Chapter One

Introduction
1.1 Background to the Study
The emergence of information and communication technology has given rise to the
concept of electronic library (e-library). From the concept, two major concepts are deemed
important: library and electronic. Haliso (2010) stated that academic libraries are institutions that
are established to take care of the information need of students, lecturers, researchers and other
community of scholars with a mission to provide quality information service and knowledge
products (print and electronic) to resident community of scholars. Academic libraries can operate
a traditional or electronic or both forms. The traditional form of library is equivalent to the
physical library: it is driven by a focus on physical items and physical spaces. The priority in
such a library, as reflected in traditional library building design, is the housing and protection of
the current and future print collection as all activities are done and processed manually. On the
other hand, the electronic library also known as the digital library or e-library is a library in
which collections are stored in digital formats (as opposed to print, microform, or other media)
and accessible electronically (Trivedi, 2010). To this end, e-library expedites the systematic
development of procedures to collect, store, and organize information in digital form; promotes
efficient delivery of information economically to all users; encourages co-operative efforts in
research resource, computing, and communication networks; strengthens communication and
collaboration between and among educational institutions; and takes leadership role in the
generation and dissemination of knowledge (Trivedi, 2010).

In addition, the use of e-resources and services in university libraries have revolutionized
the way users source and use information. This means that researchers, students and other
information or library users are no longer restricted to print information materials to solve their
various information and research needs. The role of the internet, online databases, e-journals, e-
books, etc. in meeting the users’ information needs depend on the capacity of university libraries
to ensure that the facilities and resources are updated regularly.

Nevertheless, from the e-library perspective, Amalahu, Oluwasina and Laoye (2009)
defined information literacy as that which includes library literacy, computer literacy, research
literacy and critical thinking skills. These skills are important in the use of electronic library
because of the complexity of user needs and the wide array of information available on the

1
system, a good interface navigation skills, which include knowing and using the correct terms for
electronic resource searches, knowing the right source to access, the operation of the systems,
among others may pose a significant great challenge to effective utilization of the e-library.

According to Julien (2002), an information literate person possess specific online

searching skills such as the ability to select appropriate search terminology, logical search
strategy and appropriate information evaluation. Julien (2002); and Tilvawala, Myers and
Andrade (2009) have noted that a major barrier to the efficient utilization of information
resources especially digital resources in developing countries such as Nigeria is the relatively
low level of information literacy skill. Without the ability to manipulate and use information
effectively, investments in both print and electronic based resources may be a waste (Pejova,
2002).

Information literacy is the capability of individuals to locate and critically evaluate

information. It is also the ability to make effective use of information in decision making and
knowledge creation. The library is the heart of any academic institution as it helps to provide,
inform and educate the students through books, journals, audio visual materials and services.
Higher institutions all over the world place high emphasis on qualitative and quantitative
research products to fulfill their mission of teaching, learning, research and cultural
development. The measure of value placed on any institution is determined by the access to right
information and level of information literacy of the students and faculties which automatically
affect the research output of that institution. In researches do not only help to solve practical
problems and bring about material improvements, it also provides insights into new ideas that
improve human understanding of various social, economic and cultural phenomena. Research
has always been the main approach to solving problems by all categories of professional. With
the rapid advancement of Information Technology (IT) the library system has also
revolutionized. Institutional libraries are now categorized with dynamic electronic resources as
against the traditional printed paper material. Academics and students now have unrestricted
accesses to global digital information resources, particularly through the internet for scholarly
communication and publications. These have also resulted into diverse challenges, competitions,
demands, expectations and provision of quality and correct information as at when needed. On
the other hand, the ability to access, retrieve and evaluate information is not enough. Users of
information resources must possess information literacy skills in other to harness information

2
resources at their disposal adequately. Knowledge and techniques for exploring information for
problem solving and decision making in the ever changing IT world has birthed the information
literacy skills which enables information users in the acquisition of necessary information.

