users with

the relevant library information resources, user-centric library services and library staffs’

supportive attitude.

Several studies have been done on the use of school libraries. For instance, a study by

Agyekum and Filson (2012) on the use of library resources by students in Ghana schools found

that most of the students use library resources and services to supplement their class notes,

assignments and helped them in examination preparation. In the same vein a study conducted by

Clabo (2002), pointed out that students use school library information resources for recreational

readings, for reference purposes, doing their school homework, teacher requirements and reading

news from newspapers. Similarly, Orji (1996) found out that users use the school library for

many and various reasons i.e.; to prepare for examination; for leisure; recreation for serious

academic work, to see friend and people and so on. Daniel (2004) concluded that the school

library remains the power house of educational institution and that an education institution

without a library is like a motor car without an engine and a body without a soul. However,

Abdullahi (2008) asserted that most of the Nigerian students who enter universities or colleges

have never used the library effectively during their primary and secondary schools.
2.2 The Role and functions of School Libraries in Education

Generally, a library is a collection of books and other resources organised for use by

students and teachers, which should meet the needs of both students and teachers (The American

Association of School Librarians, 2012). Fayose (1995) mentioned that school library contains

educational materials of all kinds that enhances teaching and learning development in a school.

Resources such as books, periodicals, magazines and newspapers ,films and filmstrips slides,

video tapes, audio recordings of all forms, maps and charts, computers and other information

bearing resources. School libraries are essential in the educational process since they provide the

needed materials to support the school`s curriculum. They are established to be used by both

students and teachers in the teaching and learning process. The role and functions played by the

school library are well documented by a wide array of associations in librarianship. One such

association is the International Federation of Library Associations and Institutions (IFLA),

produced the School Library Policy in conjunction with the United Nations Education, Scientific

and Cultural Organization (UNESCO). The School Library Policy emphases the centrality of the

school library by asserting that it is indispensable to all approaches to literacy, education,

information provision and economic, societal and national development (IFLA/UNESCO, 1999).

Among the core school library service goals listed in the

Manifesto, those of particular relevance to this study are those about inculcating and

supporting children to acquire reading habit and also appreciate reading; and allowing them the

chance to gain understanding which will be beneficial in diverse intellectual endeavours (IFLA/

UNESCO, 1999). According to the International Association of School Librarianship [IASL]

school library supports learning and creates a conducive environment for reading which enables;

students to enjoy reading and other voluntary activities; and adds value to the individual`s life.
(International Association of School Librarianship, 2012:3). Furthermore, Gretes (2013) also

stresses that the real role of the school library is to make available and accessible good reading

materials to students to enhance their studies. The Chartered Institute of Library and Information

Professionals in the United Kingdom [CILIP] listed roles of school libraries to include: serving

as a significant educational resources that backs the school; promoting life-long learning; being

the fundamental of information skills growth in the school and providing an important avenue

where students gather to have their recreational and leisure needs (CILIP, 2002). All the afore-

mentioned associations acknowledge the crucial role that the school library provides in the

school. Several individual scholars equally attest to the essence of libraries in general and school

libraries in particular. Thanuskodi (2009) asserts that a well-equipped and well managed library

is the foundation of modern educational structure. Accessibility and usage of the school library`s

materials and learning tools enable students to develop learning skills. Specific to the school

library, Todd and Heinstrom (2006: 1) posit that the school library should provide information

and information technology structures together with a collection of teaching facilities that

support teaching and learning; and creates a conducive atmosphere that encourages and boosts

students learning outcomes. Hay and Todd (2010: 4) also indicate that the school library offers

the academic environment for acnquiring knowledge and further argue that school libraries

develop advanced thinking skills that students require for deep knowledge and deep

understanding. Because the school library is fundamental in an educational system, it should be

well established and developed as an essential part of the physical resources of the school; well-

resourced to offer quality teaching and learning as well as support the curriculum of the school.

It should promote and improve students reading skills and learning achievement (KwaZulu-

Natal. Department of Education and Culture, 2003: 1).

 The value of the school library is such that it must be established in every basic school

and should be well-resourced in order to be beneficial to teaching and learning of the school. By

including the use of school libraries into the school program, facilitate teachers teaching and

improve the value of time that students devote in the library as well as enhancing their own

teaching notes.

2.3 Extent of the use of Library Resources by students in Eguare Secondary School

Information utilization is the practical and maximum use of library resources identified

and acquired by a user for the purpose of solving a problem or achieving a set goal... The

teachers in secondary schools are expected to use library resources for teaching. Effective

teaching could be achieved if library information resources are correctly utilized to teaching

functions by the teachers. Library resources are of no value to the teachers until they have been

utilized. The quality of teaching, research, and community services of teachers in any secondary

school depends to some extent on accessibility and utilization of library resources available in
their school libraries. Resource accessibility and usage are essential to the teachers. It is against

this backdrop that this study sets to find out how accessibility to library resources influences its

utilization by teachers in secondary schools in AAU Secondary School Ekpoma, Edo State Nigeria.

