ASSESSMENT ON THE USE OF ELECTRONIC RESOURCES BY UNDERGRADUATE OF LIBRARY AND INFORMATION SCIENCE STUDENTS AHMADU BELLO UNIVERSITY ZARIA.pdf

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ASSESSMENT ON THE USE OF ELECTRONIC RESOURCES BY
UNDERGRADUATE OF LIBRARY AND INFORMATION SCIENCE
STUDENTS AHMADU BELLO UNIVERSITY ZARIA.
BY
JAURO FARIDA UMAR
A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF
LIBRARY AND INFORMATION SCIENCE, FACULTY OF EDUCATION,
AHMADU BELLO UNIVERSITY IN PARTIAL FULFILLMENT OF THE
REQUIREMENT FOR THE AWARD BACHELOR OF LIBRARY AND
INFORMATION SCIENCE (BLIS)
SEPTEMBER 2015

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CHAPTER ONE
INTRODUCTION
1.1 Background to the study
The traditional library consists of information resources in printed form. Its
task has been to collect, process, and store and disseminate information for the
purpose of reading, teaching and consultation. The information, largely in print form,
has been the most widely accepted format for providing information and library
services to satisfy the needs of library users. Today this is being replaced by
electronic or digital resources that meet the needs of researchers and information
seekers. In this light, Dahi, et al (2006) posited that libraries that cling to traditional
service models in an era of new information technology, rising costs and flat budgets
cannot thrive.
At a time of ever increasing demand for information, libraries must keep
abreast of developments in information technology and advanced communication to
enable them provide services that today’s society both expect and need. It was in
recognition of this that Iljon, (1998) observed that the convergence of computing and
communication technologies impact significantly on the way in which information
resources are created, managed and used; therefore, libraries need to plan and
implement systems which will take advantage of this development. Rosenberg, (2005)
opined that the changing academic environment and the recognition of the role of
electronic resources in libraries has brought about a transformation which includes an
investment in electronic infrastructure and connectivity and electronic learning, which
calls for new approaches in providing library services to enhance the quality of higher
education.

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According to International encyclopedia of information science (2003). There
is some of confusion over the concept of information resources, mainly as a result of
the inclusion of technological resources in concept. Information resources are the
procedures, equipment, facilities, software, and data that are designed built, operated,
and maintained to collect, record, process, store, retrieve, display, and transmit
information.
As a concept, Electronic resources stand for those electronic information
resources that users access electronically via a computing network from inside the
library or remote to the library (Shim et al 2001). According to A.L.A, (2005) update,
as cited in Weitzh (2006), an electronic resource is a material (data and or
programme) encoded for manipulation by a computerized device. This material may
require the use of a peripheral directly connected to a computerized device (e.g. CD-
ROM) or a connection to a computer network (e.g. Internet).The concept of electronic
resources consist of texts, audio, visuals, graphics and animations in nature that are
accessible through the aid of digital technologies. Ideally, these should provide users
access to electronic information resources via electronic means. However, this
definition also includes electronic resources such as databases on standalone Personal
computers, information on CD-ROMs that may not be accessible through the Internet
or other networks. Tammaro (2006) observed that electronic resources include
websites, online databases, e-journals, e-books, CD-ROMs, audio visual, multimedia,
etc.
To promote electronic resources and services use, Weingart and Anderson
(2000) observed that libraries spend a substantial percentage of their budgets on
acquiring and making them available for users. These resources provide access to
information far beyond the limits of the libraries’ print collections. To effectively use

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the electronic resources and services, users must know of their existence. It is the
responsibility of libraries that have acquired these resources and offer the services to
bring to their customers the awareness of such resources and services. Information
professionals have long asked questions to find out what makes an individual to seek
out information. Where does the information seeker find the information to satisfy his
information need? These questions, according to Kibirge and Dapalo (2000), are of
greater importance for the fact that people are using the internet to find information
that is unmediated by the library. Electronic resources provide these services better
and as Ibrahim (2004) observed, library users are no longer obliged to visit the library
at regular opening hours to meet all their information needs. They may search the
libraries’ on-line catalogues, use a subject guide or database to access a citation from
the internet or access a full text article from web-based journals, they may browse
electronic journals or electronic books.
Mutula and Ojedokun (2008) opined that digital library resources and services
are increasingly being implemented by several agencies – government, private sector,
and tertiary institutions, etc. because they make research easier for scholars and may
ease budgetary constraints associated with the acquisition of print resources. They
help to reduce preservation problems or help libraries extend collections into new
media. Above all, they help to make information readily available. It is in the same
vein that Waldman (2003) observed that undergraduate students look for the fastest
way that will lead to satisfactory results when doing research. Therefore, they go for
electronic information sources first. Electronic resources and are sought after not only
by undergraduates, but by every student at all levels of tertiary institutions.

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Brief History of Library and Information Science Department
The department of library and information science accepted its first students in
1968. It was the second library school to be established in Nigeria and the first to
offer the Bachelor of Library science as it professional programme. The evolution of
information technology necessitated a change in nomenclature of the department and
consequently , the restructure of the entire program in the department this was
approved by the faculty board of education, the senate and NUC and in 1989 the
department was changed to library and information science , with the degree awarded
also changed to Bachelor of library and information science.(BLIS) The department
which started with 9 students, has a total number of over six hundred students today.
1.2 Statement of the Problem
The migration of knowledge management from purely print materials to
hybrid and electronic resource led the Department of Library and information Science
to think in the lines of adopting technology not only to supplement the already
stretched print resources but also to offer more up to date alternative.
However despite the massive investment on the electronic resources, it has been
realized that the resources utilization levels are low.
It is with the above scenario in mind that this work was conducted so as to assess the
use of electronic resources by the Undergraduate student of the department of library
and information science Ahmadu Bello University Zaria.
1.3 Research Questions
The research questions for this study are as follows:
1. What types of electronic resources are available in of Ahmadu Bello
University libraries?

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2. How are the electronic information resources accessed by the undergraduate
students of library and information science?
3. To what extent are the electronic resources used by undergraduate students of
the department?
4. What are the challenges faced in using of the electronic resources by the
undergraduate student of the department?
1.4 Objectives of the Study
The following are the objectives of the study
1. To identify what types of electronic resources are provided in the libraries of
the department of library and information science
2. To determine if information seekers are aware of the existence of `electronic
resources in the institutions libraries.
3. To determine the extent of use of these resources by Undergraduate students
of the library and information science.
4. To find out those factors that hinders the use of electronic resources and
services in the department of library and information science.
1.5 Significance of the Study
1. Since the search for printed materials in the library waste time, the study is
significant because it will bridge the gap in time of access to information in
print materials and those in electronic resources. It will also create awareness
for the various management to join the current technological trend of
development by providing electronic resources to undergraduate students.
2. It will also bring to light the use or non-use of these electronic resources by
the intend students.

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3. It will reveal the problems encountered in the use of the resources towhich
solutions will be proffered?
4. Recommendations from the study will serve a useful purpose in pointing the
way forward in the provision and use of electronic resources in the
institutions. It will contribute to the existing knowledge and literature in the
area of electronic resources.
1.6 Scope and limitations of Study
The study is centered on the assessing the use of electronic resources by the
Undergraduate student of library and information science Ahmadu Bello University,
Zaria. The targeted subjects for the study are the undergraduate students of Library
and Information Science.
1.7 Operational Definition of Terms
The following terms are defined in the context in which they are used in this
study:
Availability-This is ready access to information in the electronic format with little or
no stress to the library user.
Awareness -This is the knowledge that something exists because an individual or the
intended user notices it or realizes that it is available or happening.
Assessment – is the systematic collection of information about student learning, using
the time, knowledge, exercise and resources available in order to inform decision
about how to improve learning.
CD-ROM - Compact disc (CD) according to Risopoulous (1988:78) is a laser – read
(also termed optically read) data storage device on which audio, video or textual
material can be stored.

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Electronic Resources - These are electronic information resources that users access
electronically via a computing network. Examples include online databases, e-
journals, e-books, CD-ROMs, audio visual multimedia, etc.
OPAC- an Online Public Access Catalog (often abbreviated as OPAC or simply
Library Catalog) is an online database of materials held by a library or group of
libraries. It is a computerized library catalog available to the public. Most OPACs are
accessible over the Internet to users all over the world.
Undergraduate Student - is a student who is studying for his/her first degree
(usually entitled Bachelor of Arts (BA) or Bachelor of Science (Bsc). There are four
levels of undergraduate study equating to first-year, second-year and third-year study
and fourth year of study.

