INTRODUCTION

1.1 BACKGROUND TO THE STUDY

The primary purpose of any library is to support the parent institution with the provision of adequate
and current information and material resources in order to support the academic curriculum. With the
growth in library collections, and technological advancement in information handling and retrieving
techniques, it is necessary to guide students and other library users on the accessibility and retrieval of
those information resources. In order to ensure that students have the intellectual abilities and skills to
retrieve information as well as construct a framework for learning, the university library makes provision
for library instruction, which is also referred to as “user education”, “instructional program”, “teaching
the use of library and information sources”, among others. Thus, effective library instruction will
enhance information retrieval and use of library information resources. With the influx of scholarly and
scientific publications, libraries and librarians are involved in the acquisition, processing, preservation
and dissemination of information resources in various formats. Literature however shows that the
amount of information available today is too large to be accessed easily. Users therefore, must be able
to sift and select relevant information. The act of information selection is not possible without sufficient
knowledge and skills and there cannot be a good connection between the students and the library
without adequate library instruction to students who may not have visited, or had prior knowledge of
how to use library resources. Thus, user instruction is necessary for the best use of information
resources especially, in library and information centers.

Two thirds of those surveyed stated that if the CD-ROM was busy, they would wait for it to become free
rather than use the print tool. However, a study of online searching of scientific information in science
and technology libraries of Delhi reveals a sizeable number of users (almost 60%) are facing numerous
problems while browsing electronic information, such as lack of knowledge about the resources, lack of
trained staff and inadequate terminals, (Ali , 2005). Studies have also been carried out on the use of
electronic resources by teachers, students and research scholars of universities and research
organizations. Seventy-eight percent (78%) of the respondents feel that the use of the UGC – Infonet e-
journals has created high dependency value on their research work and they needed current article alert
services and electronic document supply services (Madhusudhan, 2008). In the context of developing
countries, Okello-Obura and Magara (2008) investigated electronic information access and utilization at
the East African School of Library and Information Science, Makerere University, Uganda. Out of the 250
targeted students, 190 responded, giving a response rate of 76%. The study revealed that users derive a
lot of benefits from electronic resources by gaining access to a wider range of information and improved
academic performance as a result of access to quality information. In the Ghanaian context, Dadzie
(2007) writes that electronic resources are invaluable research tools that complement the print – based
resources in a traditional library setting. Their advantages, according to her include: access to
information that might be restricted to the user due to geographical location or finances, access to more
current information, and provision of extensive links to additional resources related contents. Chisenga
(2004) carried out a survey of the use of ICTs in ten African Public Library Services. The survey found
that, although most libraries had internet connectivity, very few were offering web-based information
services to their users. The study however, identifies four barriers to the effective provision of electronic
resources in those libraries, namely: lack of strategic planning: lack of adequate or reliable funding; lack
of use of Internet to provide information services to users and a lack of consistent training for users in
new ICT services.

Anyadike (2000) established a relationship between library use and students’ academic achievement.
His study revealed that students perform better when they frequently use the school Library than when
they do not. Bresciani, M. J., Gardner, M. M., & Hickmott, J. (2012) asserted that American higher
education is facing a distinct shift that compels the need for assessment. Similarly, other studies have
examined the association between library use, student learning, and student engagement; for example,
Laird, and Kuh, (2005).) found that participation in information and library-related activities (for
example, using the library website to find academic resources, asking librarians for help, etc.) were
positively and moderately correlated with student engagement in other areas; namely, participation in
information technology was associated with factors the researchers labeled as active and collaborative
learning (for example, working with other students on class projects, working with other students
outside of class, etc.). According to Nicholson, (2003), some researchers have examined the association
between library use and students’ academic performance; however, many of those studies present
limitations due to their age or limitations in sample sizes. Additionally, many libraries do not collect data
related to students’ use of services to protect library user privacy; consequently, the lack of data
collection leads to a shortage of studies examining the association between library use and student
outcome. School counselors can improve the nature of the achievement climate in their schools. They
can also draw from a vast array of interventions that will help students increase their academic
achievement (Brown, 2009). The roles of school counselors are paramount in students’ use of Library.
For instance, the school counselors are regarded as experts who are deep rooted in changing the
negative characters of individuals to better and bring about change in behaviors through the application
of guidance and counseling techniques (Anyanwu, 2004).

Computer-Assisted Instruction (CAI), instructional television (ITV), and programmed instruction (PI) can
be counted as early examples of the application of information technology to education. The most
recent and perhaps most visible cases are web-based training programs and degree granting programs
from fully accredited institutions offered via what is known as "distance learning." Technology succeeds,
when it becomes commonplace. This is amply illustrated by such mundane and ubiquitous artifacts as
chalkboards, training films and videos, overhead projectors and transparencies, software such as
Microsoft, PowerPoint, and perhaps the most common of all, the textbook. Teaching and learning can
both be defined as processes‚ that is, as bounded portions of larger streams of activity. The teacher does
one and the learner does the other. Teaching might or might not lead to learning (Baer, 2009). The
relationship between the two processes is neither fixed nor guaranteed. However, Wenger (2008) has
observed that teaching and learning are not inherently linked. More importantly, teaching and
instructional materials are resources for learning in ways that often differ from those embedded in
pedagogical intentions. For example, reading assignments in a course on literature can result in learning
on the part of students that has nothing whatsoever to do with the teacher’s instructional objectives. In
other words, what is taught and what is learned may differ.

1.2 STATEMENT OF THE PROBLEM

Over the years, Nigeria’s falling standard of education and dwindling literacy rate have gained incredible
attention, yet the political leaders have not taken any effective action to improve the situation.
Doubtlessly, there is no shortage of opinion about what to do to improve the quality of education in
Nigeria. The nation’s educational institutions are defective; they are not equipped for quality education,
especially in this generation of digitalization. Basically, not all higher institutions in Nigeria are
networked (connected to the internet), perhaps, this has been because of the huge cost involved or
neglect. Most of the students admitted to higher institutions in Nigeria are computer illiterates;
therefore they cannot benefit from the advantages or rewards E-library throws at them, hence, reduced
or low level of learning achievement. In view of the aforementioned problems, this research work seeks
to evaluate, to what extent, E-library could help grow the educational system vis-à-vis students’
academic performance in higher institutions of learning in Nigeria.

1.3 OBJECTIVE OF THE STUDY

The main objective of this study is to find out the effects of E-library on students’ academic performance
in Nigeria Tertiary institution, specifically the study intends to:

1. Identify the type of library currently in use by students

2. Identify the extent to which the adoption of E-library services by the university has helped its
students.

3. Find out the problem faced by students while using E-library