Information users are faces with countless information choices and must decide which
resource(s) to use in the acquisition of information. They also determine the authenticity,
validity, and usability of the information they discover United Nations Educational Scientific and
Cultural Organization (UNESCO) Information For All Programme (IFAP) defines information
literacy as the capacity of people to recognize their information needs; locate and evaluate the
quality of information; store and retrieve information; make effective and ethical use of
information and simultaneously apply information to create an communicate knowledge.
Information literacy is a lifelong learning process. Information literacy skills is a fusion of
library literacy, computer literacy, media literacy, technological literacy, critical thinking, ethics
and communication, which when acquired would enable users of information to become
independent.

In his view Khal (2021) refers digitization as a procedure of changing the written and
printed documents to electronic format. The information can be in the form of text, image, audio
or a mixture of such multimedia. The result of this digitization progression is that electronic
record which could be hosted over the Internet as well as Intranet. This electronic record might
be in a Portable Document Format (PDF) or a Tagged Image File Format (TIFF). PDF format is
generally utilized for storing content on the Web, when the size of the file is comparatively
undersized and is effortlessly available for download and transfer. PDF also has an exceptional
printable or display format which is similar on every platform and is readable through Acrobat
Reader. TIF Format is majorly utilized for the storage of records of archival value (Khan, 2021).

An electronic resource, in the e-library consists of e-journal, ebook, and online databases
in varied digital formats, webpages (.html, .asp, and others.), adobe acrobat documents (.pdf),
etc. Eresource is a publication made available in digital form, consisting of text, images, or both
readable on the flat-panel display of computers or other electronic devices. Users are subscribed
to eresources (e-books, e-journals, and databases, etc.) by the higher educational institution to
provide current information within the stipulated time (Saklani, 2021).

3
Computer and Internet have played an important role in the development of the library, through
which it have become easier to use library resources. In this day and age the dynamics of the
library have changed by adding a relational aspect to all its processes. Modern libraries are
moving away from focusing on transactional services, while libraries of the past were defined by
transactional (issuing and returning of books) services. The first change to happen to the
academic library was a change in the way collections were curated and developed (Saklani,
2021)

Libraries play an important role as a reliable and beneficial information provider in the
students’ academic success and performance. It is considered as a heart of any educational
institute (Rodrigues &Bala, 2020). Providing access to information about the resources available
in academic libraries play a significant role in helping the students discover the facilities
available in the library. Many factors of library usage play an important role in determining
students’ performance such as individual behaviour,

Library staff co-operation, library services, proper guidance to use the resources, better
communication and learning facilities and pleasant relationship between librarian and students
(Rodrigues &Bala, 2020). The main motive and objective of any academic library is to impart
knowledge and skills to its students in higher education. It plays an essential and indispensable
role in teaching and learning which directly supports the library usage which contributes to
student’s achievement (Rodrigues &Bala, 2020). The academic library has become vital and
indispensable in providing information. The rapid growth and fast changing environment in the
field of technology has made many information providers and the users’ easy way to get current
information from the library since library is a powerhouse where information is stored, generated
and retrieved and disseminated to fulfil the students’ need (Rodrigues &Bala, 2020).

Social media is a group of internet-based applications build on the ideological and

technological foundations of web that allow the creation and exchange of user-generated content.
Many social media platforms allow for different types of interaction and information provision to
the users. As a result, academic libraries need to integrate multiple social media platforms to
develop and maintain successful delivery of it services. It was argued that social media has
become a crucial means for libraries to demonstrate its impact on student academic success. It is
interesting to note that, with the advent of social media, libraries regularly collect content that
students have created and posted online about their institution’s library (Ogunkeyede et al.,

4
2023). Social media tools have proved useful in academic libraries. It provides immense benefits
in many ways. Students constitute the largest group of users and it would be counterproductive
for academic libraries to miss the opportunity of engaging with them within the online social
space (Ogunkeyede et al., 2023).

