CHAPTER ONE

INTRODUCTION
1.1 Background to the study

In the current information age, information literacy is recognized as a prerequisite for knowledge
acquisition. This paper raises the discussion about information literacy to learning and examines
its place as a catalyst for academic performance of undergraduate of National Open University of
Nigeria, Ibadan. Information Literacy (IL) denominates information competencies that imply the
capacity to identify when information is needed, and the competence and skill to locate, evaluate
and use information effectively. IFLA (2004) say that learning how to learn, to adapt to change
and to make sense of vast information flows are now generic skills that everyone should acquire
especially undergraduate students. Developing lifelong learners is central to the mission of all
higher education institutions. By ensuring that individuals have the intellectual abilities of
reasoning and critical thinking, and by helping them construct a framework for learning how to
learn, polytechnics and universities provide the foundation for continued growth throughout their
careers, as well as in their roles as informed citizens and members of communities (ACRL,
2005). Students in institutions of higher learning also endeavor to increase their knowledge base
and sharpen their skill sets for both examination purposes and for application in the workplace.
Information literacy therefore forms the basis for lifelong learning, beyond the class room
environment. It is common to all disciplines, to all learning environments, and to all levels of
education. It enables learners to master content and extend their investigations, become more
self-directed, and assume greater control over their own learning (ACRL, 2005).

Information literacy is a necessity to equip the undergraduate students in higher education to

learn more effectively, to develop the creative thinking and to produce a high-quality academic
material of a course of study. Information is not knowledge; it is concepts or ideas which enter a
person’s field of perception, are evaluated and assimilated reinforcing or changing the
individual’s concept of reality and ability to act. As beauty is in the eye of the beholder, so
information is in the mind of the user. Zurkowski (1994), former president of the Information
Industry Association, first coined the phrase “information literacy”, and forecasted the varied
routes and sources of available information emerging throughout the decades (Badke, 2010). His
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recommendation to the National Commission on Libraries and Information Science proposed the
establishment of a universal program to achieve widespread information literacy in the ensuing
10 years. Furthermore, Zurkowski (1994) declared people to be information literates when they
could employ information resources in work functions and when they could utilize primary
resources in resolving inquiries. Later, Burchinal (1976) proclaimed a new set of skills must be
acquired to be considered information literate, such as locating and using information for
problem-solving, in order to make efficient and effective decisions. Additionally, Owens (1976)
avowed: beyond information literacy for greater work effectiveness and efficiency, information
literacy is needed to guarantee the survival of democratic institutions. All men are created equal
but voters with information resources are in a position to make more intelligent decisions than
citizens who are information illiterates, as indicated, the 1970s brought a plethora of definitions
to the meaning of information literacy; however, with the introduction of the computer age in the
1980s, a rapidly evolving information environment was ushered (Behrens, 1994). Subsequently,
the American Library Association’s (ALA, 1989) final report of the Presidential Committee on
Information Literacy, defined information literacy as a set of four skills necessitating individuals
to: recognize, locate, evaluate and utilize information effectively.
Based on the aforementioned skills, the Association of College and Research Libraries (ACRL),
also a division of ALA, developed in 1999 the following five Information Literacy Competency
Standards for Higher Education, describing an information literate student (ACRL, 2000). :
Standard One - The information literate student determines the nature and extent of the
information needed; Standard Two - The information literate student accesses needed
information effectively and efficiently; Standard Three - The information literate student
evaluates information and its sources critically and incorporates selected information into his or
her knowledge base and value system; Standard Four - The information literate student,
individually or as a member of a group, uses information effectively to accomplish a specific
purpose.; and Standard Five - The information literate student understands many of the
economic, legal, and social issues surrounding the use of information and accesses and uses
information ethically and legally. (ACRL, 2000). More recently, ALA members adopted a new
definition of information literacy, which is; Information literacy is the set of integrated abilities
encompassing the reflective discovery of information, the understanding of how information is
produced and valued, and the use of information in creating new knowledge and participating
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ethically in communities of learning. (ACRL, 2015). In addition, ACRL members adopted a new
framework underscoring that, “Students have a greater role and responsibility in creating new
knowledge, in understanding the contours and the changing dynamic of the world of information,
and in using information, data, and scholarship ethically” (ACRL, 2015). According to Farmer
and Henri (2008), “the early twenty-first century is giving rise to the ‘knowledge age’ with the
awareness that information in itself cannot solve problems; it is the effective use of information
that promised solutions. People need to be information literate”. This research is concerned on
examining the effect of information literacy on the academic performance among undergraduate
of National Open University of Nigeria, Ibadan. It is significant to explore whether the
information literacy can affect the academic performance of the students as these skills have
been embedded into their learning processes for them to be more critical thinker instead of
improving their academic writings in preparing themselves to cope with such complex
challenges in their future life and at work places soon.
Therefore, students must; recognize what information is needed; locate the necessary
information; evaluate its credibility and reliability; and employ the information within their
project in an ethical manner. The Texas Higher Education Coordinating Board, consider the use
of these standards as an indicator of problem-solving and critical thinking skills for students of
polytechnics, university and career readiness (Educational Policy Improvement Center [EPIC],
2008). However, the problem is determining the proficiency level attained by graduating
students, to ascertain job market and career readiness. According to Gross and Latham (2012),
“many students come to schools without proficient information literacy skills”.
Some research exists on information literacy skills and students’ lack of proficiency in
transitioning from secondary to postsecondary education (e.g., Gross, Latham, & Armstrong,
2012; Smith, Given, Julien, Ouellette, & DeLong, 2013).
However, scant research is available on information literacy skills proficiency at the higher level,
preparing students for job market and career readiness (Kovalik, Yutzey, & Piazza, 2013). For
students entering the workforce after graduation, information literacy skills are required for
researching job openings and business-related information for employment seekers (Inskip,
2015). As students enter institutions, they will most likely be faced with mining information
sources for research projects and studies, and will generally need a good foundation to
accomplish this successfully. Averill and Lewis (2013) reported students they paneled “wished
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they had received additional instruction in the research process at the higher level or that they
had paid more attention to the instruction they were given”. Despite access to myriad
information sources, students’ aptitudes for finding, evaluating, and applying information are
negligible (Averill & Lewis, 2013).
Information literacy is a necessity to equip the students in higher education to learn more
effectively, to develop the creative thinking and to produce a high quality academic material of a
course of study. They are also exposed to a basic information literacy course conducted by the
library during orientation week. This course should be held on an ongoing basis by the faculties
to ensure their students to have highly skilled in searching, evaluating and utilizing of reliable
information sources. A new reform of educational system nowadays has more focused on
measuring the students’ learning outcomes. This is why the information literacy is essential in
the way the students can demonstrate their abilities by applying relevant knowledge and skills to
achieve high standards of academic achievements in acquiring a good grade in line with the high
expectations of university and job market needs. Information literacy as the concept and
principle has been formally merged in the United States of America since the early 1990s. It was
defined as the abilities requiring individuals to recognize when information was needed and have
the ability to locate, evaluate and use effectively the required information that existed as a result
of the rapid advancement of information and communication technology [ICT] and its
implications on the information retrieval. Through widely utilization of ICT, the library shifted
its roles from the repository of knowledge to the facilitator of knowledge. Hence, the
responsibilities of the information professionals like librarians have moved from the preservation
of knowledge to the management of knowledge for the purposes of accessing and utilizing by the
library patrons to accomplish their specific tasks. Information literacy evolved over a long
history of library traditions that was library orientation, library instruction or bibliographic
instruction. The trend over the past 30 years had been a shift from the concept of orientation to
instruction in the use of the collection and services of a particular library to a set of concepts
which encompassed principles of library organization as well as the nature and organization of
library resources including both print and electronic. In line with the focus on the concept and
principle of information literacy, the roles of polytechnics in the teaching and learning processes
have acquired wide attention. Faculties were viewed not only as information and knowledge

