ADVANCES IN SEARCH ENGINE TECHNOLOGY AND THEIR IMPACTS ON LIBRARIES

Abstract

Libraries see themselves as central information providers for their clientele, at universities or research institutions with the development of the World Wide Web, the “information search” has grown to be a significant business sector of a global, competitive and commercial market.

Powerful players have entered this market, such as commercial internet search engines, information portals, multinational publishers and online content integrators.

If libraries do not want to become marginalized in a key area of their traditional services, they need to acknowledge the challenges that come with the globalization of scholarly information, the existence and further growth of the academic internet. Keywords: library, information search, globalization, information portals

CHAPTER ONE
INTRODUCTION

With today’s instant anywhere-anytime access to Google, Bing and Wolfram Alpha, where searching for information takes a few micro seconds via an internet connected device, some people regard physical libraries as a quaint relics of a forgotten age. Looking at the practice of today’s digital library portals we get the impression that the internet is almost non-existent in the academic resource discovery environment.

What we find are online library catalogues, electronic journals and (sometimes) e-books, which are mainly digitally converted print materials that have traditionally been the focus of library acquisition policies. Also databases have been well known for a long time.

Content is generally delivered through well-established service channels by publishers, book-houses or subscription agencies. The digitization of publishing and the advent of the World Wide Web have resulted in the proliferation of avast amount of content types and formats that include,

but are not limited to, digitized collections, faculty and research groups’ websites, conference web servers, preprint/e-print servers and, increasingly, institutional repositories and archives, as well as a wide range of learning objects and courses.

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ADVANCES IN SEARCH ENGINE TECHNOLOGY AND THEIR IMPACTS ON LIBRARIES
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COMMON CULTURE CREATED/SUPPORTED/ENHANCED BY THE ACADEMIC LIBRARY ON CAMPUS

CHAPTER ONE
INTRODUCTION

How can a college or university best support the faculty in the process of rethinking courses and curricula to unleash the truly revolutionary potential for technology to enhance learning? This article presents four key strategies that have contributed to a growing campus culture at embrace the potential of technological tools to enable fundamental pedagogical changes.

Specific examples of each strategy are provided and key success factors are identified. In recent years the potential of information technology to enhance teaching and learning has been demonstrated in virtually every subject matter discipline.

At the same time, most faculty have become comfortable using word processing programs, e-mail, and the World Wide Web, and a wider range of user friendly software has become available. The 1998 National Survey of Desktop Computing and Information Technology in Higher Education revealed that the percentage of college classes using technology continues to increase, with 44.4 percent using e-mail and 36 percent using presentation handouts.

1 These fairly common uses of technology in the higher education classroom, however, still do not capitalize on the real power of technology to make available real-world situations, aid visualization, facilitate collaborative activity among students, support analysis and synthesis of information, simulate complex environments, and provide continual feedback.

2 These “deeper” uses of technology require conceptualizing the teaching and learning process in a different way and envisioning new instructional approaches that might assist students in attaining course goals.

Educational research reveals that new knowledge grows out of the process of relating new ideas to what we already know and exploring the interrelationships among ideas; new knowledge is not transmitted but is created by the learner. Also, knowledge is constructed by learners as they attempt to make sense out of their experiences and test their own understanding against that of others, notably those of teachers or more advanced peers.

3 Technology can enhance learning by fostering the active processing and application of new ideas and by providing opportunities for students to engage in dialogue about ideas with their peers outside of class time. One of the obstacles to integrating technology into our courses in ways that maximize the impact on student learning is the tendency to look at technology as a way of enhancing our current instructional approaches rather than starting from the “ground up.”

Instead, we need to look back to our fundamental student learning goals for a specific course and brainstorm ways to assist students to reach these goals, keeping in mind that active involvement and dialogue about ideas are powerful catalysts for learning.

Most faculty members find this kind of thinking energizing since their primary interest is in teaching and learning rather than technology. The question is, “How can a college or university best support this process of rethinking courses and curricula to unleash the truly revolutionary potential for technology to enhance learning?”

Certainly, adequate technology and support of its use is a necessary condition for success. No individual faculty member, department, or campus will be able to fully realize the potential of educational technology to enhance teaching and learning without a robust information technology infrastructure.

Faculty access to hardware and software for development and use of educational applications, student access to PCs and the Internet both on and off campus, multimedia-capable classrooms with Internet access, training, and technical support are essential. However, these elements are not sufficient to create the desired revolution in teaching and learning.

Jane Marcus of Information Technology Systems and Services at Stanford University provides a very useful conceptualization of the factors affecting individual adoption of technology. In Marcus�s model, adoption is a function of available resources,

the perceived value of the innovation, and communication with other adopters. Her dissertation research provides empirical evidence in support of the model, indicating that social/contextual variables are as important as resources in encouraging adoption of technology.

4
Subsequent research at also highlighted the importance of these factors. Faculty members on that campus were surveyed to identify factors that might influence the use of new instructional technologies. The most important factor identified was the need to be certain that technology would enhance student learning.

Other important social/contextual factors were compatibility with the subject matter, advantages over traditional instruction, increased student interest, information on materials in the discipline, compatibility with existing course materials, and support from higher administration, chairpersons, and deans.

Faculty were also asked to rate the importance of various incentives to use technology. Not surprisingly, released time, student and clerical support, and stipends were important incentives. In addition, however, faculty noted the importance of knowing that their efforts would contribute to promotion and tenure and would be recognized by the university community.