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REFERENCES
Abel, E. G., Liebcher, P., and Dinman, D. W. (1996),”Factors that Influence Use of
Electronic
Networks by Science and Engineering Faculty at Small Institutions”.Part 1
Queries.Journal
of the American Society for Information Science, 47(2):146 – 158.
Akintoye, I. R. (2008) “Optimising output from tertiary educational institutions via
adequate
funding: A lesson from Nigeria”. International Journal of Finance and
Economics, 14:359-
368.
Agaba, D.M., Kigongo-Bukenya, I.M.N., &Nyumba, J.B. (2005). Utilization of
electronic
information resources by academic staff at Makerere University in Uganda.
University of
Dar es Salaam Library Journal, 6(1), 18-28.
A. L. A. (2005) Access to Electronic Information Services and Networks: An
Interpretation
of the Library Bill of Rights.
Dahi, M., et al., (2006), Digital Libraries: Integrating Content and System. Great
Britain,
Claudo Publishing Ltd.
Eason, K., Richardson, S. and Yu, L. (2000). Patterns of Use of Electronic Journals.
Journal of
Documentation 56(5): 477 – 504.
Ibrahim ,A. E. (2004) Use and User Perception of Electronic Resources in the United
Arab

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Emirates University (UAEU) Libri 54: 18 – 29

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CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.0 Introduction
The objective of this chapter is to review the sources of information relevant
to the current study. This will enable the researcher put the study in the right
perspective. References to what is considered relevant to the study will be consulted
from textbooks; journals (CD-ROM, on-line and print) reference materials etc. The
orders of the review are stated as follows:
2.1 Conceptual Definition of Electronic Information Resources
2.2 Types of Electronic Information Resources
2.3 Availability and Uses of Electronic Information Resources in Nigerian
Universities
2.4 Challenges Encountered while Using Electronic Information Resources
2.5 Summary of Review
The concept of Information
Information has been variously defined. A few examples may suffice in USA,
Information Industry Association has developed a definition that “information is the
resulting intellectual work product when data elements are organize and
communicated in a usual form to reduce uncertainty”.Dictionary of behavioral science
by Wolman (1975) defines information as “knowledge of a particular fact or
circumstance gained through communication, research or instruction.”
Burch and Starter (1974) see information as the increase in knowledge
obtained by the recipient by matching proper data elements to the variables of a
problem. It is thus, the aggregation or processing of data to provide knowledge or
intelligence.” In another dimension, Davies (1986) defines information as ‘‘that
knowledge - or conceptual context which has to be perceived.” However, Hall (1978)

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defines information from the semantic view and pointed, “Information is what is
derived from the data in the mind of the person receiving it. The information derived
depends on the relationship that the person generates in his mind between the sign
(data) and the natural object or condition represented by that sign”. This means that
different people may derive different information from the same set of data.
On the other hand, Burch (1989) define information as “data that have been
put into a meaningful and useful context and communicated to a recipient who uses it
to make decisions. Aboyade (1987) observed that ‘it is in the recognized capacity of
information to bring significant structural change within a society that makes it so
critical in the development processes. To produce the desired change in human
behavior, the process by which information get transferred from one source to another
certainly deserves the utmost attention.
Hall (1978) and Burch (1989) outline several features that determine the utility
of information such as novelty i.e. possessing the quality of being new, different and
interesting, accurate that is clarity of information, free from bias and accurately
reflects the meaning of the data on which it is based, thus conveying an accurate
picture to the recipient. Others include, timeliness i.e. availability of information
when it is needed as a basis for a decision and lastly, relevance i.e. having bearing on
the matter at hand.
Consequently, the possession or awareness and use of appropriate information ensure
organizational effectiveness. The major function of information is to increase
knowledge of the user or to reduce his level of uncertainty.
Historical Background of Electronic Information Resources
In tracing the origin of electronic resources Aina, et al (2008) indicated that
the foundation stone for electronic resources may have been laid in 1945 when

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Vannerar Bush envisioned an automated system that would store information
including books, personal records and articles. Also, in 1950 Douglas Englebert
hypothesized that computers could be used to automate symbol-handling tasks and
thus help people think faster better about more complex problems. Similarly,
Hawthorne (2008) indicated that the pursuit of electronic resources by libraries was
driven by the core values of library science. It is possible to recognize in
Ranganathan’s five laws of library science, the motivation that drove libraries to
incorporate electronic resources into services and collections. Paraphrased to better
suit electronic resources, the laws read: resources are for use, every person his or her
resource, every resource its user, save the time of the user, and the library is a
growing organism (Ranganathan’s 1963).
Hartley (2003) also observed that electronic information resources started with
experimental computer systems developed for the storage and retrieval of
bibliographic data during the 1960s.By the end of the decade, some major
bibliographic databases were available in magnetic tapes. During the 1970s and
1980s, the availability of machine readable data resulted in the emergence of
interactive computing and computer networks which enabled the online information
industry to emerge. In the 1980s academic libraries began to transfer from card
catalogues to online public access catalogues (OPAC). This enabled end-users to
search databases for information. The CD-ROMs emerged at about the same time
with OPACs as information delivery vehicles. Both OPACs and CD- ROM enabled
the searching of electronic information resources.
Okori (2005) reports that in Nigeria significant development and achievements
on the use of automated systems have been recorded in academic and research
libraries. Attempts by Nigerian libraries to automate their operations in the early

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1970s and 1980s, were unsuccessful. Only some foreign owned or sponsored libraries
like the International Institute of Tropical Agriculture (IITA) Library, Ibadan, British
Council Library, Ibadan, United States Information Services (USIS) Library and a
few others recorded some success stories. Idowu and Mabawonkwu (1999:29).
However in a study to establish the current status of digital libraries in African
universities, Rosenberg (2005) established that libraries in the African continent only
started offering access to CD-ROMs in the 1990s. Given the opportunity presented by
the World Bank project in the 1994-95 Bozimo (2006) observed that the National
University Commission (NUC) assisted in the automation activities in the Nigerian
University libraries. This earlier attempt of automating the libraries failed due to lack
of trained manpower and poor funding, In2004 some university libraries adopted the
use of Alice for Windows. Currently, plans are on for some of these libraries to shift
to a more sophisticated software called the
VTLS (Bozimo 2006:6
Conceptual Definition of Electronic Information Resources
As a concept, electronic resources stand for those electronic information
resources that users access electronically via a computing network from inside the
library or remote to the library (Shim et al 2001). Reitz defined electronic resource as
“material consisting of data and/or computer programs encoded for reading and
manipulation by a computer, by the use of a peripheral device directly connected to
the computer, such as a CD-ROM drive, or remotely via a network, such as the
Internet.” According to her the category includes software applications, electronic
texts, bibliographic databases, institutional repositories, websites, e-books, collections
of e-journals, etc. Electronic resources not publicly available free of charge usually
require licensing and authentication.

