Use of electronic information sources by postgraduate students in Nigeria: influencing factors.
Okiki, Olatokunbo Christopher ; Asiru, S.M.
Introduction
Information is the pivot of which the survival of any society
rests. It remains the major ingredient in taking decision; and assist in
reducing the degree of uncertainty. Information and its use are as old
as man. Indeed, without information there can't be communication.
The technology embrace has led to the proliferation of electronically
available information resources. These resources include CD - ROM
databases, electronic mails, Online Public Access Catalogues (OPAC) and
internet browsing (Oduwole et al 2003). The Internet which is the most
prominent of this source has made possible access to electronic books
and journals; various databases and search engines. All these resources
constitute Electronic Information Sources.
An area that has been affected by the Information technology
embrace is education. It has affected the way education is delivered and
research conducted especially in the Universities. Agboola (2003) while
discussing the ways in which Information and Communication Technology
(ICT) has affected the education sector writes that "using ICT, it
is possible for a researcher in his office to access the full text
digital contents of local and distant libraries and databases using
computers and the internet. Students as well have access to this
opportunity, though majority access through the commercial cybercafes
(Oduwole 2004).
The opportunity brought about by electronic information sources has
in recent years exerted pressure on the educational intuitions and their
libraries. The pressure on the institutions is the provision of the
necessary infrastructure and the actual access to these sources. The
pressure on the library and information centres is in the sourcing,
acquisition and repackaging of these sources; as well as the provision
of necessary guidance to end users. Fatoki (2004) submits that
"academic libraries work together with other members of their
institutional communities to participate, support, and achieve the
educational mission of their institutions by teaching core competencies
of information literacy--abilities involved in identifying need,
accessing needed information, evaluating, managing and applying
information, and understanding the legal, social, and ethical aspects of
information use.
Libraries all over the world make available a wide variety of
electronic information sources (EIS) for use by the undergraduates,
postgraduates, researchers and staff in their respective institutions.
These EIS form an essential part of the reference services provided by
the academic libraries. The cost incurred in acquiring and maintaining
both the material and human resources required to provide electronic
information sources are enormous. It is in view of this, that it is
necessary to ensure maximum utilization of these sources. Hence, the
need to appraise the factors contributing to the effective use or
otherwise of the sources. In view of the foregoing, the paper looks into
the factors influencing the effective use of electronic information
sources among postgraduate students in Nigerian Universities.
Objectives of the Study
This study aims to achieve the following objectives:
* To determine the level of Postgraduate student's frequency
of access to Electronic Information Sources
* To verify what encourage the use of Electronic Information
Sources
* To ascertain level of awareness of postgraduate students of the
availability of Electronic Information Sources in their institution
libraries
* To identify the challenges faced in the use of Electronic
Information Sources
Research Questions
* What is the postgraduate student's frequency of access to
Electronic Information Sources?
* What encourages the use of Electronic Information Sources?
* What is the level of awareness of postgraduate students on the
availability of EIS in their institution libraries?
* What are the challenges faced in the utilization of Electronic
Information Sources?
Scope of the Study
This study examined the factors that influence the use of
electronic information sources among postgraduate students. The study
covered six Universities in the South West, Nigeria namely; University
of Ibadan, University of Lagos, Olabisi Onabanjo University, Ogun State;
Federal University of Technology, Akure; University of Agriculture
Abeokuta and Lagos State University
A Review of the Literature
Electronic Information Sources are products of information and
communication technologies and they have been found relevant to the
learning and research process in Universities. For example Langlois
(1998) submits that:
New information technologies and particular the internet, is
drastically transforming access to information is changing the learning
and research process, how we search, discover, teach and learn. Never
has an invention had such an impact on education
Odunewu (2004) posits that the most prominent from ICT today is the
internet and that it provides the largest reservoir of vital information
in all kinds of disciplines all over the world. Hence, its universal
acceptability in the world of research is synonymous with university
education. Omogbemi et al (2004) writing on the benefits of the internet
submits that "students offering correspondence course all over
Africa have the benefit of the use of e- mail and World Wide Web to
obtain advice and reading material from their tutors. It is now a
feasible option to embark on postgraduate studies online. Other studies
(Oduwole et al 2003; Jagboro, 2003; and Adomi et al (2003) have also
high use of electronic information resources among Nigerian Students
Despite the availability of these resources and their benefits to
university education, their effective uses in Africa are being hampered
by varying factors. Studies have revealed that these factors include
poor funding of universities, high cost of IT equipment, high rate of
foreign exchange, poor telecommunication infrastructures, and so on
(Fatoki, 2004; Adeoti- Adekeye, 1997). Attitude towards a particular
phenomenon can enhance or mar human approach to such phenomenon.