Four Key Strategies to Help Faculty Rethink Pedagogy Using Technology This kind of research on learning and on adoption of technology can inform the design of campus programs to support faculty in rethinking pedagogy and using technology in ways that make a significant impact on student learning.

For the past nine years, Duquesne University has been developing a comprehensive, campus wide program to reach this goal. The following sections describe four key strategies of Duquesne�s program and the principles that underlie them, providing examples of ways the strategies have been implemented at Duquesne.

Encourage faculty to learn about the successful use of educational technology by colleagues at their university and by colleagues within their discipline around the globe.

Creating opportunities for faculty to learn about successful uses of educational technology on their own campus facilitates communication with adopters (a social variable identified by Marcus as important in promoting adoption of technology). Faculty can discuss the impact of technology on student learning and motivation, the amount of work required to develop and implement applications, and the perceived value.

Faculty are often able to make the conceptual leap required to see how a colleague�s use of technology might apply in their own discipline (for example, a historian might easily envision how a philosopher colleague�s use of computer conferencing might be adapted).

Clearly, however, there are disciplinary differences that make it difficult to see how particular uses of technology could be transferred (for example, a chemist might doubt that the philosopher colleague�s use of computer conferencing would be useful in learning physical chemistry).

For this reason, it is quite helpful to create opportunities for faculty to learn about technology use by colleagues within their discipline at other institutions (for example, the chemist might easily be persuaded that a symbolic and numerical software program such as Mathcad would enhance learning in physical chemistry).

During the past nine years, Duquesne�s computing center and faculty development center have partnered to provide a wealth of opportunities for faculty to learn about the ways in which colleagues at Duquesne and elsewhere have used technology to improve student learning: Teaching with Technology Fairs. Five or six faculty members who are successfully using technology are asked to present at each fair.

The goal is to have presenters from various disciplines, a wide range of educational uses, and projects representing various levels of sophistication. The format is similar to a poster session, with each presenter at a workstation demonstrating his or her work.

Faculty who attend are free to converse with each presenter as long as they wish. Questions are often raised about the length of time needed to develop an application, the effect on student learning and motivation, and the amount of skill required.

Lunch Bytes. These brown bag lunch sessions often feature individual faculty who have used technology in effective ways, ranging from visualization of earthquakes in geology to student projects requiring use of import/export rate databases in global economics to virtual cooperative learning groups and electronic portfolios in occupational therapy.

Each of these sessions attracts a diverse group of faculty who are often able to see how the ideas presented might apply in their own discipline. Live Teleconferences. These satellite downlink programs, obtained from vendors enable Duquesne faculty to be aware of cutting-edge uses of educational technology.

Immediately following such a downlink, participants discuss possible application of ideas presented during the program within the Duquesne University environment. Computing center and faculty development center staff serve as resources for this discussion.

Teaching Workshops. The faculty development center regularly offers workshops on a wide range of topics such as critical thinking, cooperative learning, and problem-based learning. Whenever appropriate, the content of these workshops includes ways in which technology might be used to reach the desired instructional goal. For example, structured, threaded discussion can stimulate critical thinking;

cooperative learning groups meeting via computer conferencing can transcend the bounds of time and space imposed by the traditional face-to-face classroom; and information garnered from online resources and dialogue among class members may facilitate problem solving. In addition to these workshops on general pedagogical topics that include ideas for using technology, occasional workshops explicitly focus on technology-enhanced pedagogy. An example of this was the workshop,

“Teaching Online Using Computer Conferencing Software,” offered in the fall of 1996 by the first faculty member at Duquesne to teach a totally online course. In this workshop, she described her use of discussion, case studies, and small group work and showed evidence indicating that students had attained the goals of the course. Stimulate individual faculty and departments to think about their learning goals for students and how technology might be used to help students attain these goals.

As noted earlier, the most common uses of technology such as e-mail and presentation software tend to be “add-ons” to current pedagogy and do not capitalize on the real power of technology to revolutionize the teaching/learning process.

Encouraging faculty to identify their basic goals for a course, on the other hand, frees them to think more creatively. What do they wish students to be able to do at the end of the course? What are the “bottlenecks” (critical concepts that many students fail to master) in a particular course? What kind of experiences and assignments will help students to master course goals?

These kinds of questions provide the basis for considering alternative, technology-based approaches to facilitating student attainment of course goals–perhaps drill-and-practice tutorials for basic skills, computer conferencing to develop critical thinking, or multimedia to enhance visualization of important concepts. Likewise, an academic department might consider its overall goals for graduates of its programs and how technology could be integrated into courses to ensure that students do, in fact, reach those goals.

For example, students in journalism might need to develop skills in carrying out online research, evaluating credibility of sources, and creating Web pages. In what courses will these skills be developed and how will these competencies be verified?

Duquesne University encourages this “ground up” rethinking of courses and possible uses of technology on the part of individual faculty as well as by schools and departments. When schools and departments pursue such thinking, there is the potential for significant curricular reform. What follows are a few ways that Duquesne has fostered rethinking of pedagogy.

Schoolwide Integration of Technology into the Curriculum. Duquesne’s School of Music made a commitment to integrate the K-12 National Standards for Arts Education into the School of Music curriculum and to extend those standards to the collegiate level. The guidelines accompanying the standards indicate that “the curriculum should utilize current technology to individualize and expand music learning…

However, technology should not be used for its own sake, but in order to achieve the goals of music education.”6 Accordingly, the School of Music has examined its courses, noting the goals and content of each course and the technologies that could be used to increase attainment of learning goals.