2.4 Problems facing students in using of school libraries

Several scholars have addressed the problem facing students in using school libraries. For

example, the study by Adeyemi (2009) in Nigeria found that poor quality of school library

resources, scarcity of current reading and research materials were the challenges facing students

in using school libraries. In the same vein Arua (2011), observed that poor library

accommodation; poor library orientation and restricted library hours were problems militating

against the use of school libraries. In South Africa, Patron-Ash (2012), revealed that one the

problem facing school libraries include the lack of a national policy, school library information

resources, the theft of computers as a result of the lack of security, as well as the lack of

understanding by teachers of the role the library in teaching and learning. Furthermore, Clabo,

(2002) asserted that reading rooms restrictions, restrictions on numbers of books, reference

materials, lack of computers and internet connectivity are the challenges that hinders students in

use of school libraries.

Furthermore, a study by World Bank (2008) observed the following problems as facing

school libraries in Sub- Saharan African countries including Tanzania:.

• Critically inadequate funding, with little or no government financial support and only

occasional donor support, which leaves most of the burden of library financial support on parents

who are already overstretched with the other costs of secondary education.
• Lack of sufficient library premises, which are usually just converted classrooms with

insufficient space, shelving, furniture, equipment or security.

• Lack of money to undertake regular maintenance. Thus amenities tend to deteriorate rapidly

• Where library collection exists it is generally old and often irrelevant to current curricula and

teacher/student interests. More often than not there is virtually no appropriate collection

available at all and there are rarely budgets for stock upgrading or replenishment.

• Heavy collection wear and tear, theft, loss and damage etc caused by poor security, pest and

fungal damage, theft, and so forth.

• Lack of understanding by both teachers and students of the role and function of a school library

and thus an increasing inability to use libraries properly even if they are well established.

• Untrained school librarians and poor training and overloading of teacher librarians.

• Poor library management systems. For overstretched and poorly paid teachers the workload

involved in selecting, ordering, receiving, cataloguing, managing loans and returns, re-shelving,

repairs, and so forth is simply too much and even when funds are available basic management

systems are often not up to standard.

2.5 Records of academic performance of students

Research provides compelling evidence that school libraries and library staff have a positive impact on
student achievement. Studies show that this remains true when variables such as socioeconomic factors
are accounted for.

The research into school library impact shows higher student performance:

 improved reading test scores

 higher academic achievement, and
 positive attitudes towards learning.
According to the outcome, the students who frequently read in the libraries and carry out researches,
performed better than those who do not or who use the libraries sparingly. Hunter (1999), opines
that adequate and frequent use of the libraries has yielded a high academic success amongst students.
Research findings carried out by Perkins (2001) and Atkins (2002), consistently showed that there is a
strong relationship between library use and students’ academic success, at all ages, from the primary
school right through the university level. Students who read a lot, using the libraries, and who
understand what they read, usually attain good grades. According to Ninio (2000), the relationship
between reading and learning begins even earlier in the pre-primary school years, children who are
exposed to story book reading before they go to school, tend to have larger vocabularies, greater
general knowledge and better conceptual development than their peers who do not read. In addition,
they learn to read and write more easily and quickly than their counterparts who do not read often.
Reading habit is formed right from childhood (Mbise, 1995). Therefore, students, who do not form the
habit of reading, would not read in the school libraries, even if they are forced to go there and read,
hence the low performance of students who do not use the libraries regularly. Smith (2001), carried out
a study, in which the academic achievement of students who frequently use the libraries is compared
with those who do not use the libraries. According to the outcome, the students who frequently read in
the libraries and carry out researches, performed better than those who do not or who use the libraries
sparingly. Hunter (1999), opines that adequate and frequent use of the libraries has yielded a high
academic success amongst students. For instance, in the school libraries, students discover more recent
information and gain a lot of knowledge through current and good materials that they find in the
libraries.

2.6 Summary of the Study

The review of literature undertaken in this chapter was based on published materials,

including books and journal articles authored by authorities in Librarianship. The literature also

includes reports and minutes of the Nigerian School Library Association as well as conference

papers on the subject of the study.

 The school library was identified as the bedrock of quality education which enables the

child develops an appetite for knowledge as well as the skill to acquire and utilize knowledge.

The poor state of development of school library in Nigeria was identified as one of the factors

responsible for the apparent low level of development of the nation`s educational sector.

School librarianship has emerged globally as a major branch of librarianship and has in

varying degrees impacted on the development of educational system in various countries.

