STUDENTS’ PERCEPTIONS OF THE ROLE OF THE LIBRARY IN THEIR STUDIES 

ABSTRACT
The purpose of the study was to investigate students’ perceptions of the role of the library in their studies. A positivist research paradigm was employed and quantitative and qualitative research approaches were followed. The research design was a case study. Three sampling methods were used in the study. To obtain a sample of the students, stratified random sampling and systematic sampling were applied. In the case of the library staff, purposive sampling was used. Data was collected from students and a limited number of library staff using questionnaires and interview schedules respectively. The latter was for the purpose of validating and collecting complete data from students.The findings of the study revealed that students at TUT, PC have positive perceptions of the library and are satisfied with library services. The findings of the study further revealed that students find the library to be user-friendly and they use the library to borrow materials, read their own notes and books, access the internet and study.

Factors, such as opening and closing hours, a conducive environment for studying, and knowledge of the library staff helps the library to contribute to students’ achievement outcomes. Moreover, the findings reveal that lack of resources, non-attendance of information literacy programmes by students, a lack of research support, and an inadequate infrastructure hinder the library’s contribution to students’ achievement outcomes. The research recommends that there should be a credit-bearing and compulsory information literacy programme offered as part of the curriculum at all levels of study at TUT, PC. Furthermore, library staff need to engage and interact well with students in order to better meet the needs of individual students. They should have continuous engagement with students and notify them about important events within the library.
KEYWORDS:
User perceptions, Academic library, Academic studies, Tshwane University of Technology, Students’ perceptions of the library, User satisfaction.

Table of Contents

DECLARATION i
DEDICATION ii
ACKNOWLEDGEMENTS iii
ABSTRACT iv
Table of Contents vi
LIST OF TABLES x
LIST OF FIGURES xi
LIST OF ABBREVIATIONS AND ACRONYMS xii
CHAPTER ONE 1
BACKGROUND TO THE STUDY 1
1.1 Introduction to the study 1
1.2 Contextual setting 5
1.3 Problem statement 7
1.4 Purpose of the study 8
1.5 The objectives of the study 8
1.6 Research questions 8
1.7 Significance of the study 9
1.8 Scope of the study 9
1.9 Literature Review 10
1.10 Research Methodology 10
1.11 Ethical considerations 11
1.12 Definition of key concepts 11
1.13 Organisation of the dissertation 12
1.14 Summary 14
CHAPTER TWO 15
LITERATURE REVIEW 15
2.1 Introduction 15
2.2 The role of academic libraries 16
2.3 Students’ perceptions 17
2.3.1 Students’ perceptions of libraries 17
2.3.2 Students’ perceptions of satisfaction with library services 19
2.4 Usability of libraries to students 21
2.5 Factors which enhance and, or hinder the library’s contribution to students’ achievement outcomes 24
2.5.1 Factors which enhance the library’s contribution to students’ achievement outcomes 24
2.5.2 Factors which hinder the library’s contribution to students’ achievement outcomes 25
2.6 Theoretical framework 26
2.7 Summary 27
CHAPTER THREE 28
RESEARCH METHODOLOGY 28
3.1 Introduction 28
3.2 Research paradigm 28
3.3 Research approach 29
3.4. Research design 32
3.5. Population 33
3.5.1 Students 33
3.5.2 Library staff 33
3.6. Sampling procedures and methods 33
3.6.1 Sampling method 34
3.6.1.1 Stratified random sampling 34
3.6.1.2 Systematic sampling 35
3.6. 1.3 Purposive sampling 36
3.6.2 Sample size 37
3.7 Data collection procedures and tools 37
3.7.1 Data collection tools 38
3.7.1.1 Questionnaire 38
3.7.1.2 Interviews 39
3.7.2 Data collection procedures 39
3.8 Validity and reliability 40
3.9 Ethical considerations 41
3.10 Methods of data analysis 41
3.11 Summary 44
CHAPTER FOUR 45
DATA ANALYSIS, PRESENTATION AND INTERPRETATION 45
4.1 Introduction 45
4.2 Demographic data 46
4.2.1 Gender 47
4.2.2 Age of the respondents 48
4.2.3 Faculty distribution 49
4.2.4 Library usage distribution 50
4.2.5 Average use of the library 51
4.2.6 Reasons for visiting the library 52
4.3 Data analysis 53
4.3.1 The role of the academic library 54
4.3.2 Students’ perceptions of the role of the TUT, PCL in their studies 56
4.3.3 Students’ perceptions of satisfaction with library services 58
4.3.4 Usability of the library to students 59
4.3.5 Factors enhancing and hindering the library’s contribution to students’ achievement outcomes 61
4.3.5.1 Factors enhancing the library’s contribution to students’ achievement outcomes 61
4.3.5.2 Factors hindering the library’s contribution to students’ achievement outcomes 62
4.3.6 Suggestions on how to improve overall library usage 63
4.4 Interview report 64
4.5 Summary 64
CHAPTER FIVE 66
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 66
5.1 Introduction 66
5.2 Summary of findings 66
5.2.1 Perceptions of students of the role of the TUT, PCL in their studies 67
5.2.2 Students’ perceptions of satisfaction with library services 67
5.2.3 Establish usability of the library to students 68
5.2.4 Factors enhancing and hindering the library’s contribution to students’ achievement outcomes 68
5.2.5 Suggestions on how to improve overall library usage 69
5.3 Conclusions 70
5.3.1 Perceptions of students of the role of the TUT, PCL in their studies 70
5.3.2 Students’ perceptions of satisfaction with library services 70
5.3.3 Establish the usability of the library to students 70
5.3.4 Factors enhancing and hindering the library’s contribution to students’ achievement outcomes 71
5.3.5 Suggestions on how to improve overall library usage 71
5.4 Recommendations 72
5.4.1 Perceptions of students of the role of the TUT, PCL in their studies 72
5.4.2 Students’ perceptions of satisfaction with library services 72
5.4.3 Establish usability of the library to students 72
5.4.4 Suggestions on how to improve overall library usage 72
5.5 Recommendations for further study 74
5.6 Summary 75
List of reference sources 76
APPENDICES 83
Appendix A: Questionnaire – Students 83
Consent to participate in this study 84
Appendix B: Interview schedule- Library staff 91
Consent to participate in this study 92

