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ii
Volume 15 I May, 2022
TABLE OF CONTENTS
The Power of Imageries in Community Information and Engagement:
Repositioning Audiovisual Resources
Ngozi Perpetua Osuchukwu & Angela Ebele Okpala - - - - - - - 1
Internet of Things (IOT): An Indispensable Tool for Smart Library
Services in Nigerian University
Kudirat Abiola Adegoke - - - - - - - - - - - 8
Predictors for the Adoption and Utilization of E-Resources by Undergraduate
Students in University of Ibadan
Mojisola Omowumi Odewole, Folasade L. Kolawole
&
Catherine Omolola Odu-Mojoyinola - - - - - - - - - 17
Perceived Usefulness of Electronic Health Records System by Medical
Doctors in Private University Teaching Hospitals in South-West, Nigeria
Blessing Damilola Abata-Ebire & SaheedAbiola Hamzat - - - - - -
31
A Survey of Library Resources for Story-Hour Programmes in
Public Libraries in Anambra State
Cynthia Nkiru Okey-Okafor & Prof. Anthonia Ukamaka Echedom - - - - - 45
Dusty Print Resources and Its Health Hazard on Library Staff
Maryam Muhammad Liman - - - - - - - - - - 54
Acquisition and Utilization of Government Publications in
Captain Elechi Amadi Polytechnic Library, Rumuola, Port Harcourt, Rivers State
Ebisemen Pat. Lulu-Pokubo & Comfort N, Owate - - - - - - - 64
Attitude of Librarians Towards the Use Of E-Resources for Collection Development in
University Libraries in South East Nigeria
Nkechi Roseline Obiozor Ekeze - - - - - - - - - - 75
Availability of Internet Facility and Utilization by Undergraduate Students of
Ignatius Ajuru University of Education, Rivers State, Nigeria
Mercy Ekenma Echem & Comfort N. Owate - - - - - - - - 81
Emerging Issues in Library and Information Science Education in the Covid-19 Era
Victor Wagwu, Kolawole Francis Ogunbodede,
Adaora C. Obuezie & Comfort N. Owate - - - - - - - - 89
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PREDICTORS FOR THE ADOPTION AND UTILIZATION OF
E-RESOURCES BY UNDERGRADUATE STUDENTS IN
UNIVERSITY OF IBADAN
Mojisola Omowumi Odewole
Osun State University Library, Osogbo
Email: mojisola.odewole@uniosun.edu.ng
Folasade L. Kolawole
Lead City University Library, Ibadan
Email: kunlesade99@yahoo.com
Catherine Omolola Odu-Mojoyinola
Osun State University Library, Osogbo
Email: Mojoyinola4best@gmail.com
Abstract
This study examined predictors for the adoption and utilization of electronic information resources by
undergraduate students in University of Ibadan. Five research questions and three null hypotheses guided
the study. The study adopted descriptive survey research design. Population of the study comprised 15158
undergraduate students of 2019/2020 academic session. A sample size of 340 undergraduate students was
drawn using multi-stage random sampling technique across the seventeen faculties in University of Ibadan.
A self- on of
respondents. Out of 340 copies of the questionnaire distributed, 326 copies were filled and returned giving
a response rate of 95.9% response rate. Data collected for the five research questions were analyzed using
frequency counts and percentages while PPMC and multiple regression were used to test the three null
hypotheses of the study. The study found that CD-ROM databases, e-journals, e-books, e-newspaper, e-
magazines, e-reference resources, and online databases were the major electronic information resources
available for use. The study also found that majority of the respondents had positive perception of the
usefulness and ease of use of electronic information resources thus majority of them used these resources
regularly. However, inadequate computers in the library, epileptic power supply, poor Internet
connectivity, and limited subscribed titles were major challenges undergraduate students encounter while
using the electronic information resources. The study established that perceived usefulness and perceived
ease of use strongly predict the adoption and utilization of electronic information resources among
undergraduate students in University of Ibadan. The study recommends that the university management
should install adequate networked computers in each department so that students could have access to and
use these resources effectively. Equally, the university library management should provide an inverter and
battery system to the library to ensure regular power supply.
Keywords: University Library; EIR Utilization; ICT; Perceived Usefulness; Perceived Ease of Use;
Undergraduate Students; University of Ibadan.