The above reviewed literature showed that even though the assessment of the utilization

of school library resources by secondary school students in various countries and states have

been studied ,the assessment of the utilization of school library resources by secondary school

students in Eguare Secondary School Esan West Local Government of Edo State, have not been

adequately addressed. This is the gap that this study intends to fill.
 CHAPTER THREE

METHOD OF STUDY
This chapter deals with the method and procedure the researcher intend to use in carrying out
the study and will be treated under the following sub – headings: Design of the study, Population of
the study, Sample of the study, Instrument for data collection, Validation of the instrument, Reliability
of the instrument, Method of data collection and Method of data analysis.

3.1 Research Design

A qualitative research design was employed in this study. A qualitative research design is

a form of systematic empirical inquiry to understand how people make sense of their experience

(Shank, 2002: 5; Creswell, 2009: 1). Denzin and Lincoln (2005: 3) point out that qualitative

research involves an interpretive and naturalistic approach; studying the phenomena in their

natural setting to make sense of them. It is thus an appropriate approach to this study as it permits

the researcher to go beyond the statistical results usually reported in the quantitative research

(Mugenda and Mugenda, 1999: 155). According to Maxwell, the strength of a qualitative method

is its ability to offer complicated textual accounts of how people understand a given research

issue. He stresses that it provides information about the human side of an issue - that is, the often

contradictory behaviour, beliefs, opinions, emotions and relationships of individuals (Maxwell,

2012). A qualitative research design is based on different philosophical assumptions and uses a
variety of strategies of inquiry methods of data collection, analysis, and interpretation (Creswell,

2009: 173). Since the investigator needed to look at a small group of respondents over a length of

time a case study method which falls under the qualitative approach was used (Chetty, 1996).

Case study research allows the researcher to understand a complex issue in a situation

and gain insight into a phenomenon under investigation. Yin (1994: 23) defines the case study

research as an empirical inquiry that investigates a current occurrence within its real-life

environment. Case study research involves the study of an issue explored through one ormore

cases within a bounded system like a programme, event, activity, process, or one ormore

individuals (Stake, 1995). According to Dooley, a case study can employ various data collection

processes such as observation, interviews, documents, questionnaire and others(Dooley, 2002:

338). The use of different data collection approaches helps the researcher to validate the data that

were collected from the field (Yin, 2003).

Baxter and Jack (2008: 554) argue that the use of several data sources in a case study

allows the phenomenon to be revealed and understood and also ensures credibility. A case study

approach is used when the focus of the study is to answer „how and why‟ questions and that the

behaviour of the respondents cannot be manipulated (Yin, 2003:43). The researcher Choose the

case study approach because it allowed a direct contact between the researcher and the

respondents during interviews and more so respondents were able to express their ideas, opinions

and perceptions about the study. The researcher adopted the steps set out by Stake (1995) and

Yin (1994) in this study. These steps assisted the researcher in carrying out the case study in

order to increase reliability of the research. The steps were:

Selection of case

Preparing to collect data

Collect data in the field

Evaluate and analyze the data, and finally

Prepare a report on the findings.

The researcher investigated the Assessment of the utilization of school library resources by secondary
school students in Eguare Esan West Local Government Area of Edo State. The choice of this school
allowed the researcher to investigate the assessment of the utilization of the library resource by the
secondary school Student.

3.2 Population of the Study

Population in this regard is known as the source of data used for a research, animate or in
animate provided they are members of the target study (leedy, 2O13). The population of the study is
the librarian, teachers and the students of Eguare Secondary School, Edo State. Information obtained
from the school administration shows that there are seven hundred and ten people comprises the
librarian, teachers, students, and the administrators (Eguare Secondary School Administration, 2O18).

3.3 Sampling and Sampling Technique

The second year class of the school, was purposively sampled for the study

Because their curriculum assumes access to information resources and also, they had experience

in using the school library. The age of students in the selected class ranged from thirteen to

sixteen years (13-16 years).The second year class had three (3) streams and each stream had

sixty (60) students. Since all the streams could not be studied, the researcher used his discretion

to select one class. This is because the researcher had already established that the entire second

year class was a homogeneous group. All the stream are boys and had equal number of students

(60), which are of the same age, and were taught by the same teachers. The teachers and the

school librarian were key informants in the study. The researcher elicited information from the
librarian because she is the one in charge of the school library. Teachers were included because

the researcher needed their views on the use of the school library resources in their teaching. The

total number of respondents for the study was sixty-four (64), with the following breakdown:

Students - Sixty (60)

Teachers - Three (3) responsible for different subjects

Librarian - One (1)

3.4 Instrument for Data Collection

In qualitative studies, investigators gather several kinds of data and commit substantial time in
gathering information (Creswell, 2009: 175). Guided by Creswell (2009), the researcher collected data
from the research participants using the methods interviews, observation and analysis of documents.
Yin points out the importance of triangulation in a case study methodology – the use of different data
collection methods from multiple sources to strengthen the evidence base (Yin, 2000: 190).The study
used both primary and secondary sources of information. The use of different sources helped to
validate the data, as data from one source could be checked by data from another source. Details of
how data was collected using the different methods are provided in the sub-sections below.

