The Use of Library Resources and Self-Efficiency by HND Students of National Institute for Legislative

and Democratic Studies

Introduction

The progress and advancement of any society are closely tied to education. According to Moran and
Marchionini (2012), critics have been particularly harsh when evaluating schools that aim to educate
individuals for different professions. Professional education has always faced challenges in finding the
right balance between theory and practice. In today's utilitarian perspective, there is an increased
emphasis on translating theory into practice and leveraging technology to enhance productivity. Each
person in a country is seen as an asset due to their contribution to the nation's progress through their
human resources. As a result, education and training throughout a person's life are crucial, and nations
must be mindful of providing the right direction.

Libraries play a crucial role in offering lifelong education and must fulfill their role in serving all users
effectively. People have an insatiable appetite for information, seeking it from various sources and
formats to meet their daily needs in both work and personal life. The NILDS library, like other academic
institutions, plays a vital role in society by equipping legislative staff with the necessary knowledge to
fulfill their responsibilities more efficiently. These libraries cater to a diverse range of users, including
students, lecturers, administrators, legislators, and staff, all of whom have different information needs.
They collect a wide range of information sources and provide various services to support instructional,
research, and learning activities. Therefore, the significance of libraries in academic institutions like
NILDS is substantial, as they are often seen as the central hub of academic engagement.

Background of National Institute for Legislative and Democratic Studies HND Programme

The National Institute for Legislative and Democratic Studies (NILDS) is dedicated to providing
opportunities for continuing education in democracy and legislation. As part of its mandate, NILDS offers
a Higher National Diploma (HND) program in Official Reporting. This program aims to enhance the
capacity of legislative staff and legislators in legislative procedures and practices.

The primary goal of the HND program is to educate and train individuals to become knowledgeable and
skilled personnel capable of providing technical services for effective coverage and reporting of the day-
to-day activities of the government and other relevant institutions. The program has been accredited by
the National Board for Technical Education (NBTE), ensuring that students who successfully complete
the program receive a diploma certificate.

The HND program at NILDS commenced in the 2018/2019 academic year with an initial intake of 23
students who were enrolled in HND II during the 2019/2020 academic year. In the subsequent year,
seven additional students were admitted, forming the second cohort of the program. Since its inception,
the program has successfully contributed to the ongoing education and development of legislative staff.
In summary, NILDS's HND program in Official Reporting plays a crucial role in equipping individuals with
the necessary knowledge and skills to effectively cover and report on the activities of the government
and other relevant institutions. It has received accreditation from the NBTE and has positively impacted
the continuing education of legislative staff since its establishment.

This study aims to address several key questions, including:

1. Are students familiar with the available library resources and services?

2. How do students become aware of the library's resources and services?

3. What types of resources do students prefer to utilize?

4. Do students possess the skills to retrieve information from various resources?

5. Do students perceive their library as a valuable source of information?

6. How frequently do students utilize electronic resources for information-seeking?

7. What tools do students employ when searching for information?

8. Do students believe that library resources contribute to their academic success?

The objectives of this study are as follows:

1. To investigate students' habits regarding the use of library resources.

2. To determine the preference between manual and electronic resources among students.

3. To assess the effectiveness of library resources in supporting students' education.

4. To explore students' reliance on the Internet as a reference source.

Scope of the Study

This study has a specific scope, limited to students enrolled in NILDS HND programs during the academic
years 2018/2019 and 2019/2020. The primary focus of the study is to examine how these students
utilize the library and its services for their assignments and regular academic work. It aims to explore the
students' information-seeking habits and the technologies they employ to gather information while
preparing for their studies. The findings of the study reveal that the students do not heavily rely on the
NILDS library for information. Instead, they turn to the Internet and other electronic sources to access
the information they need.