Introduction
The importance of university libraries in
supporting the teaching, learning, and research
activities of both the students and lecturers cannot
be overemphasized. This is because university
libraries were established to enrich the knowledge
of users through the provision of vital information
resources and services. In recent times, libraries
mainly acquire print information resources and
users need to physically visit the library before
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accessing these resources. However, the growth of
Information and Communication Technologies
(ICTs) in this 21
st
century had brought tremendous
changes to the way university libraries acquire
information resources and render their services to
library users. This new development allowed
libraries not only to acquire printed information
resources but also relevant electronic information
resources into their collection which provide
quick access to various learning resources in
electronic form (Kenchakkanavar, 2014). The
concept of Electronic Information Resources
(EIRs) can be described as the information
documents that are stored in electronic format, in
computer or computer-related facilities such as
CD-ROMs, flash drives, digital libraries, or the
Internet (Sahabi et al., 2020). This means that
EIRs are information resources in digital format
that can be accessed electronically. There are
different EIRs the university library subscribes to
for students and other community of users. These
resources include audio-visual resources,
instructional audio tapes, instructional video
tapes, VCD/DVD, e-books, e-journals, e-
reference materials, CD-ROM, e-mail e-news,
Internet, e-databases, such as AGORA, HINARI,
OARE, AJOL (Aramide & Bolarinwa, 2010;
Ternenge & Kashimana, 2019).
The advantage of EIRs over printed information
resources abound. For example, Ukachi (2013)
inormed that EIRs make information available
and provide faster access to information than
information accessible via printed media. The
researcher explained further that these resources
serve as motivators for learners, as they allow
them to deliver, obtain, transfer and circulate
information resources on any topic of interest.
Similarly, Sahabi, Askia, and Unobe (2020) noted
that EIRs help to develop access, increase
usability and efficiency, and create new ways for
students to use the available information in the
university library. Furthermore, information
resources that are available in electronic format
create opportunities for global access to
information, enhance speed of service, increase
the number of users served, increase the quality of
information provided, and offer new opportunities
for undergraduate students to find relevant
information (Venkatesh, 2008). These potential
benefits electronic information resources offer,
enable the university library to embrace them.
Even though these resources are important to the
library, they also offer students the chance to
access relevant and current information from
different subject areas. Thus, Aina et al. (2014)
stated that these resources help students to gain
quick access to more information globally for
their academic achievement. Despite the huge
financial investment universities spend on the
acquisition of electronic information resources,
studies have shown that these resources face a
Mwantimwa, 2019). To determine what
or reject an Information System, different
acceptance models such as the Technology
Acceptance Model (TAM), Unified Theory of
Acceptance and Use of Technology (UTAUT)
among others have been developed with some
behaviours towards the adoption of these
technologies. Most importantly, these models
have tried to establish the rationale behind
technology diffusion and acceptance in
organizations, with special emphasis on e-
resources, e-learning, and e-services (Izuagbe et
al., 2016).
The Technology Acceptance Model (TAM) has
perceived usefulness (PU) and perceived ease of
use (PEOU) as the constructs. Perceived
Usefulness refers to the gain in performance that
an individual believes he/she can win when using
the technology (Khayati & Zouaoui, 2013). In the
same vein, Davis (1989) cited in Khayati and
Zouaoui (2013) described Perceived Usefulness
as a measure of confidence exercise by the user
that the technology will enhance the work. The
researcher explained further that the use of the
Perceived Usefulness dimension contains three
parts: implementation, productivity, and time-
saving. Hence, it is believed that e-resources
would enable the users to improve not only their
academic performance but also their general
productivity and effectiveness. Thus, the
perceived usefulness of electronics is assumed to
predict the adoption and usage of electronic
information resources by the students. Another
important factor that seems to predict the adoption
and usage of electronic information resources by
undergraduate students is Perceived Ease of Use
(PEOU). Davis (1989) described perceived ease
of use as the level at which the user believes that
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using the system will save energy. This means that
in considering the adoption and utilization of
electronic information resources, users consider
the speed of access to needed resources, the ability
to search using multiple files simultaneously, and
the ability to access documents from outside the
library (Okello-Obura, 2010; Chiemeke et al.,
2007). Based on this, it can be deduced that the
perceived usefulness and ease of use have the
potential to predict the adoption and utilization of
electronic information resources by
undergraduate students. It is against this
background therefore that this study sought to
examine the predictors for the adoption and
utilization of electronic information resources by
undergraduate students in University of Ibadan.
Statement of the Problem
Electronic Information Resources (EIRs) are
important information resources that contribute
immensely to the academic achievement of
students. The use of these resources has become
inevitable for undergraduate students in this
digital age as it has provided them with an
avalanche of information and research materials
available in electronic formats. Despite the
numerous benefits these resources offered to
students, it has been observed that the utilization
of these resources by undergraduate students in
Nigeria is very low compared to students in other
developed countries as evidenced in studies by
Okwilagwe and Ogbomo, 2012; Oyedapo and
Ojo, 2013; Owolabi et al., 2016; Ternenge and
Kashimana, 2019; and Sahabi et al., 2020.