CHAPTER ONE

BACKGROUND TO THE STUDY

1.1 Introduction to the study

Libraries contain records ranging from intellectual, cultural, economic, and social materials and are essential collection of tools in learning at any level. Libraries also serve as the intellectual centres of a society (Ogbedor 2011).  The author further states that in providing a wide variety of information sources libraries expose users to different information sources with their respective values. In addition, users are also provided with the opportunity to learn and continue learning throughout their lives. Itsekor (2012:13) notes that libraries have always served as tools for educational advancement at all levels of education. Moreover, libraries assist in individualised, group and virtual learning and improve students’ performance throughout the academic curriculum. Libraries are also central to the provision of the right type of information resources that empower educational institutions to produce highly resourceful people who can have positive impact on national development (Itsekor 2012).

Therefore, it may be said that higher institutions establish libraries so that they can serve as tools of educational progression by supporting learning and teaching through the provision of materials. In addition, Ugwu (2008:26) notes that academic libraries are information centres established in support of the mission of their parent institutions to generate knowledge as well as to equip people with knowledge which will enable them to serve society and advance the well-being of mankind. Jain (2012:137) also notes that the main function of academic libraries is to support the mission and vision of their parent institutions. Oyewusi and Oyeboade (2009)  state that the primary purpose of university libraries is to support teaching, learning, and research in ways which are consistent with, and supportive of, the institution’s mission and goals. In addition, library resources and services should be sufficient in quality, depth, diversity, and currency to support the institution’s curriculum.

In his study, Gunasekera (2010:44) discovered that academic libraries are central to any learning community and provide a facility for students and faculty to conduct research and advance their knowledge. Academic libraries are expected to provide information services which will support research to various categories of library users in order to achieve the mission and vision of the university as mother body. The mission and vision of most universities generally include the creation of new knowledge and the production of informed members of the community and professionals (Gunasekera 2010).