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providers but also as facilitators to instruct the students on how to search, collect, evaluate and
use the information sources effectively.
It has become increasingly obvious that the students could not learn everything they need to
know in their field of study in a few years in the polytechnics. Information literacy would equip
them with the critical skills to become more independent lifelong learners. It was extremely
essential in this information age by instructing them the proper ways on measuring the Effect of
Information Literacy on the Undergraduates’ Academic Performance in Higher Education, how
to get the required information, where to locate it effectively and efficiently as well as on how to
analyze and evaluate it by considering the academic and research ethics in using both traditional
and digital libraries. As the ALA’s Committee said that “ultimately, information literate people
are those who have learned how to learn”. In Nigeria, the government was still giving a large
effort on the production, use and distribution of knowledge through the development of
knowledge economy with the publication of information sources by the institutions of higher
education. As these sources published, there was a need for the students to identify, critically
interpret and utilize it to fulfill their coursework requirements. They must have the necessary
knowledge and skills to determine the relevant sources to be information literate. From a global
perspective, Mohammed-Saleh noted that the developing countries have faced the two major
problems in developing their information literacy programs in which were traditional educational
system and low level of academic material publications. In relation to information literacy in
United Kingdom, higher education, Mohd Sharif, Nor Edzan and Zainab mentioned that due to
the information overload and sophistication of information technology for storage and retrieval,
students were confronted with the task of finding effective ways to access, evaluate and use the
various formats and channels of information. Information could be retrieved from the library
shelves or from home or office workstation. Nevertheless, retrieving information from any
sources required an understanding of how information was organized accompanied by skills to
retrieve and using it effectively. The uncertain quality and expanding quantity of information
pose large challenges for undergraduate of university. The sheer abundance of information
would not in itself create a more informed citizenry without a complementary cluster of abilities
necessary to use information effectively. Information literacy has formed the basis of learning
processes which could be practiced to all disciplines, to all learning environments and to all
levels of education that enabled learners to master content and extend their investigations,
5
become more self-directed and assume greater control over their own learning. Adam and Wood
more stressed that lack of information literacy was partly the cause of underutilization of existing
ICT and information resources. Mutula, Wamukoya and Zulu also noted that students were ill-
equipped with requisite information literacy skills such as the ability to identify, locate, review,
select and apply information needed for their studies and had difficulties in using relevant tools
to locate information and knowledge. University Technology MARA was one of the largest
public universities in Malaysia which had a campus in each state that included more than
100,000 numbers of students. New registered students have to attend an information literacy
course which was organized by the library during their orientation. They would be exposed to the
techniques of search and retrieval of information sources using online databases subscribed by
the university. On the other hand, lecturers might obtain the services of librarians to add more
related courses to enhance the students’ knowledge and skills when needed. The main issue was
whether the information literacy of students could help them to improve their academic
performance. Much literature has talked about the information literacy from the global and local
Nigerian situations but the effect of information literacy on the students’ academic performance
was rarely touched.
Nowadays, no student can ever pursue the ends of his studies unless he makes use of his
information literacy skills. To become lifelong learners, they do need these skills.
Information literacy is a set of information needed for searching, retrieval, evaluating, and
making best use of information.
The ability to accommodate oneself with the changes, competitiveness, and lifelong learning are
the means of success in the contemporary society.
The considerable growth of information and communication technology and its excessive
influence on different aspects of life have affected many activities, especially educational
activities such as changing students’ educational requirements, students and teachers’ essential
skills, teaching methods, and the application of information and communications technology in
the process of teaching. The ability to accommodate oneself with the changes, competitiveness,
and lifelong learning are the means of success in the contemporary society.
As was observed, most of the studies, especially those done in Nigeria, mainly deal with
analyzing information literacy among different groups and only a few of which have inspected
the effects of information literacy on different variables specifically on academic performance.
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Thus, the main object of this study is to specify the relationship between information literacy and
academic performance of Undergraduate of National Open University of Nigeria.

1.2 Statement of the Problem

Information literacy includes several components such as computer literacy, library literacy,
media literacy, network literacy, visual literacy and tool literacy. Besides, information resources
as mentioned in the previous section are massively due to better ways of information
preservation and use of new tools, technology, and media nowadays. With the evolution of the
information literacy in the developed countries, the developing nation like Nigeria should take a
leap towards reaping the benefits, particularly for scholars and part time students. However,
simple questions yet to be formally answered are: who should take charge of disseminating
information literacy programs? How its usage can be practically implemented? Will the
introduction of tools and techniques for information literacy be beneficial? What are the target
groups and what extent of resources can be useful to maximize the gain for the users etc.
However, it is necessary to evaluate their information literacy test and ability of making people
information literate and able to help them to identify their need, utilize resources to solve the
problems. Evaluation of effectiveness of the program and student’s information literacy test can
be measured through ability test. It is also now necessary to estimate the general progress on
information literacy program, particularly for analyzing its need. Such a study should also help in
forecasting the required resources that should be focused for the target groups, including the
variety of ways the information literacy can be disseminated to the users. The study would help
in understanding which tools and techniques can most beneficial for the providers and users in
economic and temporal terms. This study helps to obtain the answer regarding whether the
professional working in libraries and the undergraduate student produced by Department of
Library and Information Science are capable to understand different types of information literacy
techniques and procedure or not. It is very much necessary to know the level of understanding of
literacy tools by the undergraduate students so that they could disseminate information properly
and make the user information literate.
The process of teaching and learning is complicated. There are so many intervening factors one
has to consider in establishing the effective and quality environment as to ensure quality results
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and among many factors the availability of well-prepared and equipped library is among the
factor, which seemingly promote student performance. Bruce (2006), commented that if one
needs to raise student achievements has also needed to invest in libraries. Bruce (op.cit) added
that student could be improved through a support from well-staffed and well stocked academic l
libraries. For student reading skills to be improved there was a need to have a lot of books.
Students need to feel comfortable around books and allow them to interact positively with the
books. Not only that, students also need the support of librarians who could deliver and guides
them to access both manual and electronic materials.
1.3 Objectives of the Study