Although many empirical studies had been carried
out on the availability and utilization of e-
resources by students, none seems to have
examined predictors for the adoption and
utilization of electronic information resources
among undergraduate students in University of
Ibadan using the Technology Acceptance Model
(TAM). This study was therefore designed to
examine predictors for the adoption and
utilization of electronic information resources by
undergraduate students in University of Ibadan.
Objectives of the Study
The broad objective of this study was to examine
predictors for the adoption and utilization of
electronic information resources by
undergraduate students in University of Ibadan.
Specifically the study sought to:
i. identify electronic information resources
available for use by undergraduate students in
University of Ibadan;
ii. determine the frequency of use of available
electronic information by undergraduate
students in University of Ibadan;
iii. ascertain the perceived usefulness of
electronic information resources available to
undergraduate students in University of
Ibadan;
iv. determine perceived ease of use of electronic
information resources available to
undergraduate students in University of
Ibadan; and
v. identify challenges undergraduate students in
University of Ibadan encounter in the use of
electronic information resources.
Research Questions
The study will answer the following research
questions:
i. What electronic information resources are
available for use by undergraduate students of
University of Ibadan?
ii. What is the perceived usefulness of electronic
information resources available to
undergraduate students in University of
Ibadan?
iii. What is the perceived ease of use of electronic
information resources available to
undergraduate students in University of
Ibadan?
iv. What is the frequency of use of available
electronic information by the undergraduate
students in University of Ibadan?
v. What challenges do undergraduate students in
University of Ibadan encounter while using
electronic information resources?
Hypotheses
The following hypotheses was tested at a 0.05
level of significant
H
01
There is no significant relationship between
perceived usefulness and utilization of
electronic information resources by
undergraduate students in University of
Ibadan.
H
02
There is no significant relationship between
perceived ease of use and utilization of
electronic information resources by
undergraduate students in University of
Ibadan.
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H
03
Perceived usefulness and ease of use will
not jointly predict the adoption and
utilization of electronic information
resources by undergraduate students in
University of Ibadan
Review of Related Literature
Adeleke and Nwalo (2017) defined electronic
information resources as those resources in which
information is stored electronically and which are
accessible through electronic systems and
networks. Over the years, these resources have
become a very important tool in the academic
work of students. According to Omoike (2013)
undergraduate students make use of different
electronic information resources such as e-books,
e-journals, and electronic reference materials like
e-encyclopedias, and e-theses/dissertations, CD-
ROM databases, e-mail and e-news among others
for their academic work. Many researchers from
different parts of the world had carried out studies
on the use of electronic information resources. For
example, Owolabi et al. (2016) evaluated the
utilization of electronic information resources by
undergraduates in faculties of Education and
Social Sciences in University of Ibadan. The study
adopted a descriptive survey design with a study
population of 1872 undergraduates in faculties of
Education and Social Sciences in University of
Ibadan. A sample of 200 respondents was drawn
from each faculty using simple random technique.
Data collected were analyzed using the SPSS
software, frequency distribution, and percentages.
The study found that Internet services, e-mail
services, online databases, electronic databases,
and cybercafés were the available electronic
information resources often used by
undergraduate students in University of Ibadan
while academic purposes/course work,
completing an assignment, communicating with
friends and colleague, online
application/registration and source for materials
for project writing were their purposes for using
electronic information resources. The study also
found that inadequate power supply, poor
network/internet connectivity, and limited access
to computer terminals were challenges students
encountered when using electronic information
resources.
Similarly, Sahabi et al. (2020) investigated the use
of electronic information resources by
undergraduates in Ahmadu Bello University
Library, Zaria. The study adopted a survey
research design with a study population of 4,189
undergraduate students who registered with the
university library between 2017-2019 academic
sessions. A sample of 838 respondents was
selected using Wimmer and Dominic
Data collected was analyzed using the frequency
distribution and percentages. The findings
revealed that most of the undergraduates of
Ahmadu Bello University Library, Zaria used
electronic information resources for research and
academic purposes. In another study carried out
by Alegbeleye et al. (2019) on electronic
information resources used by undergraduate
students of Kaduna State University (KASU),
Kaduna. A survey research design was adopted to
carry out the study. The instrument used for data
collection was a questionnaire. A total of 74
questionnaires were administered, out of which 54
were duly filled and returned. The study found
that majority of the respondents had used
electronic journals, with 70.3% of them using
electronic information resources for class
assignment purposes. Majority of the respondents
used e-journals frequently. The study found that
most of them used the internet search engines
mainly to complete their class assignment.