Furthermore, Knight (2012) indicates that the role of the library in academic institutions is generally understood to meet the information and research needs of students, faculty and staff.

Gretes (2013) contends that the essential role that academic libraries play is providing access to books. Access is the primary factor that leads to raising student test scores in all aspects of literacy. Access to books not only fosters learning and improves reading achievement, but access to books also appears to offset the impact of poverty. Academic libraries enable students from disadvantaged backgrounds to have access to reading materials which they could otherwise not afford. Therefore, it may be said that academic libraries improve education by supporting teachers with teaching materials and students with learning materials. As such, the academic library plays a central role in teaching and learning. Its activities may help or hinder the process of learning and teaching.

Wong and Webb (2011) state that library usage contributes positively to students’ academic performance and, therefore, to the university’s effectiveness. In addition, Biagini (2012:2) indicates that students at every grade achieve greater academic success when they have access to a library. Although it is evident above that academic libraries have been valuable in universities, Dube (2011:28) argues that the value of libraries is no longer self-evident because of information glut characterised by free web information and users who are increasingly becoming independent in their information seeking. Therefore, different authors have different insights regarding the role that libraries play in support of students’ studies.

Students themselves also seem to be holding varying perspectives with regard to the role of libraries. Datig (2014:352) notes that students’ value libraries as more than just a place to study and find books related to their coursework. They perceive it as a place to develop their knowledge. Students perceive the library as essential for substantiating the knowledge that they obtain in class and also for providing a quiet and comfortable place to study. For instance, Chinese academic libraries are considerably well perceived by international students although they have differing purposes, and differing needs for library services and information resources (Nzivo & Chuanfu 2012).

Ashaver and Bem-Bura (2013:14) contend that some students at Benue State University and the Federal University of Agriculture Makurdi, Benue State, in Nigeria have a negative perception of the library services rendered by these university libraries. Those perceptions arise from students’ lack of awareness on how to search for information materials and ignorance on information search and retrieval strategies. In addition, outdated materials in these libraries also have an impact on the negative perceptions that students hold about libraries. Ashaver and Bem-Bura (2013) further state that students get frustrated when they search for current materials on a topic and cannot lay their hands on it easily. Therefore, they resort to other means of information retrieval than the library which should serve them better and is free for all. Moreover, the attitude of most librarians and library officers toward students in their search for information, or their awareness about library use and services, is not encouraging.

The library’s physical building and infrastructure also play an important role in how students perceive it and its overall function and role. If students find that the library building and infrastructure does not meet their needs and expectations they may form a negative perception of it without even making use of the actual library services. Obasuyi and Idiodi (2015:121) state that the significance of an academic library can be assessed by the adequacy of the library’s physical facilities and infrastructures, such as the library building, seating capacity, air conditioning system, and lighting situation.

Furthermore, the library’s information resources ranging from textbooks, periodicals, and reference sources also play an important role in assessing the significance of the academic library. In addition, the availability of government publications, thesis and dissertations, grey literature, electronic and digital materials and the provision of adequate library personnel play an important role in determining the significance of a library. Provision of adequate library services, such as user education and orientation, reference services, internet services, reprographic services, interlibrary loan services, exhibition and display, access to online databases, and referral services are also essential (Obasuyi & Idiodi 2015).

Dewey (2014) indicates that students do not see the library as a primary destination for research because they perceive the library only within their electronic paradigm. As a result, a library which is not electronically equipped does not meet their expectations.

Based on the above statements, it may be assumed that perhaps students’ perceptions of the library arise from the actual use of the library and how well it meets their needs and expectations. For instance, if a library meets the needs and expectations of students they may develop positive perceptions of the library. On the other hand, students may also develop their perception of the library based on what they have heard from others without making use of the library themselves.

In short, the reason students have different perspectives of the role of the library may be because each student has had a different experience in the library. Sometimes the library meets their needs or it falls short of their expectations. Nonetheless, there are students who do not recognise the role played by the library in their studies. Usually, those students use the library for the advancement of their social functions.  Furthermore, there are students who value the physical buildings of the library rather than the materials it houses. Also, there are students who perceive the library negatively because it does not seem to meet their expectations. Additionally, there are students who appear to recognise the role of the library in their studies or the potential role that the library may play in this regard.

