ASSESSMENT OF AWARENESS, ACCESSIBILITY, AVAILABILITY

AND UTILIZATION OF E-RESOURCES IN RAMAT POLYTECHNIC

LIBRARY, MAIDUGURI, BORNO STATE, NIGERIA.

BY

BARKA HYELHIRA ALI

17/04/03/022

BEING A FINAL YEAR PROJECT SUBMITTED TO THE DEPARTMENT

OF LIBRARY AND INFORMATION SCIENCE, UNIVERSITY OF
MAIDUGURI, IN PARTIAL FULFILMENT OF THE REQUIREMENT
FOR THE AWARD OF BACHELOR OF LIBRARY AND INFORMATION
SCIENCE (B.LIS) DEPARTMENT OF LIBRARY AND INFORMATION
SCIENCE, UNIVERSITY OF MAIDUGURI.

FEBRUARY, 2022

i
 DECLARATION

This project, titled "Assessment of Awareness, Accessibility, Availability and Utilization of

e-resources in Ramat Polytechnic Library, Maiduguri, Borno State, Nigeria" was prepared

by myself (Barka Hyelhira Ali) under the supervision of Professor Samuel Amkpa. To the best of

my knowledge, this research work has never been submitted for a degree award, and all sources

of information have been properly credited.

___________________ _________________
Signature Date

ii
 CERTIFICATION

This is to certify that this research work titled "Assessment of Awareness, Accessibility,

Availability and Utilization of e-resources in Ramat Polytechnic Library, Maiduguri, Borno

State, Nigeria," has been approved by Professor Samuel Amkpa for meeting the requirement for

the award of Bachelor of Library and Information Science (B.LIS) Degree in Library and

Information Science, University of Maiduguri.

Professor Samuel Amkpa _________________ _______________

(Project Supervisor) Signature Date

Dr. (Alh) Abdulrahman Yusuf _________________ _______________

(Head of Department) Signature Date

External Examiner _________________ _______________

Signature Date

iii
 DEDICATION

I dedicate this research to God Almighty, whose continuous love and provision has seen me

through my studies. Also to my beloved family for their love and support during the period of

this study. Their unexplainable and immeasurable support inspired me to realize this dream.

iv
 ACKNOWLEDGEMENTS

First and foremost, my deepest gratitude goes to God Almighty, the creator of the universe, for

providing me with good health, grace, and favor throughout my study in this prestigious

department. May His name be praised forever more.

My sincere appreciation and acknowledgement goes to my amiable and energetic supervisor;

Professor Samuel Amkpa for his guidance, encouragement and devotion to read, correct, refine

and peruse this research. Furthermore, my sincere appreciation goes to my abled Head of

Department in person of Dr. (Alh) Abdulrahman Yusuf and all lecturers and staff of the

Department of Library and Information in the persons of; Prof. E.M.K. Dawha, Dr. Samaila

Inuwa, Dr. Aliyu Yahaya, Dr. Fatima Ibrahim Lasisi, Dr. Makinta Yusuf, Mr. Augustine Madu,

Mr. Ibrahim Wada and those whose names are not mentioned who taught me throughout my

years of study in the university and for the knowledge they imparted. Thank you all and may

God reward you all abundantly.

I will also want to take this time to acknowledge and appreciate my beloved parent and family

members for financing my bills all through my stay at the university.

Finally, I will like to appreciate the students and staff of Ramat Polytechnic, Maiduguri, Borno

State for their wiliness, cooperation and resourcefulness in providing the necessary information

needed in the compilation of this research.

v
 Table of Contents

Title Page - - - - - - - - - - i
Declaration - - - - - - - - - ii
Certification - - - - - - - - - iii
Dedication - - - - - - - - - - iv
Acknowledgments - - - - - - - - v
Table of Contents- - - - - - - - - vi
Abstract - - - - - - - - - - viii
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study - - - - - - 1
1.2 Statement of the Problem - - - - - - 3
1.3 Research Objectives - - - - - - - 4
1.4 Research Questions - - - - - - - 4
1.5 Significance of the Study - - - - - - 5
1.6 Scope of the Study - - - - - - - 6
1.7 Operational Definition of Terms - - - - - 6
CHAPTER TWO
LITERATURE REVIEW
2.1 The Concept of Electronic Resources- - - - - 8
2.2 Types of Electronic Resources - - - - - 9
2.3 Electronic Information Resources Accessibility in Academic Library 10

2.4. Electronic resources use by students in academic libraries - - 12

2.5. Problems encountered by students in accessing and using electronic information

resources in academic libraries - - - - - 15

vi
 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Research Design - - - - - - - 19

3.2 Population and Sample of Study - - - - - 20

3.3 Research Instruments - - - - - - - 22

3.4 Procedures for Data Collection - - - - - 22

3.5 Method of Data Analysis - - - - - - 23

CHAPTER FOUR

DATA ANALYSIS AND PRESENTATION

4.1 Response Rate- - - - - - - - 24

4.2 Data Analysis and Research Questions - - - - 26

4.3 Discussion of Findings - - - - - - 30

CHAPTER FIVE

SUMMARY, CONCLUSION, AND RECOMMENDATION

5.1 Summary - - - - - - - 33

5.2 Conclusion - - - - - - - 34

5.3 Recommendations - - - - - - 35

References - - - - - - - 37

vii
 ABSTRACT

This research was undertaken to assess the level of Awareness, Accessibility, Availability and
Utilization of e-resources in Ramat Polytechnic Library, Maiduguri, Borno State, Nigeria. The
decline in the use of e-resources in Nigeria is encouraging, despite the immense academic gains
attached to its utilization. Despite the efforts which the school authority and various academic
agencies have initialed in encouraging the utilization of e-resources, the utilization rate of e-
resources still seem to be low. One of the objectives of this research is to identify the problems
encountered by students while accessing and using the electronic information resources. The
research adopted the Technology Acceptance Model. The study made use of both primary and
secondary data. Results from the study showed that despite the efforts made by the school
authority in making e-resources available to students, the students are still unaware on how to
properly utilize these resources. The study however recommends that the school authorities
should initiate workshops that will keep students aware of the importance of e-resources.

viii
 CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Electronic resources (e-resources) have proliferated in the twenty-first century, dramatically

altering the way students and academics access information throughout the world. Electronic

resources have recently been highlighted as one of the most important means of information

transmission at universities, particularly for researchers (Lefuna, 2017). Sharma (2009) defines

electronic resources as electronic books (e-books), electronic newspapers (e-newspapers),

electronic journals (e-journals), and Internet resources. Databases, journals, archives, theses,

conference papers, government papers, scripts, and monographs in electronic form are all

examples of e-resources (Deng, 2010).