Daramola (2016) assessed the perception of
undergraduate students of the Federal University
of Technology, Akure on the use of e-resources in
the library. A total of 180 undergraduate students
were randomly selected from students who visited
the e-resources section of the University within a
period of eight months in 2015 (January
August). A structured questionnaire was used to
collect data from the respondents. Data collected
were analyzed using frequency counts and
percentages, The study revealed that the
undergraduate students that visited the e-resources
unit of the university were relatively young with a
mean age of 22 years; male students visited the e-
resources more than the female students. The e-
resources in FUTA library were mainly used by
male students that cut across most of the faculties
in the university. The major reasons for utilizing
the e-resources were for class assignment and
research purposes. The E-resources frequently
used were e-journals, e-books, and e-magazines.
Although the students have a positive perception
about the e-resources, the most significant
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Volume 15 Article 3 May, 2022
challenge faced by the students was insufficient
computers in the e-library. This was colloborated
in another study earlier carried out by Adeniran
(2013) on the usage of electronic resources by
undergraduates at the Redeemer
library, Mowe, Nigeria. A total of 256 students in
200 levels and above who used the library during
the period of the study formed the population for
the study. The survey research method was
adopted for the study. A questionnaire was used
as a data collection instrument. Frequency counts
and simple percentages were used in analyzing the
data collected. The study revealed that majority of
the respondents does not use the available
University regularly. Technical problems were the
major challenge associated with the use of
electronic information resources in that study.
Another study by Adeoye and Olanrewaju (2019)
examined the use of library electronic information
resources by undergraduate students at Lead City
University, Ibadan. The researcher adopted a
descriptive survey design and the population for
the study was 2,171 undergraduates from faculties
of Law, Arts and Education, Social and
Management Sciences, and Basic Sciences. A
sample of 217 respondents was selected. Data
were analyzed using frequency counts and
percentages.. The study revealed the availability
of electronic information resources. The majority
of the respondents (53%) Strongly Agree and
(29%) Agree respectively with the usefulness of
Electronic Information Resources in their
academic tasks, 36% of the respondents Agree
while 38% strongly Agree respectively that
overall, they found Electronic Information
Resources easy to use. Respondents however view
slow internet access as a major challenge. Also,
Bhatt and Rana (2011) also observed that the most
common problem with e-resources are low-speed
connectivity, lack of awareness about statutory
provision for accessing e-resources by the
institutions, technical problems, and
unavailability of sufficient e-resources, doubts in
permanency, high purchase price and lack of legal
provision. A similar study by Ankrah and Atuase
(2018) revealed that poor internet connection,
power outages in the library, insufficient skills,
limited subscribed titles, as well as inadequate
computers are hindrances to effective access and
use of electronic resources in academic libraries.
Methodology
A descriptive survey research design was adopted
for this study. The population of the study
comprised all undergraduate students in
University of Ibadan. As of the 2019/2020
academic session, the total number of
undergraduate students across all the seventeen
faculties in University of Ibadan stands at 15,158
(Academic and Planning Unit, 2021). To
determine the sample size of the study, a multi-
stage random sampling technique was used.
Firstly, the study divided University of Ibadan
into a homogenous group known as strata, and in
each stratum (faculty) the study purposively
selected twenty samples from each faculty to have
an equal representation of each faculty. From this,
a total of 340 undergraduate students were drawn
as sample of the study. A self-designed
and Utilization of Electronic Information
Resources amo
used to collect data from the respondents. This
questionnaire was divided into two parts, that is,
part A and B. Part A contained items on
demographic information of the respondents such
as gender, age, and academic level of study of the
respondents while Part B was subdivided into five
(5) sections to gather data on the five research
questions of the study. Three hundred and forty
(340) copies of the questionnaire were personally
administered by the researcher with the help of
research assistance across the 17 faculties in
University of Ibadan. Out of which 326 copies of
the questionnaire were filled and returned which
gives a 95.9% response rate. Data collected on the
five research questions of the study was coded in
IBM-SPSS version 26 and was analyzed by using
descriptive statistics of tables, frequencies, and
percentages while Pearson Product Moment
Correlation (PPMC) and multiple regressions
were used to test the hypotheses.
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Data Presentation and Analysis
Demographic Information of the Respondents
Table 1: Demographic Information of the Respondents
Gender Frequency Per cent
Male 207 63.5
Female 119 36.5
Total 326 100.0
Age
16-20 125 38.4
21-25 177 54.3
26-30 18 5.5
31-35 6 1.8
Total 326 100.0
Academic Level of Study
100 31 9.5
200 72 22.1
300 129 39.6
400 94 28.8
Total 326 100.0
Results in Table 1 revealed the demographic
information of the respondents. The results
showed that out of 326 respondents, 207(63.5%)
were male while 119(36.5%) were female. This
means that the majority of the respondents were
male. In the same vein, the results on the age range
of the respondents revealed that majority of the
respondents 177(54.3%) were within the age
range of 21-25 years. This is closely followed by
the respondents that fall within the age range of
16-20 represented by 125(38.4%). Next to this are
the respondents that fall within the age range of
26-30 represented by 18(5.5%) while 6(1.8%)
respondents fall within the age range of 31-35.