Positive attitude are widely recognized as a necessary condition for
effective use and integration of Information Technology in teaching and
learning (Christensen, 1996). Attitudes have also been found to affect
perceptions and hence rates of adoption and extent of utilization of
Information Technology, (Agarwal and Prasad 1997; Payo 2000).
Age is a variable which have been found to correlate with computers
and use of electronic resources. Younger generations are brought up with
computers. For example Laguna and Babcock (1997) found that there were
significant age differences on the computer task, as measured by older
adults making few correct decisions and taking longer time to make their
decisions than younger adult. Rabinovitch's (1995) investigation of
electronic information resources use patterns of students of a Northern
Israel College found age to be a factor. Avigdori (2000) and
Hammerschalg and Izhaki (1997) confirm Rabinovitch's submission.
However, Laerum (2001) found no correlation in terms of age or gender.
Gender is a relevant factor in examining use of electronic sources.
Sacks (1993/94), Dyck & Smither (1994), Koohang (1986), found that
neither age nor gender was seriously correlated to computer anxiety,
Computer confidence or liking but that computer experience was. However,
sex seems to affect electronic information sources use. Waldman (2003)
submits that males seem to enjoy browsing on the internet for enjoyment
while female tend to only use it for work-related purpose. Ford et al
(2001) found that females tended to experience more difficulty finding
information online, to feel competent and comfortable using the
internet, to use the internet less frequently than males and to make use
of a less varied set of internet application, Majid (1999) though found
a similar result in studying faculty members; while makes tended to have
computing skills than females, age and year of obtaining highest
educational qualifications were also important factors in establishing
computers skills.
Sample and Sampling Procedure
The stratified disproportionate random sampling technique was
adopted for the study. The target populations were stratified
institutionally as follows: Five hundred (500) respondents were randomly
selected each from University of Ibadan, (U.I.) and University of Lagos
while one thousand five hundred copies of questionnaire were distributed
equally at 250 each among other four Universities. Making a total number
of Two thousand, five hundred respondents.
Data Collection Instrument
The researchers visited each institution and information were
gathered through the use of questionnaire.
Data Analysis and Interpretation of Finding
The 2,500 copies of questionnaire were distributed randomly to
postgraduate students out of which a total of 2,187 respondents
completed and returned them.
Data analysis
Quantitative data were analysed using descriptive Statistics from
the Statistical Package for the Social Sciences (SPSS), release 11.0 for
windows 2000. Inferential statistics were not employed due to the
study's non- probability sampling technique. There sets of
frequencies were analysed:
* Frequency of response to individual questions;
* Frequency of multiple responses'
* Frequency of responses from individual universities
Results were presented using figures, and tables
From Table 1 it was shown that 53.82 of respondents were male while
46.18 were females. The result then showed that more males were captured
during the administration of the questionnaire than females.
Table II showed that the six Universities under study had total
number of 1,070 Master students which made up of 48.93%. This is
followed by 303 (13, 85%) of M.Phil, while 173 (7.91%) Pg.d followed.
Moreover, 245 (11.20%) representing PhD students. Lastly, 296 (18.11%)
were others who did not fall within listed course of program. The result
showed that more Master students has highest frequency in the use of
EIS.
The result showed that the respondents were motivated to use EIS
for their research project which represents 79.61%. This is immediately
followed by quick access to information which is ranked 60.22%. Next to
this is searching for new things with 54.92% while writing term paper
and course assignment ranked 47.78% and 47.83% respectively. The
findings also showed that quality of resources as a motivation factor to
EIS ranked with 44.22% on the other hand currency of information and
assisting other to get materials ranked 37.22%. and 34.52% respectively.
On a final note, less expensive was ranked 19.48%
The study revealed that 1548 (70.78%) had a formal training while
639 (29.22?) indicated not having formal training.
From Table 5, the result showed that 114(15.21%) respondents from
UNILAG used EIdaily.122 (5.58%) made use of it weekly, while 37 (1.69%)
and 157(7.18%) used it monthly and occasionally respectively while 4
(0.18%) did not use it at all.
