TABLE OF CONTENTS
Title page i
Approval page ii
Certification page iii
Table of contents vi
List of tables viii
CHAPTER ONE: INTRODUCTION
Background of the Study 1
Statement of the Problem 7
Purpose of the Study 8
Research Questions 9
Significance of the Study 9
Scope of the Study 10
CHAPTER TWO: LITERATURE REVIEW 11
Conceptual Framework 11
- Concept of audiovisual resources 12
- Users of audiovisual resources in university libraries 15
- The benefit of audiovisual resources 16
- Uses of audiovisual resources in university libraries
- Frequency of use of different audiovisual resources 20
- Challenges in the use of audiovisual resources 22
- Strategies for solving the problems associated with the use of audiovisual resources 27
- Review of Related Empirical Studies 31
- Summary of Literature Review 36
CHAPTER THREE: RESEARCH METHOD 40
Design of the Study 40
Area of the Study 40
Population of the Study 41
Sample and Sampling Technique 41
Instruments for Data Collection 42
Validation of the instrument 43
Method for Data Collection 43
Method of Data Analysis 43
CHAPTER FOUR: PRESENTATION OF DATA 45
CHAPTER FIVE: DISCUSSION AND CONCLUSION 62
Discussion of Findings 62
Implications of Study 67
Limitations of the Study 68
Suggestions for Further Research 69
LIST OF TABLES
- The response of lecturers and students on the types of the audiovisual 45 resources available in university libraries in Anambra state?
- Observation checklist result 47
- Mean responses of lecturers and students on the level of availability of audiovisual resources in university libraries in Anambra State? 49
4.4 Mean responses of lecturers on their agreement or disagreement with 51
statement concerning the benefits of audiovisual resources
4.5 Mean responses of students on their agreement or disagreement with statement concerning the benefits of audiovisual resources 52
4.6 Mean responses of lecturers and students on how are audiovisual resources used in university libraries in Anambra state? 53
- Mean responses of lecturers and students on frequency of use of different types of audiovisual resources 55
4.8 Mean responses of lecturers on challenges encounter in the use of A/V resources 57
4.9 Mean responses of students on challenges encounter in the use of A/V resources 58
4.10 Mean responses of lecturers and students on enhancement strategies for improvement in the use of audiovisual resources. 60
ABSTRACT This study investigated the challenges lecturers and students encounter in the use of audiovisual resources in university libraries in Anambra state. The specific objectives of the study are: to determine the types of audiovisual resources in University libraries in Anambra state; to determine the availability of audiovisual resources in university libraries in Anambra State; to ascertain the benefits of audiovisual resources in university libraries in Anambra state; to determine how audiovisual resources are used in universities in Anambra state; to ascertain the frequency of use of different types of audiovisual resources by users; to determine the challenges users encounter in the use of A/V resources in university libraries and to provide suggestions for improvement in the use of audiovisual resources. The population of the study was eight thousand, three hundred and fifty (8, 350), comprising lecturers and students. The sample size is eight hundred and eighty one (881). Proportionate stratified random sampling technique was used in selecting the respondents. Data was collected through questionnaire, interview and direct observation. Percentage and statistical mean were used to analyze data. The results revealed that there are different types of audiovisual resources in university libraries in Anambra state, though they are located in different units and that most of these resources are not frequently used. It was discovered that users lack knowledge of audiovisual material availability in the library, there is high cost of audiovisual resources, lack of technical know-how in its use, insufficient power supply, and there are improper management and maintenance of audiovisual resources. Recommendations were made, some of which are that government should provide adequate funding to the library and that NGO’s/ individuals should make donations to support the library.