A theory course, for example, does not inherently require the use of technology, but student learning might be enhanced by use of a synthesizer module, music notation software, and computer-assisted instruction to develop ear-training skills.

Strategic use of technology throughout the school provided a focus for relevant faculty development opportunities and led to the creation of a required freshman course, “Computers for Musicians,” to familiarize students with the technology they would use in later courses.

Online Course on Online Teaching and Learning. During the fall semester of 1998, Duquesne pilot tested a course on online teaching and learning. Seventeen faculty and administrators took part, with all coursework being carried out online using First-class computer conferencing software.

This approach enabled faculty to experience the role of learner while, at the same time, reflecting on the teaching/learning process and designing their own course. In addition to reading the text,7 participants read “lectures” by the instructor as well as articles on the Web. They posted responses to questions such as: “What do you see as the role that you are likely to take as an online instructor?”

“Do you see this as different from the role of an effective face-to-face teacher? Explain.” “What do you think will change for you in your teaching in the online environment?” Another assignment listed many instructional strategies

that could be used in the online environment (for example, small group discussion, collaborative learning, problem-based learning, case studies, simulation, and project-based learning) and asked participants to identify ways they might be able to implement these strategies in one of their courses using technology.

A separate “metacognition” conference provided a virtual class space within which participants could reflect on their own experience as learners. They might, for example, have noted how difficult it is to synthesize the comments of the 16 other participants or have speculated on why the degree of social interaction increased or decreased depending on the topic and the assignment.

Summer Institute on Teaching with Technology. For the past four summers Duquesne has offered a summer institute for faculty. Participation is competitive, based on applications that describe a project that the faculty member would like to

undertake, using technology to enhance some aspect of student learning in one of his or her courses. Faculty who complete the five-day institute receive a $1,000 stipend for their participation and commit to demonstrating their work within their own school and also in a university-wide venue.

During the first day of the institute, there is a session on instructional design and an overview of available technologies. As a result of these sessions, a high percentage of faculty change their instructional strategy, choice of technology, or both. What is important is that faculty come to the institute having identified their instructional goal; institute instructors can then assist faculty in clarifying the best means for reaching that goal.

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COMMON CULTURE CREATED/SUPPORTED/ENHANCED BY THE ACADEMIC LIBRARY ON CAMPUS

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ACQUISITION AND DEPLOYMENT OF TECHNOLOGY IN THE LIBRARY ENVIRONMENT

Abstract
Major traditional libraries particularly the academic libraries turned to electronic or digital libraries and offered information services without boundaries. The library users could access library resources from any where at any time. The changing face of the library services supported the life-long learning environment and toward developing the learning society in the country.

The introduction of information technology and automated library systems to the library has made these things happened. This paper addresses the acquisition and deployment of technology affecting such development.

Keywords: Academic Libraries, Technology Infrastructure, ThaiSarn, ThaiLIS, UNINET

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CHAPTER ONE
Introduction

Majority of the academic libraries concentrates more on acquiring maximum information resources by purchasing textbooks, reference works, journals (both in printed as well as electronics media) which includes course materials and consortia.

In this context can we presume the argument that “better library and laboratory facilitate better education”? Of late the argument was modified as “better access to resources and well informed users are life long learners” and hence creates good academic environment.

Whereas, the technology based developments are pointing towards broad spectrum, i.e. from simple administrative needs to high end grid computing for e-research. Usually, in university environment, all the functional units are inter-connected, may be at an admission of a students or at the high end research activity, wherein usage is proportionate to their needs. In Thailand, information infrastructure is created as national infrastructure, optimized and deployed at university level to support all type of functional needs.

The selection and deployment of infrastructure at enterprise level or the desktop applications is guided by requirements, standards, and recommendations of standard development organizations and accepted Development of Technology Infrastructure

The major development of Information technology infrastructure in Thailand was started by the government in the year 1992 through National Information Technology Committee (NITC), with the mandate of planning, facilitating, and monitoring the implementation.

The committee comprised of 22 members from leading public and private agencies chaired by the Deputy Prime Minister in charge of economic and social development. National Electronics and Computer Technology Center (NECTEC), a government statutory agency under the Ministry of Science, Technology and Environment, was recognized as the secretariat of the committee.

Major activities covered were human resource development, utilization of IT in public sector, research and development promotion, legal infrastructure, public awareness program, software industry promotion, and electronic commerce.

As computer networks were becoming more and more crucial to the development of science and technology, the Thai Social, Scientific, Academic and Research Network (ThaiSARN) was established in 1992 to meet the demand for new ways of learning and research activities.

ThaiSARN was totally funded by the Thai government since its inception, and was successful in binging more than 50 sites of government agencies, national universities, their libraries and colleges all over Thailand and thus built a good foundation in information exchange for inter-organization as well as intra-organization communications including cross- database access for the participating parties.

ACQUISITION AND DEPLOYMENT OF TECHNOLOGY IN THE LIBRARY ENVIRONMENT
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THE IMPACT OF INFORMATION COMMUNICATION TECHNOLOGY ON NIGERIAN PUBLIC ACADEMIC LIBRARIES

CHAPTER ONE
INTRODUCTION

With the invention of Information and Communication Technology, libraries now use various types of technologies to aid the services they render. Everyday new technological advances affect the way information is handled in libraries and information centers. The impacts of new technologies are felt by libraries in every aspect.

