ASSESSING THE IMPACT OF LIBRARY SERVICE ON ACADEMIC

ACHIEVEMENT OF STATISTICS STUDENTS IN HARAMAYA

UNIVERSITY

BY: MARKOS MEKOYA

ADVISOR: AWEL SEID

SUBMITTED TO DEPARTMENT OF STATISTICS

IN THE PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE

DEGREE OF BACHELOR OF SCIENCE IN STATISTICS

HARAMAYA ETHIOPIA

MAY 2013

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 Table of content Page

CHAPTER ONE
Acknowledgment……………………………………………………………..I
Abstract……………………………………………………………………….II
1. Introduction………………………………………………………………...5
1.1 background of the study..............................................................…........5
1.2 statement of the problem………………………………………….........6
1.3 objective of the study ………………………………………………......6
1.4 significance of the Study ……………………………………………….6
1.5 limitation of the study…………………………………………………..6

CHAPTER TWO
2. Literate review………………………………………………………………7

CHAPTER THREE
3. Methodology………………………….……………………………….........10
3.1 Description of study Area and Population…………………………….10
3.1.1 Sampling frame ………………….………………………………….10
3.1.2 Sampling of Design …………………………………………………...10
3.1.3 Sample size Determination…………………………………………...11
3.2 Source of data…………………………………………………………...13
3.3 method of data collection……………………………………….............13
3.4 Variable of the study…………………………………………………....13
3.5 method of data analysis………………………………………………...14

CHAPTER FOUR
4. Result and discussion………………………………………………………16
4.1 Descriptive statistics…………………………………………………….17
4.2 Inferential Statistics………………………………………………..........20

CHAPTER FIVE
5. Summary, Conclusion and Recommendation…………………………….22
5.1 Summary………………………………………………………………….22
5.2 Conclusions……………………………………………………………….22
5.3 Recommendation………………………………………………………....22
Reference……………………………………………………………………...23
Appendix……………………………………………………………...............28

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 Acknowledgment

First of all, thank to my god and I have great appreciation and profound sense of

gratitude to my advisor Awel Seid for his advice, comments and efforts in all stages

of preparation of this research paper. It also my great pleasure to thank my entire

friends for their important comment and suggestion on the project.

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 Abstract

The main purpose of this research is that to assess the impact of library services on the

academic achievement of statistics students. The main variables include in the study

are:- sex, year of study, age, cumulative grade point average, library service, measure

of library service, collection of profile in the library, materials available for reserve

users, information technology

For this research 58 samples were selected from the total 161 students in department

of statistics by stratified sampling method.

The statistical methods that are used in this research are descriptive statistics such as
frequency table description and charts and the inferential statistics such as multiple
linear regression and chi-square test of independence. The conclusions of this study
were drawn as the the “benefits of library use” and
“Learning outcomes” attained are somehow related to the ways in which students use

the Library.

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 1. INTRODUCTION

1.1 Back ground of the study

A library is an organized collection of information resources made accessible to a

defined community for reference or borrowing. It provides physical or digital access
to material, and may be a physical building or room, or a virtual space, or both. A
library's collection can include books, periodicals, newspapers,
manuscripts, films, maps, prints, documents, microform, CDs,
cassettes, videotapes, DVDs, Blu-ray Discs, e-books, audio books,
databases, and other formats. Libraries range in size from a few shelves of books
to several million items. The first libraries consisted of archives of the earliest
form of writing - the clay tablets in cuneiform script discovered in Sumer,
some dating back to 2600 BC. These written archives mark the end of
prehistory .history. A library is organized for use and maintained by a public body, an
institution, a corporation, or a private individual. Public and institutional collections
and services may be intended for use by people who choose not to — or cannot afford
to — purchase an extensive collection themselves, who need material no individual
can reasonably be expected to have, or who require professional assistance with their
research. In addition to providing materials, libraries also provide the services of
librarians who are experts at finding and organizing information and at interpreting
information needs. Libraries often provide quiet areas for studying, and they also
often offer common areas to facilitate group study and collaboration. Libraries often
provide public facilities for access to their electronic resources and the Internet.
Modern libraries are increasingly being redefined as places to get unrestricted access
to information in many formats and from many sources. They are extending
services beyond the physical walls of a building, by providing material accessible by
electronic means, and by providing the assistance of librarians in navigating and
analyzing very large amounts of information with a variety of digital tools.