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IFLA defines Electronic Information Resources as, ’to those materials that
require computer access whether through a Personal Computer, Mainframe, or
Handheld Mobile device. They may either be accessed remotely via the internet or
locally’ ’some of the most frequently encountered types are .E-journals, E-books,
Full text (aggregated) databases, Indexing and Abstracting databases, Reference
database (bibliographies, dictionaries, directories, encyclopedias etc.) Numeric and
Statistical databases, E-images , E-audio visual resources (IFLA 2012).
2.2 Types of Electronic Information Resources
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. Technology embrace has led to the proliferation of
electronically available information resources. Electronic resources includes CD –
ROM databases, electronic mails, e-books, e-Journals, articles, newspaper, thesis,
dissertation, databases, Online Public Access Catalogues (OPAC) and internet
browsing (Oduwole et al 2003) which are likely to be the alternative to the print
media.. 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. These electronic resources
are used mainly for reading and research purposes. Some of the electronic resources
are in closed-access the institution concern pay for access fee to enable their student’s
gain-access to the online resources.
Electronic Information Database
According to Gray (1976), database is an organized collection of information
or data usually in computer readable form. Generally they are made available for use

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by on-line or off-line search services. These search services have computers and
software that facilitate retrospective search of one or more databases in order to locate
information or references in answer to a specific query.
Databases are mostly characterized by the kind of data they contain that is
word, numbers or by their subject matter. Word-oriented databases contain word or
text as the principal data, whereas numbers-oriented databases often referred to as
databanks contain numbers, symbols, series, graphs and tables.
The development of database can be traced when computers first came into
use as stated by Wright (1990) experimental databases were created to explore their
potential for storing and searching for data at very high speed. The medium on which
databases were stored was the magnetic tapes, usually searched sequentially. By
1960s, magnetic disc were used for random access of data. Accordingly, Giovannetti
and Meissonnier (1987) reported that between 1963 and 1965, the National
Aeronautics and Space Administration (NASA) and the Defense Department, USA
pioneered the production of the first databases. The National Science Foundation also
funded the production of databases in Chemistry, engineering and physic by not-for-
profit organizations. Database processing during this period as indicated was done in
the batch mode. That is, retrieval questions were collected from many users into one
batch and then matched against a database all at one time in a sequential search. The
service offered by the centers was called selective dissemination of information (SDI).
It was provided for users whose interest profiles were maintained by the information
center.
CD-ROM Databases
A compact disc (CD) is a laser – read (also termed optically read) data storage
device on which audio, video or textual material can be stored. One application for

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the CD that is important to information dissemination is the CD-ROM (Compact Disc
Read-Only Memory), used for the storage of computer text programs. Typically, a
CD-ROM can store up to 250,000 A4 typewritten pages in digital form (550-600
megabytes) on a disc of a size of only 4.7 inches (11.98cm). This storage capacity
corresponds to the whole of the Encyclopedia Britannica. The record is a sort of
sandwich of Plexiglas and aluminum. It is almost impossible to damage it by
scratches or blow, fingerprints, extreme climate condition or dust – a particular
problem of African. The data are permanently retained when the disc is produced.
Magnetic field or electromagnetic waves do not influence the record. The user cannot
alter the information once it has been burnt in. No information is lost if there is power
cut. It is possible to record on CD-ROM text, figures, graphs and digital pictures. The
CD-ROM technology has dominated a lot of discussion in library and information
service. This is due to its enormous advantages. A survey of CD-ROM in European
libraries by Nelson (1990) sees Europe as the fastest growing market for CD-ROM.
He reports that 80% of CD-ROM users worldwide are Universities. Wright (1990)
sums up the prospect on CD-ROM as follows: “CD-ROM could well prove to be one
of the more effective aspect of information technology of use to developing nations It
does not depend on expensive infrastructure such as telecommunication networks or
large computer systems … The compact disc has made an inroad into libraries in the
USA and Europe, thus, it is important that the developing world also keep abreast of
this exciting technology.” African university libraries are not also new to CD-ROM
database services. In Nigeria Mosuro (1996) and Oduwole and Akpati (2003)
described the CD-ROM services in the University of Ibadan and University of
Agriculture Abeokuta respectively; Newa (1994), Salanje (1995) and Kiodo (1997) of

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Southern Africa also describe the experience of the University of Dar es Salaam in
providing CD-ROM service
On-line Databases
Giovannetti and Meissonnier (1987) amply pointed out that bibliographical
databases (on-line or CDROM) originated as a by-product of the computerization of
printed abstract journals and that publication of most international organizations such
as the FAO, WHO, CAB International, etc constitute major information for On-line
files available from 1972. In line with the above, Gray (1976) defined Online
Database as ‘‘a collection of bibliographic information kept in a computer or a central
computer and retrospective search is made possible from a distance computer terminal
through the use of soft wares’’. By means of time-sharing many users can search the
record simultaneously. Distance is no barrier. The procedure according to him was to
type on the terminal keyboard a request for a search on a particular topic. The
machine replies immediately by displaying a list of citations. If these were not
exactly what are required. The search request can be modified and a new list obtained.
One of the first organizations to make use of on-line information database as pointed
out by Alan (1984) was the US National Library of Medicine. This was followed in
the mid 1960’s and beyond by a number of groups who set up databases and On-line
facilities. Examples are the Lockheed and SDC (System Development Corporation)
BRS (Bibliographic Retrieval Service) BLAISE (British Library Automated
Information Services) Info line and ESA (European Space Agency). On-line search
techniques can be carried out by either author, title of publication, subject area or
keyword. Any of these methods will display the relevant information a user can
choose from.
Digital Libraries

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Aina (2004) defined Electronic library as a library that consist of materials and
services in Electronic formats rather than the print format. According to IFLA a
Digital Library is an online collection of digital objects, of assured quality, that are
created or collected and managed according to internationally accepted principles for
collection development and made accessible in a coherent and sustainable manner,
supported by services necessary to allow users to retrieve and exploit the resources. A
digital library is a managed collection of information, with associated services, where
the information is stored in digital formats and accessible over a network (Arms,
2000)A digital library is the electronic provision of digital documents in connection
with online services, building on the tasks of a traditional library, which enables
worldwide access to its collection via the internet.
A digital library consists mainly of digital materials and services. The items in
the digital library are stored and processed using digital devices. They are transmitted
over networks. According to Ojedokun (2000), a digital library is listed as including
electronic databases on the internet, WWW, CD-ROMs and proprietary services such
as Dialog, Info America etc. Thus, a digital library is viewed as a collection of full-
text and bibliographic information sources rather than building and incorporates
human services and information technology tools, it is also considered as A collection
of digital representations of information content, along with hardware, software, and
personnel to support the functions of a traditional library plus knowledge worker
operations like searching, browsing, and navigation.
There are many advantages of a digital library. These include: accessibility;
availability; search ability; research ability; integration of text, image, sound and
video; unlimited capacity of the computer to store a large amount of information;
wealth of simple information of direct acceptability to every subject; many users can

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access information simultaneously from single electronic site from many locations;
and copies of the information can be delivered with electronic speed (Neal, 1999;
Sloane, 1997).
The development of digital libraries could be said to have started by the
National Library of Medicine in Bethesda, United States, with its pioneering use of
computer-controlled photo composition or computer typesetting in the production of
Index Medicusin 1964. This was a transitional phase in the evolution from print on
paper to electronics. Digital resources have drastically changed the way I which
libraries function as information, including full-text, can now be accessed from
laboratories, offices and homes twenty-four hours a day. Traditional print collections
are being transformed into versatile electronic resources.
In the early 1990s, a large number of libraries throughout the world became
involved in digital library initiatives, and funding for research into “digital libraries”
increased dramatically running into millions of dollars. At the turn of the century
digital library research and development is increasingly focused on interoperable
digital systems. The role of digital libraries in relation to the virtual learning
environments is also being addressed. These research efforts and applications are
enhancing the production of stores of digital contents, leading to an explosion to new
information resources which is easily accessible and useable by large segments of the
world’s population. It is increasingly clear that all publications will become digital,
thus fulfilling Lancaster’s prophesy that “ whether we like it or not, print-on-paper
will eventually give way, more or less completely to electronics”. With the
elimination of printing and distribution of analogue products, the cost of accessing
information is expected to drop. For textbooks, 45 percent of the cost is said to be
inventory, shipping, and returns.

