TABLE OF CONTENTS
Title Page- – – – – – – – – – i
Approval Page- – – – – – – – – ii
Certification Page- – – – – – – iii
Dedication – – – – – – – – – – iv
Acknowledgements – – – – – – v-vi
Table of Content- – – – – vii-viii
List of tables – – – – – – – – – ix
Abstract – – – – – – – – – – x
CHAPTER ONE: INTRODUCTION
Background of the Study- – – – – 1-5
Statement of the problem- – – – – 5-6
Purpose of the Study- – – – – – 6-7
Research Questions- – – – – – 7
Significance of the study- – – – – 7-8
Scope of the
study- – – – – – – – – 8
CHAPTER TWO: REVIEW OF LITERATURE
Conceptual framework- – – – – 9-14
Role of School
Libraries in Teaching and learning in secondary schools- – 14-17
Library resources
Essential for teaching and learning in
Secondary schools- 17-20
Utilization of
library resources in teaching in secondary schools – – – 20-22
Problems Associated
with the use of Library Resources in teaching- – 22-24
Factors that
enhance the Utilization of library resources in Teaching- – 24-25
Empirical Studies- – – – – – 26-29
Summary of Literature Review- – – – – 30-31
CHAPTER THREE: RESEARCH METHODS
Research Design- – – – – – 32
Area of Study- – – – – – – 32
Population of the Study- – – – – 32-33
Sample and Sampling Technique- – – – 33
Instrument for Data Collection- – 33-34
Observation checklist- – – – 34
Validation of the Instrument- – – – – – 34
Method of Data Collection- – – – – 34-35
Method of Data Analysis- – – – – 35
Decision Rule- – – – – – 35
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF
DATA – 36-45
CHAPTER FIVE: DISCUSSION OF FINDINGS,
CONCLUSION AND
RECOMMENDATION – – – – – 46-53
References – – – – – – – 54-56
Appendix 1- – – – – – – 57
Appendix II- – – – – – 58
Appendix III- – – – – – – 59
Appendix IV- – – – – – – 60
Appendix V- – – – – – – – 61
Appendix VI- – – – – – – – 65
LIST OF TABLES
Table 1 Percentage return of instrument according to schools- – 36
Table 2 Available library resources in the schools under study- 37
Table 3 The frequency of use of library resources – – – 38
Table 4: Reading purpose – – – – – – 39
Table 5: Studying purpose- – – – – 40
Table 6: Teaching purpose – – – – – 41
Table 7: Recreation purpose- – – – – 42
Table 8: Problems with the use of library resources in teaching – 43
Table 9: Strategies enhancing teaching in secondary schools- – 44
Table 10 Population of the study- – – – 57
Table 11 Sample of the study – – – – – 58
ABSTRACT
The study is a survey of
utilization of school library resources in teaching in secondary schools in
Obio/Akpor Local Government Area of Rivers State. To achieve this five(5)
research questions were formulated. Four hundred and ten (410) teachers were
used as sample out of eight hundred and twenty (820) that forms the population
of the study from the fourteen secondary schools in Obio/Akpor Local Government
Area of Rivers State. Questionnaires and observation checklist were used to
collect data. Tables, percentages and mean were used for data analysis. It was
found that most of the relevant materials were not available in all the
schools. Some problems such as lack of convenient accommodation, lack of funds,
lack of reading tables and chairs, non-involvement of library staff in
collection development, lack of qualified librarians were among the problems of
these libraries. The major recommendations are: that there is need to increase
full allocation of the school libraries, the state branch of Nigerian library
Association (NLA) should organize development and training courses for school
librarians and media specialist to enhance their efficiency in the running of
the school libraries, the Post Primary Schools Board (PPSB) should see to it that
every secondary school established should have a library, new books and other
educational resource materials should be provided including audio-visual
equipment, principals of various schools should encourage both teachers and
students to maximize the use of few resources at their disposal, among others.
CHAPTER ONE
INTRODUCTION
Background of the Study
The term “Utilization” is got from
the word “Utilize” which means to use. Therefore utilization means the process
of using something. In the context of this work, utilization means the process
of using library resources in teaching. According to Dike (1989:365)
“utilization is defined as being able to employ appropriate instructional
material expertly and at the right time in order to attain an instructional
objective”.
Accessibility of library resources
can play a major role in encouraging reading by making a varied collection
available to teachers and student (Dike, 2007:36). Hence, accessibility will
encourage teachers to go and browse, read and use the library resources in the
libraries. The full utilization of these materials will help to uplift the
objectives of secondary education.
The school libraries have been seen
by various authors as an indispensable tools essential for modern teaching in
schools. This position is informed by the role the library resources play in
enhancing effective teaching especially in secondary schools. The library is
designed to facilitate teaching in schools. According to Edoka (2000) school
libraries refers to those libraries in primary and secondary schools which
select, acquire, conserve, retrieve and disseminate information to both
teachers and students for the broad goals, aims and objectives of the school as
well as that of education itself.