That breakdown of the U.I. respondents were as follows: 123 (5.62%)
used EIS daily, 132(6.04%) made use of EIS weekly while 38 (1.74%) used
it monthly. Then 169 (7.73%) and 4 (0.18%) represent occasionally and
not at all respectively. The analysis showed that OOU respondents used
EIS daily 71 (3.25%), 76 (3.48%) used EIS weekly while 22 (1.0%) used it
monthly. Then 97 (4.44%) and 2(0.09%) used it daily while 106(4.85%)
used it weekly. 32(1.46%) and 136 (6.22%) used it monthly and
occasionally respectively while not at all is 3 (0.14%), while weekly is
81 (3.70%). Then 24(1.10%) used it monthly and 103 (4.71%) utilized it
occasionally while 2 which represent 0.9% did not use it at all. Lastly,
LASU, 94 (30%) used EIS daily while 101 (4.62%) use it weekly 281
(1.28%) used it monthly 131 (5.99%) used it occasionally while not at
all was represented by 4 ().18%)
From the table it could be inferred that 1856 (84.87%) respondents
could retrieve information from EIS without being assisted while 331
(15.3%) could not.
The table showed that slow internet connectivity was ranked 1528
(69.87%) highest among the problems encountered by the respondents. This
was followed by incessant power outage which was ranked at 910 (41.61%)
while lack of IT skill was ranked lowest at 77 (3.52%).
From the table the respondents' suggestions were ranked as
follows. The option which stated that have a stable electric backup was
ranked the highest with 1181 (54.05). This closely followed by provision
of more computer system which was ranked at 11.61 (53.09%). The
respondents also agreed with the provision of 24 hrs service which was
ranked at 1045 (47.78%) while increase of bandwidth 929 (42.48%).
Lastly, provision of conducive environment was ranked lowest which stood
at 794 (36.31%).
Discussion of the Findings
The research was carried out in the six universities south west
region of Nigeria. From the study on the factors influencing the use of
EIS in Nigerian Universities, it was found that more male 1117 (53.82%)
than female 1010(46.18%) used EIS. It was equally detected that
Master's program students 1070 (49.93%) were in majority in the use
of EIS while M.phil and Ph.D students followed with 303 (13.85%) and 245
(11.20%) respectively. It could also be inferred that the program of
study could be ranked as one of the factors that encouraged the use of
EIS.
The strongest factor that influenced the use of EIS is the need to
carry out a research. 1741 (79.61%), 1045 (47.78%) and 1046 (47.83%) of
the respondents used EIS for their research work, writing term paper and
completing course assignment respectively. This finding showed that the
respondents used EIS because they wanted to excel in their courses of
study. They make use of EIS to garner additional points to what they got
from the oriented sources.
Versatility in the use of electronic sources of information has a
greater influence in their use of EIS, Majority of the respondents
expressed high confidence in their search skills. The study revealed
that 1548 (70.78%) of the respondents had formal training while 639
(29.22%) had no formal training. The training they had also influenced
the frequency of use of EIS.
Summary
Summarily, the factors that influenced the use of EIS respondents
varied according to their program of study, the need to carry out
researches to excel in
their academic endeavour and versatility in the use of information
technologies to search for information. Finally, it is felt that the
study has make some vital contributions as it has: filled gap in the
world of research; added to the body of literature in the use of
electronic information sources (EIS) by postgraduate students in
Nigerian Universities; provided some measure of empirical baseline data
on the use of EIS in Nigeria. On the basis of the findings from the
study it is recommended that:
* institutional bandwidth should be increased in the respective
universities;
* provision of uninterrupted power supply; and
* Universities should provide computer literacy program to cater
for low skill users.
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Olatokunbo Christopher Okiki
University of Lagos Library
University Of Lagos
Akoka, Lagos, Nigeria
S.M. Asiru (Mrs.)
College Librarian
Oyo State College Of Agriculture
Igboora, Oyo State, Nigeria
Table 1: Status of Respondents
INSTITUTIONS SEX No. % FREQUENCY PERCENTAGE
UI Male 227 10.38
Female 23 10.93 466 21.31
UNILAG Male 233 10.65
Female 201 9.19 434 19.84
OOU Male 158 7.22
Female 110 5.03 268 12.25
UNNAB Male 190 8.69
Female 186 8.50 376 17.19
FUTA Male 167 7.64
Female 118 5.40 285 13.04
LASU Male 202 9.24
Female 156 7.13 358 16.37
Total Male 1177 53.82
Female 1010 46.18
TOTAL 100.00 2,187 100
From Table 1 it was shown that 53.82 of respondents were male while
46.18 were females. The result then showed that more males were
captured during the administration of the questionnaire than females.