According to Graham (2003), the word "electronic resources" is not used consistently; they are

called Electronic Information Resources (EIR), and electronic library resources. Other terms for

electronic information resources include digital resources, digital materials, and soft library

resources. It is impossible to overstate the value of electronic resources to students and college

libraries. They provide undergraduate and postgraduate students with access to current and

relevant material from a variety of academic areas. According to Ani and Edem (2012), the

introduction of electronic resources has dramatically altered the handling and administration of

information in Nigerian academic contexts, particularly higher institutions libraries.

The availability of electronic information resources refers to the ease with which a library user

can obtain material in an electronic format. It is not enough that electronic information resources

are available in the library; users must be aware of their availability in order to use them

effectively; and, in order to use what is provided, users must acquire the necessary abilities to

1
exploit these resources and services. Furthermore, electronic resources relieve academic libraries

of the need for physical storage space for books and journals while providing users with

unrestricted access (Lefuna, 2017).

The availability of electronic resources, according to Ukpebor (2012), offers access to

authoritative, trustworthy, accurate, and timely information. Furthermore, the funding may be

used to support educational innovation and research timeliness. The National Universities

Commission (NUC), a Nigerian government agency, has subscribed to a number of foreign and

local publications and made them available to Nigerian universities via its website URL

(www.nigerianvirtuallibrary.com). NUC, NULIB (Nigerian University Libraries Consortium),

and eifl.net (Electronic Information for Libraries Network) are also collaborating to provide

electronic resources to Nigerian tertiary institutions for teaching, learning, and research (Okiki,

2012).

According to Egbe (2014), the National Information Technology Development Agency (NITDA)

is expanding ICT in Nigerian tertiary institutions through the National Virtual Library Project,

which includes the establishment of virtual libraries and the provision of computers and/or

internet facilities. In most institutions, electronic resources are an important element of the

electronic library and serve as critical academic resources for teaching, learning, and research

(Zhang and Liu, 2011). For students in higher education, electronic resources are important

research tools. Electronic resources are increasingly dominating researchers' study activities in

academia, and researchers have recognized the value of such resources (Hadagali, Kumbar,

Nelogal, and Bachalapur, 2012).

A library's main goal is to gather, organize, conserve, and make knowledge and information

available to the public. Libraries accomplish this role by preserving a rich cultural record that

2
may be passed down to future generations. Libraries have an important role in bridging the gap

between the past, present, and future (Nwachukwu and Thaddeus, 2015). Any academic

institution's library is an essential unit or sub-unit. Any academic institution without a

functioning library is considered to be dead. This research however attempts to assess the level

of awareness, accessibility, and utilization of e-resources in Ramat polytechnic library in

Maiduguri.

1.2 Statement of the Problem

Information and communication technologies (ICT) have completely transformed every aspect of

tertiary institutions’ library operations. Academic libraries, like the one at Ramat Polytechnic in

Maiduguri, have a critical responsibility to stay up with technological progress in order to meet

users' ever-changing sophisticated information needs. Without the availability of electronic

materials, such libraries in the twenty-first century may not be able to function adequately.

Libraries and information centers that do not embrace adequate information technology in their

services, according to Tyckoson (2011), may cease to function and perhaps close down.

In general, information and communication technologies (ICTs) are platforms that allow users to

access electronic resources (e-resource). Academic libraries in tertiary institutions encourage the

use of ICT for modern teaching, learning, and research objectives. To ensure access to electronic

resources, the Francis Ramat Library has made significant investments in electronic resources

and associated computer-based technology.

According to Adams, King, and Hook (2010), Ramat polytechnic, Maiduguri is falling behind its

counterparts. Part of the issue has been ascribed to the polytechnic's lack of contemporary ICT

infrastructure, which has resulted in low levels of availability and use of electronic information

3
resources by students. The study looked into the extent of availability, accessibility and use of

electronic resources in the Ramat Polytechnic Library in order to figure out the problem and

make recommendations.

1.3 Research Objectives

The following are the objectives of the study:

i. To determine the extent of the availability of electronic information resources to the

students of Ramat Polytechnic, Maiduguri.

ii. To determine the extent to which electronic information resources are accessible to

students of Ramat Polytechnic, Maiduguri.

iii. To determine the extent to which students of Ramat Polytechnic use the electronic

information resources.

iv. To identify the problems encountered by students while accessing and using the

electronic information resources.

1.4 Research Questions

This study focused on the following research questions:

i. What is the extent of the availability of electronic information resources to students in

Ramat Polytechnic, Maiduguri?

ii. What is the extent of electronic information resources accessibility to students in Ramat

Polytechnic, Maiduguri?

iii. What is the extent of use of electronic information resources by students in Ramat

Polytechnic, Maiduguri?

4
 iv. What are the problems encountered by students while accessing and using the electronic

information resources in Ramat Polytechnic, Maiduguri?

1.5 Significance of the Study

All professional librarians, university libraries, students, university administration, and

researchers would benefit from the study's findings in order to better understand and appreciate

the significance of electronic information resources in education. The aim of this research is to

raise awareness both to academic staff, school administrations, librarians, and other stakeholders

on the global trends of electronic resources that have taken over various Nigerian tertiary

institutions. This research will therefore raise awareness on the importance of accessing and

utilizing ICTs and electronic information resources as modern instruments for global research

and integration in Nigerian institutions. The study's findings would serve as a guideline for

academic staff at Nigerian institutions to integrate into the worldwide research community and

the developing knowledge economy.

As earlier established, the availability, accessibility, and use of electronic information resources

in Nigerian and Africa in general are relatively low. Thus, this research will serve as an eye-

opener to this situation, while improving this condition in Africa. The findings will aid university

administrators and librarians under study to develop relevant ICT policies and strategies for

effective and long-term electronic collection development in Nigerian universities, as well as

promoting student access to and use of relevant electronic resources for research in these

institutions. In the end, the study will motivate not only students and academic staff, but all

stakeholders to collaborate at order to enhance research output in Nigerian institutions and

remain competitive on the global stage. Furthermore, the study's findings will be of practical use

5
to aspiring researchers, since they will serve as a source of information for individuals who

desire to do research in a comparable field.

1.6 Scope of the Study

Maiduguri, Borno state, is the geographic scope. The study focused on the Ramat Polytechnic

Library in Maiduguri, Borno state. The focus of the material is on the availability, accessibility,

and utilization of electronic resources (e-resources) in the school library. The types of electronic

information resources available, the extent of availability of the electronic resources, the extent

of accessibility and utilization, as well as problems encountered by students in accessing and

utilizing the electronic resources available are all topics that will be covered in this study.

1.7 Operational Definition of Terms

 Accessibility: The capacity to identify, get access to, and use a resource that is physically

or electronically offered to receive precise and correct information is defined as

accessibility.