Computing technology, communication technology and mass storage technology are some of the areas of continuous development that reshape the way that libraries access, retrieve, store, manipulate and disseminate information to users. The academic library has been from its inception an integral part of institutions of higher learning, rather than an appendix or adjunct.

Oyedun (2007) defines academic libraries as those libraries that are mainly found in tertiary institutions, they are established to support learning, teaching and research processes. Over the past twenty seven years, academic libraries have been affected by changes in information and communication technology. The rate of changes is still accelerating in this area.

The introduction of various information technology (ICT) trends has lead to reorganization, change in work patterns, and demand for new skills, job retraining and reclassification positions. Technological advancement of the past twenty five years, such as the electronic database, online services, CD-ROMs and introduction of internet has radically transformed access to information.

Rana (2009) opines that ICT holds the key to the success of modernizing information services. Applications of ICT are numerous but mainly it is used in converting the existing paper-print records in the entire process of storage, retrieval and dissemination.

ICT has impacted on every sphere of academic library activity especially in the form of the library collection development strategies, library building and consortia. ICT presents an opportunity to provide value-added information services and access to a wide variety of digital based information resources to their clients.

Furthermore, academic libraries are also using modern ICTs to automate their core functions, implement efficient and effective library cooperation and resource sharing networks, implement management information systems, develop institutional repositories of digital local contents, and digital libraries: and initiate ICT based capacity building programs for library users.

Information and Communication Technology (ICT) has brought unprecedented changes and transformation to academic library and information services, conventional LIS such as OPAC, users services, reference services, bibliographic services, current awareness services,

Document delivery, interlibrary loan, Audio visual services and customer relations can be provided more efficiently and effectively using ICT, as they offer convenient time, place, cost effectiveness, faster and most-up-to-date dissemination and end users involvement in the library and information services process.

The impact of ICT characterized on information services by changes in format, contents and method of production and contents and method of production and delivery of information products. Emergence of internet as the largest

repository of information and knowledge, changed role of library and information science professionals from intermediary to facilitator, new tools for dissemination of information and shift from physical to virtual services environment and extinction of some conventional information services and emergence of new and innovational web based.

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THE IMPACT OF INFORMATION COMMUNICATION TECHNOLOGY ON NIGERIAN PUBLIC ACADEMIC LIBRARIES
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IMPACT OF AUTOMATION OF ACADEMIC LIBRARIES

CHAPTER ONE
INTRODUCTION

We use automated library to denote a library in which the collections of library materials are primarily on paper but in which the library procedures have been computerized. Libraries are very record-intensive: Not only is each title different but, for many purposes, the records needed for library operations must necessarily be concerned with individual copies of each title.

A circulation system must know precisely which copy of which volume of which edition of which title was borrowed by precisely which borrower and when it is due back.

Attributing the loan to some other borrower will not do; nor will substituting the return of some other document, even by the same borrower, be acceptable as a discharge of the loan. Acquisition records need to show precisely how many copies of a given work were ordered from which bookseller and which, if any, have so far been received.

A library not knowing which titles it already has (and in how many copies) could not function efficiently. Serials records contain minute details of copies of issues, indexes, binding, and invoices in order to assure that each set is complete and properly acquired, bound, and paid for. Library records, then, must be specific to individual copies. In general it is desirable that library record-keeping be automated for three reasons:

1. Much of the work involves the accurate updating of records in files. The tasks involved are generally tedious, repetitive, mechanical in nature, and lend themselves to computerization, even though the records may be complex and arranged in complicated ways.

2. Automation is likely to improve cost-effective performance by increasing accuracy, by reducing the rate of increase in costs in labor-intensive activities, and by increasing effectiveness. It should become possible to do some tasks more thoroughly than levels of staffing

usually permit with manual procedures, such as the regular claiming of unsupplied issues of periodicals, or by doing things that cannot in practice be done in paper files, notably searching for combinations of characteristics.

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IMPACT OF AUTOMATION OF ACADEMIC LIBRARIES
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IMPACT OF FULL-TEXT DATABASES ON INTER-LIBRARY LOAN SERVICES

ABLE OF CONTENT
Title page
Certification
Dedication
Acknowledgement
Abstract

Chapter One: 
1.0        Introduction
1.1        Background Information
1.2        Problem Statement
1.3         Research Objectives
1.4       Hypothesis
1.5        Significance of the Study
1.6        Scope of the Study

Chapter Two: 
2.0        Literature Review

Chapter Three: 
3.0     Research Methodology
3.1     Description of the Study Area
3.2    Research Design
3.3  Method of Data Collection
3.4  Data Limitation
3.5  Method of Data Analysis
3.5.1                   Summative Approaches
3.5.2         Simple Percentage
3.5.3         Incremental Averages

3.6            Test of Hypothesis

Chapter Four
4.0 Presentation of Data, Analysis of Data and Discussion of Findings
4.1  Data Presentation
4.2  Data Analysis
4.3  Discussion of Findings
4.4   Test of Hypothesis

Chapter Five: 
5.0  Summary    of      Findings Conclusion and
Recommendation
5.1  Summary of Findings
5.2  Conclusion
5.3  Recommendation
References

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ABSTRACT

The purpose of this study is to determine the impact of full-text databases on inter-library loan services by using rivers state as a case study. The study used a survey research design, and thirty-six (36) librarians in rivers state were enrolled for the study with the help of convenient sampling techniques.