Table 2: Program of Study of Respondents
Prog UNILAG U.I OOU UNAB
Master No.% 16910.21 20112.14 17110.33 19211.59
MPhi No.% 935.62 885.31 130.79 563.38
Pgd No.% 342.05 472.84 50.30 342.05
PhD No.% 653.93 593.56 140.85 331.99
Other No.% 4.4173 4.2971 3.9365 3.6861
Total 434 466 268 376
Prog FUTA LASU TOTAL
Master 16210.08 17010.27 107048.93
MPhi 90.54 442.66 30313.85
Pgd 171.03 362.17 1737.91
PhD 352.11 393.36 24511.20
Other 3.4457 4.1769 18.11396
Total 285 358 2187
Table II showed that the six Universities under study had total number
of 1,070 Master students which made up of 48.93%. This is followed by
303 (13,85%) of M.Phil, while 173 (7.91%) Pg.d followed. Moreover, 245
(11.20%) representing PhD students. Lastly, 296 (18.11%) were others
who did not fall within listed course of program. The result showed
that more Master students has highest frequency in the use of EIS.
Tables 3: What motivates you to use electronic information sources?
ITEMS No. %
Pleasure 543 24.83
Research/Project 1741 79.61
Searching for new things 1201 54.92
Writing term paper 1045 47.78
Doing course assignment 1046 47.83
Quality of resources 967 44.22
Assisting other to get materials 755 34.52
Currency of information 814 37.22
Less Expensive 426 19.48
Quick Access to information 1317 60.22
The result showed that the respondents were motivated to use EIS for
their research project which represents 79.61%. This is immediately
followed by quick access to information which is ranked 60.22%. Next
to this is searching for new things with 54.92% while writing term
paper and course assignment ranked 47.78% and 47.83% respectively. The
findings also showed that quality of resources as a motivation factor
to EIS ranked with 44.22% on the other hand currency of information
and assisting other to get materials ranked 37.22%. and 34.52%
respectively. On a final note, less expensive was ranked 19.48%
Table 4: Do you have formal training on the utilization of EIS
No. %
YES UNILAG 307 14.04
UI 329 15.04
OOU 190 8.04
UNAB 266 12.16
FUTA 203 9.28
LASU 253 11.57
1548 70.78
NO UNILAG 127 5.81
UI 136 6.22
OOU 78 3.52
UNAB 110 5.03
FUTA 83 3.80
LASU 105 4.80
639 29.22
TOTAL 2187 100
The study revealed that 1548 (70.78%) had a formal training while 639
(29.22%) indicated not having formal training.
Table 5: Frequency of use EIS
Institution Daily Weekly Monthly Occasionally Not at all
UNILAG No 114 122 37 157 4
% 5.21 5.58 1.69 7.18 0.18
UI No 123 132 169 169 4
% 5.62 6.04 7.73 7.73 0.18
OOU No 71 76 97 97 2
% 3.25 3.48 4.44 4.44 0.09
UNAAB No 99 106 1'36 136 3
% 4.53 4.85 6.22 6.22 0.14
FUTA No 75 81 103 103 2
% 3.43 3.79 4.71 4.71 0.09
LASU No 94 101 131 131 4
% 4.30 4.62 5.99 5.99 0.18
Total 567 618 793 793 19
Table 6: Can you retrieve information from these sources without
being assisted?
No. No.
YES UNILAG 368 16.83
UNI 395 18.06
OOU 227 10.38
UNAAB 319 14.59
FUTA 243 11.11
LASU 304 13.90
SUM (YES) 1856 84.87
NO UNILAG 66 3.02
UNI 71 3.25
OOU 41 1.87
UNAAB 56 2.56
FUTA 43 1.97
LASU 54 2.47
SUM (NO) 331 15.13
GRAND TOTAL 2187 100
Table 7: what problems do you encounter while using EIS?
ITEMS No. %
Too few computers with internet facilities 814 37.22
Incessant power outage 910 41.61
Slow internet connectivity 1528 69.87
Non-connectivity 464 21.22
Inability to use computer 175 8.00
Selecting search terms 348 19.91
Finding relevant information 407 18.61
Lack of IT skills 96 4.39
Other 77 3.52
Table 8: What do you suggest your institution should do to solve the
problems?
ITEMS No. %
Increase bandwidth 929 42.48
Provision of more computer system 1161 53.09
Provide a conducive environment 794 36.31
Have stable electrical backup 1181 54.00
Provision of 24 hours service 1045 47.78