Types of libraries:- National libraries, Research libraries, Reference libraries, Public

lending libraries, Academic libraries, Children's libraries and Special libraries.

Why do libraries differ? The traditional types of library services (academic, public,
school, and special) are generally recognizably different from each other, although
each type of library may vary from one country to another. How might this be
explained?

The nature of the inquiries that are brought to the library service varies from one sort
of context to another. Different sorts of inquiries call for different sorts of services.
An author catalog is obviously less useful than a subject catalog for an inquiry framed
in terms of subject matter; the ability to browse in open stacks would seem more

5
useful for inquirers whose wants are vaguely defined than for those who know
precisely which document they want.

1.2 Statements of the Problem

The statement of problem states that does the response variable is affected by the
explanatory variables. The statements are:-

 Assessing whether a library service has an impact on academic achievement of

students?

1.3 Objectives of the Study

General Objectives

The general objective of this study is to assess the impact of library service on
the academic achievement of statistics students.

Specific objectives
 To assess an impact of academic performance of students on the use of library
service.
 To examine whether the availability of Reference services for statistics
undergraduates has an impact on their academic achievement by searching
books in the main catalog.
1.4 Significance of the Study

The significance of this study is:

 Serve as a base study for future similar studies on library service with
respect to learning activities of students.

 It can also be used to improve students’ academic status in the future.

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 1.5 Limitation of the Study
When this study is conducted there are some limitations faced that hinder the study as
it needed. Which could be listed as follows:-
 Lack of enough reference.
 The course given earlier related with the research project was not given
adequately.

CHAPTER TWO

2. Literature review

According to JavaScript: view Notes (article_refs.htm#r5’)… Various studies have

attempted to investigate how to measure library performance and its connection with
student success. . Much of the research conducted was largely at a school library
level, particularly in the United States and Canada. In a huge sample (800 elementary
schools, 50,000 students, with a sample specifically of grades 3 and 6) the Ontario
Library Association (Ontario Library Association, 2006) asked ‘[d]o
school library resources and staff have an impact on students’ attitudes towards
reading and on their scores on large scale standardized tests?’ Using surveys already
completed nationally, they found correlations between library staffing and reading
performance in both grades, as well as a decline in enjoyment of reading correlating
with a decline in staffing of libraries. Students with library access scored higher in
particular subjects than those who did not have access. However, overall time spent
reading in each student was similar, with those students without library access
spending a small amount of time more on reading.

At higher education level, De Jager examined book borrowing in particular. In her

2002 conference paper (De Jager, 2002a), she studied use of short loan stock
and ‘open shelf’ items (i.e. items freely available for loan rather than housed in a
separate collection) and found correlations between borrowing and the final passing

7
grade in some courses. However, she felt further investigation was required to look
closer at the habits of students achieving particular grades. She took a sample of high-
achieving students (70% or above for their final score) from humanities and science
courses and focused specifically on the open shelf collection (De Jager, 2002b).
Her findings were surprising: humanities borrowing was at high levels while science
students borrowed comparatively little. De Jager accepts that further analysis is
required incorporating e-resource usage to paint a broader picture of library use and
attainment.

In a paper on the Google Generation and their information-seeking behavior,

Rowlands et al. (Rowlands et al., 2008) discuss the need for changing
branding of libraries. Regardless of the image of the Google Generation being highly
skilled with searching for online materials and discarding traditional resources,
previous research cited by Rowlands et al. (OCLC, 2006) demonstrates a
continuing desire of students to refer to books, while other studies find an
overestimation of the Google Generation’s electronic information- seeking skills by
students. Gross and Latham (Gross and Latham, 2007) found the lower the
skill the students had, the more they overestimated their skills, while Weiler
(Weiler, 2005) notes that the tendency to overestimate skills stems from the
assumption students know a great deal about the Internet ‘as a “cool” medium’ (p.
50).

Some research has already been carried out by Huddersfield indicating a relationship
between overall library use and attainment (Goodall and Pattern, 2011;
White and Stone, 2010). Preliminary work also indicates that e-resource
access at a moderate level does not necessarily equate to degree attainment, i.e. at a
usage level of 21–40 and 41–60 logins, those achieving first and third degrees had
roughly the same number of logins (Pattern, 2010). Clearly there are also other
considerations necessary here such as duration of database use, the nature of how they
searched, or what they used when they logged.