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An electronic library can be confined within a building or it can be virtual,
that is it is not located within any building, it is more or less in space. When an
electronic library is not located within any building, it is said to be a virtual library. It
is not a ‘’real life’’ library as a library is commonly known. According to Poulter
(1993) a virtual library can be defined as an ‘’information service or resources which
a user accesses via a telecommunication network and which may be an amalgam of
services and resources housed in a number of different locations. ’the resources of
virtual library will include ; computer files, graphics files, electronic mailing list,
discussion groups, bulletin boards , and telnet which permits connection to a remote
computer via the internet. Thus a virtual library is composed of electronic library,
telecommunications and computer terminal of the uses. Through virtual library
information needed information can be accessed.
Electronic Books
An E-Book is based both on emulating the basic characteristics of traditional
books in an electronic format. An E-Book can take the form of a single monograph or
a multi-volume set of books in a digital format that allows for viewing on various
types of monitors, devices, and personal computers.
According to the online dictionary of library and information science an
electronic book,’’is a book composed or typed on a computer, or converted from print
to digital (machine-readable) format by scanning or some other process, for display
on a computer screen.’’ An E-Book can be accessible anytime, anywhere via the
Internet, requiring no device but a personal computer to access the content, also the
Copyright protection is ensured regardless of whether the content is accessed via the
Internet or via a downloadable reader that allows access to the book offline. It has

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been observed that in the 21st
century students lay more emphasis on using electronic
books rather than the hard copy or print. And this came as a result of the advantages
the electronic books have over the printed version which includes straightforward,
easy access to content; on-demand availability; cannot be Lost, stolen, or damaged;
capabilities to search within a book and across a collection of Books; links to other
resources, including dictionaries and thesauri; no physical space Requirements; no
device requirements for access to the content; access to content using Standard Web
browsers;
Customizable search interfaces; easily transported; and access from anywhere.
Electronic Journals
A digital version of a print journal, or a journal-like electronic publication with no
print counterpart, made available via the Web, e-mail, or other means of Internet
access.
According to AACR2 the definition of a journal is “A publication in any medium
issued in successive parts bearing numerical or chronological designations and
indented to be continued indefinitely. Also Rietz defined electronic journal as ‘’A
Web site graphically modeled on an existing print journal (example: Library Journal),
or which provides access to an online journal that has no print counterpart (Electronic
Journal of Differential Equations). The rapidly rising cost of print journal
subscriptions has led many libraries to explore electronic alternatives’’.
OPAC (Online Public Access Catalog)
Library OPACs first emerged in the late 1970s and early 1980s and have gone
through several cycles of change and development. The basic purpose of the OPAC is
to create a database of library holdings which provides an online catalog to help users
easily identify and find resources.

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The relevancy of the OPAC has started to be questioned in light of today’s
technology. “At one point in time, the electronic catalog was among the vanguard of
online service technology. In fact the OPAC was probably the inspiration for many of
the cutting edge services we find on the Internet today” (Fox 2007, p. 242). An
Online Public Access Catalog (often abbreviated as OPAC or simply Library Catalog)
is an online database of materials held by a library or group of libraries. It is a
computerized library catalog available to the public. Most OPACs are accessible over
the Internet to users all over the world. Users search a library catalog principally to
locate books and other material physically located at a library.
Web 2.0 and Library 2.0
Web 2.0 is a term which suggests a new way that users, including the next
generation, use the web. Web 2.0 is characterized by dynamic communities where
users contribute content and a succession of discrete parts usually bearing numbering,
and has no predetermined conclusion. This is in contrast to direct access electronic
resource which is issued on a physical carrier such as CD-ROM or floppy disks.
The patrons in the library can search the bibliographic database and find
specific information online .The search facility also apprises the user about the
availability of each item for circulation, including current status of individual copies
of a title and reserve status. It also shows titles on order displaying current status in
acquisition interact and work with each other. In the Web 2.0 environment companies
do not have rigid, predetermined software releases and software is refined and
improved on an ongoing basis. There is continuous feedback from users and constant
change based on user needs. Web 2.0 suggests a dynamic and constantly evolving
environment. “In the Web 1.0 world, a website with its static text and images is the

24
deliverable. In the 2.0 world, however, the Web is just the platform or foundation,
which supports the delivery of myriad dynamic services” (Gibbons, 2007, p. 43).
The term Library 2.0 is a response to the revolution of Web 2.0. Library 2.0
follows the example of Web 2.0 by encouraging libraries to use social software to
take an active role in communicating with their users. Library 2.0 is about quick turn
around and constantly making changes to encourage user participation and reaching
out to users in ever changing and innovative ways. Innovation can be accomplished
by incorporating such tools as online reference, IM chat, and bookmarking, tagging,
and rating systems into a library website. To meet Users where users are is another
way of understanding Library 2.0. Librarians can further jump into the Library 2.0
arena by adding components to their website such as widgets, mashups, and wikis.
Libraries can also enhance searching by incorporating faceted browsing, relevancy
ranking, subject clouds, federated searching, spell checking, thesaurus functionality,
and noun stemming into their searching tools.
Advantages of Using Electronic Resources
Information professionals have always sought to understand what factors are
relevant in encouraging a person to seek for information. Recently attention is
directed to those factors that will help in deciding to use the library and its resources
as a place to seek information as compared to surfing the Internet. Borgman (2000)
noted that the circumstances of scholarly communication were changing as a result of
advances in telecommunication. The advent of computer networks and the worldwide
web, the availability of digital libraries and the transition from print to electronic
publishing has brought about increased use of electronic resources. Due to the
information revolution and the technological changes, Anunobi (2005) observed that

25
unless universities provide electronic resources, they will fall victims of the World
Bank warning that they will be overtaken by developments in the technology era.
Montgomery and King (2002) posited that libraries prefer digital collections
for the following reasons:
i. Digital journals can be linked from and to indexing and abstracting databases,
ii. Access can be from the user’s home, office or dormitory whether or not the
Physical library is open,
iii. The library can get usage statistics that are not available for print collections.
iv. When total processing and space cost are taken into account electronic
collections May also result in some overall reduction in library costs.
Ray and Day (1998) pointed out that electronic information sources offer today’s
Students different opportunities from their predecessors. These can be seen in
Brophy’s (1993) advantages for the user which are:
i. The information needed can be delivered from the most appropriate source to
the user;
ii. The user can re-specify his or her needs dynamically
iii. the information is obtained when it is wanted, so becomes “just in time” rather
Than “just in case”
iv. The user selects only the information needed to answer the specific question
and the information is only stored should the user wishes.
v. consulting electronic information resources are often faster than consulting
print Indexes,
vi. They are convenient, timely and the open up possibility of searching multiple
files at a time (Tenopir, 2003 and Liew, et al, 2001).

26
Commenting on the advantages of electronic resources, 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. This rapid emergence and development of
electronic information technologies therefore makes it possible to envision radically
different ways of organizing the collections and services the library has traditionally
provided. While libraries approach a crisis point in financing collection development,
these new technologies offer possible ways to mitigate costs and revolutionize ways
to access information. Navjyoyi (2007) also finds that speedy publication and
availability on the desktop are the key advantages that attract research scholars.
Advantages of electronic resources can also be seen from this perspective
 All of the information is available in one place before you had to depend on
books, journals, pamphlets, teachers, or newspapers. Now you have more
information at your fingertips all in one spot."
 They provide a diversity of resources. “It provides you with unlimited
information. You can go further and further, add more information, confirm
your information."
 They give students access to information they wouldn’t otherwise have, or that
they might not have been able to find on their own. "It can get you connected
to more and more diverse items. You end up at sources that you wouldn’t have
found on your own (either via a search engine or by following a link)"

27
 Electronic resources provide a good overview of what is available on any
particular topic. "It is a good resource to be able to get a feel for what you are
going to write about.
 Electronic resources make information available 24 hours a day/7days a week.
“You can do things more independently and in the time frame you have
allotted."" It also gives you the ability to do work at the time of day (late at
night) a student is most likely to do work."
 Students can work from any location. They no longer need to go to the library
during library hours to do their work.
 Electronic resources save time in looking up information and retrieving
information. "You can find information or an article just by doing a keyword
search." "You can find anything you want immediately.” You can get exactly
what you want in _ a second."
2.3 Uses of Electronic Information Resources
An important factor that influences the use of electronic resources when they
are provided is the user’s awareness of their availability in the library. But how does
the library make patrons aware of resources that occupy no traditional shelf space and
how does it determine what kind of patron support are needed in the new electronic
realm? In view of this Weingart and Anderson (2009) reported that since electronic
resources occupy no traditional shelf space, the best way to create awareness for their
availability in libraries is for libraries to inform users of each new resource as it is
acquired, provide training opportunities for library users and the mechanics of remote
access to resources.