A well structured questionnaire was issued to the respondent of which thirty (30) responses were received and validated for the study. The data was analyzed with simple percentages, frequencies, and tables.

The chi-square statistical tool was used to conduct the hypothesis test. The study’s findings showed that full-text databases help libraries keep track of the materials they lend to other libraries. The efficiency of library inter-loan services is improved by the use of a full-text database.

The study recommends that each library in rivers state develop and maintain a collection sufficient to meet their basic program and services. Librarians should adopt the use of ict in order to help them keep full-text databases of the material they lend to other libraries in light of changing society.

IMPACT OF FULL-TEXT DATABASES ON INTER-LIBRARY LOAN SERVICES

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TABLE OF CONTENTS

Title page   –        –        –        –        –        –        –       –        –        –        i

Declaration          –        –        –        –        –        –        –        –        –        ii

Certification        –        –        –        –        –        –       –        –       –        iii

Dedication           –        –        –        –        –        –        –        –        –        iv

Acknowledgement        –        –        –        –        –        –       –        –        v

Table of content            –        –        –        –        –        –       –       –        –        vii

List of tables        –        –        –        –        –        –        –        –        –        x

Abstract     –        –        –        –        –        –        –        –       –        –        xi

CHAPTER ONE: INTRODUCTION

1.1. Background to the study   –        –        –        –       –       –        –        1

1.2. Statement of problem   –    –        –        –        –       –       –        –        4

1.3. Objectives of the study      –        –        –        –        –       –        –        5

1.4. Research questions  –        –        –        –        –         –       –        –        6

1.5. Research Hypothesis         –        –        –        –        –        –        –        –        6

1.6. Significance of the study   –        –        –        –        –       –        –        7

1.7. Scope of the study   –        –        –        –        –        –        –        –        8

1.8. Operational definition of terms    –        –        –        –         –       –        8

1.9. Organization of the Study  –        –        –        –        –        –        –        9

CHAPTER TWO: LITERATURE REVIEW

2.1.   Introduction          –        –        –        –        –        –        –        –        11

2.2.   Conceptual Literature                –        –        –        –        —                 11

2.2.1. Library        –        –        –        –        –        –        –        –        –        11

2.2.2. Academic Performance   –        –        –        –        –        –        –        12

2.2.3. Overview of Nigeria Secondary School       –        –        –        –        14

2.2.4. Strategies to Improve social studies Performance in Secondary

Schools       –        –        —       –        –        –        –        —       –        16

2.3.    Reviews of Empirical Studies  –        –        –        –        –        –        17

2.3.1. Dr. M. Ayaz, Nasir Ali, Abdul Basit Khan, Rooh Ullah and Mati Ullah

(2017); Impact of School library on Students’ Academic Achievement

at Secondary School Level in Southern Districts of Khyber

Pakhtunkhwa        –        –        –        –        –        –        –        –        17

2.3.1. Oladebinu Tokunbo Olufemi1, Amos Adekunle Adediran and

Dr. W.O. Oyediran (2018); Factors Affecting Students’ Academic

Performance in Colleges of Education in Southwest, Nigeria              19

2.3.2. Tata Umar Sa’ad and Rabiu Usman (2014); the Causes of

Poor Performance in English Language among Senior Secondary

School Students in Dutse Metropolis of Jigawa State, Nigeria            20

2.3.3. Bakwai, B.  & Yusuf, A.  (2016); School-based management

committee strategies and infrastructural development in Zamfara

state basic schools –        –        –        –        –        –        –        –        21

2.3.4. Dr. Comfort Olufunke Akomolafe and Dr. Veronica Olubunmi

Adesua (2016); The Impact of Physical Facilities on Students’

Level of Motivation and Academic Performance in Senior

Secondary Schools in South West Nigeria   –        –        –        –        22

2.4.   Theoretical Review         –        –        –        –        –        –        –        –        22

2.4.1. Theory of E.l.L Thorndike       –        –        –        –        –        –        23

2.4.2. The Theory of B. F. Skinner    –        –        –        –        –        –        25

2.4.3. Learning theory in Gestalt psychology-        –        –        –        –        26

2.4.4. Locke’s Tabula Rasa      –        –        –        –        –        –        –        27

2.4.5. Behaviorist Theory         –        –        –        –        –        –        –        –        28

2.5. Theoretical Framework               –        –        –        –        –        –        29

CHAPTER THREE: RESEARCH METHODOLOGY

3.1.   Introduction –        –        –        –        –        –        –        –        –        30

3.2.   Research Design –  –        –        –        –        –        –        –        –        30

3.3.   Population of the Study  –        –        –        –        –        –        –        31

3.4.   Sampling Size       –        –        –        –        –        –        –        –        31

3.5.   Sampling Technique       –        –        –        –        –        –        –        31

3.6.   Instrument for Data Collection  –        –        –        –        –        –        32

3.7.   Method of Data Collection        –        –        –        –        –        –        33

3.8.   Validity/Reliability of Instrument        –        –        –        –        –        34

3.8.1. Reliability test       –        –        –        –        –        –        –        –        34

3.9.    Method of Data Analysis         –        –        –        –        –        –        –        36

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

4.1.   Introduction –        –        –        –        –        –        –        –        –        37

4.2.   Data Presentation/Analysis        –        –        –        –        –        –        37

4.3.    Testing of Hypothesis     –        –        –        –        –        –        –        45

4.4.   Discussion of Findings    –        –        –        –        –        –        –        48

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1.   Introduction –        –        –        –        –        –        –        –        –        51