The general objective of this study is to highlight the need and importance of information
literacy to the overall academic performances of the undergraduate student in NOUN. The other
specific objectives of the study are as follows; To study the literacy of undergraduate student in
NOUN.
1) To investigate the information literacy level of the undergraduate student in NOUN;
2) to find out the effect of use of library on their academic activities; and
3) To ascertain the influence of information literacy on their academic performance
1.4 Research Question

This study was Carried out based on the following research questions.
1) what is the level of information literacy of the undergraduate student of NOUN?
2) Do the students use the library has any impact on their academic activities?
3) what are the effects of information literacy skills on the academic performance of the
undergraduate students of NOUN?
1.5 Scope and limitation of the Study

The scope of the study is limited within the undergraduate students of National Open University
of Nigeria, due to the size of the whole population of the undergraduate students in NOUN,
Ibadan.

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1.6 Significance of the Study

Information literacy is one of the interesting areas in library and information science studies.
This study is based on the survey conducted with the selected students of NOUN, specifically
their undergraduate students. This study shall primarily benefit the information centers to get the
perspective of their current programs. It presents the ways to classify and measure the
information literacy services provided by such centers. Similarly, it can also be used to check the
infrastructure and resources required to provide such services to the reasonable extent.
The usefulness of literacy skill is beneficial for students and researchers in finding variety of
ways they can extract exact information they need.
The main rational of the study is to demonstrate the present information literacy skills among the
undergraduate students of NOUN. This study will be a reference for the researchers who might
like to do the research on the similar topic.
1.7 Definition of terms information

Literacy: Literacy is the ability to read and write one's own name and further for knowledge and
interest, write coherently, and think critically about the written word. The inability to do so is
called illiteracy or analphabetism.
Information: Information as knowledge, intelligence, facts or data which can be used,
transferred, or communicated.
Information literacy: information literacy is a set of abilities requiring individuals to "recognize
when information is needed and have the ability to locate, evaluate, and use effectively the
needed information." a set of competencies that an informed citizen of an information society
ought to possess to participate intelligently and actively in that society"
Academic performance
Academic performance or "academic achievement" is the extent to which a student, teacher or
institution has attained their short or long-term educational goals. Completion of educational
benchmarks such as secondary school diplomas and bachelor's degrees represent academic
achievement.
NOUN: National open university of Nigeria

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 CHAPTER TWO

LITERATURE REVIEW

2.1 Information literacy

Paul Zurkowski (1974) signified information literacy as an important program objective, and
libraries and librarians’ integral components of that program. Zurkowski (1974) declared
information literates as those who “have learned techniques and skills for utilizing the wide
range of information tools, as well as primary sources in molding information solutions to their
problems”. All others, Zurkowski (1974) identified as information illiterates, declaring the
following: “While the population of the U.S. today is nearly 100% literate, only a small portion
—perhaps one-sixth, could be characterized as information literates”.
During the 1970s, bibliographic databases started emerging to what is now considered the
precursor to contemporary digital resources (Cowan, 2014). According to Cowan (2014), these
initial databases required the assistance of a librarian, who was considered the expert in
maneuvering through this new technology in bibliographic instruction. In the 1980s, non-
intuitive instruments, such as CD-ROMS and early online databases, demanded the patron to
remember operations to open, to search, to print and to save data. Cowan (2014) asserted, “These
new methods of searching were a kind of grammar of research, without which the researcher
would remain functionally illiterate with regard to seeking certain types of information, mostly
academic”. Conceded emerging search methods compelled the researcher to utilize new
vocabulary and typing commands such as enter, return, and mouse clicking.
By the 1990s, more research was conducted online via the Internet and, subsequently, research
courses were added to curricula across the United States. Librarians were again at the center of
this continued evolution in demonstrating to students how to unearth information by mining
various academic databases in search of credible resources (Cowan, 2014). The 21st century
brought with it a new information age and a plethora of new databases and online resources. The
ACRL group of the ALA asserted students are unable to learn everything they need to know in
their discipline within a few years of school (ACRL, 2000). Therefore, being information literate

10
allowed students to engage in critical thinking skills, enabling students to search for information;
thereby, empowering students to become life-long learners (ALA, 2013).
2.2 Importance of Information Literacy

Some of the significant impacts the study of information literacy has on undergraduate students
as adapted from Association of College Research Libraries (2005) include:

i. Ability to determine the nature and extent of the information needed: Information literacy (IL)
enables a student to recognize that existing information can be combined with original thought,
experimentation, and analysis to produce new information that can be used in class discussions,
workgroups, and electronic discussions. He will also be able to identify a research topic, or other
information needed to develops a thesis statement and formulate questions based on the
information need. Rockman (2004) as cited in Duncan and Varcoe (2012) argues that, “Just as
writing shapes and enhances thought, clarifies thinking, and facilitates learning, so does
information literacy. Both are interdisciplinary, employ technology, and contribute to lifelong
learning” Ability to identify types and formats of potential sources for information. By knowing
how information is formally and informally produced, organized, and disseminated, the student
is able to identify the purpose and audience of potential resources. Postsecondary students
acquire library and information related skills for use in their coursework, presentations,
assignments, or other written work (McGuiness, 2006)

ii. Ability to access needed information effectively and efficiently: IL student will be able to
select the most appropriate investigative methods or information retrieval systems for accessing
the needed information and implement research plan appropriate to the investigative method.
Head (2008) found out in his research on how students conduct academic research that most
students are baffled by polytechnic-level research, especially when they must begin the process
and define their information needs. As a result, students face a variety of obstacles, including
their own procrastination.