28
Further more, Adeniran, (2013) conducted a survey where some e-resource
Collection in Redeemer’s University Library where mention, such resources includes.
Internet source, Online Databases, CD-ROM, OPAC (Online Public Access
Catalogue) and E-Journals. Bassi (2011) examined ‘Gender Differences in Use of
Electronic Resources in University Libraries of Adamawa State, Nigeria’ and the
result showed that the Internet stand out to be the most highly used e-resource which
serves as a gateway to other e-resources in the three libraries representing
392(41.5%), while e-books and e-journals follows with 165(17.23%) and
125(13.09%) respectively. The least responses is e-theses and dissertations which has
a frequency of 18(1.88%), this might be attributed to small number of postgraduate
students in this study. Furthermore, Sukula (2010) submitted that various types of e-
resources used in higher institution libraries are: database; e-journal; e-books, e-news;
e-image; e-music and sound collection; data/GIS; academic commons; e-reference;
subject guides. It needs noting that emergence of electronic information resources has
tremendously transformed information handling and management in Nigerian
academic environments, and University libraries in particular (Ani and Ahiauzu,
(2008). These dramatic changes include the way in which information is provided to
the University Communities. Egberongbe (2011) explained that a number of
electronic resources initiatives have been put in place in Nigeria. This is aims at
assisting in the development, training and use of electronic resources in a number of
academic institutions. For example the Morlenson Center for International Library
Programs acting on behalf of MacArthur Foundation to support some selected grantee
university libraries.
Oduwole and Akpati (2003) investigated the accessibility and retrieval of
electronic information at the University of Agriculture Library, Abeokuta, Nigeria.

29
The 425 participants responded out of a survey population of 1,000, giving a response
rate of 53.87 percent. The study revealed that electronic information cuts across all
members of the University community that it was to a greater extent easy to use and
were satisfied with their search outputs. The constraints identified included
insufficient number of terminals available for use despite high demand and inadequate
electricity supply. Ojo and Akande (2005) in a survey of 350 respondents examined
students access, usage and awareness of electronic information resources at the
University College Hospital (UCH) Ibadan, Nigeria. The study revealed that the level
of usage of the electronic information resources is not high. A major problem
however identified is lack of information retrieval skills for exploiting electronic
resources, thus making the level of usage of resources by medical students very low.
Jagboro(2003) had also emphasized the emerging reliance and attitude of users to
electronic resources. In a study she conducted in some Nigerian Universities, it was
found that 45.2% of respondents accessed electronic resources from cybercafés.
Though this attitude, according to her is due to the proximity of cybercafés to user
facilities. Ajuwon et al (2003) also carried out a study of uptake of ICTs by health
science students at the University College Hospital, Ibadan. This study found that
57% of students sampled could not use a computer, that the use of the database was
poor, due to lack of awareness, lack of access to computers, insufficient training and
the high cost of provision.
According to the study conducted on the Categories, Availability and
Awareness of Electronic Information Resources by Postgraduate Library Users in
South East Nigerian Federal Universities the finding shows that one of the
Universities (University of Nigeria Nsukka) has most of the electronic information
resources investigated in this study. The figures and percentages are as follows:

30
University of Nigeria Nsukka (UNN), – 28 (70%);Federal University of Technology
Owerri (FUTO) – 13 (32%); NnamdiAzikiwe University Awka (NAUA) – 11 (27%);
and and Michael Okpara University of Agriculture Umudike (MOUAU) – 6
(15%).The study has clearly confirmed the availability of e-journals, e-books, etc.,
through the digital library for academic staff’s and research student’s use.
Also according to the study conducted at the University of Lagos the study
showed that the uses of e-resources are very common among the Lecturers and
research scholars of University of Lagos it showed that the majority of lecturers 92
(90.6%) and research scholars 56(80.0%) prefer to use e-journals, second highest of
users prefer e-mail and www with 82 (73.2%) and 60(53.6%) among lecturers,
whereas 36(52%) and 46(65.6%) among scholars. 32(28.6%) of lecturers and
30(42.9%) of research scholars made use of e-research report.
Availability of Electronic Information Resources in Nigerian Universities
Traditionally, libraries were repositories for physical pieces of information and
knowledge, and librarians served as mediators between the users and the information
in their custody. In the Nigerian context, Mulla and Chandrashekara (2006) observed
that the availability of electronic resources depend on the availability of funds as well
as the demand for their use. Rosenberg (2005) noted that access of Nigerian university
libraries to the EBSCO Host online database was first made possible by NULIB
Consult, which is a consortium for the Committee of University Librarians of
Nigerian Universities (CULNU). In 2002, the continued subscription of Nigerian
University Libraries to EBSCO Host was taken over by the Education Trust Fund
(ETF) from 2005-2010. In a study conducted by Liverpool John Moore University
(LJMU) on the provision of electronic information resources in Nigerian libraries,
Ashcroft and Watts (2005) examined existing electronic information resources and

31
barriers obstructing effective provision of electronic information. The study observed
that electronic resources are better provided through consortia efforts as the main
benefits are that of rationalization and cost savings. They observed that a consortium
can comprise both large and small institutions and both public and academic libraries
through a wide area network (WAN). This observation is in agreement with the
position of CULNU, which formed a consortium, NULIB, through which Nigerian
university libraries subscribe to electronic resources and services, among many of its
other activities. In effect, all the studies reviewed above are implemented on the
assumption that uptake of electronic resources is highly desirable in that it leads to
increased productivity of work, learning, teaching and research
2.4 Challenges Encountered while Using Electronic Information Resources
Factors Hindering Effective Use of Electronic Resources in Nigeria Higher
Institution Although the introduction of these electronic resources and services is a
welcome development to the information profession their use by the library patrons
poses some challenges and concerns (Gwazah ,2011). Chisenga (2004) cited in
Egberogbe (2011) listed some factors hindering the
Use of e- resources in Nigeria higher institutions, some of the factors listed is, Lack of
strategic Planning: adequate or reliable funding, Lacking of use of internet to provide
information services To users and a lack of consistent training for users in new ICT
services. Moreover, Oduwole and Akpati (2003) mentioned some of the constraints in
accessing e Resources, including insufficient number of terminals available for use
despite high demand and in adequate electricity supply. A major problem however
identified by Egberongbe (2011), are Lack of information retrieval skills for
exploiting electronic resources, thus making the level of Usage of resources by
students is very low. Asheroft and Watts (2005) noted that high cost of Hardware,

32
software and particularly internet service providers were significant barriers to the
Provision of electronic resources. Isa (2010) found that Slow internet access (30.0%),
lack of Constant power supply (30.0%) was the major factors inhibiting the use of e-
resources.
However, other less limiting factors were non-availability of e-resources
relevant to my Information needs (20.0%) and dislike for reading from screen
(13.3%). In addition, Damilola (2013) found that poor electricity supply greatly
hindered the use of Electronic information resources. This was represented by
117(46.8%) of the respondents and Poor internet connectivity was another hindrance
which greatly affected the use of electronic Information resources, this was confirmed
100(40%) of the respondents. Other factors were insufficient skills, financial problem,
poor training programme and excessive academic Workload.
Ray and Day (1998) and Borgman (1996) posited that, in order to utilize the
growing range of electronic resources, students must acquire and practice the skills
necessary to exploit them. Dutton 1990 suggests that the skills required to maximize
the potentials of electronic resources are much greater than those required for
searching printed sources. These skills include knowledge of the structure of the
database and the instructions which must be inputted into the computer by the
searcher as well as an understanding of the ways in which instructions are linked with
one another. Ray and Day (1998) further averred that the ability to find and retrieve
information effectively is a transferable skill useful for future life as well as enabling
the positive and successful use of electronic resources while at university.
In a study conducted by Agaba, et al (2007), they discovered that inadequacy
of facilities is another problems faced by users of electronic resources, thereby
leading to a congestion in libraries. Ibrahim (2004) reported that among factors that

33
might inhibit use of electronic resources is the irrelevance of search results from
databases. Likewise are the quality and authentication of the content of electronic
resources and the usability of the library websites. Ashcroft and Watts (2005)
declared that, there is also a poor computer communication system which may be
interpreted as poor bandwidth consequently leading to poor utilization of these
resources.
Similarly, Tenopir (2003) posited that although the advantages outweigh the
perceived problems or concerns as use increases and more resources are available,
users still express the discomfort of reading from the screen or poor graphic quality.
This is supported by Palmer and SandIer (2003> who noted that Users of electronic
resources will prefer reading from paper printouts.
Watts and lbegbulam (2005) in a study of Nigerian libraries by Ashcroft and
Watts (2005) noted that high cost of hardware, software, and particularly internet
service providers were significant barriers to the provision of electronic resources.
Shija (2009) assessing the usage of electronic resources via the internet in
special libraries in Tanzania observed that awareness, lack of enough internet skills,
poor infrastructure and connectivity were the major reasons for the low patronage of
electronic resources.
In order to utilize the growing range of electronic resources, students must
acquire and practice the skills necessary to exploit them. These skills include a
knowledge of the structure of the database and the instructions which must be input
into the computer by the searcher, as well as an understanding of the ways in which
the instructions are linked with one another.