 Availability: The term "availability" refers to what is available. In a nutshell, the ability

to be available. If electronic information resources are unavailable, they cannot be

accessed. As a result, availability comes before access, and access comes before usage.

 Electronic Resources: Electronic resources are data and/or computer program(s)

encoded for reading and modification by a computer via a peripheral device immediately

or remotely linked to the computer or over a network such as the internet. Full-text

papers, CD-ROMs, and internet-based resources such as E-journals, Online Public

6
 Access Catalogues (OPAC), and other computer-based electronic networks are examples

of electronic resources.

 Library: A library is described in this research as a designated building where

information in print and other media is gathered, organized, and meticulously prepared

according to some specified or definite plan, and made accessible for reading and

consultation by people of all ages and interests.

 Utilization: The act of exploiting a resource to meet an information need is known as

resource utilization. Students must be able to access information resources in order to use

them successfully.

7
 CHAPTER TWO

LITERATURE REVIEW

Introduction

The goal of this chapter is to evaluate, examine, arrange, and present important material on the

availability, accessibility, and usage of electronic resources within the school en. The research

will review various subheadings like the review of concepts, theoretical framework, empirical

review, and conceptual framework. The chapter is arranged into various subheadings which are

outlined below:

a. Concept of electronic resources;

b. Types of electronic resources;

c. Electronic information resources accessibility in academic library

d. Electronic resources use by students in academic libraries;

e. Problems encountered by students in accessing and using electronic information

resources in academic libraries

2.1 Conceptual Review

2.1 The Concept of Electronic Resources

Electronic information resources, often known as e-resources or electronic resources, are data

kept in an electronic format in a computer or computer-related facility (CD-ROMs, digital

libraries or the Internet). Electronic information resources, according to Adeleke and Nwalo

(2017), are "resources in which information is stored electronically and is accessible through

electronic systems and networks." In tertiary institutions’ libraries, electronic resources are being

employed to augment printed information sources. E-journals, e-books, online databases,

8
electronic conference proceedings, and CD-ROM databases are among the electronic resources

employed in this study.

Academic staff at Nigerian institutions frequently utilize online databases like EBSCOHOST,

AGORA, HINARI, MEDLINE, JSTOR, and OARE for their research. The National Virtual

Library (nigerianvirtuallibrary.com), which is administered by the National Universities

Commission, provides access to a variety of these e-resources (online databases/digitized local

journals).

Electronic resources are digital information, which are commonly facilitated by computers,

network connectivity, energy, various peripheral components, and, most crucially, humans.

Electronic resources are available in a variety of formats, including text, videos, audio, maps,

graphics, tables, and photographs. Electronic resources include full-text papers, CD-ROMs,

internet-based resources such as E-journals, Online Public Access Catalogues (OPAC), and other

computer-based electronic networks. Electronic resources relate to the OPAC, CD-ROM,

Dspace, and academic databases that the Ramat Polytechnic Library in Maiduguri subscribes to

(Amankwah, 2014).

2.2 Types of Electronic Resources

Electronic information resources (EIRs) have had a significant impact on how information is

handled and managed in Nigerian tertiary institutions. In every school, electronic information

resources have progressively become a key resource. CD-ROM databases, online databases,

online journals, OPACs, the Internet, and other computer-based electronic networks are

examples of electronic information resources (Quadri, Adetimirin and Idowu, 2014). E-

databases, e-journals, e-data archives, e-manuscripts, e-maps, e-books, e-magazines, e-thesis,

9
WWW, e-newspapers, e-research reports, and e-bibliographic databases are all examples of e-

resources in academic libraries (Ankrah and Atuase, 2018).

Apart from providing easy access to essential information, the main advantage of electronic

resources in the polytechnic’s library is that they may be accessed remotely by academic staff at

their offices/laboratories or at home, eliminating the need for a physical visit to the library. As a

result, electronic resources improve the efficiency with which information is disseminated

(Thanuskodi, 2012). Electronic resource is more of a tool to aid in performing research, a means

of scanning a large number of documents fast.

Due to the obvious potential advantages and benefits of e-resources over print in today's

electronic information environment, e-resource accessibility and use is quickly becoming the

standard in all tertiary institutions around the world. As a result, in polytechnics, access to

electronically stored information in computers has been expanding frequently to help academic

staff and students in their academic pursuits. E-journals, e-books, online databases, electronic

conference proceedings, and CD-ROM databases are among the electronic resources popularly

utilized in Ramat Polytechnic (Amankwah, 2014).

2.3 Electronic Information Resources Accessibility in Academic Library

Accessibility refers to the extent to which a resource, service, product, or environment is

available to as many people as possible. It may also be characterized as the ability to acquire

information with little or no effort. The availability of information resources is a topic that has

been discussed extensively in the literature. Resources may be available in the library and even

bibliographically designated as related to one's subject of interest, but the user may not be able to

get them, according to Aguolu & Aguolu (2012). Citations may be located in indexes, but the

10
resources containing the required articles may not be available. The more easily information

resources may be accessed, the more likely they will be used. Readers like information resources

that require no effort to use.

According to the New York Library Association Report on Training and Technology (2004),

libraries and the organizations where they are located must create an environment that is open to

new Information Technology and provide appropriate access to resources for training and

information delivery. Thanks to technical improvements, users may now access electronic

resources in a variety of ways, based on their preferences and needs. Library users face the

challenges of a fast changing information environment, prompting the need for online

information access training. Because the amount of electronic information resources is growing

at a breakneck pace, libraries should make preserving and maintaining access to these resources

a top concern. Libraries should not only offer to provide access to information in the desired

format, but also be held accountable for doing so, so that users may utilize these electronic

resources whenever and wherever they need them.

Osundina (2004) explored the relationship between library accessibility and utilization in

Nigerian institutions, concluding that the question for users is not whether they want to use the

library, but if the library can satisfy their needs and if they would have access to the materials

available. The resources available (e.g., the number of computers and network systems), the

ability to utilize the tools, and the network design that allows for rapid and easy connections

determine the quality of access.

In addition, according to Ugbagir (2011), 5067 (79 percent) of the 7,014 scientific publications

produced between 1990 and 1995 are journal articles, and 1,116 (20 percent) of these journal

articles are not indexed or abstracted, rendering them unavailable. According to another study,

11
Nigerian articles accounted for 77% of all publications that were not indexed or abstracted. He

proposes that a national science information center be formed in Nigeria and internationally to

collect, organize, make scientific information resources available to the public, and disseminate

it. So that academics may rapidly discover electronic resources, libraries must be able to connect

titles with other formats in catalogs and integrated library systems. Libraries have a duty to speak

out in favour of open access to information. As a result, when acquiring electronic information

resources, librarians should conduct contract conversations with vendors/network providers to

ensure the least limited access in current and future goods. Information services should be given

without charge to avoid creating a barrier to accessing electronic resources and services. Efforts

are being made all around the world, according to Aguolu (2007), to enhance access to

information in all media. He decried the consequences of underdevelopment, such as power

outages, machine breakdowns, a scarcity of replacement parts and specialists, and so on, which

often disrupt the operation of modern information storage and transmission devices in

underdeveloped nations.

