Accessibility, Utilisation and Perceived Usefulness of Library Resources on the Study Habits of Undergraduates in Kwara State Universities

Qudus Ajibola Bankole; Abdullateef Funsho  Adelodun; Kabir Gambari  Sulaiman; Abdulfatai  Saliu

doi:10.24239/inkunabula.v3i2.3039

Qudus Ajibola Bankole Library and Information Science, Faculty of Communication and Information Science, University of Ilorin, Nigeria
Abdullateef Funsho Adelodun Classification Section, Kwara State Library Board, Ilorin, Nigeria
Kabir Gambari Sulaiman Classification Section, Kwara State Library Board, Ilorin, Nigeria
Abdulfatai Saliu Circulation Section, University Library, Afe Babalola University, Ado Ekiti, Nigeria

DOI: https://doi.org/10.24239/inkunabula.v3i2.3039

Keywords: Access, Utilisation, Perceived Usefulness, Library Resources, Study Habits, Undergraduates

Abstract

The research explores the accessibility, utilisation, and perceived usefulness of library resources among undergraduates in Nigeria, aiming to enhance their study habits. Conducted through a survey with 410 undergraduates from three universities offering library and information science programs, data was collected via questionnaires and analysed descriptively and inferentially. Findings revealed predominant usage of library resources via the university library, departmental library, and electronic databases, including journals, OPAC, textbooks, databases and projects/theses. Students acknowledged the usefulness of these resources in research projects, knowledge acquisition, learning quality, and assignments. Common study habits encompassed post-lecture review, utilising breaks for study, minimizing distractions and prioritise academic commitments over social activities. Statistical analyses showcased significant correlations and indicated that independent variables collectively influenced 48.3% of observed variations in study habits. Ultimately, the study suggests that leveraging accessible, useful library resources could enhance undergraduates' study habits and foster academic success.

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