34
The digital divide describes a division between those people who do or do not
have access to information and communication technologies. Noris (2001) posited
that there exists a global, social and democratic digital divide. The global divide is the
difference in access between citizens while the democratic divide is between those
who are or are not able to use information communication technologies to participate
in public life.
2.5 Summary of the review
From the above review of literature it was gathered that the history of
electronic resources dates back to the 1960s when experimental computer systems
were developed for the storage and retrieval of bibliographic data, in the 1970s and
1980s machine readable data emerged and academic libraries could transfer
information in card catalogues to OPAC and CDROMs. The www emerged in the
1990s and made resources on the Internet more accessible to the average patron.
The emergence of electronic resources offered different opportunities and
Advantages from their predecessors such as –convenience, timeliness, and opened up
Possibilities of searching multiple files at a time and the information needed can be
delivered from the most appropriate source to the user. Despite their many
advantages, it was gathered that their availability depended on the availability of
funds therefore, they are better provided through consortia efforts. When they are
provided, their use is influenced by the awareness of their availability in the libraries
and a basic knowledge of computing and searching skills. In an attempt to provide
electronic resources the efforts meet with challenges such as high cost of software and
hardware, lack of necessary skills with which to exploit the electronic resources and
the irrelevance of search results from databases. These problems must be addressed in

35
order to enhance patrons ‘search and retrieval of information through such
technologies.

36
REFERENCE
Agaba, D. M. et al (2007) Utilization of Electronic Information Resources by
Academic
Staff at Makerere University.
Anunobi, V. C. (2005) ICT Availability and Use in Nigerian University Libraries.
Global Review of Library and Information Science 1 (1): 19-29
Borgman C. (1997) From Acting Locally to thinking globally: A brief history of
Library
Automation. Library quarterly 67(3): 13
Borgman, C. L. (2000) Digital Libraries and the Continuum of scholarly
Communication.
Journal of Documentation 56 (4): 412 – 430
Chimah Jonathan n. et al.: Categories, Availability and Awareness of Electronic
Information
Resources by postgraduate library users in south east Nigerian federal
universities.
Egberongbe, Halima Sadia,(2011)."The use and impact of electronic resources at the
University of Lagos" library philosophy and practice (e-journal).paper 472.
Hartley, R. J. (2003) Electronic Information Resources. In: International
Encyclopedia
of Information and Library science. Edited by John Father and Paul Sturges USA
Routledg
Hawthorne, D. (2008) History of Electronic Resources. http://www.igi-pub.com.
10/8/2009.
Howe W.,(2009) A Brief History of the Internet.
http://www.walthowe.com/navnet/history.html 10/08/2009.
Ibrahim A. E. (2004) Use and User perception of Electronic Resources in the United

37
Arab Emirate University (UAEU) Libri54 :18 – 29
Ozoemelem, Obuh Alex, (2009). "use of electronic resources by postgraduate students
of
The Department of library and information science of delta state university, abraka,
nigeria"
library philosophy and practice (e-journal).paper 301
Norris P. (2001) Digital Devide: Civic Engagement Information Poverty and the
Internet
Worldwide.Cambridge University Press Cambridge England.
Nwakanma C. D. (2003) Information Technology Competences: Identifying
Knowledge Depths
for Library and Information Science Education. Canadian journal of
information
and library science 27(4): 75 – 76.
Lakan, lydia Endaben. (2007) Availability and utilization of electronic information
databases by staff of the agricultural complex Ahmadu Bello University, Zaria
Okori, A. M. (2005) The Challenges of Information Communication Technologies for
Nigerian Academic Libraries.Global Review of Library and Information Science
1(1) 84 –93.
Palmer J. P and Mark Sander (2003) What do Faculty Want? Net Connect (winter) 26
–
28
Pullinger D. (1999) Academics and the New Information Environment: The Impact
of
LocalFactors on the Use of Electronic Journals. Journal of Information Science
25(2): 164-172
Ranganathan, S.R. (1963). The Five Laws of Library Science. Bombay, India: Asia

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Publishing House.
Ray, K. and Day J. (1998) Students Attitude Towards Electronic Information
Resources.
Information research 4(2): 1 – 30.
Reitz, J. M. (2004) Dictionary for Library and Information Science. London, Libraries
Unlimited.
Rosenberg D. (2005) Towards the Digital Library: Findings of an Investigation to
Establish the
Current Status of University Libraries in Africa. International Network for the
Availability
of Scientific Publications (INASP) Oxford.
Steinmuella W. F. (2001) ICTs and the Possibility for Leapfrogging by Developing
Countries. International Labour Review 140 (2) 193 – 210.
Tammaro, A. M. (2006) The Digital Library Users: Case Study on Needs
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Skills.
Tenopir, C. (2003) Use and Users of Electronic Library Resources: An Overview and
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DC. available at http:www.uir.org/puls/reports/pubs120/contenthtml 15/7/2008
Torma, S. and Vakkari, P. (2004) Discipline, Availability of Electronic Resources and
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Valentine, B. (1993) Undergraduate Research Behaviour: Using Focus Groups to
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39
Voorbij, H. J. (1999) Searching Scientific Information on the Internet: A Dutch
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Yunanah Titus Gwazah (2011). An Assessment of Availability, Awareness and use of
Electronic Resources and Services in the Libraries of the Kaduna State Tertiary
Institutions

40
CHAPTER THREE
RESEARCH METHODOLOGY
3.0 Introduction
This chapter discusses the method and the strategy used in conducting the study. The
chapter however covers the following headings;
3.1 Research method adopted for the study
3.2 Population of the study
3.3 Sample and sampling procedure
3.4 Instrument for data collection
3.5 Procedure for data collection
3.6 Procedure for data analysis.
3.1 Research Methodology
Research methodology refers to the process of scientific inquiry in research
work. The success or other wise of any research work depends largely upon how data
is collected, organized and analyzed (Idris, 2009).
Research Design is a term used to describe a number of decision which need
to be taken regarding the collection of data before ever the data are collected. The
research method adopted for this study is a survey method.
According to Aina (2004) is a descriptive study which seeks or uses the sample data
of an investigation to document, describe, and explain phenomenon being
investigated. It involves gathering the opinions of people on a particular issue or
problem. Abiola (2007) posited that survey research involves a clear definition of the
problem, collection of relevant and adequate data, careful analysis and interpretation
of the data and skillful reporting of the finding.

41
According to Otuka, et al (2004) survey is a descriptive research methodology which
describes and interprets what exist. It is concerned with conditions or relationships
that exist, opinions that are held, processes that are going on, effects that are evidence
or trends that are developing
Osuola (2005) also noted that survey research studies both large and small
populations and by selecting and studying samples chosen from the population, it
helps to discover the relative incidence distribution and interrelations of variables.
The choice of survey method adopted for this research was dictated by the nature of
the research problem been investigated. This is because of the advantages attested to it
by Aina and Ajiferuke, (2002) and Osouala (2003). According to them, a survey
method could be conveniently used in the study of large and small population with
minimal time and it is accurate. Muhammad (2001) also opines that the benefits of
survey is clearly seen when it focuses on a given population where data is collected
and analyzed and the information gathered can be generalized in terms of
characteristics , opinions, and believes of the population been studied . it was against
this fact that the method was adopted.
3.2 population of study
Population according to Abdulkareem et al. (2006) defined population as the
aggregate of all observations of all interest to the researcher. The population of a
research is the body of research subject being focused. Usually this is expressed in
terms of number of persons being addressed by the researcher.
A target population is a subset of the population which can be reached by the
researcher and contain same attributes as the parent population. The target population