As a result of these compelling reasons, the current study investigates students’ perceptions of the role of the library in their studies.

Students’ views of the role of libraries in support of their studies are important as they can help libraries to refine and transform according to students’ needs (Datig 2014).

Moreover, students’ perceptions of the role of the library in their studies can also help the academic librarian to measure the extent to which the library contributes to student outcome achievements. The research may serve the purpose of evaluation to see if the perception of libraries on the part of university management agrees with those of students. Subsequently, the research may help the library to identify factors which enhance and hinder the library’s contribution to students’ perceived outcome expectations. Thus, there can be improved understanding of what influences students’ use of the library. Libraries will also be able to provide services which meet the needs of students.

The current study investigates students’ perceptions of the role of library in their studies within a South African context as there is no evidence of literature reporting South African students’ perceptions of academic libraries. Hence, it is important to investigate students’ perceptions of the role of the library in their studies. Thus, the contextual setting for the investigation is the Tshwane University of Technology, Polokwane Campus (TUT, PC).

1.2 Contextual setting

TUT was established on 1 January 2004, with the merging of the former Technikon Northern Gauteng, Technikon North-West and Technikon Pretoria. At the time of the merger, the uniquely South African institutional designation of technikon was dropped in favour for the internationally accepted university of technology designation. TUT’s geographic footprint covers four of South Africa’s nine provinces, namely, Gauteng, Mpumalanga, Limpopo and the North-West Province. TUT has nine campuses, namely, Arts Campus, Arcadia Campus, Emalahleni Campus, Ga-Rankuwa Campus, Mbombela Campus, Polokwane Campus, Pretoria Campus, Soshanguve North Campus, and Soshanguve South Campus (Student diary 2016:05).

TUT enrols approximately 60 000 students annually and its student body is one of the most demographically representative in the country in terms of both race and gender, reflecting the Rainbow Nation in all its diversity (Tshwane University of Technology

2011).TUT strives to be a leading institution, viewing the diversity of its staff, students and other stakeholders as strengths to be nurtured in service of the country and the African continent. The University is committed to on-going transformation to make it ever more responsive to the needs of Southern Africa and the continent as a whole (Tshwane University of Technology 2011). Each of the nine TUT campuses have a library which serves and supports the academic activities of the university. It may be difficult for a single study to cover all campus libraries. It is as a result of this, that the choice of the contextual setting for the current research is TUT, Polokwane Campus Library (PCL).

TUT, PCL serves approximately 800 students daily (Mukhola 2014). The library houses 6129 books covering different subjects, such as, communications, marketing, accounting and finance, policing and information technology; 81 reserved materials and 434 multimedia materials (Tshwane University of Technology 2011). In addition to the materials it houses; the library also provides internet access to users and has approximately 1000 computers which are connected to Wi-Fi. Moreover, the library subscribes to databases such as Sabinet, Ebscohost, to mention a few. Students and staff are also provided with information literacy training by the library staff as, and when, they require it (Mukhola 2014). The TUT, PCL is constantly being improved by means of acquiring the latest materials and upgrading to the latest technological devices available (Tshwane University of Technology 2011).

Most staff members who make use of the library are academics, such as lecturers and tutors.  They use the library as an aid to support their teaching. Lecturers and tutors also play an important role in information literacy training as once they have been trained they indirectly transfer their skills to students during their teaching. However, it has not been clearly established how students perceive such efforts which are intended to support their studies. Perhaps a better understanding of the perceptions of the role of the library by students can improve existing knowledge in the field of User Studies.

1.3 Problem statement

Mhinga and Agyei (2012) report that 53.92 % of students at TUT, Polokwane Campus use the library mainly for reading and studying their personal notes only. This has led to low rates of borrowing or of using library-based materials.  However, the library continues to make available information resources to students at all times by housing current materials both in print and electronic form. Additional services include providing computers and free internet. Moreover, the library continues to provide information literacy training and library orientation to students. Despite these, the rate of use of the library by students remains low (Mhinga & Agyei 2012). It appears as if students perceive the role of the library only within physical parameters, such as, providing them with a place to study.  Perhaps, the same perceptions are shared by students at other universities.

