The Utilization of e-resources at Modibbo Adama University of Technology (MAUTech), Yola, Adamawa State, Nigeria

1. Introduction

This article investigated a report from library users which includes students and academics of Modibbo Adama University of Technology, Yola (MAUTech) on the utilization of diverse e-resources provided by the Ibrahim Babangida Library (IBL). When the academic community have access to a variety of library resources, it enhances their potential and adds value to the higher institution of learning (Rao & Mulloth, 2017: 12).

Modibbo Adama University of Technology (MAUTech) is situated in the capital city Yola, in one of the 21 local government areas called Girei, in Adamawa State. According to City Population (2017), the state’s projected population, consisting of 80 different ethnic groups, is 4 248 400. Apart from colleges and polytechnics, the state has three universities, namely the privately owned American University of Nigeria, the state-owned Adamawa State University, Mubi, and the federal-owned MAUTech. MAUTech is among the accredited Nigerian universities by National Universities Commission, a body under the Federal Ministry of Education that supervises the Nigerian university system (National Universities Commission, 2019).

MAUTech has been established by the Federal Government of Nigeria in 1981 and is one of the few technological universities in the country. As the university’s vision is to become a world-class university in science and technology, most of the programmes of the university are science-based. There are cybercafés, computer centres, a geo-informatics unit, an Ericsson GSM training centre and an ICT unit with ICT equipment in the campus. Internet access on campus is available via Wi-Fi. Both students and academics pay an hourly rate of N100 for Wi-Fi access. The university has a website and a portal for student registration (Modibbo Adama University of Technology Website, 2015).

2. Literature Review

This article will review relevant literature following this order: the benefits of using e-resources (pari passu with Diffusion of Innovation theory (DoI) which posits that the diffusion theory offers valuable insights on the interface design that supports e-resource usage and access or utilization), the challenges of using e-resources and awareness (taking into consideration the conceptual framework of this study which reiterate that academics and students perceived usefulness and perceived ease of use of e-resources will determine their attitudes on a decision process to either adopt or reject the utilization of e-resources), and utilization of e-resources (linking the philosophy of Technology Acceptance Model (TAM) which states that perceived usefulness as the degree to which academics and students believe that access and utilization of e-resources will enhance or increase their productivity in their studies and research at university level).

2.3 Awareness and utilization of e-resources

Adeniji, Babalola, and Ajayi (2015: 57-60) examined the awareness and utilization of e-resources by librarians of the Olabisi Onabanjo University Ogun State in Nigeria. The library had CD-ROM resources, e-books, e-journals, e-magazines, an OPAC, Internet and e-mail facilities. This investigation revealed that Internet and e-mail facilities were the most used e-resources by the librarians. The e-resources were used for multipurpose reasons from in-house official duties to information services for their clientele.

In a related study, Dolo-Ndlwana (2013: 5-6) examined the use and value of library e-resources by academics and postgraduate students at the Cape Peninsula University of Technology, South Africa. The study revealed that, although the university had significantly invested in e-resources and related computer-based technology to ensure 24/7 accessibility both on and off campus, e-resources were generally under-utilized by students.

Similarly, the study by Badenhorst (2015) revealed that, despite continued training, the utilization of e-books was under-utilized. Although 67% of students were aware of e-books, only 63% of them used e-books and 57% preferred using both printed and e-books. Possible constraints identified were the use of technology, lack of devices to access e-books, inadequate digital literacy, lack of infrastructure and access restriction to e-books. Schaub (2016) stated that 92% of college students in the United States, Slovakia, Japan and Germany overwhelmingly indicated preference to reading printed books to e-books. Perhaps due to, as Orgem (2012: 33) established, that an important factor that might motivate a library patron is the ease of use of library resources.

A survey by Joshua (2014: 10) unfolded that students at the University of the Philippines, Diliman, were barely utilizing e-resources due to inadequate awareness and training. While the study pointed to the fact that students used both printed and electronic formats, they strongly affirmed that if enough e-resources were provided, they would like to migrate to electronic information retrieval.

This corresponds with findings from the survey by Du Plessis and Wiese (2014: 17) of South African students’ acceptance and use of e-textbooks which concludes that most students prefer both printed and e-textbooks. Although the study has revealed that 82% of students rarely use e-textbooks, the majority of the students prefer e-textbooks if these were sufficient and provided.

Both Nisha and Ali (2012), Kwafoa, Osman, and Afful-Arthur (2014) reported that over 90% of library users were aware of databases at the Indian Institute of Technology, Delhi, the Delhi University and the University of the Cape Coast, Ghana respectively. Users, if properly trained and provided with adequate e-resources, using a “Google-like” portal access approach should ultimately affect their evaluation rating of the library system. Based on this, libraries are encouraged to take a periodic assessment of the utilization frequency of users in their domain. Akin to this assertion, the study by Owolabi et al. (2016: 33) indicated that the undergraduate students of the University of Ibadan derived satisfaction from the use of e-resources of the university library.