Based on the academic level of study of the
respondents, the results confirmed that the
majority of the respondents 129(39.6%) were in
the 300 level while 94(28.8%) were in the 400
level. Next to this are the respondents in the 200
level represented by 72(22.1%) while the least
respondents were in the 100 level represented by
31(9.5%).
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Volume 15 Article 3 May, 2022
Research Question 1: What electronic info rmation resources are available for the use of
undergraduate students in University of Ibadan?
Table 2: Electronic Information Resources Available to Undergraduate Students
S/N Items Available Not Available
1 E-conference
p
roceedin
g
s 16
(
4.9%
)
310
(
95.1%
)
2 CD-ROM database 324
(
99.4%
)
2
(
0.6%
)
3 E-news
p
a
p
er 294
(
90.2%
)
32
(
9.8
)
4 Online database 208
(
63.8%
)
118
(
36.2%
)
5 E-ma
g
azine 216
(
66.3%
)
110
(
33.7%
)
6 E-reference resources 72
(
22.1%
)
254
(
77.9%
)
7 E-book 305
(
93.6%
)
21
(
6.4%
)
8 E-thesis and dissertation 22
(
6.8%
)
304
(
93.2%
)
9 E-
j
ournals 311
(
95.4%
)
15
(
4.6%
)
results in Table 2 revealed the information
resources that were available for the use of the
respondents. The results showed that majority of
respondents claimed that CD-ROM databases, e-
journals, e-books, e-newspapers, e-magazines, e-
reference resources, and online databases were the
major electronic information resources available
for use in University of Ibadan.
Research Question 2: What is the perceived usefulness of electronic information resources available
to undergraduate students in University of Ibadan?
Table 3: Perceived Usefulness of Electronic Information Resources Available to Undergraduate
S/N Statements SA A D SD
1 EIR would enable me to
accom
p
lish tasks more
q
uickl
y
215
(
66.0%
)
84 (25.7%) 12 (3.7%) 15
(
4.6%
)
2 EIR would improve my academic
p
erformance
179
(
54.9%
)
93 (28.5%) 36 (11.1%) 18
(
5.5%
)
3 EIR would enhance my
effectiveness in academic
activities
206
(63.2%)
99 (30.3%) 7 (2.2%) 14
(4.3%)
4 Using EIR would meet my course-
related need
119
(
36.5%
)
135 (41.4%) 47 (14.4%) 25
(
7.7%
)
5 EIR would support critical aspects
of m
y
academic activities
142
(
43.5%
)
126 (38.7%) 38 (11.7%) 20
(
6.1%
)
6 EIR would allow me to accomplish
more work than would otherwise
be
p
ossible
129 (39.6) 110 (33.7%) 52 (16.0%) 35
(10.7%)
7 Overall, I find EIR useful in my
academic activities
186
(
57.0%
)
117 (35.9%) 13 (4.0%) 10
(
3.1%
)
Note: SA+A= Agree while SD+D=Disagree
The results in Table 3 revealed the perceived
usefulness of electronic information resources
available to undergraduate students in University
of Ibadan. The result showed that 299 (91.7%)
agreed that EIR would enable them to accomplish
a task more quickly while 27 (8.3%) disagreed
with this statement. In the same vein, the result
confirmed that 272 (83.4%) agreed that EIR
would improve their academic performance
while 54 (16.6%) disagreed with this statement.
Also, the result showed that 305 (93.5%) agreed
that EIR would enhance their effectiveness in
academic activities while 21 (6.5%) disagreed
with this statement. Similarly, the result also
revealed that 254 (77.9%) agreed that using EIR
would meet their course-related needs while 72
(22.1%) disagreed with this statement.
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Furthermore, the result showed that 268 (82.2%)
agreed that EIR would support the critical aspects
of their academic activities while 58 (17.8%)
disagreed with this statement. The results also
revealed that 239 (73.3%) agreed that EIR would
allow them to accomplish more work than would
otherwise be possible while 87 (26.7%) disagreed
with this statement. Finally, the result confirmed
that 303 (92.9%) agreed that they find EIR useful
in their academic activities while 23 (7.1%)
disagreed with this statement. From this analysis,
it could be deduced that majority of the
respondents perceived that EIR is useful in their
academic activities.
Research Question 3: What is the perceived ease of use of electronic information resources available
to undergraduate students in University of Ibadan?