42
of this study consists of the entire undergraduate students of library and information
science. Therefore the researcher used a target population comprising from 100 levels
to 400 level students in the department to obtain the relevant data for the study.
In all, there were 940 students in the population of study. Below is the table 3.1
showing the population distribution according to the level of study?
Table 3.1 Population of study
S No Level of Study
1 Level 400 228
2 Level 300 350
3 Level 200 250
4 Level 100 110
TOTAL 938
3.4 Sample and Sampling Procedure
Sample according to Aina (2007) is the selection of some part from the study’s
population of interest due to the large number of the target audience, the use of
sample becomes very important. Ekem (2003) opines that it is impossible for a
researcher to use as subject all sample of the population especially when it is very
large. For reasons of limitations in financial resources, efforts and scope for this
reason sample becomes very important.
Similarly another reason why sample is important according to Otuka, Azare and
Bamidele (2004) they stated that information based on carefully drawn samples can
be beta than information drawn from the entire population.
Sampling according to Aina (2004) is the technique that involves selecting an
unbiased and representative sample from the population

43
Due to the population of this study for the reasons mentioned above the researcher
employed simple random sampling to select sample from the four levels of study. The
principle behind choosing random sampling is because it gives everybody in the
population a chance to be part of the sample.
To determine the sample size of this study , the recommendations of Ali (2006) and
Roscoe (1975) which said if a population is large only a small size of it that the
researcher can manage well ought to be sampled. The sample for this study is
presented in the table 3.2 below
Table 3.2
S No LEVEL OF STUDY
1 Level 400 28
2 Level 300 35
3 Level 200 25
4 Level 100 12
Total 100
3.5 Instrument for data collection
The instrument used in gathering information is a questionnaire. The decision to use
questionnaire arrived after considering the nature of the data to be collected and the
relative low cost of producing it.
Questionnaire
The questionnaire is the most frequently used instrument in educational research, Ujo
(2000) said that it is so popular that a number of published studies and students
projects in education employ this instrument for data collection. Aina (2007) defined
Questionnaire a “ a list of questions, carefully formulated to be administered as a
selected group of people for the purpose of gathering information. He further added

44
that a questionnaire is used when factual information is desired and obtains fact about
the past, presence and also about the prevailing conditions and practices. The
significance of questionnaire in conducting research is beyond question, this is due to
the fact Aina (2004) posited to have said that Anonymity is guaranteed, and hence
respondents are unbiased. It facilitates the collection of large amounts of data in a
relatively short period and it is cheap to administer.
Open and close ended questionnaire were used for this study. The open ended
questionnaire is the type of questionnaire were the respondent are encouraged to
express their opinions on a number of issues without any restraint, while the closed
ended questionnaire is the type that multiple answers are provided to each question
asked and the respondents are to pick one or as many as relevant.
The questionnaire titled “the Assessment of the Use of Electronic Information
Resources by the Undergraduate Students of Library and Information Science A.B.U.
Zaria.” was use in collecting required data. The questionnaire was divided into five
sections. The first section sought to collect the subject bio data of the respondents, the
second section was multiple choice aimed at determining the Types of electronic
resources available in of ABU libraries, the third section was also a multiple choice
questions aimed at determining method of access to electronic information resources,
the forth section was a multiple question aimed at determining Extent of use of
electronic information resources and the last section is a multiple question aimed at
determining Challenges faced in using electronic information resources.
3.5 Procedure for data collection
Questionnaires were proportionally distributed to various level Undergraduate
students of Library and Information science department of Ahmadu Bello University,

45
Zaria by the researcher in conjunction with the research assistant. 3 days was
dedicated in which the research alongside with assistant administered the
questionnaire and collected them after they were filled; this is done in other to
minimize or avoid any case of un returned questionnaire and to ensure that someone is
there to clear ambiguity that could be arise in the questionnaires. And the filled
questionnaire were collected back by the researcher
3.6 Procedure for data analysis
Descriptive statistical tool was used to analyze the data collect. The results were
presented in frequency tables. Charts were used to illustrate the results. The researcher
in addition used other statistical tools as percentage and frequencies in analyzing data
from the research questions

46
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leeday, P. D (1997). Practical research planning g and design. 6th
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Otuka , J.O. AzareI., and Bamidele, O.(2004). Educational research method , Nigerial;
National Open University of Nigeria p. 64
Roscoe, G. T (1975) Fundamental research for behavorial science . New York .
Rinhart and Winston p. 184.
Thomas, J.R. and nelson, J.K (1996) Research methods in physical activity. 3rd
(ed)
United States p.220

47
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION
4.1 Introduction
This chapter presented the data collected for the study. It also presents the response
rate, the data analysis and the discussion of findings.
4.2 Response Rate
Out of the 100(100%) copies of questionnaire distributed to the respondents, a total of
86 (86%) copies were returned duly completed and found usable for this study. The
high response rate was realized due to the fact that the researcher diligently
administered the questionnaire. Also, the respondents were given one day within
which to complete and return their copies of the questionnaire. This is in agreement
with Osuola, (2007) who observed that 60% response rate is a realistic figure and may
be acceptable for self-completion questionnaire Table 4.1 shows the response rate.
Table 4.1 Response Rate
S/N Level Administered Returned Percent (%)
1 400 25 22 25.6%
2 300 35 32 37.7%
3 200 23 20 23.3%
4 100 17 16 18.6%
6 Total 100 86 100%
Source: Field survey August, 2015.
4.3 Data Presentation and Analysis
This section analyze data collected with respect to the research question raised in the
study, which are analyzed and discussed under the following sub-headings; What
types of electronic resources available in of Ahmadu Bello University libraries, How

48
are the electronic information resources accessed by the undergraduate students of
Library and Information Science ,to what extent are the electronic resources are used
by undergraduate students of Library and Information Science Department in Ahmadu
Bello University libraries and finally, what are the challenges faced in the use of the
electronic resources by the undergraduate student of the department?
4.3.1: Types of electronic resources available in Ahmadu Bello University
Libraries.
The first research question that was asked in this study tried to find out the
type of electronic resources available in Ahmadu Bello University libraries.
Specifically, the respondents were asked to tick the type of electronic resources
available in the ABU libraries with respect to library websites, Online databases,
CD_ROMS, Electronic Books, E-journals, Computers, Flash Drives, VCD,DVD,
Multimedia, Email, Electronic Journals, Internet websites and Fax.
Table 4.2 Type of electronic resources available in Ahmadu Bello University
Libraries.
S/N Type E-resources Frequency Percent(%)
1 Library websites 83 96.6%
2 Online Databases 69 80.2%
3 CD-ROMs 66 76.7%
4 Electronic Books 49 56.9%
5 E-journals 54 62.7%
6 Computer 71 85.2%
7 Flash Drive 42 48.8%
8 VCD, DVD 55 63.9%
9 Multimedia 57 65.1%
10 Email 55 63.9%
11 Internet website 66 76.6%
12 Fax 19 22.0%

49
The findings in Table 4.2 reveal that, there are different electronic resources available
in Ahmadu Bello University Zaria libraries which show most of the electronic
resources listed in the options are available. This includes library website with
83(96.6%), computer is also available with 71(85.2), online database has 69(80.2%),
CD-ROMs and internet are also available. However, only 19(22.0%) responded
respond that fax mail availability is not much compare to other electronic resources in
the Ahmadu Bello University, libraries. That because fax mile lack awareness unlike
other electronic resources. This implies that, this type of electronic resources is
available as results of the fact that libraries in Ahmadu Bello University are richer in
technologies that facilitate research and studies.
4.3.2 Ways of accessing electronic information resources
The second research question in this study seeks to find out method of access to
electronic information resources in Ahmadu Bello University, libraries. Table 4.3
shows the response
Table 4.3 ways of accessing electronic information resources in the library
S/N Options Frequency Per cent (%)
1 Library computer 66 76.7%
2 Personal computer 24 27.9%
3 Smart phones 33 38.3%
4 Personal hand held devices 17 19.7%
The findings in table 4.3 reveals library computer is the major ways to access
electronic information resources in Ahmadu Bello University libraries in which it
constitute a total of 66(76.7%) as against other ways to access electronic information
resources in the libraries. However, personal handheld devices which have a