Review of related Literature

Utilization of Library Resources

Numerous studies have been conducted on library usage due to the crucial role that users play in
bringing libraries and their services to life. A library that remains unused loses its purpose and becomes
irrelevant. Therefore, the utilization of library resources and services breathes life into them, making
studies on library use and users continually relevant.
In terms of accessibility and utilization of library resources, Ntui and Udah (2015) emphasize the
importance of ensuring relevant and necessary resources, adequate storage for collections, and
strategies for easy access through classification, cataloging, and other arrangements. They also highlight
that information sources requiring minimal effort to access are considered more accessible.

Agyekum and Filson (2012) found that students often rely on library resources and services to
supplement their class notes, complete assignments, and prepare for examinations. Oyewusi and
Oyeboade (2009) discovered that Nigerian students and teachers perceive the library as a place
conducive to serious academic work, with textbooks being widely utilized.

Shidi (2013) asserts that 21st-century libraries have evolved from being traditional storehouses of
predominantly print materials into information centers that utilize information and communication
technologies (ICTs) for acquisition, processing, storage, retrieval, and dissemination of information.

Chimah and Nwokocha (2013) note that globalization and ICT have resulted in a vast amount of
information available in libraries and resource centers. However, effectively identifying and retrieving
specific information requires awareness of available sources and the skill to access them quickly and
inexpensively. Accessibility is considered a prerequisite for information utilization.

Fidel and Green, as cited in Xie and Joo (2009), suggest that accessibility is the most influential factor in
selecting information sources. Task, resource accessibility, and familiarity were identified as significant
factors impacting resource selection.

It has been observed that information availability does not automatically translate to accessibility and
utilization. University libraries need to promote their resources and services to attract users. Lack of user
awareness has been identified as a reason for low library usage (Osinulu, 1998).

Postgraduate students constitute an important user group in university libraries. Their unique needs and
perceptions regarding library resources are essential to consider, as they engage in independent and
advanced studies (Rasul and Singh, 2010). Building strong collections of physical and digital information
resources is crucial to meet the knowledge requirements of postgraduate students (Olofinsawe and
Oyeniyi, 2010).

This study aims to provide insights into the utilization of library resources and services, particularly
focusing on the needs and perceptions of postgraduate students, who play a significant role in research
at universities. Understanding their perspectives is essential for effective policy planning in university
libraries.
Self-efficiency in using library resources

Chimah and Nwokocha (2013) defined "resource" as a plentiful source of supply, while a "resourceful"
person is someone who can effectively handle difficult situations. In the context of research, resources
refer to materials, strategies, apparatuses, or consultations that aid researchers in enhancing their work.
Information resources encompass various carriers of information that facilitate research activities and
developmental projects. Adomi (2012) emphasized that information sources serve as materials from
which individuals receive ideas, meaningful messages, and guidance to accomplish tasks, make
decisions, and solve problems. These sources store and transport information and knowledge across
time and space, appearing in different document or record forms.

To meet the needs of users, libraries must have both human and material resources available, as
highlighted by Popoola in Ntui and Udah (2015). Teachers require diverse information for teaching,
research, and impacting knowledge on students. To achieve this, the right information must be
accessible to the right person at the right time and in the appropriate format. The provision of necessary
information resources in a usable form is essential to mobilize people and benefit a large number of
individuals. Efficient provision of library resources can positively impact academic achievement, as
mentioned by Ntui and Udah (2015). Learners must have access to the required information materials
and resources for an effective learning process, which can be in tangible (printed) or intangible
(electronic) formats. Librarians play a crucial role in providing the right information to the right people at
the right time.

Mubahsrah et al. (2013) found that students and teachers often visit libraries for reading textbooks,
preparing assignments, and utilizing spare time. Optimum utilization of library resources requires
improved library services and provisions because the lack of human and material resources often leads
to underutilization. Adeoye and Popoola (2011) stated that library information resources can exist in
both printed and electronic formats, such as textbooks, journals, databases, the internet, and various
media types.