Table 4: Perceive Ease of Use of Electronic Information Resources Available to Undergraduates
S/N Statements SA A D SD
1 I perceived that learning to use
EIR would be eas
y
for me
98 (30.0%) 128
(
39.3%
)
64 (19.6%) 36 (11.1%)
2
EIR
111 (30.0%) 197
(
60.4%
)
10 (3.1%) 8 (2.5%)
3 I find it easy to retrieve the
EIR that I need
218 (66.9%) 88 (27.0%) 9 (2.7%) 11 (3.4%)
4 It is easy for me to remember
how to use EIR
164 (50.3%) 91 (27.9%) 47 (14.4%) 24 (7.4%)
5 I perceived that EIR is rigid
and inflexible to interact with
41 (12.6%) 52 (15.9%) 110
(
33.8%
)
123 (37.7%)
6 I find out that it does not take
a lot of effort to become skilful
at usin
g
EIR
136 (41.7%) 117
(35.9%)
28 (8.6%) 45 (13.8%)
7 Overall, I find the EIR easy to
use
215 (66.0%) 69 (21.1%) 31 (9.5%) 11 (3.4%)
Results in Table 4 showed the perceived ease of
use of electronic information resources available
to undergraduate students in University of Ibadan.
The results revealed that 226 (69.3%) agreed that
learning to use EIR would be easy for them while
100 (21.7%) disagreed. Furthermore, the result
showed that 308 (90.4%) agreed that they do not
make errors when using EIR while 18 (5.6%)
disagreed with this statement. Also, the study
confirmed that 306 (93.9%) agreed that they find
it easy to retrieve the EIR that they need while 20
(6.1%) had a contrary view. In the same vein, the
result showed that 255 (78.2%) agreed that it is
easy for them to remember how to use EIR while
71 (21.8%) disagreed. The result equally revealed
that 93 (28.5%) agreed that they perceived that
EIR is rigid and inflexible to interact whereas 233
(71.5%) disagreed with this statement. The
analysis also showed that 253 (77.6%) agreed that
they find out that it does not take a lot of effort to
become skilful at using EIR but 73 (22.4%)
disagreed with this statement. In all, the result
confirmed that 284 (87.1%) generally perceived
that they find the EIR easy to use while 42
(12.9%) disagreed with this statement. Thus it can
be deduced that the majority of the respondents
perceived that EIR was easy to use.
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Research Question 4: What is the frequency of use of available electronic information by
undergraduate students in University of Ibadan?
Table 5: Frequency of Use of Electronic Information Resources by Undergraduate Students
Frequency of Use of EIR Frequency Per cent
Re
g
ularl
y
149 46.7
Occasionall
y
87 26.7
Rarel
y
76 23.3
Never 14 4.3
Total 326 100.0
Results in Table 5 showed the frequency of use of
electronic information resources by undergraduate
students in University of Ibadan. The results
revealed that out of 326 respondents, majority of
the respondents 149(46.7%) used the available
electronic information resources regularly while
87(26.7%) used these resources occasionally.
Furthermore, the results revealed that 76(23.3%)
respondents rarely used electronic information
resources while 14(4.3%) respondents claimed that
they never use electronic information resources.
Research Question 5: What challenges do undergraduate students in University of Ibadan encounter
while using electronic information resources?
Table 6: Challenges that Undergraduate Students Encountered while Using EIR
S/N Challen
g
es Yes No
1 Poor Internet connectivit
y
287
(
88.0%
)
39
(
12.0%
)
2 Inadequate computers in the library 315 (96.6%) 11 (3.4%)
3 Limited subscribed titles 211
(
64.7%
)
115
(
35.3%
)
4 Lack of assistance from the library staff 72 (22.1%) 254 (77.9%)
5 Lack of ICT skills to access and use EIR 54
(
16.6%
)
272
(
83.4%
)
6 Insufficient relevant EIR 21
(
6.4%
)
305
(
93.6%
)
7 E
p
ile
p
tic
p
ower su
p
p
l
y
308
(
94.5%
)
18
(
5.5%
)
The results in Table 6 identified challenges
undergraduate students in University of Ibadan
encountered while using electronic information
resources. The results showed that inadequate
computers in the library, epileptic power supply,
poor internet connectivity, and limited subscribed
titles were major challenges undergraduate
students in University of Ibadan encounter while
using electronic information resources.
Testing of Hypotheses
H
01
There is no significant relationship between perceived usefulness and utilization of electronic
information resources by undergraduate students in University of Ibadan.
Table 7: Perceived Usefulness and Utilization of Electronic Information Resources
Variables Mean SD DF R-cal P-value Remark
Perceived
Usefulness
32.49 3.621
324 3.241 .001 Sig.
Utilization of EIR 26.71 1.502
Source: Field Survey (2021) (P<0.05)
Results in Table 7 showed the relationship
between perceived usefulness and utilization of
electronic information resources. The results
confirmed that there is a positive significant
relationship between the perceived usefulness of
electronic information resources and utilization.