Background to the Study
Academic libraries are located in tertiary institutions like universities, polytechnics and colleges of education. These libraries are an integral part of these institutions of higher learning and are indispensable instrument for intellectual development. Budd (1998) defined academic library as a library which serves an institution of higher learning, such as a college or a university. Akporhonor (2005) defined academic libraries as libraries attached to tertiary institutions such as universities, polytechnic institutions, colleges of education, colleges of agriculture, colleges of technology and also research institutes. According to Ekere (2006) academic libraries in Nigerian context, include all libraries attached to universities, polytechnics, colleges of agriculture, colleges of education, military institutions like the Nigerian defence academy, the war college, Nigerian institute for strategic studies and other post secondary institutions. According to him academic libraries can be grouped into university libraries and college libraries. University libraries are attached to a university while college library are attached to other tertiary institutions. The main purpose of an academic library as stated by Aina (2004) is to support the objectives of an academic environment in the areas of learning, teaching, research, and service. Ekere (2006) noted that the university library is meant to serve the undergraduates, postgraduate, lecturers and other members of the university community and that its supposed to provide information resources in different format.. While Singh and Kaur (2009) stated that preservation and access to knowledge and information is the main mandate of academic libraries along side supporting the mission of their parent institutions in teaching and research. The support of teaching requires materials for class readings, and for student study skill. In the past, the materials for class readings, intended to supplement lectures are prescribed by the instructor. These are called reserves. In the period before electronic resources became available, the reserves were supplied as actual books or as photocopies of appropriate journal articles.
One of the objectives of setting up a university is to encourage and promote scholarship and conduct research in all fields of learning and human endeavour. This cannot be achieved without the provision of adequate facilities in university libraries. Ajibero (1995) sees the university library as the heart of the university and no other non-human factor is closely related to the quality of university education. University libraries are at the forefront of providing information services in various formats to their respective communities which comprise students, lecturers, and researchers in order to support their teaching, learning and research needs. Popoola (2008) affirmed that the information resources and services available in university libraries must be capable of supporting research activities among the students and faculty members. University libraries collect a variety of materials for preservation and use by the library patrons. These resources include not only traditional print-on-paper media like books, journals, and newspapers, but also audiovisual resources like records, audiocassettes, video cassettes,, maps, microfiches, CD-ROMs, photographs, computers, globes, art works, computer software, PowerPoint presentations etc.
The term audiovisual is made up of two words, audio and visual. Audio materials are materials that appeal to the sense of hearing while the visual materials appeal to the sense of sight. Audiovisual materials are designed to assist teachers in teaching so as to enhance students’ understanding of the subject content. They possess some inherent advantages that make them unique in teaching. They provide the teacher with interesting and compelling platforms for conveying information since they motivate learners to want to learn more and more. Also, by providing opportunities for private study and reference, the learner’s interest and curiosity are increasingly stimulated. Moreover, the teacher is assisted in overcoming physical difficulties that could have hindered effective presentation of a given topic. Audiovisual materials generally make teaching and learning easier and less stressful.
Audiovisual resources, according to Dike (1993), are those materials that do not basically depend upon reading to convey meaning and may present information through the sense of hearing as in audio resources, or through the sense of sight as in visual resources or through a combination of both senses. Prytherch (1995) defines audiovisual as non-book materials such as records, tapes, slides, filmstrips and video tapes, while Norton (1995) defines audiovisual in education as the use of supplementary teaching aids such as recordings, transcripts, tapes, motion pictures and video tapes- radio and television and computers to improve learning. Keena (1996) sees audiovisual materials as items that are not completely dependent on printed word to transmit meaning as they use audio and visual formats. Most, but not all, audiovisual materials require some sort of display equipment to be used. Nwoji (2002) defines audiovisual resources as that field of human expression that employs visual and auditory aids such as filmstrips, slides, projectors, television, pictures, radio and a variety of graphic arts to teaching and learning. Audiovisual resources as seen by different authors simply mean that they are non-book materials that depend solely on sensory experience. These materials make use of sense of hearing, sense of sight or a combination of both senses in transmitting knowledge.
There are three types of audiovisual resources and they include: Audio resource; these include the most common types like tape player which plays tapes and cassette, and radio which is a stand alone device. These are less expensive and more available, portable and make use of either electricity or battery. Most times they are combined in one machine as in the three-in-one (radio-cassette recorder- record player) and two-in-one combination. They are also available in record and cassette form and can be used independently or in combination with visual materials. Audio resources can be used in any subject but mostly in subjects that rely heavily on aural component. For example: proper pronunciation and intonation of a given language can be recorded from a native speaker who may not be available in person to participate in an interview. These materials also play an important role in diagnostic and remedial work. Visual resources; these come in variety of forms which could be projected or non-projected. The projected materials require a piece of equipment containing a lens system and light source by which the image is projected onto the wall or screen; these include slides and transparencies. Examples of those requiring no equipment are real objects, chalkboard, graphs, maps, cartoons, posters, pictures, models, photographs, drawing and art works. Audiovisual combination; these make use of both sound and visual senses. They include the following: sound recordings, films, video, television, and dramatization, filmstrips and multimedia computer programme.