Library goodness

How does one know whether one library is better than another, or that a given library
is currently improving or degenerating? Can there be a single usable measure of
library goodness? If so, what is it? If not, why not? Measures of library goodness7 but
their credibility is undermined by the number of arbitrary assumptions that have to be
8
made to piece the parts together. Nor should this be surprising. If one wants to choose
an automobile, one considers a variety of different factors: safety, appearance,
economy, speed, comfort, and so on. The problem is to relate this battery of factors to
one's resources, intentions, and personal set of values.

Although the quest for the Grail of Library Goodness has not (yet) been successful,
there has been no lack of measures of performance proposed, nor of people proposing
them. 8 There have been plenty of suggestions. What is lacking is a sense of coherence
—a sense of fitting together Orr’s schema

A discussion that can be very helpful in trying to grapple with concepts of library
goodness was published by Orr, 9 who points out that there is a fundamental
ambiguity in discussions of library goodness because there are two quite different
sorts of goodness:

1. How good is it?—a measure of quality.

2. What good does it do?—a measure of value.

Suppose, for example, that one were to amass a collection of Persian prayer books and
that, through assiduous purchasing and photocopying, this collection came to be the
largest collection of its kind in the world. Unquestionably, this would be a good
collection. If one were to add good cataloging and knowledgeable staff, then one
would have a good library. It would be good in the sense of quality. We can, in fact,
say more than this. Quality in this sense implies capability. Such a library collection is
of good quality because it is highly capable of meeting the needs of persons seeking
to learn about Persian prayer books.

On the other hand, it does not necessarily follow that even the highest quality library
will have beneficial effects. Let us imagine that this collection of Persian prayer books
were to be located in Bella Bella, British Columbia or some other relatively
inaccessible and sparsely populated area. What good would it do? In the absence of
utilization, it is difficult to imagine beneficial effects.

9
Figure 20.1 Concepts of library goodness Source: R.M. Orr, "Measuring the Goodness of
Library Services: A General Framework for Considering Quantitative Measures," Journal of

Documentation 29, no. 3 (September 1973): 315- 32.,

10
 CHAPTER THREE

3. METHODOLOGY

3.1 Description of study area and Population

This study conducted in Haramaya University which is founded in Oromia region far
from the Addis Ababa 506 km.Haramaya University (HU) is one of the higher
institutions in Ethiopia. It was established as institute of higher education in 1954.
Today it has three (3) campuses containing nine (9) faculties under which it has many
academic and administrative staff members Till 2012/2013, the university has about
12,992 undergraduate and post graduate students in different departments and
programs.
 The study population of this project is the undergraduate students found in
department of statistics enrolled in 2005 E.C.

3.1.1 Sampling Frame

Sampling frame is a list containing all elements, group of elements of population or
list of areas which serve as a base for sample selection for this study.
The list of all students of first, second and third year statistics students are
considered as the sampling frame of the study which have a list collected from the
dean of CCI.

3.1.2 Sampling of Design

The precision of a sample estimate of the population mean depends on the size of the
sample. In addition to this, it also depends on the variability of the population. In a
stratified sample, the sampling error depends on the population variance existing
within the strata but not between the strata. Stratified random sampling is a sampling
plan in which a population is divided in to L mutually exclusive and exhaustive strata.
This design reduces sampling error.

11
 This study divides the population in to three mutually exclusive and exhaustive
classes; namely first, second and third year students. Stratum 1 is first year statistics
students,
Stratum 2 is second year statistics students and stratum 3 is third year statistics
students.
3.1.3 Sample Size Determination

Since the study population is classified into batches, the sample size was determined
by stratified for proportion.
And stratification is used to reduce sampling error and it can enable to control the
distribution of the field work among its regional office. In proportional allocation, the
size of sample from a given stratum will be proportional to the size if the stratum.
In this case, the sample size in each stratum is fixed.
Implies that:
nh= Nh
N Notation:

nh = number of samples from each batch

N= total number of all statistics students (N1, N2, N3).
Nh: - N1= the total number of 1st year statistics students (stratum 1)
N2= the total number of 2nd year statistics students (stratum 2)
N3= the total number of 3rd year statistics students (stratum 3)

Where:-

no = (Zα/2)2pq
d2

Ph=whPh = NhPh

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 Ζα/2= is the accuracy level of significance

n = the overall sample size, no= initial sample size

p= probability of success, q= probability of failure

d= absolute margin of error

Nh = number of each batch students
 z/2 =1.96 , =0.05 (level of significance)
 d = 10% =0.1