This is because the r-cal is 3.241 and the p-value
is 0.001 which is lesser than the level of
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Volume 15 Article 3 May, 2022
significance which is 0.05. Therefore, the null
hypothesis of the study which stated that there is
no significant relationship between perceived
usefulness and utilization of electronic
information resources by undergraduate students
in University of Ibadan was REJECTED. This,
therefore, means that there is a strong relationship
between perceived usefulness and utilization of
electronic information resources.
H
02
There is no significant relationship between perceived ease of use and utilization of electronic
information resources by undergraduate students in University of Ibadan.
Table 8: Perceived Ease of Use and Utilization of Electronic Information Resources
Variables Mean SD DF R-cal P-value Remark
Perceived Ease of
Use
28.01 5.732
324 4.828 .001 Sig.
Utilization of EIR 22.35 3.831
Source: Field Survey (2021) (P<0.05)
Results in Table 8 showed the relationship between
perceived ease of use and utilization of electronic
information resources. The results revealed that
there is a strong significant relationship between
perceived ease of use of electronic information
resources and utilization. This is because the r-cal
is 4.828 and the p-value is 0.001 which is lesser
than the level of significance which is 0.05.
Therefore, the null hypothesis of the study which
stated that there is no significant relationship
between perceived ease of use and utilization of
electronic information resources by the
undergraduate students in University of Ibadan was
REJECTED. This, therefore, means that there is a
relationship between perceived ease of use and
utilization of electronic information resources.
H
03
Perceived usefulness and ease of use will not
jointly predict the adoption and utilization of
electronic information resources by the
undergraduate students in University of
Ibadan
Table 9: Joint Contribution of Perceived Usefulness and Ease of Use on the Utilization of Electronic
Information Resources by the Undergraduates
R R S
q
uare Ad
j
usted R S
q
uare Std. Error of the Estimate
.290 .846 .610 9.2012
Analysis of Variance (ANOVA)
Model Sum of Squares DF Mean Square F-ratio
Regression 432.112 2 135.731
Residual 2542.510 173 12.702 710.5
Total 2974.622 175
Source: Field Survey (2021) (P<0.05)
The result in Table 9 provides a summary of the
result of the multiple regression analysis for the
joint contribution of perceived usefulness and ease
of use on the utilization of electronic resources of
the participants. The result showed that all these
variables significantly predict the adoption and
utilization of electronic information resources of
the undergraduate students. This is because the two
variables (perceived usefulness and perceived ease
of use) jointly exert 61% influence on the
utilization of electronic information resources for
undergraduate student.
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Volume 15 Article 3 May, 2022
Table 10: Relative Extent of Influence of the Predictors on Usage of Electronic Information Resources
Model B Standard of Error Beta T-value P
Constant 28.823 10.322 9.63 .001
Perceived Usefulness 0.374 0.291 0.401 5.89 .001
Perceived Ease of Use 0.102 0.117 0.241 3.52 .001
Source: Field Survey (2021) (P<0.05)
The result of the analysis in Table 10 revealed that
each of the predictors had a significant influence
on the utilization of electronic information
resources of the students. The result showed that
perceived usefulness had the most significant
influence (Beta = 0.401; t = 5.89; P< .001) while
perceived ease of use is the next with (Beta =
0.241; t = 3.52, P <.001). It can be deduced from
these results that differences exist in the utilization
of electronic information resources of the students
based on their perception of the usefulness and
ease of use of electronic information resources.
This is confirmed by the difference in the T-Value
that each of them obtained.
Discussion of Findings
The use of electronic information resources in the
academic achievement of students has become an
invaluable tool in this 21
st
century in which
globalization of education is done through the use
of Information and Communication Technologies
(ICTs). The use of these resources offered many
bits of helps to students, in the sense that they help
the students to be knowledgeable and conversant
in their respective chosen academic careers.
Therefore, the first findings of the study revealed
that CD-ROM databases, e-journals, e-books, e-
newspapers, e-magazines, e-references resources,
and online databases are the major electronic
information resources available for use in
University of Ibadan. This finding is in agreement
with the work of Ternenge and Kashimana (2019)
who found that e-journals, e-newspapers, Online
Public Access Catalogue (OPAC), CD-ROM
databases, e-magazines, e-books, online
databases, e-research reports, virtual library
online, science direct online and Ebscohost
reference databases were the types of electronic
information resources available in Francis
Sulemanu Idachaba Library University of
Agriculture, Makurdi, Benue State, Nigeria. The
reason for the availability of these resources in the
academic library may be subjected to the fact that
these resources are very paramount for the
students to thrive in their academic pursuits.
Furthermore, the study found that undergraduate
students in University of Ibadan have a positive
perception of the usefulness of electronic
information resources. This is because the
majority of the respondents perceived that
electronic information resources would enhance
their effectiveness in academic activities. This
finding is in line with the work of Mollel and
Mwantimwa (2019) who postulated that
electronic information resources are believed to
enable users to improve not only their academic
performance but also their general effectiveness
and productivity.