For instance, Nkosi, Leach and Hoskins (2012) report that at the National University of

Lesotho, students generally use the library to read lecturers’ notes. Moreover, students tend to use the library for other activities, such as social gatherings, rather than for locating, accessing and retrieving information. Likewise, a study conducted by Mostofa and Hossain (2014:88) reveals that at the University of Rajshahi in Bangladesh 55.6% of students prefer the library as a place of study and 42.86% students visit the library for exam preparation. In view of the above, it becomes important to investigate students’ perceptions of the role of the library in their studies. Students’ perceptions help in developing an understanding of why and how students use the library in the way they do.

It also contributes to improving the understanding of students’ perceptions. Finally, it helps in establishing how useful libraries are to students as well as in identifying factors which enhance and hinder the library’s contribution to students’ achievement outcomes.

1.4 Purpose of the study

The purpose of the study was to investigate students’ perceptions of the role of library in their studies. This helps to improve the understanding of perceptions in the context of library use by students.

1.5 The objectives of the study

The objectives of the study were to:

1.5.1 Determine the perceptions of students of the role of the TUT, PCL in their studies.

1.5.2 Find out students’ perceptions of satisfaction with library services.

1.5.3 Establish usability of the library to students.

1.5.4 Identify factors which enhance and hinder the library’s contribution to students’ achievement outcomes.

1.5.5 To offer suggestions on how to improve the overall library usage.

1.6 Research questions

The following are research questions of the study:

1.6.1 What are the perceptions of students of the role of the TUT, PCL in their studies?

1.6.2 What are students’ perceptions of satisfaction with library services?

1.6.3 How usable is the library to students?

1.6.4 Which factors enhance and hinder the library’s contribution to student’s achievement outcome?

1.6.5 What could be done to improve the overall library usage?

1.7 Significance of the study

The study investigated students’ perceptions of the role of the library in their studies at TUT, PC. The results of the study can benefit both the library and students. The research has the potential to reveal the relationship between students’ perceptions of the library and their use of the library. The relationship can be a vital factor in improving the rate of library usage by students. Furthermore, the library may get an insight into what constitutes those perceptions. Students’ perceptions can help the library to improve its services to meet the needs of students. Moreover, the study provided students with the platform to express their views regarding what they need in the library. If those views are taken into consideration students can benefit by getting better services. Lastly, it is expected that the findings of the study contribute to the existing literature in the field of User Studies and the perceptions of students of the role of the library in their studies.

1.8 Scope of the study

 

Although TUT has nine campuses across South Africa, this study was conducted at PC. After all, the researcher identified a need for the study at this particular campus and excluded other TUT campuses to reduce costs which could be incurred through travelling to the different campuses. The study focused on the final year students from TUT, PC in the following Faculties, Economics and Finance, Humanities, Information and Communication Technology and Management Sciences. The study focused on students’ perceptions of the role of the library in their studies and students’ perceptions of satisfaction with library services. Also, the study covered the usability of the library to students and as well as factors which enhance and hinder the library’s contribution to students’ achievement outcomes. Finally the scope covered a limited number of library staff.

1.9 Literature Review

The literature review in this study relates to the study’s purpose and objectives. The literature covers topics on the role of academic libraries and the perceptions of students of the role of the library in their studies. Moreover, the literature review covers topics, such as students’ perceptions of satisfaction with library services, and the factors which enhance and hinder the contribution of libraries to students’ achievement outcomes. The literature review helped to enhance the researcher’s knowledge and understanding of the topic under study. Additionally, it informed the researcher about what was already known about the problem or questions that the researcher plans to investigate. Thus, information gathered at this stage helped the researcher to define the research area for the current study.

Sources consulted in this study for the literature review are online journals accessed through online databases such as Ebscohost, Science Direct and Sabinet and library books. Furthermore, articles, conference papers and online books accessed through Google and Goggle Scholar were consulted to gain a deeper understanding of what previous research studies were about. Chapter two of this dissertation is devoted to a detailed literature review on these issues.