Sample size determination in each batch

nh= Nh n
N
Where:-

nh = number of samples from each batch

n1 = the sample size for first year statistics students (stratum 1)
n2= the sample size for second year statistics students (stratum 2)
n3= the sample size for third year statistics students (stratum 3)

n1 = 55*58 =19.81
161
n2 =41*58 = 15
161
n3 =65*58 = 23
161

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Department Stratum Nh nh
1 55 20
statistics 2 41 15
3 65 23
Total 161 58
Table 1: Table of stratum in each batch

3.2 Source of Data

The source of the data for this study is statistics students in department of statistics
enrolled in 2013 time of the study.

3.3 Method of Data Collection

In the study data would be collected using questionnaire from regular students of
statistics as respondents. The questioner is designed as closed types of questions
considering the library service available.

3.4 Variables of the Study

Dependent (Response) Variable:-

 Academic performance of students (continuous)

Independent (Explanatory) Variables

 Sex

 Year of study

 age,

 cumulative grade point average,

14
  library service,

 measure of library service,

 collection of profile in the library,

 materials available for reserve users,

 information technology

3.5 Method of Data analysis

Data collection for the variables was analyzed using descriptive statistics such as

frequencies and charts. In addition, the data was analyzed using inferential statistics

such as multiple linear regression and Chi-square test (Test of homogeneity or

independency)

 Multiple Linear Regression: - Is statistical method of data

analyzing the mathematical calculation between two or more
variable in the data. That mean, it is used to measure the
relationship between one dependent variable and more than two
independent variable.
The general model for multiple linear regressions is:-

Y =βo+β1X1i+β2X2i+…………………………+ βpXpn + εij

Where, Y= dependent variable

o =intercept

1, β2…………………βn = partial régression coefficients

. Xi = observed value of independent variable
random error term.
Ij=

Ho=βo=ẞ1………..ẞp0= all explanatory variable X1, X2……..Xn have no effect

H1= at least one is different from zero

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ASSUMPTION OF MULTIPLE REGRESSIONS

The assumption of multiple regression models is as follows:

1. Explanatory variables are strictly assumed to be fixed.

2. Explanatory variables can include continuous, binary, and categorical

variables.

3. Independence of errors: The regression model assumes that the random

error terms are independent & identical distribution.

4. Equal variance of errors: These random error terms have constant

variance.

Normality of errors: The regression model assumes that the random error terms are
normal distribution with mean 0 and variance constant.

Test of Hypotheses:

MSR
Test Statistic: F=
MSres

MSR = regression sum square and

MSres = sum square of error.

Over all test of the model will be checked by the following method

The overall goodness of the model can be checked by performing the hypothesis in
the following way:-

Ho: = ………………………. =0

H1: 0 (at least one of the parameters is different from zero).

16
The statistics is F- distribution and its computation is based on the following table

Source of
variation Sum square D.F mean square F P value

MSR

Regression SSR k-1 MSR MSres

Residual error SSRes n-k MSres

Total SST n-1

Where: SST= sum square of regression

SSR =sum of squares of regression

SSres= sum square of residual k=number of parameters, n=number of sample size

Decision Rule: We reject H0 if P - value is less than the level of significance

If the computed F-value is higher than the tabulated F-value with k = degree of
freedom for regression and n-k-1 = degree of freedom for Residual at =0.05
significance levels, then we reject H 0 or (hypothesis that each of, β 0, β1……… βq

takes the value zero). Otherwise we do not reject the null hypothesis
(H 0).

17
 CHAPTER FOUR

4. RESULT AND DISCUSSION

In this study descriptive statistics and inferential statistics are concerned to

interpretation the results. Under descriptive statistics, frequency table and
charts are used and inferential statistics such as F-test to determine whether
two discrete variables are associated or not.

4.1 Descriptive Analysis

4.1.1 Frequencies table

Frequency tables are useful for summarizing categorical variables, variables with a
limited number of distinct categories. For each value of a variable, a frequency table
displays the number of times (count) that value occurs.