iii. Ability to compare and evaluate information obtained from different sources: Salleh, Yaacob,
Halim and Yusoff (2011), say that due to the information overload and sophistication of
information technology for storage and retrieval, students were confronted with the task of

11
finding effective ways to access, evaluate and use the various formats and channels of
information. Information literate students will be able to evaluate information and its sources
critically and incorporate selected information into their knowledge base and value system.

iv. Ability to synthesize main ideas to construct new concepts: Student will be able to recognize
interrelationships among concepts and combine them into potentially useful primary statements
with supporting evidence by extending initial synthesis, when possible, at a higher level of
abstraction to construct new hypotheses that may require additional information

v. Ability to understand the economic, legal, and social issues surrounding the use of information
accessed and how to use the information ethically and legally: This is achieved by following
laws, regulations, policies, and etiquette related to the access and use of information resources by
legally obtaining, storing, and disseminating text, data, images, or sounds with the understanding
of what constitutes plagiarism, and does not present work attributable to others as his/her own
(ALA, 2000).

2.3 Information Literacy in the 21st Century

In 1982, futurist John Naisbitt penned, ‘we are drowning in information but starved for
knowledge’ (Naisbitt as cited in Breivik, 2005). This sentiment is particularly apropos today
because students are inundated with information from the Internet. Breivik (2005) asserted,
“With the seductiveness of the Internet added to the problem, it has become one of education's
greatest challenges to teach students the skills needed to test the reliability, currency, and
relevance of the information they find”. Saunders, Severyn, and Caron, 2017 proclaimed in a
Pew Research Center study, “Middle and high school students conduct research almost
exclusively through free online Web services”. Google and online encyclopedias such as
Wikipedia were used most often at 94% and 75%, respectively (Purcell, Brenner, & Rainie,
2012). When using online sources to uncover credible information, Horrigan and Gramlich
(2017) posited 75% of Hispanic and 70% of Black students desired more training. Information
literacy skills, in concert with technology competency, are essential subjects needing to be taught
during K-years; however, Breivik (2005) contended students coming out of high schools are not
prepared to conduct research. Not only is information literacy seen domestically as an essential
skill in the 21st century, but internationally as well. In 2003, information literacy experts from 23

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countries and all continents, convened in Prague, and The Prague Declaration: Towards an
Information Literate Society was drafted (UNESCO, 2003). The members declared an

“Information Society” is important in edifying knowledge beginning with communities through

to nations and from individuals upward to institutions. The representatives further acknowledged
that Information Literacy encompasses knowledge of one’s information concerns and needs, and
the ability to identify, locate, evaluate, organize and effectively create, use and communicate
information to address issues or problems at hand; it is a prerequisite for participating effectively
in the Information Society, and is part of the basic human right of lifelong learning. (UNESCO,
2003). According to the declaration, governments are responsible for closing the digital device
by ensuring interdisciplinary courses encouraging information literacy are added to curriculums
to produce citizens who are members of an information literate society and who are job market
competitive (UNESCO, 2003).Information literacy so to say its an IT and information skills/
competencies, attitude and knowledge requires in access, use, evaluation and communication of
the information with ethics and legalities which can be applied at different levels for different
objectives. Whatever may be the case, information literacy education can be imparted
successfully with the active collaboration between information specialist and the subject experts.
SCONUL assert it as “Information literacy encompasses library user education, information
skills training and education, and those areas of personal, transferable or „key‟ skills relating to
the use and manipulation of information in the context of learning, teaching and research issues
in higher education” (Streatfield, 2008, p. 102).The Chartered Institute of Library and
Information Professionals (CILIP) define information literacy as “knowing when and why you
need information, where to find it, and how to evaluate, use and communicate it in an ethical
manner” (Bewick, 2010, p.99). Edward k. Owusu-Ansah, Reference Librarian/ Assistant
Professor and Coordinator of Information Literacy at the college of Staten Island, City
University of New York, expressed his view regarding the Information Literacy in higher
education. The author opines that academic librarians are entrusted with the new and unusual
role. More often librarians are responsible for providing suggestions and procedure for achieving

information literacy. But the debate engulfed over the meaning of the concept perturbs in
providing roadmaps. Usually it lacks institutional support/recognition which undermine in
developing actual solutions at achieving information literacy in higher education (Owusu-Ansah,
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2003). Likewise, Rajesh Singh in his review of literature on information literacy describes it as
the core instructional pedagogy in higher education, which induces the skill to identify
information needs, seek out resources to meet those needs, analyze, evaluate, synthesize, and
communicate the resulting knowledge. He further states that a person cannot be expert overnight
but expertise skill can be attained with due course of time and practice. If these skills are imbibed
early in the students then definitely it will.
2.4 The Significance of Information Literacy

Many countries in the developed and developing parts of the world have recognized the
importance of information literacy among their citizens and have implemented programs to
inculcate the information literacy competencies and skills among students at all levels. In the
United States, the National Forum on Information Literacy established in 1989 and the Institute
for Information Literacy that established in 1998 were the instrumental in formulating
information literacy Standards for school and higher education sectors. The US Department of
Education has included information literacy as one of the country’s five goals in education since
December 2000. Information literacy developments have also taken place in Canada, China,
Japan, Mexico, Namibia, New Zealand, Singapore and South Africa. In Europe, many European
countries have implemented information literacy programs as a result of realizing the importance
of information literacy, seen in the following Memorandum on Lifelong Learning. “Europe has
moved towards a knowledge-based society and economy. More than ever before, access to up-to-
date information and knowledge, together with the motivation and skills to use these resources
intelligently on behalf of oneself and the community as a whole, are becoming the key to
strengthening Europe’s competitiveness and improving the employability and adaptability of the
workforce. Hence, learning how to learn, to adapt to change and to make sense of vast
information flows are now generic skills that everyone should acquire.” Due to the information
overload and sophistication of information technology for storage and retrieval, students were
confronted with the task of finding effective ways to access, evaluate and use the various formats
and channels of information. Information could be retrieved from the library shelves or from
home or office workstation. Conversely, retrieving information from any sources required an
understanding of how information was organized accompanied by skills to retrieve and using it
effectively.
14
Academic libraries should ensure that the students acquire the appropriate information literacy
competencies to enable the graduate to be productive members of society and lifelong learners.
Libraries have also been transforming its’ user’s education program from library orientation,
bibliographic instruction or user education to information literacy courses. Implementations of
information literacy in academic libraries have also taken a variety of forms either in the form of
stand-alone courses or classes, course integrated instruction, workbook based or online. (Mohd
Sharif Saad, Nor Edzan Nasir and Zainab Awang Nga), further explained that the processes of
studying user behavior in searching, evaluating and using information have developed into a
variety of information search process models. Among the most referred models were those
proposed by Irving’s Information Skills [1985], Stripling/Pitts’s Research Process [1988],
Kuhlthau's Information Search Process [1989], and Eisenberg and Berkowitz. The Big 6 [1990].
All these models have contributed to the theoretical foundation of information literacy. The
theories were being utilized to facilitate the planning and teaching of information literacy at all
levels of education all over the world. Through these model’s information literacy have gain
widespread acceptance. Furthermore, standards have also been conceptualized, developed and
endorsed to help in the planning, implementation and continuous evaluation of information
literacy initiatives. These standards were aimed to help libraries and librarians to understand the
concept of information literacy, their roles in fostering it literacy programs. The standards have
enabled libraries to measure students’ and graduates’ information literacy competencies.
Among the most referred information literacy standards in higher education was the ACRL
Information Literacy Competency Standard for Higher Education published by the ACRL, ALA
[2000], the Australian-New Zealand Standard by CAUL [2000], and the Seven Pillars of
Information Literacy championed by Society of College, National and University or SCONUL
[1999]. From a study done by Bailey (2007) to assess the impact of four series of information
skills workshops conducted among pre-registration nursing Diploma students at Northumbria
University, United Kingdom, the findings revealed that all students who attended at least one
workshop improved their academic grades in their next assignment besides increasing their
confidence levels and information literacy. There were no failures (below 40%), four students
achieved 70% or above, 15 over 50% and only one student who attended all four workshops
improved from 38 to 65%. Focus group interviews and questionnaires were used as the methods