This paper focuses on the impact of information literacy skills required for effective use of e-
library e-resources for research productivity by students in tertiary institutions in Lens
Polytechnic Offa, Kwara State.

1.2 Historical Background of Lens Polytechnic Offa

LENS POLYTECHNIC OFFA

Lens Polytechnic is a polytechnic incorporated in Nigeria by the same management that

owns and runs Lens school of management, Offa which is an innovation enterprise institution.
Lens Polytechnic is an expansion from Lens School of Management and Technology.

The school was established on 20 th April, 2012. Lens polytechnic was founded by
AzeezYisaBukola and AbdulazeezIsahq, an educationalist and a banker of high repute, the
school was accredited duly by National Board for technical education. The Proprietors have
always been concerned with education and had always been disturbed with the situation of
Nigeria youth who struggle to get admitted into tertiary institutions but cannot. Another set of
concern are those that studied in the tertiary institutions and then find it difficult to get employed.
They cannot integrate well into the industry or they cannot start up something on their own
because they lack entrepreneurship skills. As part of remedy to all these situations, the
Proprietors then decided to establish Lens Polytechnic.

The objectives of the school are;

 To enroll qualified students and equip them with world class skills and knowledge.
 To train the students to be ethically upright and contribute their best to the society.
 To create studies that is highly practical based, innovative and dynamic for direct
absorption into industries and for self-empowerment.

1.3 Statement of the Problem

5
 The importance of e libraries in providing current information resources to students
cannot be overemphasised. E libraries provide access to both online and offline current electronic
information resources for teaching, learning and research. However, students of tertiary
institutions seem to be paying more attention on using social media platforms than e library
resource. This may likely be associated with insufficient knowledge and awareness regarding the
appropriate utilization of electronic information resources. Although. Social media platforms
enhance the provision and sharing of academic and educational information as well as materials
that students benefit a lot from them, such as, Google Plus, Flickr, WhatsApp, Facebook,
Instagram, Twitter, Myspace, blogs, Pinterest, Tumblr and many more. However, it seems that
when students of tertiary institutions find themselves in the e-library arena their concern seems to
be mainly on chatting, sending pictures, videos and more to either girlfriends or boyfriends to the
extent that they could spent un-expected duration of their time. This may lead to under or non
utilization of electronic resources of the libraries. This type of behavior or habits demonstrated
by the students is what prompted the need of this study to examine the influence of social media
addiction on students’ use of e-library.

1.4 Objectives of the Study

The general objective of this study is to investigate e-library resources and services:
Improvement and innovation of access and retrieval for effective research activities of
e-library in Lens Polytechnic Offa. Specifically, the study intended to:
1. To identify e-library resources available in Lens Polytechnic Offa.
2. To identify e-library services provided in Lens Polytechnic Offa
3. To ascertain the level of user’s satisfaction with the effectiveness of digital library
resources in Lens Polytechnic Offa e-library
4. To ascertain the level of user’s satisfaction with the effectiveness of digital library
services in e-libraryLens Polytechnic Offa
5. To determine the areas for improvement and innovation to enhance access to e-library
resources?
6. To determine the areas for improvement and innovation to enhance information retrieval
from e-library resources?

1.5 Research Questions

6
 1. What are the e-library resources in your library?
2. What are the e-library services provided in your library?
3. What is the level of your satisfaction with the effectiveness of e-library resources in your
e library?
4. What is the level of your satisfaction with the effectiveness of e-library services in your
libraries?
5. What are the areas for improvement and innovation to enhance access to e-library
resources?
6. What are the areas for improvement and innovation to enhance information retrieval from
e-library environment?