Frequencies

Valid Cumulative
Percent Percent Percent

Frequency
12 20.7 20.7 20.7
female

Sex of respondent Valid male 46 79.3 79.3 100.0

58 100.0 100.0
Total

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 19 3 5.2 5.2 5.2
20 19 32.8 32.8 37.9
21 19 32.8 32.8 70.9
Age of respondent Valid 22 9 15.5 15.5 86.2
23 5 8.6 8.6 94.8
24 3 5.2 5.2 100.0
58 100.0 100.0
Total

Year of study first year 16 27.6 27.6 27.6

second year 18 31.0 31.0 58.6
valid third year 24 41.4 41.4 100.0
Total 58 100.0 100.0

Library service Always 20 34.5 34.5 34.5

Usually 33 56.9 56.9 91.4
Valid Never 4 6.9 6.9 98.3
Other 1 1.7 1.7 100.0
Total 58 100.0 100.0

measure of library How good is it? - A measure of 15 25.9 25.9 25.9

goodness quality.
What good does it do? - a measure of 23 39.7 39.7 65.5
value. 18 31.0 31.0 96.6
Valid A&B 2 3.4 3.4 100.0
None 58 100.0
Total

reserve users of No 28 48.3 48.3 48.3

library service Yes 30 51.7 51.7 100.0
Total 58 100.0 100.0

safeguarding No 23 39.7 39.7 39.7

library material Yes 35 39.7 60.3 100.0
Total 58 100.0 100.0

4.1.1 Graphs
Graphs are used to analysis the result which include pie charts, bar charts, histogram,
etc. This study used bar charts and pie charts.

I. Bar chart

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Figure 1:- As we can see from the above bar chart we can conclude that; 20.69% of
female students of statistics are participated as a respondent and 79.31% of male
statistics students are participated in the study as a respondent. On the other hand, we
can say that there is low participation of female students of statistics department.

II. Pie Chart

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 Figure 2: It can be clearly seen that the analysis of the resulting data from
the pie chart reveals a strong correlation between students' grades and
use of information resources the library provides. Therefore we can
conclude that; 34.48% of statistics students always uses the library
service for their study time, 56.90% of statistics students usually use
the library service. While 1.72% of statistics students uses other
sources of study places and the rest are out of the indicated
circumstances.

4.2 Data Analysis Using Inferential statistics

21
Inferential statistics
Inferential statistics is method deal with making inference or conclusion about
population based on data obtained from limited number of observations that come
from the total population. Inferential statistics consists of estimation and hypothesis
testing. The most appropriate methods that I select for this study are:-
- chi-square test of independence
- multiple linear regression
F- test

Model Summary
:- In the model summary of the inferential statistics R= 0.598
R square(R2) = 0.357, Adjusted R2 = 0.267 and Std. error of the
estimate= 0.397

ANOVAa

Model Sum of Squares df Mean Square F Sig.

Regression 4.382 7 .626 3.971 .002b

1 Residual 7.883 50 .158

Total 12.265 57

a. Dependent Variable: cumulative grade point average of respondent

b. Predictors: (Constant), safeguarding library materials, sex of respondent, measure of library
goodness, reserve users of library service, age of respondent, library service, year of study

Decision: since the p-value of analysis of variance is less than the level of significance
(0.002<0.05). Therefore we reject Ho: and conclude that the model fits good and
handles the data adequately

22
Coefficients

Model Unstandardized Coefficients Standardized t Sig.

Coefficients

B Std. Error Beta

(Constant) 2.733 .260 10.525 .000

sex of respondent .314 .136 .277 2.305 .025

age of respondent -.050 .048 -.132 -1.036 .305

year of study .340 .089 .605 3.830 .000

1 library service -.297 .086 -.421 -3.433 .001

measure of library goodness -.094 .066 -.171 -1.422 .016

reserve users of library

.223 .109 .242 2.036 .047
service

safeguarding library materials -.328 .139 -.349 -2.358 .022

a. Dependent Variable: cumulative grade point average of respondent

Interpretation of coefficients:-
 A change in academic year of students may result in increments of their
academic performance by an amount 0.340
 If there is no adequate seasonal measure of the library service it would
decrease academic achievement of students by 0.094
 If there is essential & enough materials in the library bookstore it can cause a
positive change in students academic achievement by an amount 0.223

Model Adequacy Checking

23
 Cumulative grade point average of respondent

Since the points are very close to the Q-Q normal plot line shows that the data is
normally distributed.