15
for data collection. Assignment grades were also recorded and analyzed to determine the
outcomes of the workshop interventions.
A different example was demonstrated in the research conducted at the University of
Wolverhampton which combined both focus group and tutor interview techniques to examine the
impact of students’ information skills training. The findings indicated that students’ confidence
in using library resources had indeed increased and their tutors reported that they began to use
new resources in their learning. Results of the training shown that there were mark
improvements for students’ evaluation and they better understood in accessing and retrieving
quality electronic resources.
A more longitudinal study performed at Glendale College, California to measure the impact of
information competency programs embedded into nursing curricula that stressed on the students’
retention and grades. The research concluded that such training had to be integrated into
curricula to boost the students’ enthusiasm and learning interest. Information literacy (IL) and
critical thinking are higher-order intellectual skills required for academic, professional and
personal development and success. These two sets of skills share common goals and intersect in
many areas. Information literacy includes the ability to lo-cate information, evaluate and use it
effectively whereas critical thinking involves the process of exploring and evaluating ideas in
order to make a decision or form an opinion on a topic or problem (Wertzet al., 2013).
2.5 Assessing Information Literacy and Research Skills

Information literacy skills assessment most often occurs at the postsecondary level because
colleges and universities are more financially attached to implementing information literacy
curricula for which they must account for fiscally (Connor, Radcliff, & Gedeon, 2001). When
employing information literacy skills, research performed at California State University
confirmed information literacy assessments and information research skills provide students with
the requisite strategies for student improvement and confidence (Dunn, 2002). Results from the
study revealed upper-class students clearly evaluated resources for context and content, and
implemented strategies in their research paradigm. Contrariwise, Haglund and Herron (2008)
administered a library anxiety test in concordance with an information literacy assessment to
incoming freshmen. Their findings indicated a difference level between high-achieving and low-
achieving students; however, study results suggested “that many students could be information
16
illiterate” upon entering college. In addition, Haglund and Herron (2008) discerned lower skilled
students exhibited exaggerated perceptions of their abilities, and they postulated opposite
perceptions for higher skilled students. There was no indication library anxiety affected the
assessment results (Haglund & Herron, 2008). Gross and Latham (2007) similarly researched
student self-assessment of their information literacy skills in conjunction with library anxiety. In
their study, Gross and Latham (2007) employed the competency paradigm, which theorizes
students’ self-assessments will be greater than their actual skill levels. Their findings,
comparable to those of Haglund and Herron (2008), did not yield a connection between self-
assessment and library anxiety; however, the findings supported the competency theory, in that
the dichotomous relationship between self-assessment and skill level emerged. Kohrman (2003)
theorized higher education students are “woefully unprepared for the high level of technology
found in postsecondary academic libraries today”. Research encompasses more than Internet
skills; it requires research proficiency as well. Many students are familiar with school computers
and use them; yet, confidence falters for some students when employing computers for research
(Kohrman, 2003). Many researchers implicated library anxiety, or fear of computers, as the
culprit (Ayersman, 1996; Rosen, Sears, and Weil, 1987). Kohrman (2003) cited Onwuegbuzie
and Jiao’s (2000) procrastination study, affirming library anxiety related to fear of failure and
also to correlated students’ postponement of performing research to perceived barriers they had
with library staff and library comfortability. Kovalik, Yutzey, and Piazza (2012) ascertained, by
surveying high school seniors on their application of information literacy skills for research
projects, students indicated they were able to locate information utilizing library resources.
However, participants noted they needed assistance in determining the best sources and in
evaluating resource material (Kovalik et al., 2012).
2.6 Instructional Collaborations in Building Information Literacy Skills

The number of students transitioning from high school to college has significantly increased over
the last several years, resulting in a need for adequate preparation at the secondary level for
transitioning students to be prepared for higher education (Godbey, 2013). Collaboration
between school libraries and university libraries is an integral piece in student preparation, and
has been since the later part of 1980, when universities formed partnerships with area schools
(Borthwick, 2001). Throughout the past several years, library and information literacy standards
17
have been published (Godbey, 2013); nonetheless, a gap exists between “skills expected from
high school graduates and the skills actually demonstrated by entering college students”
(Godbey, 2013, p. 2). Because of the gap between knowledge and skill, Hull and Taylor (2003)
proposed changes in information literacy skills instruction and additional communication
between secondary and higher education schools. Callan and Kirst (2008) declared, “Perhaps one
of the reasons for the skills gap between high school and college is the fact that student standards
are established in separate orbits. K-16 faculty members rarely work together on standards,
curricula or assessment”. Kersh and Masztal (1998) analyzed collaboration studies of K-12 and
university partnerships enduring for a minimum of three years, and documented what makes a
successful collaboration. To help ensure a positive collaboration there should be; clearly defined
goals; detailed leadership design; equally shared relationship, total commitment from partners;
administrative assistance; program evaluation, and reciprocal communication (Godbey, 2013).
Not only is it important to for K-12 school librarians maintain successful collaborations with
postsecondary librarians to assist students transitioning to polytecnics, but collaborations
between high school teachers and high school librarians are equally essential for effective
instruction of information literacy skills (Islam & Murno, 2006).
2.7 Socio Cultural Factors and Information Literacy Instruction