Electronic resources, as defined by Ezeala and Yusuff (2011), include functional computers,
photocopying machines, CD-ROMs, microforms, fax machines, internet access, local area networks,
radio messages, telephones, lighting, and computer workstations for library users. Librarians must
periodically assess these resources and services to ensure they meet the library's objectives. Therefore,
library resources can be divided into two categories: traditional printed materials and non-printed or
electronic resources. Academic libraries play a crucial role in providing knowledge and information
resources for teaching, learning, and research, adapting to new forms of educational practices.

Various studies have identified different information resources used by different user groups. Thompson
(2007) found that library web pages and Google were the most important information resources for
distance education students. Academic scientists frequently used journals, web pages, databases, and
personal communications, as reported by Hemminger, Lu, Vaughan, and Adams (2007). PubMed and
Google were identified as key resources for neuroscientists, according to Vibert, Rouet, Ros, Ramond,
and Deshoullieres (2007). Humanists mainly relied on books and journals as their primary information
sources, as mentioned by Baruchson-Arbib and Bronstein (2007). Fidel and Green emphasized that
academic users access more internet sources, while engineers and those in corporate engineering
environments extensively use human and document resources, such as handbooks and internal reports.

Research studies have also explored the relationship between self-efficacy and various factors among
undergraduates. Tan, Ma, and Li (2015) found that higher levels of general self-efficacy were associated
with higher self-esteem and lower levels of procrastination. Mamaril, Usher, Li, Economy, and Kennedy
(2016) found a positive correlation between undergraduates' self-efficacy and their mastery goals.
Afolabi and Balogun (2017) suggested that undergraduates' self-efficacy for practical purposes might be
overestimated, and they recommended providing more experiential learning opportunities to help
students have a more realistic assessment of their skills and competencies. Balogun and Adebayo (2016)
supported this idea, stating that undergraduates with a strong sense of self-efficacy tend to persist, put
in more effort and energy, and strive for positive outcomes when facing difficult or challenging
situations.

Challenges of Accessing Information Resources

Unegbu and Otuza (n.d) identified five types of inaccessibility problems that users may encounter:
conceptual, linguistic, critical, bibliographic, and physical. Ugah (2008) commented that even when
information sources are available, they may not be easily accessible to users due to issues such as poor
indexing and cataloging, inefficient loan and circulation systems, inadequate shelving, lack of guides for
library arrangements, and administrative and physical barriers. Insufficient hardware for accessing non-
print and electronic sources is also a common issue.

Kiambati (2015) discovered that low skill levels in assistive technology, low literacy levels in accessing e-
resources and inaccessible websites, lack of independence and self-confidence in using e-resources, and
low literacy levels among visually impaired students due to lack of awareness and training in assistive
technology were the main challenges in accessing and using information resources. Okello-Obura and
Magara (2008) found that limited access to computer terminals, lack of IT knowledge, retrieval of
excessive information, and uncooperative staff members were barriers reported by students. These
challenges can be attributed to ineffective information retrieval skills, which result in difficulties
managing information and inefficient use of time.

Other challenges to accessing information resources in academic libraries and information centers
include inability to obtain relevant materials, delays in receiving requested materials, limited access to
the internet due to slow speed and high costs, frequent requests to pay for online resources, computer
illiteracy, poor retrieval skills, absence of relevant information in library databases, and the belief that
available resources are outdated (Ishola and Obadare, 2014). Sejane (2017) found that students faced
challenges such as slow downloads, slow PCs, network downtime, load shedding, and difficulties
accessing resources off-campus.
In summary, accessing information resources can be hindered by various factors, including technological
limitations, inadequate skills and literacy, administrative barriers, and inefficiencies in library systems.
These challenges need to be addressed to ensure effective accessibility and utilization of information
resources.

Methodology

The research employed a survey method to gather data, focusing on students as the target population.
The entire student population was provided with questionnaires, and 23 valid responses were received
and utilized for the analysis. The data collected were analyzed using frequency counts and percentages,
and the findings were presented in a demonstrable chart. The respondents consisted of HND I and II
students from the National Institute of Legislative and Democratic Studies, with a total population of 30
students. A carefully designed questionnaire was employed as the data collection instrument for the
research.

S/N Level Frequency Percentag