2.4. Electronic resources use by students in academic libraries

The development of electronic information resources has considerably benefitted libraries and

information centers. One of the most significant transformations in electronic information

resources is the movement toward end-user searching, which has resulted in enormous increases

in the overall number of searches made. Awogbami et al. described the spread and achievements

in the use of electronic resources and services in libraries (2000). It allowed libraries that didn't

have access to web information to do searches in-house, according to them.

12
CD-ROMs' vast storage capacity is an example of electronic information resources that have

enabled libraries to quickly, simply, and conveniently access a large number of relatively current

and retroactive information. It also saves space by allowing for the storage of additional material.

Users must learn and practice the skills necessary to access a range of online databases,

according to Amankwah (2014), in order to take advantage of the growing quantity of electronic

information resources. Also, according to Kiondo et al. (2014), university and college libraries

have acknowledged the value of electronic information resources in higher learning and

teaching, and as a consequence, more institutions are utilizing them to improve educational

quality.

This is due to library automation, which is changing the teaching and learning environment by

allowing librarians to make a wide range of academic and scholarly materials available to the

user community. Higher education libraries play an important part in the evolving dynamic

environment since they assist in the integration, facilitation, and enhancement of information at

its presentation within the teaching and learning environment.

The usage of electronic information resources and services, according to Schutte (2004), has

resulted in a shift from book and journal collections to information services, or from ownership

to access. He goes on to add that new trends in higher education, as well as advances in

electronic information storage and access via computer networks, compelled the change. One of

the developmental trends that has an impact on the provision of information services is current

advancements in published knowledge, in which more content is made available in electronic

format.

To access online electronic information resources and retrieval systems, you'll need a basic

familiarity of computers and search skills. The abilities required to maximize the potential of

13
electronic information resources are significantly more sophisticated than those required to

explore printed sources. These talents include an understanding of the database's structure and

the sorts of information that the searcher may enter into the computer, as well as the relationships

between the organizations.

Students' use of the library, according to Aguolu and Aguolu (2012), has an influence on their

use of electronic information resources. The more a student uses the library, the more familiar he

becomes with its resources, especially its computerized information resources. According to a

study conducted by Luambano et al. (2014), academic library consumers are increasingly

utilizing electronic information resources as more access points become available. According to

the statistics, at least 86.3 percent of users use electronic information resources and services to

surf the Internet and access various online resources, with search engines accounting for the bulk

of them.

The most popular services, according to Ehikhamenor (2013), were e-mails, catalogs and

databases, e-journals, online resources, and software. The extent to which e-journals become

ubiquitous in research, on the other hand, is dependent not only on the discipline, but also on the

researcher's role and status, the resources available, and the particular information needs.

According to the bulk of study on the impact of electronic information resources, users must

have the requisite abilities to correctly use the electronic information resources available.

Academics' utilization was influenced by factors such as their computing proficiency, age, and

gender, according to Waldman (2013). There is a significant correlation between computer skills

and the use of electronic information resources in libraries, such as online public access catalogs

(OPAC). The most frequent techniques for learning how to use electronic resources include

individual trial and error, assistance from coworkers or peers, and assistance from library

14
professionals. According to Steinmuella (2001), many information and communication

technology (ICT) users are self-taught and learn about ICTs by using them. To get the

information needed to search the internet, I employed self-instruction with a lot of aid from

friends and coworkers.

Thanuskodi (2012) conducted a survey in university libraries to determine the level of

understanding and usage of electronic information resources. Many Nigerians were ignorant of

the policy, he added, and many libraries lacked microcomputers or other electronic information

resources, as well as trained librarians who could teach people how to use electronic resources.

As a result of the preceding, the vast majority of university students are ICT illiterates who have

never seen or handled a computer system. The prospect of establishing an electronic system in

the library is exceedingly bright if there is strong institutional support for the project and regular

funding availability, as well as the engagement of motivated and dedicated students who are

eager to learn.

2.5. Problems encountered by students in accessing and using electronic information

resources in academic libraries

The value of electronic libraries in terms of providing information and knowledge to human

resources in all areas of life cannot be overstated. It is obvious that libraries all over the world,

including Nigeria, face challenges such as a lack of funding to acquire information resources in

print form and even subscribe to electronic resources; competent or skilled library professionals

suitable for the digital era, especially in light of the constant emergence of new library

innovations, are also in short supply. Hardware and software issues, as well as a lack of human

resources to successfully maintain technology and power supply instability, might be a

15
significant barrier, with significant implications for effective library services (Omekwu, 2002).

Despite these challenges, libraries must make electronic information resources and services

available to students and other users. Access to electronic information resources such as

databases, electronic journal (e-journal), electronic book (e-book) alerting services, special

collections, CD-ROM, and online reference tools must be made available by libraries for these to

improve the quality of teaching and research (Lee, 2008).

Electronic information resources (EIRs) are extremely important to library patrons. As a result of

the rapid rise of Information Communication Technology, EIRs are available in a variety of

formats (ICT). The successful use of EIRs by students, researchers, and staff members of

institutions improves their teaching, learning, and research initiatives. EIRs are made up of a

variety of non-print and non-paper based elements that are used to acquire and disseminate

information. The compact disk, Read Only Memory (CD-ROM), online databases, digital

versatile disc (DVD), internet/www, and virtual collections contained on the web are examples

of these resources.

Due to a lack of money, most university libraries are under a lot of pressure to provide resources

that will fulfill the needs of information searchers so that they can conduct research, teach, and

learn. Universities' libraries are presently implementing a variety of efforts to speed up the

construction and use of electronic information resources, despite their limited resources. The

MacArthur Foundation, which supports selected university libraries in Nigeria, the Electronic

Information for Libraries' Network (eiFL.Net), and the Universities' Connect MTN Foundation

are just a few of the projects that have been launched. As a result of these measures, electronic

materials are now more widely available in Nigerian university libraries (Ani and Ahiazu, 2008).

16
Despite the aforementioned advancements made by E-resources, investigations by Amankwah

(2014) and Kwafoa et al. (2014:15) found that e-resource utilization in various institutions has

been poor. This condition was attributed by Akussah, Asante, and Adu-Sarkodee (2015:37) and

Gakibayo et al. (2013:17) to a lack of knowledge of the availability of e-resources. Lack of ICT

(Ozoemelem 2009:8; Watts and Ibegbulam 2006:59) or search skills (Amankwah 2014;

Gakibayo et al. 2013:17) has also been blamed, owing to a lack of formal training (Tahir et al.