Vygotsky (1988) posited there is a relationship between learning and development, unlike other
theorists who postulated learning and development occurred dichotomously. Hypothesizing,
“Learning awakens a variety of internal developmental processes that are able to operate only
when the child is interacting with people in his environment and in cooperation with his peers…
(Vygotsky, 1988,), the Russian psychologist advanced the idea of the zone of proximal
development. The ZPD is, "the distance between the actual developmental level as determined
by independent problem solving and the level of potential development as determined through
problem-solving under adult guidance, or in collaboration with more capable peers" (Vygotsky,
1988). John-Steiner and Mahn (1996) attested to Vygotsky’s theory of ZPD, when they
postulated students who bring their own culturally developed knowledge and values to the
classroom transform the class into one that is more participatory and supportive with group
exploration. Being aware of cultural backgrounds in education is important because teachers can
employ cultural information within lesson activities (Blas, 2014). Interweaving student cultures
18
into the classroom promotes socio cultural literacy benefitting both teacher and student (Blas,
2014). A socio-cultural literate librarian can assist students in identifying topical information, by
instructing classes of various backgrounds to select subjects that can be seen as controversial to
society, but not offensive to another culture (Blas, 2014). According to Blas (2014):
Using several topics that do not offend any cultural beliefs will allow students to explore other
cultures as they learn about the method of research. Knowledge of culturally important beliefs is
critical when introducing possible topics to research. Socio cultural literate educators can
identify safe, interesting, yet still controversial topics as research questions for classroom
examples to minimize distraction without crossing a taboo.
Wells (2008) declared students learn best when their comfortability is challenged on cultural
issues. According to Wang, Bruce, and Hughes (2013), “growing attention is being given to the
principles of socio-cultural theories and their application to IL research in community,
workplace, and school contexts”. (Wang et al.,2013) continued, by asserting information literacy
is entrenched within the socio-cultural lens of various societies, and it is imperative as educators
we understand community protocols in order to become efficient teachers of information literacy
(Tuominen, Savolainen, & Talja, 2005). According to Johnson (2009), no segregation exists
between cognitive development and the social, cultural, and historical frameworks from which
they develop. Vygotsky (1988) affirmed learning is developed via two avenues, interactively
between the learner and social interactions, and interactively within learners themselves.

19
 CHAPTER THREE

METHODOLOGY

3.1 Research Design

This study is a descriptive research because it is based principally on the view of the respondent
in the population of the study, for the research work, undergraduate student of National Open
University of Nigeria will be studied.

Survey design is extensive in nature and given element in the population of study a chance to be
represented from this study researcher will look in to the information literacy skills as correlate
to the academic performance of the undergraduate students of NOUN, Ibadan.

3.2 population of the study

The population of this research will comprise the undergraduate students of National Open
University of Nigeria, Ibadan. Which amounted to 3000.

Table 3.1 study population

S/N LEVEL POPULATION

1 100level 900
2 200level 800
3 300level 700
4 400level 600
Total 3000

3.3 Sampling Technique and Sampling Size

Purposive sampling technique was used for the study, the undergraduate student of National
Open University of Nigeria, was purposively selected.

A sampling fraction of 5% was used to select the sample size of the library users of each
level, giving a total number of 150 ( one hundred and fifty) . Gay (2003) state that one thumb
of rile for determining an appropriate sole size for descriptive research is that it should
consist of at least 05-10% of population under study.

20
 Table 3.2 Sampling Size of the study

S/N LEVEL POPULATION SAMPLING SIZE

1 100level 900 45

2 200level 800 40

3 300level 700 35

4 400level 600 30

Total 3000 150

3.4 Data collection procedure

As a tool of data collection, the questionnaire is among well-like and valid instruments in the
field of research. Questionnaire is very easy to manage. Therefore, the researcher developed a
questionnaire in other to collect data from the undergraduate students of NOUN. So as to access
to information literacy skills as correlate to the academic performance of the undergraduate
student of National Open university of Nigeria, Ibadan.

3.5 Validity and reliability of instrument

The sum total of 150 questionnaire was prepared and administered and all questionnaire are
return through adequate and proper supervision in analyzing the data each item was considered
separately and percentage of responses were calculated and arranged in a tabular form. The
researcher made use of simple percentage to analyze the collection data from the respondent.

3.6 Data Analysis.

This research make use if simple percentage table and descriptive statistical method in analyzing
data. According to Asia (2006: 118) define qualitative descriptive as summarization of the
information generated in the research verbally so as to further discover relationships among
variables.

21
 CHAPTER FOUR

DATA PRESENTATION, INTERPRETATION AND ANALYSIS

4.1 Introduction
This chapter focused on presentation and analysis of data collected from the respondent, it's
analysis and the interpretation of the results made by making deduction from the data collected
from questionnaires filled by the under graduate students of national open university ibadan.
The analysis is done with the aid of simple frequency count and percentage. Information
obtained is tabulated format. Discussion of these findings is presented in line with the stated
objectives; Out 150 questionnaire that was administered, 150 was answered correctly and
collected.

Table 4.1 Questionnaire administration and return rate

Questionnaire printed 150
Questionnaire distributed 150
Questionnaire not returned 0
Percentage of questionnaire dully filled 100%

Source: Research table indicate that 150 questionnaires were printed, distributed and 150 were
dully filled and returned.

22
4.2 Respondent’s Demographic Profile
This section provides the summary of the data on the Bio of the respondents such as their
department, status, age, gender and religion. The demographic profile of the respondent could
help contextualize the findings and formulation of appropriate recommendation for the study.