The term “school libraries” with
time and technological development has changed its traditional concept and
meaning. Today, the school library is also called: school library resource
centre, school media centre, instructional media centre, media resource centre,
learning resource centre. These terms evolved in schools in place of the traditional
school library. It aims at the meeting the requirement of modern philosophy of
education that stresses the need for individualized instruction and the use of
multi-media resources in teaching. Hence, Dike (2006:1) stated that “the school
libraries has been described as “the heart” of the school, learning resource
centre and the laboratory of all laboratories”. Just as “the heart” is central
to the human body so also the library is to the school. It means that the
library is the core aspect of the school system. If the library is removed from
the workings of the school, the aims for establishing the school will not be
achieved. Fayose (1995) asserts that “the school library resource centre is
that part of the school where a collection of books, periodicals, magazines and
newspapers, films and filmstrips, recording of all types, computers are housed”.
School library is usually a
collection of books and other resource materials organized and placed in a
silent environment in the school for use by teachers and students. Onanuya and
Okeh in Adesoji (2008). According to them its collections are maintained with
the funds provided by the school through gifts received from the Ministry of
Education, information service, philanthropic organization and Parent Teachers
Association (P.T.A.). Teachers and students go to the library singly or in
small group to satisfy their information needs, identifying sources of
information, evaluating sources of information. Just to mention but a few. The
secondary school library provide teachers with a variety of resources required
for teaching. Teachers encounter books of various types- periodicals and the
ranges of audio-visual resources. The variety of resources help in instruction
by providing different formats to carter for individual learners – gifted,
average or slow.
The library being a resource centre
houses materials that could help a teacher carry out his duty efficiently. These
resources are: Book – general, reference, non-fiction and fiction books,
Periodicals, Newspapers, Audio materials – discs, phonographic records,
audio-tapes on reals and cassettes. It is imperative to note that no education
can rise above the quality of its teachers and the library has a role to play
in harnessing teachers for quality output. Hence, teachers in secondary schools
should be provided with libraries to improve their skills in use like browsing
the shelves, use of catalogue cards, use of reference materials and teaching
methods.
The school library through its
resources is the best educational services that can facilitate teacher quality
and qualitative education for students, this is because it fosters lifelong
learning and resource based learning. American library Association as quoted by
Ferdinand and Ezekwe (1999) listed the responsibility or function of the school
library as follows:
- School library provides materials that will enrich and
supplement the curriculum taking into consideration the varied interest,
abilities and maturity levels of the students served.
- Provide background information which will enable
students to make intelligent judgment of their daily life.
- Provide materials on opposing side of controversial
issues, so that young citizens may develop under guardians the practice of
critical reading and thinking.
- Provide materials representative of many religious,
ethnic group and their contributions.
- Place principles above personal opinion and reason
above prejudice in the selection of materials of the highest quality in order
to ensure a comprehensive collection appropriate for users of library.
- Provide current materials for the staff to be abreast
with development.
The school library resources have
the potentials for enhancing teacher’s and student’s teaching and learning
process. The availability of these resources provide teachers with vast
quantities of information materials which will be used in teaching. There must
be communication between the teachers and learners which the library resources
facilitates. Teachers are supposed to be conversant with different formats of
library resources so as to know when and how to employ them in teaching.
Teaching is communication between
the teacher and learner. It follows that teaching is characteristically an
intentional activity which produces another characteristically intentional
activity called learning. To teach therefore, is to engage someone in an
activity or experience which influences a change in behaviour. Amadi (2006)
emphasized that teaching is goal-oriented. It is obvious that the quality of
the educational system depends on their quality and devotion. Rogers (1983) sees teaching as permitting the
students to feed his or her curiosity, arguing that “merely to absorb facts is
of only slight value in the future”. Concluding that learning how to learn is
the element that is always of value, now and in the future”. This implies that
teacher is a catalyst who makes students desirous of learning. The teacher
designs the appropriate learning environment in such a way that the students
are restless until they have satisfied their curiosity by interacting with
other components of instructional system which includes the content, media,
materials and teacher.
Teaching is the work anybody does so
long as they spend part of their lives in influencing the thoughts, feelings
and behaviour of others. Macytyre in Amadi (2006). Admittedly, teaching is
concerned with education and behaviour change, but it is a system of activities
by a formerly designated person – the teacher, and who should be of a higher
knowledge, working with one or more learners to achieve certain learning
outcomes. The primary function of a teacher is to facilitate learning by
various means and the intention of all teaching activities is to bring about
learning. Teaching has to be learner centered and the library provide the
resources for resource based teaching which makes teaching learner centered.
The situation at hand in our secondary school is that in realization of the
fact that library is one of the educational services according to National
Policy on education (Nigeria 2004), and to improve the quality of teaching and
learning in secondary schools in River state, the government in collaboration
with Ministry of Education supply books and other library materials to all
government –aided secondary school in the state. This kind of gesture from the
government attract the positive attention of both teachers and students to use
the library. It is on the basis of this that this study intends to look into
the utilization of library resources in teaching in secondary schools.
Statement of the problem
The school library is an important
tool in the school system as it supports the secondary school curriculum and
provide means which helps the school to achieve its educational objectives and
goals. It does this by making available library resources which encourages self
development among teachers as they use the resources in the library in planning
their lesson notes and employ them in teaching and learning in classes. The
school library provide a comprehensive source of learning materials in
different forms for use by teachers. It serves as a store of materials and
equipment for use by teachers in classrooms. Hence, its importance cannot be
over emphasized.
UTILIZATION OF SCHOOL LIBRARY RESOURCES IN TEACHING IN SECONDARY SCHOOLS IN OBIO/AKPOR L.G.A. OF RIVERS STATE