2010:133) and inadequate ICT infrastructure or poor e-information environments (Ani, Ngulube

and Onyancha 2014:170; Watts and Ibegbulam 2006:59).

The lack of access to academic databases has also been blamed for the poor usage of e-resources,

which is caused by sluggish Internet speeds, expensive Internet costs (Kwafoa et al. 2014:13),

and frequent power outages (Amankwah 2014; Obeng-Koranteng and Dzandu 2013). These

issues can be addressed by enhancing computer skills (Okello-Obura 2010:103) and power

supply (Bashorun, Isah, and Adisa 2011:561), as well as extending ICT facilities (Gakibayo et al.

2013:19; Kwafoa et al. 2014:16). These challenges may also be addressed by enhancing

awareness creation (Akussah et al. 2015:37; Kwadzo 2015:24) through training (Bashorun et al.

2011:560; Gakibayo et al. 2013:16) in the form of workshops (Bashorun et al. 2011:560),

orientation programs, and seminars (Akussah et al. 2015:37; Gakibayo et al. 2013:19).

While some institutions have invested in suitable ICT infrastructure and raised awareness to

enable successful usage, others have failed to maximize the use of ICTs or raise awareness. It is

important emphasizing that just because e-resources are available does not mean they will be

used (Kwafoa et al. 2014:4). Furthermore, students' computer abilities (Gakibayo et al. 2013:11;

Okello-Obura and Magara 2008, in Okello-Obura 2010:103) and information literacy skills

(Okello-Obura 2010:103) influence the amount of time they spend using e-resources. As a result,

17
there are differences in how technology is given for e-resource usage, as well as in degrees of

awareness, skills, access, use, and effect. While Borteye and Dadzie (2015) discovered that,

despite high levels of awareness and usage, students' attitudes toward open access journals were

not very positive, Dadzie and Van der Walt (2015) discovered that, despite low levels of

awareness and usage, digital resources had a positive impact on faculty members.

18
 CHAPTER THREE

RESEARCH METHODOLOGY

Introduction

This chapter presents a step-by-step guide to all procedures that were employed in the

compilation of this research. This section consist of the research design, population of study,

sample and sampling technique, instrument of data collection, procedure of data collection, and

the method of data analysis.

3.1 Research Design

This is the structure of the research. It is the collective decisions in gathering and analyzing data

for the research. The research design is often decided by the nature of the research problem. The

function of a research design is to ensure that the research problem can be effectively addressed

by the data obtained. The survey research design will be adopted to narrow down the topic to a

particular phenomenon. Survey design, according to Levy and Lemeshow (1999), consists of two

phases. A sampling strategy must first be devised. The sampling plan specifies the procedure for

selecting a sample from the population (p. 6). The sampling strategy explains how the sample

will be chosen, how an appropriate sample size will be established, and how the survey will be

administered. Telephone and face-to-face interviews, as well as sent surveys sent through postal

or electronic mail, are all options for conducting surveys (Salant and Dillman, 1994, p. 3).

Second, processes must be devised for getting population estimates from sample data and

assessing the reliability of those population estimates. This procedure include determining the

intended response rate as well as the survey's required level of accuracy (Salant and Dillman,

1994, p. 3).

19
A researcher utilizing the survey data as well as those who will conduct the survey must provide

feedback during the survey design process. The data users should specify the variables to be

measured, the estimates needed, the reliability and validity necessary to assure the estimates'

usefulness, and any resource constraints relating to the survey's conduct (Levy and Lemeshow,

1999, p. 6). The surveyors should provide further information on resource requirements and

suggest alternative sample strategies that they believe are practical and appropriate for the

assignment. Statisticians combine these data points to create a survey design that meets the needs

of data users while staying within budget limits.

3.2 Population and Sample of Study

The research would take Ramat polytechnic in Maiduguri as a case study. The study area is

selected because of the researcher’s proximity to the location and the willingness of participate in

the research. According to data from the school’s official site (www.ramatpoly.edu.ng) the

institution has about 8,364 students.

In calculating the sample size of this study, the Krecjie and Morgan table (1970) is adopted.

Below is the formula:

X 2 ( NP−P)
S=¿
D 2 ( N −1 )+ X 2 P(1−P)

Where S = required sample size. 

2
X  = the table value of chi-square for 1 degree of freedom at the desired confidence level

(3.841). 

N  = the population size. 

20
P = the population proportion (assumed to be .50 since this would provide the maximum sample

size).

D2 = the degree of accuracy expressed as a proportion (.05).

To enable researchers to determine their sample size, Krejcie and Morgan (1970) produced a

sample determination table when the population is finite. According to their sample

determination table, any population at 8,000 and above requires a sample of 367 to be well

represented. In the adoption of the Krejcie and Morgan’s sample determination table, it was

deduced that 367 is the sample size, however, to make up for those questionnaires that may be

marred or not returned during the research, the researcher would be distributing a total of 400

questionnaires to the students of Ramat polytechnic in Maiduguri. 

Ramat polytechnic have a total of 30 distinct departments shared between 5 academic schools.

To proper cover the school population, the questionnaires will be shared equally between the

available schools, while a portion of the questionnaires will be shared to staff of the school.

Below is the breakdown of the questionnaire distribution:

Sample Population No of Questionnaire

School of Agricultural and Applied Sciences 72
School of Engineering and Bio-Environmental 72
Technology
School of Environmental Studies 72
School of Management Studies 72
School of Vocational and Technical Education 72
Lecturers from Department of Library Science 20
Librarians 20
Total 400
Source: Researcher’s compilation, 2021

21
3.3 Research Instruments

Structured questionnaire was used as the basic instrument for data collection. Questionnaires

help the researcher generate a mass variety of responses and would also act as a concrete

representation of our targeted population. Upon the careful examination of previous researches

on similar topics and the research questions of the study, the researcher will use this premise to

formulate the questions in the questionnaire. 

The questionnaire is designed with the Linkert scale, which presents respondents with five

options they can choose from. It is further subdivided into two sections; the first is concerned

with the biodata of each respondent, containing information about their age, sex, occupation, and

others; the second section comprises of the questions on the level of awareness, accessibility, and

utilization of e-resources in Ramat polytechnic library in Maiduguri. The questionnaire is used to

enquire the strength of the availability, accessibility and use of electronic resource. The

researcher will utilize the Likert scale of rank ordering of:

a. Strongly Agree (SA) (1)

b. Agree (A) (2)

c. Undecided (U) (3)

d. Disagree (D) (4)

e. Strongly Disagree (SD) (5)

3.4 Procedures for Data Collection

Both the primary and secondary sources of data would be used for this research. This allows the

researcher to validate previous knowledge with the current situations.

22
Primary Source of Data

It is also known as the first-hand method of collecting data. The researcher gets data from

respondents directly through questionnaires or interviews. This offers valid and updated

information for the given circumstance.