1.6 Significance of the Study

This study on “Assessment of E-library Literacy Among Nigerian Tertiary Institutions” is

significant for the following reasons:

o Identification of strengths and weaknesses: The study will help identify the level
of e-library literacy among students and faculty in Nigerian tertiary institutions,
which is crucial for effective utilization of e-library resources.
o Informed decision-making: The findings will inform library professionals,
educators, and policymakers about the strengths and weaknesses of e-library
literacy in Nigerian tertiary institutions, enabling them to make informed
decisions.
o Training and support: The study will provide insights into the need for training
and support to enhance e-library literacy skills among users.
o Contribution to existing knowledge: The study will contribute to the existing body
of knowledge on e-library literacy and provide a basis for future research in this
area.
o Improvement of e-library services: The findings will help library professionals to
improve e-library services and resources to meet the needs of users.

1.7 Scope and limitations of the Study

This study will cover the following aspects:

7
  Population: Students and faculty members from selected Nigerian tertiary
institutions (universities and polytechnics).
 E-library resources: Digital materials and services provided by libraries,
including e-books, articles, databases, and online catalogs.
 E-library literacy skills: Awareness, access, search skills, evaluation skills,
digital literacy, and information literacy.
 Methodology: Mixed-method approach (survey, focus groups, and usage
statistics analysis).
 Geographical scope: Selected Nigerian tertiary institutions (for ease of data
collection and accessibility).

The study will be limited to:

 Selected Nigerian tertiary institutions (due to time and resource constraints).

 Students and faculty members as participants (other library users, such as
researchers and community members, will be excluded).
 E-library resources and services provided by the institutions (other digital
resources outside the library will be excluded).

1.8 Definition of Terms

Here are some key terms defined for the purpose of this study:

 E-library literacy: The ability to effectively utilize digital library resources, including
online databases, e-books, and research articles.
 Tertiary institutions: Universities, polytechnics, and colleges of education in Nigeria.
 E-library resources: Digital materials and services provided by libraries, including e-
books, articles, databases, and online catalogs.
 Digital literacy: The ability to use digital technologies to access, evaluate, and create
information.
 Information literacy: The ability to locate, evaluate, and use information effectively
to achieve a specific goal.
 Awareness: The knowledge and understanding of e-library resources and services.
 Access: The ability to use e-library resources and services.

8
 Search skills: The ability to effectively search and retrieve information from e-
library resources.
 Evaluation skills: The ability to critically evaluate the credibility and reliability of e-
library resources.

9
 Chapter Two

Literature Review

2.1 Introduction

The transition from traditional libraries to e-libraries represents a significant shift in how
academic resources are accessed and utilized. This chapter explores the concept of e-library
literacy within the context of Nigerian tertiary institutions, examining theoretical frameworks,
technological systems, current practices, challenges, and the impact on academic performance.
By delving into these areas, this review aims to provide a comprehensive understanding of the
current state of e-library literacy and identify key areas for improvement.

2.2 Conceptual Review

2.2.1 E-Library Systems

Definition and Scope

An e-library, also known as a digital library, refers to a collection of digital resources and
services that provide users with access to electronic documents, books, journals, and other
information via the internet. According to Houghton and Sheehan (2009), e-libraries integrate
various technologies to offer a virtual environment for accessing, managing, and disseminating
information. They differ from traditional libraries in that they primarily use digital formats and
online access methods, making resources more accessible and searchable.

Key Components

The core components of e-library systems include:

 Integrated Library Systems (ILS): These systems manage library operations such as
cataloging, circulation, and acquisitions. They provide a unified platform for handling
both physical and digital resources.
 Electronic Resource Management Systems (ERMS): These systems facilitate the
management of electronic resources, including licensing, access, and usage statistics.
 Digital Repositories: These are specialized databases that store and provide access to
digital content created by or for an institution, such as theses, research papers, and other
scholarly materials.

10
2.2.2 Digital Literacy

Definition and Framework

Digital literacy is defined as the ability to effectively and critically navigate, evaluate, and create
information using a range of digital technologies. Gilster (1997) describes digital literacy as
encompassing both the technical skills needed to operate digital tools and the cognitive skills
required to evaluate digital content. Eshet-Alkalai’s (2004) framework further categorizes digital
literacy into several dimensions:

 Digital Communication: Using digital tools to communicate and collaborate.