5.2.   Summary     –        –        –        –        –        –        –        –        –        51

5.3.   Conclusion  –        –        –        –        –        –        –        –        –        52

5.4.   Recommendations –        –        –        –        –        –        –        –        53

5.5.   Limitations to the Study            –        –        –        –        –        –        54

5.6.   Suggestions for Further Studies          –        –        –        –        –        54

REFERENCES   –        –        –        –        –        –        –        –        –        55

APPENDIX         –       –        –        –        –        –        –        –        –        57

LIST OF TABLES

Table 1 Sex of Respondents     –        –        –        –        –        –        –        37

Table 2 Category of Respondents       –        –        –        –                  –        38

Table 3 Age distribution of Respondents     –        –        –        –        –        38

Table 4 Marital status of respondents           –        –        –        –        –        39

Table 5 Education Attainment of Respondents      –        –        –        –        39

Table 6: Respondents view on whether Students love to acquire knowledge and

attend classes         –        –        –        –        –        –        –        –        40

Table 7: Level of academic performance of students in the school      –        41

Table 8: Respondents views on whether the school possess library facilities 42

Table 9: Respondents views on whether they visit the library    –        –        42

Table 10: Respondents views on whether Students/teachers perform/understand

better when they acquire more knowledge by making use of the

library     –        –        –        –        –        –        –        –        –        43

Table 11: type of equipment the library possess     –        –        –        –        44

Table 12: Test of Hypothesis    –        –        –        –        –        –        –        46

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ABSTRACT

This research work empirically explored the impact of school libraries on academic performance of secondary school students. The objectives of the study were to ascertain the level of students’ academic performance in Nigeria secondary school,s examine the influence of school library utilization on learning of secondary schools students in Nigeria, determine measures for preventing low academic performance in secondary schools of Nigeria.

The scope of the study is all secondary schools of Abia state making use of student and staff of some selected secondary schools, the classical learning theory was used as a framework.

The research design used for this study is survey, the population targeted for this study consists of all secondary schools in Nigeria, a total of 50 schools was used as sample size consisting of 300 questionnaires administered to students and staffs and cluster sampling technique was applied.

Instrument used for this study is the questionnaire. Data collected were collected from primary sources. From the analysis of the data, the findings shows the level of students’ academic performance in Nigeria schools is high, The availability of school library help to improve student academic performance,

The problem of Low academic performance can be solved making use school libraries. Following the findings, it was recommended that every secondary school should ensure that library facility is provided as this will improve on the student, school libraries should be well equipped with internet access. The study concludes that the use of instructional materials when teaching in junior secondary schools should be embraced as this will help raise the level of comprehension.

Keyword: library, academic performance, secondary school, educational system.

THE IMPACT OF SCHOOL LIBRARIES ON SECONDARY SCHOOL STUDENTS’ ACADEMIC PERFORMANCE

CHAPTER ONE

INTRODUCTION

1.1 The Study’s Background

The internet’s technological revolution has permeated most tertiary institutions and is propelling the concept of online education in both developed and developing countries (Grandi, 2003). Education has a significant impact on the development of nations. The provision of library and information services and resources is one of the most important support systems influencing the quality of education provided.

According to Watson (2003), “DE has revolutionized and democratized the delivery and accessibility of education, as well as changed how libraries provide critical support services, such as library and information services.” There is an urgent need to implement learning support services to significantly aid distance education curricula.

Among the many learning support services available, Cox (2004) emphasized that library services have always played an important role in the expansion of distance learning programs in higher education institutions. Just as library systems provide services to regular students, it is the responsibility of university libraries to provide equal services to distance learners.

Students from the main stream benefit significantly from library services such as borrowing library documents, locating materials using OPAC, and searching for information using research and knowledge commons facilities. Other services include photocopying, reference, and bibliographic searches (Cann, 2009; Association of College and Research Libraries – ACRL, 2008).

Taking a cue from the preceding, the ACRL (2008) states that “every student, faculty member, administrator, staff member, or any other member of an institution of higher education, regardless of where enrolled or where located in affiliation with the institution, is entitled to the library services and resources of that institution, including direct communication with the appropriate library personnel.”

As a result, academic libraries must meet the information and research needs of all of these constituents, no matter where they are. The underpinning and unwavering conviction of the Standards for Distance Learning Library Services is the principle of access entitlement as applied to individuals at a distance.”

DE has had a profound impact not only on the discipline of education, but also on the library services that support it in Europe and Africa (Watson, 2006). According to Mabawonku (2004), an academic library is the heart of any higher learning institution, promoting the skills of reading/research, inquiry, and independent thinking through the provision of resources to support teaching and learning activities.

It primarily houses information equipment in various formats, such as electronic information sources such as CD-ROM, the internet, and so on. DE students rely heavily on library services for assistance. Caspers et al. (2001) agree that library support is an important component of distance learning.

According to Niemi, Ehrhard, and Neeley (2008), distance learners’ library needs are not exceptional; they have similar library and information needs as regular students; however, Rowland and Rubbert (2001) reported that university libraries did not meet the specific information needs of distance students.