Secondary Source of Data

This is data that is gathered from literatures published by other writers that must have conducted

research with primary source of data collection. For this research, data was also collected from

books, journals, articles, the institution’s publications, web searches etc. The secondary source of

data collection is known to be readily available and a less hectic source of data collection,

because it saves time and resources. The researcher would attempt to use these publications to

provide in-depth information about data.

Every material used during the course of this research is subjected to Jupp’s guidelines of

appraising documents (Jupp, 1996). He outlined that in gathering materials from a secondary

source, the researcher must first test the authenticity, credibility, representativeness, and meaning

of such materials.

3.5 Method of Data Analysis

The researcher, after gathering the returned questionnaires subjected the responses provided to a

coding system. This aided in statistically organising and classifying the responses for each

question in an orderly manner. After the responses derived were coded, the result was

statistically analysed using the Statistical Package for Social Sciences (SPSS).

23
 CHAPTER FOUR

DATA PRESENTATION, ANALYSIS, AND INTERPRETATION

Introduction

This chapter presents, analyses and interprets the data gathered from the questionnaires that were

of distributed to the students Ramat Polytechnic, Maiduguri. The questionnaire comprised of two

sections; Section A, which examines the bio-data of the respondents, and Section B which hold

the actual questions regarding the awareness, access and utilization of e-resources in Ramat

Polytechnic, Maiduguri. As a result of the researcher’s careful administration, all questionnaires

were successfully retrieved for analysis.

4.1 Response Rate

The researcher distributed a total of four hindered questionnaires (400) to both the staff and

students of Ramat Polytechnic, Maiduguri, Borno state. Due to the careful administration and

follow up attitude of the researcher, all questionnaires that were distributed were returned. Thus

indicating a response rate of 400 (100%) and a non-response rate of 0 (0%).

24
Table 4.1.1 Demographic Information

S/N RESPONSE
Gender FREQUENCY PERCENTAGE
1 a. Male 268 67%
b. Female 132 33%
Total 400 100%
2 Age Range
a. Below 18 108 27%
b. 18-25 144 36%
c. 26-35 96 24%
d. 36-45 32 8%
e. Above 45 20 5%
Total 400 100%
3 Marital Status
a. Single 276 69%
b. Married 84 21%
c. Divorced 24 6%
d. Widowed 16 4%
Total 400 100%
4 Student Level
a. ND1 72 18%
b. ND2 104 26%
c. HND1 168 42%
d. HND2 56 14%
Total 400 100%

Table 4.1.1 indicates that 268 (67%) were male while 132 (33%) respondents were female.

The age range indicates that 108 (27%) were below 18 years, and 144 (36%) were between the

ages of 18-25 years. It also shows that 96 (24%) were between the ages of 26-35, while 32 (8%)

were between the ages of 36-45. Finally, 20 respondents represented by 5% were above 45 years.

The marital status shows that 276 (69%) were single, 84 (21%) were married, 24 (6%) were

divorced, and 16 respondents representing 4% were widowed.

25
The student level depicts that 72 (18%) were in ND1, 104 (26%) were in ND2, 168 (42%) were

in HND1, and 56 respondents representing 14% were students of HND2.

4.2 Data Analysis and Research Questions

4.2.1 Research Question 1: What is the extent of the availability of electronic information

resources to students in Ramat Polytechnic, Maiduguri?

The answer to this question is presented in table 4.2.1

Table 4.2.1 Availability of Electronic Information Resources in Ramat Polytechnic

S/N E-RESOURCES RESPONSE

TOTAL
AVAILABLE UNAVAILABLE

Freq. % Freq. % Freq. %

i. E-journal 326 81.5% 74 18.5% 400 100%
ii. Online Public Access 202 50.5% 198 49.5% 400 100%
Catalogue
iii. E-books 267 66.75% 133 33.25% 400 100%
iv. Online Databases 306 76.5% 94 23.5% 400 100%
v. DVD ROM 354 88.5% 46 11.5% 400 100%

Table 4.2.1, shows that 326 (81.5%) respondents agreed to the availability of e-journal in the

Ramat polytechnic, while 74 respondents representing 18.5% of the population disagreed. Also,

202 respondents representing 50.5% agreed to the availability of online public access catalogue

in the Ramat polytechnic, while 198 representing 49.5% disagreed. In addition, 267 (66.75%)

respondents stated that e-books were available for use in Ramat polytechnic, while 133 (33.25%)

disagreed to the availability of e-books in the Ramat polytechnic. 306 respondents representing

76.5% also agreed to the availability of online databases in the institution, while 94 (23.5%)

disagreed. It also indicated that 354 respondents representing 88.5% population said DVD ROM

26
 were available while 46 (11.5%) said it was not available. Finally, 50.53% of the population said

integrated library software were available in the Ramat library while 45 (49.47%) respondents

indicated that Integrated Library Software were not found.

4.2.2 Research Question 2: What is the extent of electronic information resources accessibility

to students in Ramat Polytechnic, Maiduguri?

The answer to this question is represented in table 4.2.2

Table 4.2.1 Accessibility of Electronic Information Resources in Ramat Polytechnic

S/N E- RESPONSE
RESOURC VERY HIGH HIGH MODERATE LOW TOTAL
ES Freq. % Freq. % Freq. % Freq. % Freq. %

1 E-journal 162 40.5% 68 17% 86 21.5% 84 21% 400 100%

2 Online 82 20.5% 54 13.5% 72 18% 192 48% 400 100%
Public
Access
Catalogue
3 E-books 132 33% 48 12% 106 26.5% 114 28.5% 400 100%
4 Online 48 12% 62 15.5% 88 22% 202 50.5% 400 100%
Databases
5 DVD ROM 96 24% 80 20% 138 34.5% 86 21.5% 400 100%

Table 4.2.2 indicates that the level of e-journal accessibility of students at Ramat polytechnic

represents 162 (40.5%) respondents to be very high, 68 (17%) were high, 86 (21.5%) were

moderate and 84 (21%) were low. The accessibility level of online public access catalogue

indicated that 82 (20.5%) respondents were very high, 54 (13.5%) were high, 72 (18%) were

moderate and 192 (48%) were low. It also shows the level of e-book accessibility at Ramat

polytechnic, indicating 132 (33%) respondents to be very high, 48 (12.36%) were high, 106

(26.5%) respondents were moderate and 114 (28.5%) were low. Furthermore, the accessibility

27
 level of online database indicated that 48 (12%) were very high, 62 (15.5%) were high, 88 (22%)

were moderate, and 202 (50.5%) were low. 96 respondents representing 24% were in very high

accessibility level of DVD ROM, 80 (20%) were high, 138 (34.5%) were moderate and 86

(21.5%) were low.