On the perception of the respondents about the
ease of use of electronic information resources,
the study found that themajority of the
respondents hadpositive perceptions of the ease of
use of electronic information. This is because the
majority of the respondents perceived that
electronic information resources are easy to use
compared to print information resources. This
finding corroborates the work of Negahban and
Talawar (2009) who reveal that the use of EIR is
necessary for users mainly because they provide
better, faster, and easier access to information than
information accessed through print media. In the
same vein, the study found that undergraduate
students in University of Ibadan use electronic
information resources regularly. The reason for
this may be connected to the benefit they derived
from using these resources which contributed
positively to their academic performance. This
finding contradicts the work of Adeniran (2013)
who reported that the majority of the respondents
do not use the available electronic information
regularly. The poor usage of these resources may
be connected to the technical problem that
students claimed they encountered when they
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Volume 15 Article 3 May, 2022
want to use these resources or they had negative
perceptions about the usefulness and ease of use
of electronic information resources.
Challenges undergraduate students in University
of Ibadan face in the use of electronic information
resources include inadequate computers in the
library, epileptic power supply, poor internet
connectivity, and limited subscribed titles. This
finding is in line with the study of Ankrah and
Atuase (2018) who reported that poor internet
connection, power outage in the library,
insufficient skills, limited subscribed titles, as
well as inadequate computers are hindrances to
effective access and use of electronic resources in
academic libraries. These challenges are common
in most developing countries. To ensure
maximum use of electronic information resources
by the students and other researchers, these
challenges must be addressed by the library
management so that the users will have full access
and use these resources effectively. The result of
the first null hypothesis which stated that there is
no significant relationship between perceived
usefulness and utilization of electronic
information resources by the undergraduate
students in University of Ibadan was rejected.
This is because the result showed that there is a
strong relationship between perceived usefulness
and utilization of electronic information. This
means that the benefit that undergraduate students
perceived that would be derived from electronic
information motivate them to adopt and use these
resources. The second null hypothesis which
stated that there is a significant relationship
between perceived ease of use and utilization of
electronic information resources by the
undergraduate students in University of Ibadan
was also rejected. This is because the study found
that there is a positive relationship between
perceived ease of use and utilization of electronic
information resources. The result thus showed that
there is a strong relationship between the
availability of electronic information resources
and their usage. This means that if the student
perceived that they can easily locate, retrieve and
use these resources without any stress or
difficulty, they will be motivated to adopt and use
them and vice-versa. This finding collaborate the
finding of the study by Salaam (2008) who opined
that electronic resources are flexible in searching,
and can be accessed remotely at any time
compared to paper-based information resources.
Regarding the combined influence of perceived
usefulness and perceived ease of use on the
adoption and utilization of electronic information
resources, the study found that all the two
predictors (perceived usefulness and ease of use)
significantly influence the adoption and
utilization of electronic information resources
among the undergraduate students. This finding
supports the work of Ketikidis et al. (2012) as well
as Mollel and Mwantimwa (2019) who reported
that perceived usefulness and ease of use are
important predictors of actual use of technology
and systems through behavioural intention to use.
It also showed that perceived usefulness
contributed mostly to the observed significance.
The implication of this is that one may postulate
that the higher the level of perceived usefulness of
electronic information resources by the students,
the higher the positive adoption and utilization of
the electronic information resources by them.
Therefore, by having a positive perception of the
usefulness of electronic information resources,
students can use these resources for research,
project writing, complement lecture note, do their
assignments, and in writing term papers among
others.
Conclusion and Recommendation
Electronic information resources (EIRs) are
important tools that enable undergraduate
students to excel in their academic pursuit. This is
because, these resources give access to quality
information irrespective of place and time, and
students can use these information resources to do
some of their academic activities such as project
writing, completing class assignment, research
work, and complementing lecture notes among
others. Most importantly, it should be noted that
in adopting and utilizing electronic information
resources among undergraduate students,
perceived usefulness and perceived ease of use of
these resources are key factors. The implication of
this is that, the higher the students have a positive
perception about the usefulness and ease of use of
electronic information resources, the higher they
will adopt and utilize them. Based on the findings,
the following recommendations were made:
i. The university management should install
adequate networked computers in each
department so that students could have access
to and use these electronic information
resources effectively.
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Volume 15 Article 3 May, 2022
ii. Both the university and library management
should make effort to improve the Internet
bandwidth and connectivity in the university
to enable the students have easy and quick
access to electronic information resources.
iii. The university management should provide an
inverter and battery system to the library to
ensure a regular power supply.
iv. The library management should acquire and
subscribe to more relevant electronic
resources for the use of students.
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