More recent studies on e-resource utilization all concluded that, although most respondents had access to current and up-to-date e-resources, utilization was hampered by low bandwidth, lack of skills, unreliable Internet access, insufficient workstations, irrelevant information in databases and budgetary constraints (Adeleke & Nwalo, 2017: 56; Ahmed & Al-Reyaee, 2017: 6, 7, 11, 12, 14; Aravind, 2017: 85, 86, 88; Chimwaza, 2017: 37; Madondo, Sithole, & Chisita, 2017: 6; Odunlade, 2017: 1, 3; Owolabi et al., 2016: 31, 34; Patel & Patel, 2017: 61; Sajane, 2017: 65).

Based on the findings by these studies, the fact that the 21st century user prefers online information (Kumah, 2015: 2), supported by Kahn and Underwood (2013), predict that “with a change in the way libraries operate comes the need for librarians to be willing and able to change as well”.

According to NASIG (2013: 1-3), a core competency for e-resource librarians is an in-depth understanding of the components of the life cycle of e-resources (Fig. 1) to intermediate between users of e-resources, to organize information more effectively and to sustain the core values of acquiring, accessing, administering, supporting and evaluating resources.

Fig. 1.

E-resources lifecycle (Pesch, 2009)

The above Fig. 1 on e-resources lifecycle denotes that librarians must be proactive and be able to evaluate, acquire, access, administer and support e-resources to their users (particularly students and academics) in a more efficient manner, otherwise, these e-resources if at all supplied would be underutilized or users would not be aware if they are provided for the use.

3. Theoretical and Conceptual Frameworks of the study

3.3 Conceptual Framework

The conceptual framework of this study combines insights from the TAM and DoI discussed in the preceding section. The composition of the conceptual framework ranges from input, process and output levels. This is explained in Fig. 2.

Fig. 2.

Conceptual framework

3.3.1 Input

The conceptual framework is systematized in such a way that input entails the perceived usefulness and perceived ease of use, which contain the main actors of the study. This section is where decisions and learning are carried out to the next level. For instance, academics and students interact a lot through lectures, teachings, assignments, seminars and research. Many more activities take place within this level, like proceedings of the Senate, which constitute merely all academics, and the university authority evolves here.

3.3.2 Academics

This implies all academic staff of the university, in other words, full-time, part-time as well as those on sabbatical leave. From the input level, the study will try to determine their reactions, evaluation and application of e-resources. It will look at how much is being committed from their part in terms of usage and collaborations.

3.3.3 Students

This implies all undergraduate and postgraduate students of the university. Their degree of access and utilization of the e-resources will be evaluated. They have to portray their views towards the applicability of e-resources of the university main library. Their satisfaction as users with the current e-resources collection and how they would like the e-resources managed for maximum dissemination will be determined.

3.3.4 Process level

At this level, both academics and students’ perceived usefulness and ease of use of e-resources will be evaluated. The attitudinal reaction towards the usage of e-resources will be ascertained. Whatever is processed here at this level will determine the outcome level which is culminated at the end.

3.3.5 Output level

This level summarizes the actions at the process level. The behavioural intention of use of the system (e-resources) is shown here. Elements like applicability or not, compatibility or not, productivity or not, marketability or not, and dependability or not are all seen here. This is an important level since it gives a pivotal sense and/or result of the variables being applied.

4. Methodology

This study adopts the survey method, specifically descriptive research design. Questionnaire from academics and students were used to elicit information. These were questions asked on access to the Internet on campus, rating of Internet connection and response rate, e-resources familiarity, frequently used e-resources, training on how to use e-resources, and satisfaction/impact of e-resources. The questionnaire was designed in Google form and was made up of both open-ended and close-ended questions. Using the Statistical Package for Social Science (SPSS Version 24.0.0.0), data collected were then analysed in cognisant of the aims and objectives of the research. These afterwards yielded results that helped understand that helped understand the dilemma of utilizing library e-resources. Respondents of the questionnaire were undergraduate and post graduate students from the six different schools in MAUTech, Yola and academic staff from same schools.

According to the Raosoft sample size calculator, for a population size of 12 223 with a 5% margin of error and a 95% confidence level, a sample size of 377 is needed. To allow for questionnaires not to be returned, a sample is to be large enough and accurate (Neuman, 2006: 241), 1 223 questionnaires were distributed to students in all six schools.