 Digital Content Creation: Creating and publishing digital content.
 Digital Literacy: Navigating and critically assessing digital information.
 Digital Problem-Solving: Addressing problems and challenges using digital technologies.
 Digital Ethics: Understanding and adhering to ethical considerations in digital
environments.

Importance in E-Library Use

Digital literacy is crucial for effectively using e-library systems. Users must be able to perform
complex searches, critically evaluate digital resources, and use various digital tools to access and
manage information. This competency impacts their ability to fully leverage the resources
available in e-libraries.

2.2.3 Information Literacy

Definition and Standards

Information literacy involves the ability to identify, locate, evaluate, and effectively use
information. The Association of College & Research Libraries (ACRL) defines information
literacy as a set of abilities requiring individuals to recognize when information is needed and to
locate, evaluate, and use the required information effectively (ACRL, 2000). The ACRL
standards outline the essential competencies for information literacy:

 Define the Scope of Information Need: Understanding the information requirements for a
specific purpose.
 Access the Information: Identifying and locating appropriate information sources.
 Evaluate Information: Assessing the credibility, relevance, and accuracy of the
information.
 Use Information: Integrating and applying information effectively in research or
decision-making processes.

Role in E-Libraries

11
Information literacy is integral to the effective use of e-library resources. Users with strong
information literacy skills can navigate e-library systems more effectively, evaluate the quality of
digital resources, and apply information to academic tasks and research projects.

2.2.4 E-Library Literacy

Definition

E-library literacy is a specialized form of literacy that encompasses the skills required to
effectively use e-library systems. It involves both digital literacy and information literacy,
focusing on the ability to navigate e-library platforms, access digital resources, and apply
information to academic tasks. It includes:

 Navigational Skills: Using search functions and databases within e-library systems.
 Resource Management: Organizing and managing digital information effectively.
 Critical Evaluation: Assessing the quality and relevance of digital resources.

Importance in Academic Contexts

E-library literacy is essential for students and academic staff to fully exploit the resources
available in digital libraries. Proficiency in using e-library systems can enhance research
efficiency, improve academic performance, and support lifelong learning.

2.2.5 Theoretical Underpinnings

Constructivist Learning Theory

Constructivist theory, proposed by Piaget and Vygotsky, suggests that learners construct
knowledge through their experiences and interactions with their environment. In the context of e-
library literacy, this theory emphasizes the importance of active engagement and hands-on
learning with digital tools and resources (Piaget, 1971; Vygotsky, 1978).

Technology Acceptance Model (TAM)

The Technology Acceptance Model (TAM), developed by Davis (1989), provides a framework
for understanding how users come to accept and use technology. According to TAM, perceived
ease of use and perceived usefulness significantly influence users’ decisions to adopt new
technologies. This model can be applied to understand user acceptance of e-library systems.

2.3 Empirical Review

2.3.1 E-Library Literacy Among Students and Staff

12
Literacy Levels and Skills

Obajemu and Oyesiku (2014) conducted an empirical study on e-information literacy skills among library
users in Nigerian academic libraries. The study involved a survey of students and staff, revealing that
while there was basic awareness of e-library resources, many users lacked advanced skills necessary for
efficient use. The study found that only a minority of users could effectively utilize advanced search
features and evaluate digital sources critically. This gap in skills highlighted the need for targeted training
programs.

Impact of Training Programs

Ojo and Akinyemi (2015) examined the impact of training programs on improving e-information literacy
skills among students in Nigerian universities. The study used a quasi-experimental design with pre- and
post-training assessments. Results showed significant improvements in participants’ ability to use e-
library resources effectively. The study concluded that well-structured training programs are crucial for
enhancing e-library literacy and recommended the integration of such programs into academic curricula.