Apart from how library services are accessed, requested, and delivered, the same library resources are required, the same questions are asked, and the same level of service is expected (Rodrigues, 1996); and they expect the same level of library service as that provided to their peers on campus (Riggs, 1997).

Though successful direct access is defined by flexibility, dependability, availability, usability, portability, efficiency, and service capability (Sacchanand, 2002), effective and appropriate services to distance learning communities may differ from, but must be equivalent to, those provided on a traditional campus (ACRL, 1998).

This paper investigates the promotion of equal access to library materials such as books to distance learners in higher learning institutions, with a focus on the University of Ghana, Legon.

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EFFECTIVE LIBRARY SUPPORT FOR DISTANCE EDUCATION PROGRAMS; STRATEGIES
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Introduction

The finest practices for a great Chapter 4: Data Presentation and analysis are covered in this guide. This chapter is the culmination of all of your laborious data collecting, careful analysis, and research narrative. Consider it the great reveal of your results, when you can impart the knowledge you’ve learned from your research. The general structure of the chapter four is;

• Introduction (which contains the Overview of the Research Design and introduces the chapter)
• Data Analysis and Presentation
• Discussion of Findings
• Conclusion and Transition to Chapter 5

Don’t worry, this guide will help you through the process of presenting your data such that it is understandable, captivating, and apparent even to someone who hasn’t read the earlier parts of your work.

Assume we are talking about the best approach to present your results while seated across from one another. The organisation of this chapter as well as the details of data presentation—tables, figures, and narrative descriptions—will all be covered. When this guide ends, you’ll know how to write a Chapter 4 that not only stands alone but also emphasises the importance of your study.

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Transition from Chapter 3

Getting from Chapter 3 (Methodology) to your data presentation should go effortlessly. For your readers, this establishes the scene and offers continuity. Reminding your readers of how you gathered and analysed your data, begin with a quick summary of the study design. Though brief, this summary should be thorough enough to jog readers’ memories.

For example:

‘We described the quantitative techniques used to gather data from a sample of 200 participants in Chapter 3. Using these statistical tools, the data were examined to find connections and patterns pertinent to our study topics. We provide the conclusions of this analysis in this chapter.”

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Brief Overview of the Research Project

Next, provide a synopsis of your study endeavour. This has to contain a synopsis of the goal of the study along with a restatement of your research questions or hypotheses. Because it makes sure your readers are aware of the background of the data being provided and links your results with the study goals, this part is essential.

For instance:

“This research sought to find out how college students’ use of social media affected their academic performance. How does college students’ academic performance relate to their use of social media was the main study topic. ‘What kinds of social media do students use most often?’ was one of the secondary questions. and ‘Is the amount of time kids spend on social media related to their GPA?’”

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Organization of the Chapter four

Clearly describe the chapter’s organisation. This facilitates simple navigation of the material by your viewers. Summarise the primary parts, such:

• Introduction (which contains the Overview of the Research Design and introduces the chapter)
• Data Analysis and Presentation
• Discussion of Findings
• Conclusion and Transition to Chapter 5

Offering a road map guarantees that your readers can follow along without becoming lost.

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Data Analysis and Presentation

This becomes the main idea of Chapter 4. You will logically and orderly display your results here. The secret is to make sure the facts speaks for itself while still being succinct and precise. Your presentation will vary somewhat depending on whether your study is qualitative or quantitative.

Quantitative Research

An explanation of the sample should open your data presentation in quantitative research. Add specifics such the sample size, the demographics, and other pertinent features. This gives the information that follows perspective.

Sample Description:

“200 college students made up our sample, which was divided 60% female and 40% male. Participants ranged in age from 18 to 25; the average age was 21.”

Deliver the descriptive statistics next. This comprises the means, standard deviations, frequencies, and percentages. To help readers understand the important ideas, summarise this material using tables and figures.

Descriptive Statistics Example:

Take up each hypothesis or research question one at a time after the descriptive statistics. Explain the procedure followed, provide the findings, and indicate if the null hypothesis was rejected for each hypothesis.

Hypothesis Testing Example

“To test the hypothesis that higher social media usage is associated with lower GPA, a Pearson correlation analysis was conducted,” the paper says. Assuming that more social media use is linked to a lower GPA, the findings showed a significant negative connection (r = -0.45, p < 0.01).

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Qualitative Research

Presenting themes and patterns that sprang from your data is the main goal of qualitative research. Initially, provide a quick overview of the data collecting procedure and the analytical techniques.

Data Collection and Analysis example:

“Twenty people participated in semi-structured interviews that yielded the data. Themes analysis was used to code the data and find recurrent themes once the interviews were transcribed.”

Narrate the results, emphasising important themes and bolstering them with participant quotations. Subheadings help to arrange the topics and improve readability of the section.

Themes and Patterns Examples:

Theme 1: Impact of Social Media on Study Habits

“Participants noted that, social media prevented them from concentrating on their schoolwork. ‘I find myself going around Instagram when I should be preparing for exams’, one participant said. Many others agreed, suggesting that social media may be a major distraction.”

Theme 2: Positive Uses of social media

“Some participants brought out the advantages of social media in spite of the distractions. ‘Social media helps me stay connected with classmates and access study resources,’ one student said. This implies that academic help may likewise benefit much from social media.”