For the population of 617 academics with a 5% margin of error and a 95% confidence level, a sample size of 237 is needed. To allow for non-responses, 479 questionnaires were distributed to academics in all six schools. To ensure that both undergraduate and postgraduate students as well as all the schools were represented, 204 questionnaires were randomly distributed in each school ensuring that students from levels 1 to 5 were targeted. The total number of questionnaires was 1 223 divided by six schools which resulted in 204 questionnaires for each school since the subpopulation of each school was uncertain. Thirty-one questionnaires were distributed to academics in each school.

5. Results

The findings of the study are presented following themes as stated from the outset:

• • Academics and students Internet access in Library and MAUTech
• • Students and academics familiarity with e-resources
• • Academics and students satisfaction/Impact of e-resources

5.1 Academics and students Internet access in Library and MAUTech

Questionnaire related to Academics and students Internet access in Library and MAUTech sought to determine whether students had sufficient access to the Internet on campus, including the residences. Fig. 3 presents results of the 894 students who responded. According to the report on Number of internet users in Nigeria (Clement, 2019), 113.3 million Nigerians are using the Internet. This is from the population of about 200 million people. Compared to previous years 2018 (92.3 million), 2017 (72.4 million), this proved that Internet access in Nigeria is growing exponentially. It is, however, worrisome that 70% of students residing on campus indicated that they did not have sufficient access to the Internet.

Fig. 3.

Internet access on campus (Students)

One possible explanation for this could be that the bandwidth strength of the network used. Only 23% of students indicated sufficient access to the Internet, perhaps through modems and smartphones (mobile access), while as few as 5% indicated more than enough access. The 21 respondents (2%) indicated by choosing the ‘other’ option explained that they accessed the Internet through other means, mainly shared mobile Internet and cybercafés. For students to perform well academically, 24/7 access to Wi-Fi and full Internet connection should be provided, as these facilities enhance productivity and academic proficiency. Comparing this result with the academics it shows similar assertion. Fig. 4 indicates that academics rated the Internet access on campus as insufficient, as access was rated inadequate by 56 in the university quarters, 55 in the university library, and 51 in offices.

Fig. 4.

Internet access (Academics)

5.2 Students and academics familiarity with e-resources

An open-ended question which requested students to state with which e-resources they were familiar with was administered. Since only nineteen students responded, no generalization could be made. The nineteen responses are reflected in Table 1 and show that students have been most familiar with the university website, other websites, e-books and e-documents.

Table 1.

Familiarity with e-resources (Students)N = 19

For academics, the same question was asked to determine to what degree academics were familiar with and have adopted e-resources. Respondents were requested to select all the e-resources they were familiar with. Fig. 5 provides details of the 366 responses on the e-resources with which academics were most familiar were e-journals (63%), followed by e-books (57%) and e-newspapers (52%). The findings indicated that academics were not familiar with Libguides, repositories, Indexing and abstracting databases. Perhaps this could be due to lack of awareness and/or training. It is therefore safe to conclude that most academics were to a certain extent familiar with e-resources in MAUTech.

Fig. 5.

Familiarity with e-resources (Academics)

5.3 Academics and students satisfaction/Impact of e-resources

Determining the impact of e-resources on respondents is crucial because research and academic pursuits in the universities generally depend on e-resources utilization, considering the numerous benefits of e-resources over conventional sources of information such as the convenience of accessing resources, portability, timeliness of searching and sending articles, and the high level of interactivity. Table 2 presents the impact of e-resources used by the respondents. The variation in totals for each e-resource is perhaps due to respondents responding only to the e-resources known to them.

Table 2.

Impact of e-resources (Students)

Results presented in Table 2 show that most students (24.8%) acknowledge that by using e-resources it is “easier to find relevant information”, especially, e-newspapers due to ease of access to handheld devices. The impact of e-resources is also reflected by 21.8% of students indicating that “e-resources have broadened the focus of their studies/research” and by 19.7% that “e-resources made it easier for them to keep up to date with developments in their discipline”. These findings indicate that students find it easy to search for e-resources. The findings further indicate that 501 students are either not aware of or are not utilizing e-resources, pointing perhaps to the need of awareness campaigns or training needed. In general, the results are indicative that e-resources have made information retrieval easier and broadened research activities at the university. This finding corresponds with the results reported in other studies on e-resources utilization (Ahmed & Al-Reyaee, 2017: 6, 7, 11, 12, 14; Aravind, 2017: 85, 86, 88; Odunlade, 2017: 1, 3; Owolabi et al., 2016: 30; Patel & Patel, 2017: 61). ‘Other’ connotes other reasons for e-resource impact beside the ones mentioned earlier, such as access, search ability, speed, interaction and flexibility.

For academics, the same question sought to find out how e-resources listed had impacted on academics’ research and teaching responsibilities. Table 3 presents the responses of the academics under the following themes: easy to find relevant information, easy to keep up to date with developments by discipline, broadens the focus of my studies/research, reduces my study time, reduces time spent browsing for information, not applicable and other.