Interviews are particularly useful for getting information about participants’ experiences.

Interviewing as indicated by Cohen and Crabtree (2008) involves asking questions and getting

answers from participants in a study (Cohen and Crabtree, 2008). The researcher designed four

distinct interview guide consisting of a list of questions to be asked during the interviews; one for

students (Appendix ii), one for teachers (Appendix iii), and one for the librarian. All the

questions were open-ended. A face-to-face interview technique was used with all the participants

and the interviews were audio-taped the researcher. The use of interview as a data collection
method allowed the researcher to obtain detailed information from participants. Participants had

the chance to express their opinions and ideas without restrictions while the researcher also had

the opportunity to ask for clarification. This approach according to Kvale (1996) facilitates faster

interviews. To interview 60 students, the researcher interviewed twenty (20) students each for a

period of three days and each interview took ten minutes.

The teachers were interviewed over a period of three days. This was because Most of the

time teachers were busy either teaching or marking students‟ exercises; teachers were available

during break time and after school hours. The school librarian was interviewed within a day. All

the interviews with staff and students were conducted in the English language which is the

official language of instruction in the school. The researcher began the interviews on the 25th

-27th September2018.

The researcher prepared an observation checklist (see Appendix v) to observe the

Environment of the library, the resources and how students and teachers patronized the School

library. The researcher used observation as a means of data collection to ascertain the

arrangement of furniture, the setup of the library and how materials were arranged on the

shelves; and the general conditions in the library. Additionally, the researcher observed the kind

of materials stocked and how students and teachers patronized the school library. The researcher

began the observation Eguare Secondary School library on the25th -27th September 2018 which lasted
for three days.

3.5 Procedure for Data Collection

All the audio-recorded interviews were transcribed and edited. The researcher then read

through all the transcripts to familiarize himself with the content, and listened to the audio

recorded interviews over and over again to ensure that the transcripts were an accurate reflection
of the participants‟ voices. The researcher also typed out the field observation notes. Using

O’Connor and Gibson’s (2003) guide to qualitative analysis, the researcher analyzed the data.

The step sinvolved in the data analysis were as follows:

Organizing the data.

Finding and organizing ideas and concepts.

Building overarching themes in the data.

Ensuring reliability and validity in the data analysis and in the findings.

Finding possible and plausible explanations for findings.

Providing an overview of the final steps (O’Connor& Gibson, 2003: 65).

The researcher followed the above procedures to arrive at the findings of the research.

3.6 Procedure for Data Analysis

This chapter has outlined the research design employed in the study, the sampling

procedures, data collection methods and processes used to manage and analyze the data.
Acase

study approach was adopted so that the researcher could delve into the issues related to how
staff

and students used the school library and the reasons they used the library or otherwise.

Altogether, sixty-four participants, including staff and students, were sampled forthe study.
Data

was collected through interviews, and observation, and these were analyzed by following the

steps provided by O‟Connor and Gibson (2003).

 QUESTIONNAIRE
UTILIZATION OF SCHOOL LIBRARY RESOURCES BY SECONDARY SCHOOL
STUDENTS AND IT'S EFFECT ON ACADEMIC PERFORMANCE IN ESAN WEST LOCAL
GOVERNMENT AREA OF EDO STATE.

INSTRUCTIONS: please supply details or tick as appropriate for each statement below in the
appropriate boxes for your answer
Section A: Personal Bio – Data

• Sex: male ( ) female ( )

• Age: 10- 15 ( ) 15 – 18 ( ) 18 and above ( )
Section B: please as much as possible give honest indication on how you feel about the statement
below. Mark or tick in the appropriate box that best indicate your opinion.

S/N Items SA A D SD Remarks

All the information resources are available in 4 3 2 1
Eguare Secondary School library, Ekpoma
Eguare Secondary school has the most
1. resourceful library in Edo State
The students in Enguare Secondary School
2. make use of resources in the school library
Always
Teachers also utilize of school library
3. resources in Eguare Secondary school.
Enguare Secondary School often have
4. challenges faced by students while using
school library
Our school library is stocked with text books
5. on the subjects we do in the school.

We are not aware that our school has

6. textbooks that are related to our subjects.

if I want to go to the library during our free

7. period, the librarian will not allow me into the
library
I don’t use the library at all, i only go there
8. during computer classes.

I do not like reading in the library because I

will be in the middle of the story and have to
9.
stop reading to attend classes.”

I go to the library to read more on a topic

10. treated in class for better understanding.