Theme 3: Social Media as a Stress Reliever

“Many interviewees said they used social media to unwind and escape the pressures of schoolwork. ‘I spend a few minutes on YouTube watching hilarious videos when I feel overburdened with my homework,’ one student said. That restores me. This emphasises how social media may both support and impede academic output.”

Theme 4: The Influence of Social Media on Peer Relationships

“A number of kids spoke about how social media affects their friendships with classmates. ‘Social media helps me remain in contact with peers, particularly for group assignments,’ said one. ‘I feel left out sometimes when I see my pals hanging around without me,’ said another participant. This paradox highlights the nuanced function of social media in student social relations.”

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Discussion of Findings

Discussion of your results is crucial after data presentation. The findings should be interpreted in this part and related to the body of current literature and your research questions. Talk about and weigh any surprising results.

Interpretation and Implications:

“Higher social media use can have a detrimental effect on academic performance, as the negative correlation between social media use and GPA suggests. According to earlier study by Smith et al. (2019), who also discovered a comparable correlation, this result is consistent. Still, the encouraging comments on utilising social media for academic help emphasises how social media can serve as a resource as well as a distraction.”

“Qualitative data highlighted even more the complex experiences of the pupils. Social networking is a stress relief and a way to keep up peer connections, even if it can also be a distraction. These results indicate that the effect of social media on academic achievement is not clear-cut and varies according to personal use habits and goals.”

Think back on your study’s shortcomings and recommend new directions for investigation. This demonstrates your critical interaction with your data and thought through the wider consequences of your work.

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Limitations

“The use of self-reported data in this research has several drawbacks, like social desirability bias. Further limiting the generalizability of the results may be the very small sample size for the qualitative interviews.”

Future Research (optional):

“Future studies may look at how certain social media platforms affect academic achievement and how these impacts vary over time. Examining methods for juggling social media usage with school obligations might potentially provide insightful information.”

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Conclusion and Transition to Chapter 5

A synopsis of your results should close Chapter 4 and lead into Chapter 5, where you will go over the main conclusions of your research and provide suggestions.

Conclusion:

“In conclusion, our research revealed that there are both good and negative effects of social media use on academic achievement. The results emphasise the importance of students using social media in moderation. We will go into the wider ramifications of these results and provide suggestions for teachers and students in Chapter 5.”

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Tips for Effective Data Presentation

These more pointers will help you make sure your Chapter 4 is interesting and successful:

1. 1Use Visual Aids: Charts, graphs, and tables may help you visualise your results and simplify difficult information. Be sure the content references and labels them appropriately.
2. Be succinct and clear; stay away from jargon and too technical vocabulary. Seek for simplicity and clarity to ensure that a wide range of people can grasp your results.
3. Consider your data presentation to be a story. As you lead your readers through the material, emphasise important details and make links between disparate bits of information.
4. Be Honest: Include all pertinent results, including those that contradict your theories. Research needs transparency.
5. Draw in the Reader: Write in a conversational, interesting style. Imagine sharing your results with an interested but non-expert friend or coworker.

Chapter 4 may be made interesting and understandable as well as instructive by adhering to these recommendations. Recall that the objective of data presentation is to produce an impression on your readers that lasts a lifetime and emphasises the importance of your study.

RELATED RESOURCES

WRITING CHAPTER 1 OF YOUR RESEARCH PROJECT

How to Write Literature Review for your Final Year Project (Chapter 2)

WRITING CHAPTER 3 OF YOUR RESEARCH PROJECT

WRITING CHAPTER 5 OF YOUR RESEARCH TOPIC

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CHAPTER ONE

INTRODUCTION

1.1 THE STUDY’S BACKGROUND

Libraries are knowledge repositories that are an essential part of education. Libraries have a long history, beginning with chained and closed-access libraries of the past and continuing to the present day hybrid, digital, and virtual libraries that use cutting-edge technology to provide information through a variety of services.

As a result, librarians have evolved from storekeepers concerned with protecting books from theft, mutilation, and pilferage to information officers navigators, and cybrarians who find themselves in a vast ocean of reading materials and are busy satisfying their clients who want information anytime and anywhere.

University libraries serve as the nerve centers of academic institutions, supporting teaching, research, and other academic programs. University libraries serve students, faculty, and staff. Because larger institutions may have several libraries on their campuses dedicated to serving specific schools, such as law and science libraries, university librarianship provides an excellent opportunity to apply subject knowledge.

Professional status varies by institution, but many university libraries have tenured faculty. Federal universities are academic institutions founded and supported by the federal government for the purposes of teaching, learning, and research, as well as community development. Today’s university libraries are engaged in a wide range of challenging activities. They could:

Consult with individuals to analyze, identify, and meet their information needs.

Create campus-wide information literacy programs and provide classroom instruction to help students improve their information literacy skills.

Choose, organize, and make information in a variety of formats more accessible.

Keep up with technological advancements and devise strategies to capitalize on them.

Plan, implement, and manage computer-based systems, electronic databases, and websites.

WORK WITH FACULTY IN THE CLASSROOM, COMPUTER SPECIALISTS, AND INSTRUCTIONAL DEVELOPERS.

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EFFECTIVE ALLOCATIONS STRATEGIES FOR COLLECTION DEVELOPMENT AMONG ACADEMIC AND NON-ACADEMIC UNITS IN AN ACADEMIC, PUBLIC, OR SPECIAL LIBRARY

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