Table 4.2: Frequency Distribution of Respondents by Department

S/N Department Frequency Percentage (%)

1 Criminology and security studies 3 2.00%
2 Mathematics and computer science 7 4.67%
3 Mass communication 8 5.33%
4 Education and French 5 3.33%
5 Christian theology 4 2.67%
6 Communication technology 4 2.67%
7 Agricultural extension and 5 3.33%
management
8 Public health science 4 2.67%
9 Early childhood education 2 1.33%
10 Cooperative management 5 3.33%
11 Public administration 9 6.00%
12 Education and integrated science 3 2.00%
13 Agricultural science and education 6 4.00%
14 Business administration 2 1.33%
15 Law 6 4.00%
16 Education and mathematics 1 0.67%
17 Education and biology 10 6.67%
18 Environmental science 1 0.67%
19 Education and chemistry 7 4.67%
20 Education and English language 4 2.67%
21 Islamic studies 6 4.00%
22 Hotels and catering management 4 2.67%
23 Tourism studies 8 5.33%
24 Business education 4 2.67%
25 Public education 2 1.33%
26 Conflict and peace resolution 4 2.67%
27 English language 4 2.67%
28 Mathematics 5 3.33%
29 Data management 5 3.33%
30 Computer science 12 8.00%
Tota 150 100.00%
l

23
Table 4.2 revealed the frequency distribution of the respondents by their departments, the
department of Criminology and security studies accounted for 3 (2.00%), Mathematics and
computer science accounted for 7 (4.67%), Mass communication accounted for 8 (5.33%),
Education and French accounted 5 (3.33%), Christian theology accounted for 4 (2.67%),
Communication technology accounted for 4 (2.67%), Agricultural extension and management
accounted for 5 (3.33%), Public health science accounted for 4 (2.67%), Early childhood
education for 2 (1.33%), Cooperative management accounted for 5 (3.33%), Public administration
accounted for 9 (6.00%), Education and integrated science accounted for 3 (2.00%), Agricultural
science and education accounted for 6 (4.00%), Business administration accounted for 2 (1.33%),
Law accounted for 6 (4.00%), Education and mathematics accounted for 1 (0.67%), Education
and biology accounted for 10 (6.67%), Environmental science for 1 (0.67%), Education and
chemistry accounted for 7 (4.67%), Education and English language accounted for 4 (2.67%),
Islamic studies accounted for 6 (4.00%), Hotels and catering management accounted 4 (2.67%),
Tourism studies accounted for 8 (5.33%), Business education accounted for 4 (2.67%), Public
education accounted for 2 (1.33%), Conflict and peace resolution accounted for 4 (2.67%),
English language accounted for 4 (2.67%), Mathematics accounted for 5 (3.33%), Data
management accounted for 5 (3.33), while Computer science accounted for 12 (8.00%) . The
frequency distribution of the respondents by their departments’ shows that majority of the
respondents are from the department of.

Table 4.3: Frequency Distribution of Respondents by Status

Status Frequency Percentage (%)

Single 82 54.67%
Married 46 30.67%
Divorce 22 14.67%
Total 150 100.00%

Table 4.3 revealed the frequency of respondents by their status, single accounted for 82 (54.67%),
married accounted for 46 (30.67%), while divorce accounted for 22 (14.67%) by implication, this
means majority of the respondents are single.

24
Table 4.4: Frequency Distribution of Respondents by Age

Age Frequency Percentage (%)

18-23 years 58 38.67%
24-29 years 64 42.67%
30-35 years 28 18.67%
Total 150 100.00%

Table 4.4 revealed the frequency of respondents on age. those with age ranging 18-25 accounted
for 58 (38.67%), those with 24-29 accounted for 64 (42.67%), while those with 30-35 years
accounted for 28 (18.67%). This means that those between 18-23 years 58 (38.67%) participate
most in giving required information.

able 4.5: Frequency Distribution of Respondents by Gender

Gender Frequency Percentage (%)

Male 70 46.67%
Female 80 53.33%
Total 150 100.00%

Table 4.5 shows the distribution of the respondents by their gender, male respondents accounted
for 70 (46.67%), whereas the female respondents accounted for 80 (53.33%). By implication, this
means that majority of the respondents are female.

Table 4.6: Frequency Distribution of Respondents by Religion

Religion Frequency Percentage (%)

Christianit 67 44.67%
y
Islam 83 55.33%
Total 150 100.00%

Table 4.6 revealed that 67 (44.67%) of the respondents are Christians, while 83 (55.33%) are
Muslims. This implies that majority of the respondents are Muslims.

25
 Frequency description of respondents on level of information literacy skill of the
undergraduate students of NOUN
Table 4.7: what is the level of information literacy skill of the undergraduate students of
NOUN?

Statement Strongly Agreed Disagreed Strongly

Agreed Disageed
F % F % F % F %
I can conveniently retrieve information with 83 55.33 37 24.6 12 8.00 18 12.00
the aid of I C T? % 7% % %
Am aware of computer literacy and can 48 32.00 69 46.0 18 12.00 15 10.00
work efficiently with it? % 0% % %
Communication makes easy through internet 69 46.00 52 34.6 15 10.00 14 09.33
services? % 7% % %
Educational enhancement can be assisted 45 30.00 56 37.3 17 11.33 32 21.33
through the use of I.C.T? % 3% % %

Table 4.7 present information on the level of information literacy skill of the undergraduate students of
NOUN, the scale used to measure the research are: (SA) Strongly Agreed, (A) Agreed, (D) Disagree,
(SD) Strongly Disagree. But for the purpose of analyzing the result, the measuring scaler were modified
to be (A) Agree and (D) Disagree.
The result from table 4.7 shows that 120 representing 80.00% of the respondents agreed that can
conveniently retrieve information with the aid of I C T while 30 (20.00%) disagreed, 117 representing
78.00% expressed that they are aware of computer literacy and can work efficiently with it while 33
(22.00%) disagreed, Also 121 representing 80.67% agreed that Communication are being done through
internet services while 29 (19.33%) disagreed, furthermore, 101 representing 67.33% affirmed that
educational enhancement can be assisted through the use of I.C.T while 49 (32.66%) disagreed.

26
Frequency description of respondents on the impact of library use on the student academic
activities?
Table 4.8: Does library use has any impact on the student academic activities?

Statement Yes NO
F % F %
Does library promote your educational skills? 121 80.67% 29 19.33%
Does library help in adequate learning? 127 84.67% 23 15.33%
Does library help in any field of research? 133 86.67% 17 11.33%
Do you benefit from your library? 127 84.67% 23 15.33%
Do you often use library? 91 60.67% 59 39.33%

Table 4.8 present information on the impact of library use on the student academic activities, the
scale used to measure the research are: Yes or No.

The result from this table shows that 121 (80.67%) of the respondents agreed that library promotes
their educational skills while 29 (19.33%) disagreed, 127 (84.67%) of the respondents agreed that
library helps in adequate learning while 23 (15.33%) disagreed, furthermore, 133 (86.67%) reveals
that library helps in any field of research while 17 (11.33%) disagreed, 127 (84.67%) affirmed that
they benefit from their library while 23 (15.33%) disagreed, 91 (60.67%) also affirmed that they
often use library while 59 (39.33%) disagreed.