4.2.3 Research Question 3: What is the extent of use of electronic information resources by

students in Ramat Polytechnic, Maiduguri?

The answer to this question is represented in table 4.2.3

Table 4.2.3: Level of Utilization of Electronic Information Resources in Ramat Polytechnic

S/N E- RESPONSE
RESOURC VERY HIGH HIGH MODERATE LOW TOTAL
ES Freq. % Freq. % Freq. % Freq. % Freq. %

1 E-journal 100 25% 52 13% 146 36.5% 102 25.5% 400 100%
2 Online 58 14.5% 84 21% 156 39% 102 25.5% 400 100%
Public
Access
Catalogue
3 E-books 130 32.5% 50 12.5% 152 38% 68 17% 400 100%
4 Online 66 16.5% 82 20.5% 76 19% 176 44% 400 100%
Databases
5 DVD ROM 108 27% 132 33% 94 23.5% 66 16.5% 400 100%

Table 4.2.3 shows the level of utilization of electronic information resources in Ramat

polytechnic. For the use of e-journal, the result indicated that 100 (25%) were very high, 52

(13%) were high, 146 (36.5%) were moderate and 102 (25.5%) were low in the utilization of

electronic information resources. The utilization level of online public access catalogue shows

that 58 (14.5%) were very high, 84 (21%) were high, 156 (39%) were moderate and 102 (25.5%)

were low. In the use of e-books, it indicated that 130 (32.5%) were very high, 50 (12.5%) were

28
 high, 152 (38%) were moderate and 68 (17%) shows how low the level of e-book utilization.

Furthermore, online databases are also used in Ramat polytechnic, the result indicated that the

level of utilization stands at 66 (16.5%) was very high, 82 (20.5%) were high, 76 (19%) were

moderate and 176 (44%) were low. In the utilization of DVD ROM by students, the result shows

108 (27%) were very high, 132 (33%) were high, 94 (23.5%) were moderate, and 66 (16.5%)

were low.

4.2.4 Research Question 4: What are the problems encountered by students while accessing

and using the electronic information resources in Ramat Polytechnic, Maiduguri?

The answer to this question is represented in table 4.2.4

Table 4.2.4: Problems Encountered by Student while Accessing and Using Electronic

Information Resources in Ramat Polytechnic.

S/N PROBLEMS RESPONSE

SA A D SD TOTAL
Freq. % Freq. % Freq. % Freq. % Freq %
1 Poor internet 208 52% 60 15% 52 13% 80 20% 400 100%
connectivity
2 Power outage 262 65.5% 80 20% 34 8.5% 24 6% 400 100%
3 Insufficient 116 29% 38 9.5% 144 36% 102 25.5% 400 100%
search skills
4 Difficulty to 282 70.5% 38 9.5% 40 10% 40 10% 400 100%
access and use
5 Inadequate 236 59% 58 14.5% 42 10.5% 64 16% 400 100%
computers in the
library

29
The analysis in table 4.2.4 shows the problems encountered by student while accessing and using

electronic information resources in Ramat Polytechnic. It indicated that 208 (52%) respondents

strongly agreed to the problem of poor internet connectivity, 60 (15) agreed, 52 (13%) disagreed

and 80 (20%) strongly disagreed. Furthermore, 262 (65.5%) respondents strongly agreed that

power outage is another problem hindering the use of electronic information resources, 80 (20%)

agreed, 34 (8.5%) disagreed, and 24 (6%) strongly disagreed. Insufficient search skills is also a

problem, from the analysis, 116 (29%) strongly agreed, 38 (9.5%) agreed, 114 (36%) disagreed,

and 102 (25.5%) strongly disagreed. Also, difficulty to access and use is another problem

encountered by students while accessing and using electronic information resources, 282

(70.5%) strongly agreed to this fact, 38 (9.5%) agreed, 40 (10%) disagreed, and 40 (10%)

strongly disagreed. Finally, 236 (59%) respondents strongly agreed that inadequate computer in

the library is another problem in the faced by student of Ramat polytechnic in accessing and

utilizing electronic information resources, while 58 (14.5%) agreed, 42 (10.5%) disagreed and 64

(16%) strongly disagreed.

4.3 Discussion of Findings

Upon the conduction of the research, the researcher discovered that Ramat Polytechnic in Borno

state have gone all out in their efforts to make e-resources available to their students. Aguolu and

Aguolu (2012) identified a similar viewpoint, where they mentioned that many institutions of

higher learning have discovered the relevance of e-resources to the academic performance of

students and have made efforts towards the provision of these resources. They added that without

the availability of these resources, it is impossible to utilize them. Furthermore, the New York

30
Library Association Report on Training and Technology (2004) extensively emphasized the need

for tertiary institutions to embrace various ICT tools in order to better improve the academic

performance of their students. Osundina (2004) added that the issue for users is not whether they

want to use the library, but whether the library can meet their requirements and if they would

have access to the material offered. Thus in order for students to properly use e-resources, there

is the need for availability of the resources.

The study also found that students at Ramat polytechnic are often granted unrestricted access to

these e-resources, so as to improve their academic prowess. However, it is not just enough that e-

resources are available and accessible, the proper utilization of the resources is vital. This study

also found that to a large extent, students at Ramat polytechnic effectively utilize the e-resources

made available to them by the school authority. Amankwah (2014) further buttressed this point

by stating that in order to take advantage of the rising number of electronic information

resources, users must learn and practice the skills required to access a variety of online

databases. In fact, Schutte (2004) identified that the use of electronic information resources and

services has resulted in a transition from book and journal collections to information services, or

from ownership to access. He further stated that the move was forced by new trends in higher

education as well as advancements in electronic information storage and access through

computer networks. Current developments in published knowledge, in which more material is

made available in electronic format, are among the developmental trends that have an influence

on the supply of information services.

The study also found that students at Ramat polytechnic, Maiduguri usually encounters certauin

challenges while they access and use electronic resources. These challenges includes: poor

internet connectivity, power outage, insufficient search skills, difficulty to access and use, and

31
inadequate computers in the library. However, data from the research indicates that poor internet

connection was the most encountered problem faced by students. The data also showed that e-

journal, online public access catalogue, e-books, online databases and DVD-ROM are among the

most available types of e-resources in Ramat polytechnic library.

Respondents that participated in the study noted that e-resources are much easier and convenient

to access compared to the traditional methods of accessing academic resources, and the offer

current and valid information compared to the traditional ones. The study also found that the e-

library at Ramat polytechnic is situated at a serene environment that is conducive for studying.

Finally, the researcher found that the accessibility and proper utilization of e-resources by

student can greatly improve the academic performance of the students.