24
 CHAPTER FIVE

5. CONCLUSION AND RECOMMENDATION

Conclusion
It is generally agreed that library use is indeed beneficial (or even indispensable) for
Students to achieve their educational outcomes.
Although outcomes assessment might be used for the fulfillment of accountability, its
Original purpose is to explore how the academic library functions in order to better
contribute to students’ educational outcomes.
Based on the findings of this study, the following conclusions can be drawn. Majority
of statistics students have used the library services and they believe that the library
services are directly related with their learning activities their study program that
results an impact on their academic achievement.
Recommendation

From the conclusions of the study, the researcher makes the following

suggestions/recommendations: -

The study also showed that the “benefits of library use” and
“Learning outcomes” attained are somehow related to the ways in which students use
the Library. Focusing on this point, the study attempts to understand students’ use of
University libraries and clarify what educational outcomes are achieved in relation to
their Patterns of library use.
The study also shows variation in students’ academic achievement that result from
year of study program, and socio-economic background. In order to improve the
academic achievement of student in statistics department, the department should
follow its students in their learning activities. Also, the department should
recognize that students share many characteristics. University library services
should be designed to meet the range of information needs that arise not only in
statistics but also in other academic disciplines.

25
Reference

 David F. Groebner and Patrick W. Shannon business statistics a decision

Making Approach 4th edition base state university.
 Freud JohnE. ; Modern elementary statistics, 11th edition.2004
 Adem Kedir Gelato,(2005), introduction to statistics & its application 1st
edition and Introduction to statistics & its application 2nd edition diredawa
Ethiopian print press
 John wily and sons (1977), Cochran sampling techniques, third edition
network Gupta
 http://polaris.gseis.ucla.edu (Academic library performance measures and
Undergraduates’ library use and educational outcomes)

 Whitmaire, E. (2002). Academic library performance measures and

undergraduates’ library use and educational outcomes. Library &
Information Science Research, 24,107-28.

26
APPENDIX 1 Haramaya University
College of Computing and Informatics
Department Of Statistics
Questionnaire
The purpose of this questionnaire is to assess the impact of Library service given from
the university on academic achievement of statistics students of Haramaya University.
Instruction:
First of all I would like to thank you for your politely cooperation in filling this
questionnaire. Read the questions and fill your correct answer as much as possible
from the choice.

1. Sex A. Male B. Female

2. Age ……
3. Year of study A. I B. II C.III
4. What is your CGPA? ..............
5. How often do you use the library service?
A. Always B. Usually C. Other D. Never
6. Which of the following factors do you think a single measure of library goodness?
A. How good is it? – a measure of quality B. What good does it do?-
measure of value C. A&B D. None
7. Does the collection of profile in the library is adequately support the
undergraduate curriculum? A. Yes B. No

8. Are materials are appropriately available & accessible for reserve users?
A. Yes B. No
9. As you are undergraduate, do you get enough access to information technology for
accessing and working with information? A. Yes B. No
10. Are materials adequately safeguarded against loss, mutilation, theft, or other
damage? A. Yes B. No

27
 Thank you for your cooperation!!!

Appendix 2

Frequencies

Valid Cumulative
Percent Percent Percent

Frequency
12 20.7 20.7 20.7
female

Sex of respondent Valid male 46 79.3 79.3 100.0

58 100.0 100.0
Total

19 3 5.2 5.2 5.2

20 19 32.8 32.8 37.9
21 19 32.8 32.8 70.9
Age of respondent Valid 22 9 15.5 15.5 86.2
23 5 8.6 8.6 94.8
24 3 5.2 5.2 100.0
58 100.0 100.0
Total

Year of study first year 16 27.6 27.6 27.6

second year 18 31.0 31.0 58.6
valid third year 24 41.4 41.4 100.0
Total 58 100.0 100.0

Library service Always 20 34.5 34.5 34.5

28
 56.9
Usually 33 56.9 6.9 91.4
Valid Never 4 6.9 1.7 98.3
Other 1 1.7 100.0 100.0
Total 58 100.0

measure of library How good is it? - A measure of 15 25.9 25.9 25.9

goodness quality.
What good does it do? - a measure of 23 39.7 39.7 65.5
value. 18 31.0 31.0 96.6
Valid A&B 2 3.4 3.4 100.0
None 58 100.0
Total

reserve users of No 28 48.3 48.3 48.3

library service Yes 30 51.7 51.7 100.0
Total 58 100.0 100.0

safeguarding No 23 39.7 39.7 39.7

library material Yes 35 39.7 60.3 100.0
Total 58 100.0 100.0

29