2.3.2 Technological Infrastructure and Access

Internet Connectivity and Hardware

Adu and Okunoye (2013) surveyed e-library services in Nigerian universities, focusing on the
technological infrastructure supporting these services. Their study identified significant issues related to
internet connectivity, hardware inadequacies, and software limitations. They found that inconsistent
internet access and outdated hardware were major barriers to effective e-library usage. The study
suggested that investments in infrastructure and regular upgrades are necessary to improve e-library
access and performance.

Technical Support and Maintenance

In a study on the challenges of e-library utilization, Olawoyin and Afolabi (2017) highlighted technical
support and maintenance as critical factors influencing e-library effectiveness. Their research, based on
interviews and surveys with librarians and IT staff, revealed that inadequate technical support and
maintenance issues often disrupted e-library services. The study emphasized the need for dedicated
technical support teams and regular maintenance schedules to ensure the smooth operation of e-library
systems.

2.3.3 User Engagement and Attitudes

User Attitudes Towards E-Libraries

Abolaji and Adegoke (2016) investigated factors influencing users’ attitudes towards e-library services.
Their empirical research, which involved surveys and focus groups, found that user attitudes were
generally positive but varied based on perceived ease of use, usefulness, and availability of support. Users
who received adequate support and found the systems user-friendly were more likely to engage actively
with e-library resources.

Engagement Levels and Usage Patterns

13
In examining how e-library resources impact academic performance, Alabi and Fapohunda (2018)
conducted a survey of students across various Nigerian universities. The study analyzed usage patterns,
including frequency of access and types of resources used, and found a positive correlation between high
engagement with e-library resources and improved academic performance. The research highlighted that
increased engagement with e-library resources was associated with better research output and academic
grades.

2.3.4 Challenges and Barriers

Technical and Logistical Barriers

Research by Olawoyin and Afolabi (2017) revealed several technical and logistical barriers to e-library
utilization. These included inadequate infrastructure, software compatibility issues, and insufficient
training for both users and staff. The study used mixed methods, including surveys and interviews, to
identify these challenges and recommended improvements in infrastructure, software, and training to
enhance e-library utilization.

Financial Constraints

Adu and Okunoye (2013) also noted financial constraints as a significant challenge. Limited budgets
often result in insufficient resources for maintaining and upgrading e-library systems. The study called for
increased funding and better financial management to address these limitations and support the
development of robust e-library infrastructures.

Impact on Learning and Research

Enhancing Academic Performance

Alabi and Fapohunda (2018) provided empirical evidence of the positive impact of e-library resources on
students’ academic performance. Their study found that students who frequently accessed and effectively
used e-library resources achieved higher grades and conducted more comprehensive research. The
research emphasizes the importance of e-library literacy in academic success and recommends strategies
to promote higher engagement with e-library resources.

2.4 Theoretical Framework

2.4.1 Digital Literacy

Digital literacy is fundamental to e-library usage and encompasses a range of skills necessary to
effectively interact with digital environments. Paul Gilster's (1997) work on digital literacy
highlights its multifaceted nature, which includes not only technical skills but also the ability to
critically evaluate and use digital information. Digital literacy involves understanding digital
content, creating digital materials, and solving problems within digital contexts (Gilster, 1997).

 Digital Communication: Using digital tools for communication.

 Digital Content Creation: Producing and sharing digital content.
 Digital Literacy: Navigating and evaluating digital information.
 Digital Problem-Solving: Addressing challenges in digital environments.

14
  Digital Ethics: Understanding ethical issues related to digital interactions.

These dimensions are essential for comprehending how users engage with e-library systems,
which requires both technical know-how and critical thinking.

2.4.2 Information Literacy

Information literacy focuses on the ability to locate, evaluate, and use information effectively.
The ACRL’s Information Literacy Competency Standards (2000) provide a framework for
understanding these skills, which are crucial for academic research and learning. The standards
emphasize:

 Defining Information Needs: Recognizing the need for information and formulating
questions.
 Locating Information: Finding appropriate resources using various tools and strategies.
 Evaluating Information: Assessing the credibility and relevance of information.
 Using Information: Integrating information into one’s work effectively.