Frequency description of respondents on the effects of information literacy skills on the

academic performance of the undergraduate students of NOUN
Table 4.9: what are the effects of information literacy skills on the academic performance of
the undergraduate students of NOUN?

Statement Yes NO Uncertain

F % F % F %
Do library provide more skills on your 102 68.00% 10 06.67 38 25.33%
learning? %
Are you competent to work? 113 75.33% 24 16.00 13 08.66%
%
Do you achieve your goals on your learning? 108 72.00% 24 16.00 18 12.00%
%
Does it improve your knowledge? 114 76.00% 18 12.00 18 12.00%
27
 %
Do you have good ability on your academic? 87 58.00% 25 16.67 38 25.33%
%

Table 4.9 present the result on the effects of information literacy skills on the academic
performance of the undergraduate students of NOUN, the scale used in measuring the problems are:
Yes or No.

The result shows that 102 (68.00%) of the respondents agreed with the fact that the library provide
more skills on their learning, 10 (06.67%) disagreed while 38 (25.33%) were uncertain. 113
(75.33%) agreed that they are competent to work, 24 (16.00%) disagreed while 13 (08.66%) were
uncertain. 108 (72.00%) affirmed that they achieve their goals on their learning, 24 (16.00%)
disagreed while 18 (12.00%) were uncertain. 114 (76.00%) agreed that information literacy skill
improve their knowledge, 18 (12.00%) disagreed while 18 (12.00%) were uncertain., 87 (58.00%)
agreed that they have good ability on their academic, 25 (16.67%) disagreed while 38 (25.33%)
were uncertain.

28
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 INTRODUCTION

This chapter present the overall summary of the study, conclusion and recommendation of this
study, it is important to also mention that the recommendation provided emanated from the
findings of the study.

5.2 SUMMARY

This study aimed at understanding the information literacy skills as correlate to the academic
performance of the National Open University of Nigeria (NOUN).

Purposively sampling strategy was adopted for the study, the undergraduate student National
Open University was purposively selected from 100 levels. The 100 to 400levels using a
sampling fraction of 5%. The study examined Various theories from the background of the study
among other things, the literature review captured the important of information literacy,
information literacy in the 21st century, the significance of Information literacy skills, assessing
information literacy and research skills, instructional collaborations in building information
literacy skills and socio-cultural factors and information literacy instruction. Questionnaire was
used as the principal tool for the data collection, the data was analyzed using basic statistical
tools such as frequencies, percentage and tables most of the questions were framed in a close
ended manner.

There were however, few of the question which were opened ended.

5.3 CONCLUSION

From the study it can be concluded that majority of the student of National Open University of
Nigeria are youth between the age of 18 to 23, gender wise the females are the dominant that
improve the information literacy skills on their academic performance. The majority students are
from the department of education and biology and computer science, also the singles are the one
improves the high frequency. Furthermore, the research shows that Muslim enrolled in

29
information literacy skills most. This indicates that there is a relationship between demographic
characteristics and information literacy skills.

5.4 RECOMMENDATIONS

Based on the findings of this study, the following recommendations were made;

1. The institution libraries should be well funded for it to have a conducive environment for
students learning
2. Institution libraries should keep updating their library materials to always meet the
information needs of the students in the institution
3. Institutions should provide good and competent tutors for the student to have good
orientation on
4. The use of information and information retrieval,
Institution should make sure they provide good ICT facilities for the student of the
institution to improve their information literacy skills.
5. The institutions should keep the habit of organizing ICT practical for the students for
them to exercise their ability on the use of ICT.
6. Students should be introducing to the job opportunities of ICT, this will reduce the rate of
unemployment in the country

30
 REFERENCES

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Baker, K., and G. Needham. 2005. Open University

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Bordonaro, K., and G. Richardson. 2004. Scaffolding and refl ection in course-integrated
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Brophy, P., M. Markland, and C. Jones. 2003. Linker: Linking digital libraries and virtual
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Elliott, J. 1991. Action research for educational change.Buckingham: Open U P, 61.

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Fiegen, A. M., B. Cherry, et al. 2002. Refl ections on collaboration: learning outcomes and
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Fosmire, M. and A. S. Macklin. 2004. A blueprint for progress: collaborating with faculty
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32
 APPENDIX

Department of Library and Information Science,

Faculty of Management and Communication Studies,

Oyo State College of Agriculture and Technology,

P.M.B 10, Igboora,Oyo State ,Nigeria.

15th November, 2019

Dear Respondent,

QUESTIONNAIRE

The questionnaire is designed to investigate information literacy skills as correlate to the

academic performance of the undergraduate students of NOUN, ibadan. It is a study of partial
fulfillment of the requirement for the award of National Diploma in faculty of management and
communication studies in the Oyo State College of Agriculture and Technology, Igboora.
Kindly respond to the questions below. The information provided shall be treated with utmost
confidentiality and used strictly for education purpose.

Thanks for your cooperation,

Your faithfully.

33
SECTION A: DEMOGRAPHIC INFORMATION

1. Department:

2. Status: Single ( ) Married ( ) Divorce ( )

3. Age: 18-23 ( ) 24-29 ( ) 30-35 ( )

4. Gender: Male ( ) Female ( )

5. Religion: Christianity ( ) Islam ( )

SECTION B:

what is the level of information literacy skill of the undergraduate students of NOUN?
Please tick as applicable with this scaler: Strongly Disagree( ) Agree
( )Disagree( )Strongly Disagree ( )

S/N Statement SA A D SD
1 I can conveniently retrieve information with the aid of I C T?
2 Am aware of computer literacy and can work efficiently with
it?
3 Communication makes easy through internet services?

4 Educational enhancement can be assisted through the use of

I.C.T?

Does library use have any impact on the student academic activities?
Please tick as applicable with scaler: YES OR NO

S/N STATEMENT YES NO

1 Does library promote your educational skills?

2 Does library help in adequate learning?

3 Does library help in any field of research?

4 Does library beneficiary you?
5 Are you often use library?

34
what are the effects of information literacy skills on the academic performance of the
undergraduate students of NOUN?
Please tick as applicable with scaler: YES, NO and UNCERTAIN

S/N STATEMENT YES NO UNCER

TAIN
1 Do library provide more skills on your learning?
2 Are you competent to work?
3 Do you achieve your goals on your learning?
4 Does it improve your knowledge?
5 Do you have good ability on your academic?

35