Uzokwe (1991) grouped audiovisual resources into non-projected materials like charts and flat pictures, projected materials like slides, transparencies and filmstrips and audio materials such as radio, records and record players while Obi (1992) grouped audiovisual resources into printed media, three dimensional objects, graphic arts, photographs, electronic media and projectors.
The use of audiovisual resources is based on the principle that teaching can be greatly improved by these resources because they can make learning memorable. These materials enhance teaching and learning, especially subjects that are abstract to the student. Blotiner (1993) states that best results are achieved when a variety of audiovisual resources and printed materials are used together in teaching and learning.
Mika (2012) noted that the teaching profession is filled with countless opportunities to enrich the academic lives of students. While some concepts and educational objectives will be easy for students to grasp, others will require you to think creatively to ensure that important learning objectives are met. Using audio/visual aides in teaching is one way to enhance lesson plans and give students additional ways to process subject information. Patil (2012) opined that for effective teaching to take place a good method must be adopted by the teacher. The lecturer is always free to choose effective audiovisual resources in the class room. Audiovisual resources help the lecturer to clarify, establish, co-relate and co-ordinate accurate concepts, interpretations, appreciation and enable him to make learning more concentrate, effective, interesting, inspirational, meaningful, and vivid. Audiovisual resources give the necessary variation and a change of pace in lecture which helps to maintain students’ attention
Student’s ability to comprehend and assimilate subject content is highly improved with the use of audiovisual resources. Obi (1992) revealed that the high, middle and low ability students taught economics by multi-media approach achieved better results in cognitive gains than their counterpart taught the same topics by talk-chalk dictated not method. Patil (2012) noted that a balanced, rational, scientific use of audiovisual resources develops, motivate, experience, attract the attention of the students and provides a variety of creative outlets for the utilization of their tremendous energy and keeps them busy in classroom work. These resources are also good for non classroom situations. They are good for self instruction and in individualizing learning.
The availability of these materials allows the student to learn and to take considerable initiative in education but most often these materials are available in university libraries and students may not make use of them, perhaps they lack the skill of using them or skilled personnel to guide them in their use. Audiovisual resources are also hampered by some challenges that inhibit their uses in university libraries. There is issue of lack of skilled personnel and poor maintenance culture to effectively offer audiovisual services in a library. Mohammed (1994) opined that there is an absence of efficient mechanism for and manpower to properly handle the job of production and maintenance of audiovisual resources. Academic libraries are grossly under funded. Okiy (2005) noted that lack of fund is a big challenge for most libraries in Nigeria. According to her, though the university libraries are allocated 10% of the recurrent annual budget of their parent institutions, such monies are not forthcoming as most university administrators tend to flout this decision. Mostly there is epileptic power supply in the country, this adversely affects the use of audiovisual resources in university libraries.
These materials are important at all levels of learning from the lowest to the highest, including informal education that starts at home, and then the nursery, primary, secondary and tertiary institutions. This makes availability of audiovisual resources important in all types of libraries including university libraries.
Universities in Anambra state, according to UTME (2012) include the following: Nnamdi Azikiwe University, Anambra State University, Madonna University, Paul University and Tansian University. This comprises one federal university, one state university and three private universities. The researcher selected the federal and state university for the purpose of this study. This is because of the population of students and lecturers in the selected institutions.
University library known
as Festus Aghagbo Nwako Library was established in 1991 following the split of
former Anambra state into two states. The university was taken over by the
Federal Government with effect from September 1, 1992. The library is improving
in its mode of serving its clientele from manual to computerized system. Meanwhile Anambra
Library is the main library of the Anambra
State University. The university formerly known as Anambra
State University of Science and Technology was established by law No. 13
of 2000 by the Anambra State
Government. The University was
conceived on a 2-
Campus structure with the main campus of the university located at Uli and Igbarim.
These libraries offer a wide range of services to users, including reference services, circulation service, serial service, audiovisual services and special collection service. These services help the libraries to meet the different information needs of their users. The libraries are also improving in their mode of services to users.