In the context of e-libraries, information literacy encompasses the ability to use digital tools and
resources to perform these tasks.

2.5 Challenges and Barriers

2.5.1 Technical and Logistical Issues

Numerous challenges affect the effectiveness of e-library systems:

 Infrastructure Limitations: Inadequate technological infrastructure impacts access and

performance (Olawoyin&Afolabi, 2017).
 Technical Problems: Issues such as software bugs and hardware malfunctions can hinder
e-library usage.
 Funding Constraints: Limited budgets affect the ability to maintain and upgrade e-library
systems.

2.5.2 User Attitudes and Engagement

User engagement and attitudes are critical to the success of e-library systems. Abolaji and
Adegoke (2016) explored factors influencing attitudes towards e-library services, noting that
positive user experiences and support contribute to higher levels of engagement and effective
use.

2.6 Impact on Learning and Research

2.6.1 Educational Outcomes

E-library resources have a significant impact on academic performance. Alabi and Fapohunda
(2018) investigated the correlation between e-library usage and academic performance, finding

15
that students who effectively utilize e-library resources tend to achieve better academic results.
This underscores the importance of promoting e-library literacy to enhance educational
outcomes.

16
 Chapter Three

Research Methodology

Introduction
This chapter deals with different methods and procedure that would be used to collect and
analyze data under the following sub-headings:

3.1 Research Design

A research design is a scientifically developed and systematically programme which
direct the researcher in the conduct of this researcher in the conduct of this research. It is a “torch
light” that illuminates the mind of the researcher in her investigative efforts into the unknown, it
is scientific approach has proved to be useful to the researcher in drawing reasonable conclusion
concerning various factors being investigated. This study adopted a survey research design.

3.2 Population of the Study

The term population means the total number of units, which have common
characteristics, to obtain relevant information.

Harold (2007) defined population as the total number of people which a researcher
wishes to draw his/her conclusion.

According to Osuale (2009), he defined it “as a means of identifying the characteristics, which
members of the universe have in common and which will identify each unit as being a member
of a particular group”. Which the population stood at 100 respondents

Therefore the target population of this study consists of some selected staffs and students of Lens
Polytechnic library.

3.3 Sample and Sampling Techniques

Sample size, according to Harold (2007) is an attempt to assess some properties of a large
number of items by a study of similar properties of a smaller number.

Osuala (2009) also defined simplicity as “taking any proportion or universe. A sample is a part
of a population or specimen of the real population, in determining the sample method, a serious

17
considerations of the extent to which the sample would be fairly representation of the population
was noted.

A total of (30 library staffs and 70 students) was selected at random from the polytechnic
library through the simple random sampling technique, resulting in a total of 100 population
formed the sample size for the study.

3.4 Research Instrument

In carrying out this research, questionnaire methods would be used. The questionnaires
would be distributed between the staffs and students of Lens Polytechnic library. The
questionnaire and interview is the major tool through which most of the information for this
research would be obtained. Multiple choices like Strongly Agreed or Agreed, Strongly
Disagreed, Disagreed were also created for the respondents to make their responses known. This
is considered good enough because respondents would be allowed to fill in their opinions.

3.5 Validity of the Instrument

To ensure the authenticity of the instrument and data obtained through it, the |
questionnaire was duly checked and approved by the project supervisor and expert in the field of
librarianship (practicing librarian).

3.6 Reliability of the Instrument

A test-re-test was done to ascertain the accuracy of the data supplied by the respondents.
A study was conducted by the researcher, and then the researcher allowed an intervening time
period and administered the same test to the group to determine whether the instrument is
accurate.

It was now carried out on the study area which occupied the Lens Polytechnic Library

3.7 Administration of the Instrument

The research expects the questionnaire distribution and collection to be done within a
week. Researcher personally administered the questionnaire to ensure that they were filled
properly and also to ensure that they were returned immediately because of time limitation.

18
19