50
frequency of 17(19.7%) are used to access electronic information resources in
Ahmadu Bello University libraries by under graduate students of library science
department. However, other respondents indicate they are using personal computer
and smart phones to access electronic information resources in the libraries.as
indicated in the table 4.4 above.
Table 4.4 ways of acquiring the skills for accessing electronic resources
S/N Options Frequency Percent (%)
1 Through trial and error 23 26.7%
2 Library instruction 38 44.1%
3 Training/workshop 22 25.6
4 Through courses offered at the
university
43 50%
5 Through friends and colleagues 36 41..8%
Source: Field survey August, 2015
The findings in table 4.4 reveal that the techniques and method used toacquire the
skills in accessing electronic resources in Ahmadu Bello University libraries by
undergraduate students of library science is through courses offered at the university
with the frequency of 43(50%), and through library instruction with the frequency of
38(44%). This implies that more training should be provide to students on how to
acquire the skills of accessing electronic resources in Ahmadu Bello University.
However, other responses are through trial and error and library workshop which
show that the library workshop is not sufficient for students to access the electronic
information resource in the libraries
4.3.4 Extent of use of information resources.
Another objective of this study is to find out the extent of use of information
resources in Ahmadu Bello University libraries by under graduate students of library

51
science. To achieve this, list of available electronic resources where presented to the
respondent’s to responds appropriately to the question and the finding are presented in
table 4.4 above.
Table 4.5Electronic resources used in Ahmadu Bello University libraries by
Library Science Department
S/N Type of E-resources Frequency Percentage (%)
1 Library websites 63 73.2%
2 Online Databases 59 68.6%
3 CD-ROMs 37 43.0%
4 E-Books 33 38.3%
5 E-Journals 36 41.8%
6 Computers 51 59.3%
7 Flash Drives’ 40 46.5%
8 VCD, DVD 37 43.0%
9 Multimedia 40 46.5%
10 Internet website 41 47.6%
11 Fax 3 3.4%
From the table 4.5 shown above, library websites with frequency of 63(73%),
online databases with frequency of 59(68.6%), and computers electronic resources
with total frequency of 51(59.3%) are mostly used by student of library science at
Ahmadu Bello university libraries. The implication of this finding is that, despite the
many electronic resources found in ABU libraries, students mostly use library
website, online database and computers compare to others electronic resources,On the
other hand, fax with the frequency 3(3.4%) show that students are not using it as
electronic information resources in ABU libraries. It might be based on lack of
awareness or its existence.

52
Table 4.6 How often do you use electronic resources in the ABU in library by
undergraduate students of library and information science
From the table and figures above, adequate use has a very large frequency of
52(60.4%) of the total response. The implication of this finding is that students of
library and information science use electronic information resources adequately in
Ahmadu Bello University libraries for their studies and research work.. However,
only 1(1.1%%) of the respondents of the respondents that were undecided in the use
of electronic information resources in Ahmadu Bello University libraries and this
implies that there are very small percentage of students who don’t use electronic
information resources in ABU libraries.
4.2.4 Research Question Four: Challenges faced in using electronic information
resources.
Another objective of this study is to find the challenges faced in using electronic
information resources by undergraduate students of library and information science in
Ahmadu Bello university libraries. To achieve this, the main challenges which
students face were asked and the respondents respond appropriately and the findings
are shown in table 4.7 below
Table 4.7 challenges faced when using the electronic information resources
S/N Options Frequency Percentage (%)
1 Very adequate 18 20.9%
2 Adequate 52 60.4%
3 Fairly adequate 22 25.5%
4 Inadequate 3 3.4%
5 Undecided 1 1.1%
6 Total 86 100%

53
S/N Challenges Frequency Percentage
1 Insufficient computers 51 59.3%
2 Incessant power outage 29 33.7%
3 Slow internet connectively 51 69.3
4 Lack of IT skills 24 27.9%
5 Low level of computer literacy 17 19.7%
6 Selecting search terms 11 17.7
From the figure shown above, insufficient computer with a frequency of
51(59.3%) and slow internet connectivity with frequency of 51(59%) recorded highest
figure of findings of the challenges faced when using electronic information resources
by undergraduate students of library science on access of electronic information
resources in Ahmadu Bello University libraries. However, despite the challenges
posed by insufficient computers and slow internet connectivity, selecting search terms
with the frequency of 11(17.7%) is not posing much problem in accessing E-resources
for library science undergraduate students in Ahmadu Bello university libraries. This
implies that as posit by Ibrahim (2004) reported that among factors that might inhibit
use of electronic resources is the irrelevance of search results from databases.
Likewise are the quality and authentication of the content of electronic resources and
the usability of the library websites. Ashcroft and Watts (2005) declared that, there is
also a poor computer communication system which may be interpreted as poor
bandwidth consequently leading to poor utilization of these resources. Isa (2010)
found that slow internet access, lack of Constant power supply was the major factors
inhibiting the use of e-resource.

54
CHAPTER FIVE
SUMMARY OF FINDINGS, CONCLUSION AND
RECOMMENDATION
5.1 Introduction
This chapter presents summaries of the findings. It also contains the conclusion that
was drawn and recommendations that were made on how to improve in assessing the
use of electronic resources by the Undergraduate student of the department of library
and information science Ahmadu Bello University Zaria.
5.2 Summary of the Study
The study assesses the use of electronic resources by the Undergraduate student of the
department of library and information science Ahmadu Bello University Zaria.
To this end, types of electronic resources provided in the libraries of the
department of library and information science where examined, determining if
information seekers are aware of the existence of `electronic resources in the
institutions libraries, determining the extent of use of these resources by
Undergraduate students of the library and information science where found out, and
factors that hinders the use of electronic resources and services in the department of
library and information science were all examined. To achieve this, five research
question were asked in the above stated areas.
A survey method was adopted for the study. The under graduate students of library
and information science department in Ahmadu Bello University, constitute the target
population of the study. However, only 100(100%) of the students from the total
number of the population of students in the department were chosen randomly from

55
which sample were drawn. A structured questionnaire was used in collecting data
from the respondents. Data were analyzed using simple percentage and frequency
table. The results of the finding were presented in tables and figures showing
corresponding numbers of percentages.
5.3 Summary of Findings
1.The findings based on research question one reveals that, there are different
electronic resources available in Ahmadu Bello University Zaria libraries which show
most of the electronic resources listed in the options are available in the library, and
library website, computer, online database, CD-ROMs and internet are available in
Ahmadu Bello University libraries.
2. The research question two also reveals that, the library computers are the major
ways to access electronic information resources and also the techniques used in
acquiring the skills to access electronic are through courses offered in Ahmadu Bello
University.
3. The extent of using electronic information resources in ABU libraries by
undergraduate students of library science reveals that library website, online database
and computers compare to others electronic resources and also there is adequate use
of electronic resources in Ahmadu Bello University by library science department
4. It can be said that the challenges students faced when using electronic information
resources by undergraduate students of library science are insufficient computer and
slow internet connectivity among others.
5.4 Conclusion
It could be concluded from the findings of this study that there are different type of
electronic resources available in Ahmadu Bello University Zaria libraries which

56
include library website, computer, online database, CD-ROMs and internet. Only fax
mail that is not available and it may be due to lack of awareness like other electronic
resources. Library website is the major ways to access electronic information
resources in Ahmadu Bello University libraries and also, personal handheld devices
are list used to access electronic information resources. However, the techniques used
to acquire the skills in accessing electronic resources in Ahmadu Bello University
libraries by undergraduate students of library science is through courses offered at the
university. Library websites, online databases, and computers are mostly used by
student of library science at Ahmadu bello university libraries because despite the
many electronic information resources found in ABU libraries, to access electronic
information and finally, slow internet connectivity with frequency of 51(59%)
recorded the challenges faced when accessing electronic information resources an
Ahmadu Bello University libraries. It
5.5 Recommendations
Based on the major findings and conclusion of this study, the following
recommendations are strongly made:
1. The library should make available other types of electronic information resources
like internet websites, email services, flash drives, multimedia fax, and other type of
electronic information resources to help students in there study and research.
2. It is recommended that Ahmadu Bello University libraries should improvethe use
of personal computer, their smart phones and handheld devices to help students access
their e-resources in the library.
3. It is recommended that awareness of other electronic information resources like
fax, multimedia, internet websites, e-journals, e-books should be done by the library
to help students in there research and studies.

57
4. Finally, it is recommended that, sufficient networked computers are available for
students, adequate I.T skills; computer literacy should be provided in the library to the
students in Ahmadu Bello University
5.6 Suggestion for Further Research.
Based on the finding of this study, Further research is necessary to show how best to
encourage students to make effective use of the electronic resources.
The findings of this study did not indicate that students are relying more on electronic
resources and online web based resources than on the physical print materials, a
research is necessary to determine this.A study to establish assessing the use of
electronic resources should be undertaking.

58
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