Table 3.

Impact of e-resources (Academics)N = 65

Prominent high scores were recorded for Libguides under “Other” (73%), indexing databases (73%), e-government publications (68%) and e-yearbooks (65%). Very low rating falls under “reduces time spent browsing for information” between 0 to 2% only for the entire resource category. A careful perusal of these e-resources indicated that e-resources did not impact on research and teaching of academics; rather, they used “other” reasons for research and teaching in the university.

6. Discussion

The findings on Internet access on campus indicated 23% of students who accessed the Internet on campus and academic rating on Internet access was insufficient. This outcome confirms Anie (2015), Agyekum and Ossom (2015), stating that the utilization of e-resources was hampered by access complications and slow/poor Internet connectivity. According to the Diffusion of Innovation theory (DoI), an innovation regarding e-resources have been established in Ibrahim Babangida Library, MAUTech, Yola, but unfortunately, the channels in which to reliably transmit the information has been hampered with challenges.

The findings regarding students and academics familiarity with e-resources showed that students were merely familiar with websites, e-books, and e-documents only, whereas, academics were only acquainted with e-journals (63%), e-books (57%), and e-newspapers (52%), although, most academics were not familiar with Libguides, repositories, indexing, and abstracting databases. These are akin with the studies of Quadri, Adetimirin, and Idowu (2014), who stressed that Babcock and Redeemers private universities students used often e-resources for assignments, research, and projects. Edem and Egbe (2016) showed how post-graduate students of Calabar, Nigeria are familiar with e-resources and are using them to get information from different subject areas. These facts agreed with the Conceptual framework of this study that academics and students perceived usefulness and perceived ease of use of e-resources will affect their attitudes and decision process on the utilization of e-resources.

Findings regarding the satisfaction and impact of e-resources to academics and students indicated that some students found it easy to search for e-resources, unfortunately, many (501 students) are not aware or are not utilizing e-resources which consequently did not impact them. They rather craved for more awareness and training. On the contrary, e-resources did not in any way impact academics of MAUTech, Yola, hence, they are not satisfied nor impacted. This necessitates NASIG (2013) on core competency for e-resources that librarians are to understand the elements of the life cycle of e-resources and provide users organized and efficient e-resources. In support of this, Nisha and Ali (2012), Kwafoa, Osman, and Afful-Arthur (2014) confirmed that 90% of library users were aware of databases at the Indian Institute of Technology, Delhi, the Delhi University and the University of the Cape Coast, Ghana. Why? Because the librarians there know well the concepts of the life cycle of e-resources. These research studies agreed with the conceptual framework of this research that if students and academics are impacted as well as satisfied with the provision and application of e-resources, it will affect their behaviour which will result in enhanced applicability, compatibility, productivity, marketability and dependability of e-resources utilization process.

7. Conclusion

This study sets out to determine the extent of e-resource utilization at MAUTech, how students and academics used e-resources and print resources provided by the library, having noted that students and academics are the primary recipients of e-resources provided by the university.

Findings reflected insufficient and unreliable Internet access on campus, limited information literacy education. Students and academics are merely familiar with e-resources, but the impact of e-resources was rated low towards research and teaching. The study recommends, amongst others, information literacy education for students and academics, subscription to full-text databases, provision of sufficient and free Internet access and more e-resources. With these factors being addressed, academics and students should seamlessly have access to Internet in the library and the university, with orientation and training, they should familiarise themselves with e-resources which will impact research ranking of the university.

8. Recommendations

Based on the findings in this scholarly article, the study provides the following recommendations to foster efficient provision and utilization of e-resources by students and academics at MAUTech, Yola.

• a) Orientation and training: Library orientation should be provided to all incoming students and academics. Awareness and orientation programmes should constantly be announced by the library.
• b) Funding and documented library policy: The MAUTech management should support the acquisition of e-resources financially, especially proprietary (purchase from vendors) e-resources, to meet the needs of the university community by covering all science-based subject resources.
• c) The Collection Development Division of the library should develop an acquisition policy to ensure the purchase and subscription of relevant and current e-resources covering all disciplines of the curriculum NASIG (2013) on core competency for e-resources.
• d) Internet access and subscription of databases: Stable free Wi-Fi with fast response time should be provided on campus – including residences - 24/7 to facilitate searching for information resources without costs. This should resolve insufficient Internet access challenges being faced.
• e) Students’ utilization of e-newspapers and e-textbooks should be supplemented with e-journals, e-theses and e-dissertations as well as indexing and abstracting databases with full-text journal articles from accredited journals. Science-based databases like American Association of Petroleum Geologists, American Chemical Society, African Journal Archive, Access Pharmacy, BioMed Central, and Premier should be considered for subscription.

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