32
 CHAPTER FIVE

SUMMARY, CONCLUSION, AND RECOMMENDATION

5.1 Summary

This research focused on assessing the level of awareness, accessibility, and utilization of e-

resources in Ramat polytechnic library in Maiduguri. The topic was of much interest to the

researcher as a result of the persistent complaints received by students on the lack of e-resources

within the school, which have further left many students without necessary skill to access and

utilize these resources. Many structural, financial and managerial deficiencies were discovered

within the school’s e-library. Therefore, to properly assess the level of awareness, accessibility,

and utilization of e-resources in Ramat polytechnic library in Maiduguri, the research was

divided into five major chapters.

In Chapter One, the research offered an introductory section of the study. In this chapter, the

researcher offers a background into the concept of e-resources and how it has evolved to be one

of the most utilized academic tools by college students’. In this Chapter, Ani and Edem (2012)

argued that the introduction of electronic resources has dramatically altered the handling and

administration of information in Nigerian academic contexts, particularly higher institutions

libraries. Similarly, Lefuna (2017) observed that electronic resources relieve academic libraries

of the need for physical storage space for books and journals while providing users with

unrestricted access. Furthermore, the chapter contains the questions which the study aims at

answering, the objectives of the study and the research hypothesis. The significance and scopes

of the study were also addressed. This chapter also offered insights to the definitions of the key

terms.

33
A review of related literatures which are in agreement with the research topic was carried out in

chapter two. The chapter is further subdivided into four distinct sections. In the first subsection,

the study offered a conceptual background to the study where the major concepts are effectively

explained so as to ensure proper understanding of the study. In the second subsection, the

theoretical framework is further explained while a tentative empirical review is offered in the

third subsection. In the fourth and final subsection, the researcher developed a conceptual

framework.

The third chapter of this study offered the research methodology. In this chapter, the researcher

illustrates a step-by-step explanation of all the processes adopted in conducting research. The

chapter contains the research design, population of the study, sample size, sampling technique,

instrument of data collection, validation of data collection instrument and the method of data

presentation and analysis. Chapter Four of the research shows the presentation, analysis and

interpretation of the data obtained from the participants of the research. Chapter five seals up the

research with the summary, conclusion and recommendations.

5.2 Conclusion

Based on the results of the findings, it was concluded that, electronic information resources such

as e-journal, e-newspapers, Online Public Access Catalogue (OPAC), CD-ROM database, e-

magazines, e-books, online databases, e-research reports, virtual library online, science direct

online as well as Ebscohost reference database were available to students of Ramat Polytechnic.

Also, electronic information resources are to a great extent available, accessible and utilized for

research by students and finally, there are problems encountered by students while accessing and

using the available electronic information resources for research by students such as inadequate

34
computers in the library, poor internet connectivity, difficult to access and use, limited

subscribed titles, power outages, lack of relevant e-resources in various disciplines as well as no

assistance from the library staff. In order to alleviate these problems to ensure maximum use of

e-resources in Ramat Polytechnic Library, the library management should put in place

mechanisms to ensure that electronic information resources are fully accessed and utilized by

students (users).

5.3 Recommendations

Upon the careful examination of the research focus, the research was able to deduce the

following recommendations:

i. Efforts should be made by the Polytechnic Administrators and Library Management to

improve on the band width and enhance the internet connectivity so as to enable the

students have easy access to online e-resource.

ii. Trained personnel’s should be on ground to assist the students in the use of the available

e-resources in the University Library.

iii. The Polytechnics Management should provide adequate funds for subscription to

electronic journals. Appropriate databases related to faculty and students fields of study

should be subscribed to address the limited subscribed titles.

iv. Appropriate user education should be organized for students for better use of electronic

information resources in the library.

v. Inverter and battery system should be installed in the electronic library to ensure regular

power supply.

35
vi. Users (students) should be made to understand that even if they cannot use a computer

system, staff would assist them to meet their information needs.

36
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APPENDIX

QUESTIONNAIRE FOR THE STUDENTS OF RAMAT POLYTECHNIC, MAIDUGURI

40
Dear Respondent,

I am a final year student of Borno State University, pursuing a Bachelor of Science

degree in Library Science. For a student to graduate, one is required to undertake an academic

research project at his or her final year. Therefore, I am undertaking a research on

“ASSESSMENT OF THE LEVEL OF AWARENESS, ACCESSIBILITY, AND

UTILIZATION OF E-RESOURCES IN RAMAT POLYTECHNIC LIBRARY,

MAIDUGURI, BORNO STATE”. Consequently, I am kindly requesting your assistance in

terms of time and responding to the questions below. Your precision and honest response will be

important in this research.

Yours faithfully,

Barka Hyethira Ali

INSTRUCTION: Please select the appropriate answers for the following question.
SECTION A: Bio-Data of the Respondents:

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 1. Sex: (a) Male [ ] (b) Female [ ]
2. Age Bracket: (a) Below 18 years [ ] (b) 18 to 25 years [ ] (c) 26 to 35 years [ ]
(d) 36 to 45 years [ ] (e) Above 45 years [ ]
3. Marital Status: (a) Single [ ] (b) Married [ ] (c) Divorcee [ ]
(d) Widowed [ ]
4. Level: (a) ND1 [ ] (b) ND2 [ ] (c) HND1 [ ] (d) HND2

SECTION B: AVAILABILITY OF ELECTRONIC INFORMATION RESOURCES

1. What is the extent of the availability of electronic information resources to students in
Ramat Polytechnic, Maiduguri?
S/N ELECTRONIC INFORMATION RESOURCES AVAILABLE UNAVAILABLE
1 E-journal
2 Online Public Access Catalogue
3 E-books
4 Online Databases
5 DVD-ROM

SECTION C: ACCESSIBILITY OF ELECTRONIC INFORMATION RESOURCES

2. What is the extent of electronic information resources accessibility to students in Ramat
Polytechnic, Maiduguri?
S/N ICT FACILITIES VERY HIGH HIGH MODERATE LOW
1 E-journal
2 Online Public Access Catalogue
3 E-books
4 Online Databases
5 DVD-ROM

SECTION D: UTILISATION OF ELECTRONIC INFORMATION RESOURCES

42
 3. What is the extent of use of electronic information resources by students in Ramat

Polytechnic, Maiduguri?

S/N ICT FACILITIES VERY HIGH HIGH MODERATE LOW

1 E-journal
2 Online Public Access Catalogue
3 E-books
4 Online Databases
5 DVD-ROM

SECTION E: PROBLEMS OF ELECTRONIC INFORMATION RESOURCES IN THE

ACCESSIBILITY AND UTILISATION BY STUDENT

4. What are the problems encountered by students while accessing and using the electronic
information resources in Ramat Polytechnic, Maiduguri?
S/N CHALLENGES SA A D SD
1 Poor internet connectivity
2 Power outage
3 Insufficient search skills
4 Difficulty to access and use
5 Inadequate computers in the library

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