1.10 Research Methodology

A discussion of the research method used in this study explains how, where, and when the research study was conducted. It is like an action plan. It contains details on what was done in the research and how it was done. It provides an overview on factors, such as, the research paradigm, research approach, and research design, population of the study, sampling method, and data collection tools. The positivist research paradigm was employed in this study. Also, both quantitative and qualitative research approaches are followed in this study. For the purpose of this study, case study design research was used to investigate students’ perceptions of the role of the library in their studies in-depth.

The population of the study were final year students and a limited number of library staff at TUT, PC. Data was collected using questionnaires and an interview schedule. Using two data collection tools helped the researcher in improving the validity and reliability of the study by collecting complementary data. Full details are discussed in chapter three.

1.11 Ethical considerations

Ethics are professional standards which lead the researcher to uphold the principles of integrity during the study. Also, they serve as moral principles intended to guide the researcher in situations where harm can occur to research participants. Informed consent, confidentiality and acknowledgment of sources are ethical considerations which were implied in this study. Research participants were informed about the purpose of the study, what type of information is needed from them and how the information was used. Furthermore, participants were given an opportunity to volunteer agreeing to partake in the study. Participants also had a chance to withdraw their participation in the study at any stage during data collection. Moreover, their identity remained unknown. The researcher also acknowledged any sources cited in this study.

1.12 Definition of key concepts

a. Academic library

An academic library forms an integral part of a college, university or other institution of post-secondary education (Buchholz 2011:11).

b. Library

A library is a building housing material, such as, books, reference sources, including dictionaries, encyclopaedias, recordings, and other reading, viewing, or listening materials arranged and catalogued in a fixed way.

c. Perception

Perception is the opinion held by an individual. It is the art of linking what is sensed with some past experience to give the sensation meaning (Masinti 2005:04). In this study, perception refers to the opinion held by students of the role of the library in support of students’ studies.

d. Student

The word ‘student’ refers to an individual who has registered to study at a higher institution, such as a university, university of technology or college. In this study, the word ‘student’ refers to a person who is registered for courses at TUT, PC.

e. Studies

Studies refer to students’ learning activities at a college or university which is aimed at acquiring knowledge or skills in a particular branch of learning, such as, science, art, technology or law.

f. University

A university is an institution of higher education where one can study for a degree and do research in a variety of subjects. It provides both undergraduate education and postgraduate education (Oxford advanced learner’s dictionary 2010). In this study, the word ‘university’ refers to TUT, PC.

1.13 Organisation of the dissertation

The dissertation has preliminary pages and chapters as identified below.

Preliminary pages

Title page, declaration, abstract, dedication, acknowledgements, table of contents, list of tables and figures, list of abbreviations and acronyms, and list of appendices.

Chapter one

This chapter introduces the study and covers the following areas: contextual setting, statement of the problem, research questions, purpose and objectives of the study; research questions, significance of the study, scope of the study, and definitions of terms.

Chapter two

This chapter focuses on the literature review which includes a review of literature on relevant topics based on the set objectives, including the role of academic libraries and the perception of students of the role of the library in their studies.

Chapter three

Chapter three outlines the research methodology used in the study. It contains a description and explanation of the research approach, research method, population and sampling, data collection method and procedures and ethical considerations.

Chapter four

Chapter four provides a presentation of the results of the data analysis, an interpretation of the results and includes a report of the data using tables and figures.

Chapter five

This chapter provides a summary of findings, conclusions drawn based on the major findings and recommendations which the researcher believes should be implemented.

This chapter also includes areas of study which, in the researcher’s opinion, should be investigated further.

1.14 Summary

This chapter provided introduction and contextual setting or background to the research topic under study. It explained the problem and provided an overview of the purpose of the study, its objectives and research questions. In addition, this chapter provided justification of the importance of the study, the scope of the study and an outline of the organisation of the dissertation. The next chapter presents the literature review for the study.

STUDENTS’ PERCEPTIONS OF THE ROLE OF THE LIBRARY IN THEIR STUDIES

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