Students' Use of Electronic Resources in University of Professional Studies, Accra_September ...

117 Pages·2016·5.29 MB·English

by  Mr. Acheampong Eben

University of Ghana http://ugspace.ug.edu.gh
UNIVERSITY OF GHANA, LEGON
COLLEGE OF EDUCATION
SCHOOL OF INFORMATION AND COMMUNICATION STUDIES
DEPARTMENT OF INFORMATION STUDIES

STUDENTS’ USE OF ELECTRONIC RESOURCES IN UNIVERSITY OF
PROFESSIONAL STUDIES, ACCRA

BY

EBENEZER KAKRA ACHEAMPONG
(10272345)

THIS THESIS IS SUBMITTED TO THE UNIVERSITY OF GHANA, LEGON IN
PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF MPHIL
INFORMATION STUDIES DEGREE.
SEPTEMBER, 2016
University of Ghana http://ugspace.ug.edu.gh
DECLARATION

I sincerely declare that this thesis is my own work and was supervised by Dr. Ebenezer
Ankrah and Dr. Evelyn Markwei. All the sources used have been duly acknowledged.

………………………………
EBENEZER KAKRA ACHEAMPONG
(STUDENT)

…………………………
DATE

.……………………………… .………………………………
DR. EBENEZER ANKRAH DR. EVELYN MARKWEI
(PRINCIPAL SUPERVISOR) (CO-SUPERVISOR)

………………………… …………………………
DATE DATE

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DEDICATION

This study is dedicated to all students and lecturers at the Department of Information
Studies, my family, and all my friends and loved ones for their progressive
encouragement.

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ACKNOWLEDGEMENT
My sincere gratitude extends to the following:
My supervisors: Dr. Ebenezer Ankrah and Dr. Evelyn Markwei for their guidance, time,
encouragement, and constructive criticisms. Thank you for truly being an inspiration to me.
God bless you.
Mrs. Florence Entsua-Mensah, for her immense support. God bless you “aunty”.
Miss Monica Mensah and Mr. Eric Amponsah Amoaful both staff of Balme Library, for their
unflinching support in various ways. I am most grateful.
The lecturers at the Department of Information Studies: for their enormous assistances and
constructive criticisms.
My course mates for their numerous supports.
My greatest gratitude however goes to Almighty God.

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TABLE OF CONTENTS
Declaration i
Dedication ii
Acknowledgement iii
Table of contents iv
List of tables x
List of figures xi
Abstract xii
CHAPTER ONE: INTRODUCTION
1.1 Background of the Study 1
1.1.1 University of Professional Studies 3
1.1.2 University of Professional Studies Library 4
1.2 Statement of the Problem 7
1.3 Purpose of the Study 9
1.4 Objectives of the Study 9
1.5 Central Hypotheses 9
1.6 Scope and Limitation of the Study 10
1.7 Theoretical Framework 10
1.7.1 Rogers‟s Diffusion of Innovations 11
1.7.2 Theory of Reasoned Action 13
1.8 Significance of the Study 14
1.9 Organization of the Study 15

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CHAPTER TWO: LITERATURE REVIEW
2.1 Introduction 16
2.2 Awareness of Electronic Resources 17
2.3 Extent of Use of Electronic Resources 21
2.4 Reasons for Use of Electronic Resources 22
2.5 Usefulness of Electronic Resources 24
2.6 Computer Literacy Skills and Use of Electronic Resources 26
2.7 Challenges in the Use of Electronic Resources 27
2.8 Summary of the Literature 30

CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 32
3.2 Research Design 32
3.3 Selection of Case 33
3.4 Selection of Subjects 33
3.4.1 Population 34
3.4.2 Sampling Size 35
3.4.3 Sampling Technique 37
3.4.3.1 Sampling Technique for Selection of Students 37
3.5 Instrumentation 38
3.6 Pre-Testing 40
3.7 Mode of Data Collection 41
3.8 Data Analysis 41
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3.9 Ethical Consideration 42
CHAPTER FOUR: ANALYSES OF DATA
4.1 Introduction 43
4.2 Demographics 43
4.2.1 Gender 43
4.2.2 Age 44
4.2.3 Disciplines of study 45
4.3 Awareness of Electronic Resources 46
4.3.1 Students‟ Awareness of E-Resources 46
4.3.2 Channels of Awareness of E-Resources 47
4.3.3 Publicity of Electronic Resources 48
4.3.4 Frequency of Training on Electronic Resources 49
4.4 Extent and Reasons for Use of Electronic Resources 50
4.4.1 Duration of Usage of E-Resources Section 51
4.4.2 Students‟ Frequency of Use of E-Resources 52
4.4.3 Reasons for Use of E-Resources 53
4.5 Usefulness of Electronic Resources 54
4.5.1 Significance/Impact of Electronic Resources 54
4.5.2 Perceptions on Significance/Impact of Electronic Resources 55
4.5.3 Significance of Conventional (Paper-Form) Documents 57
4.6 Computer Literacy Skills and Use of Electronic Resources 58
4.6.1 Computer Literacy 58
4.6.2 Levels of Knowledge in ICT 59
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4.6.3 Computer Literacy Skills and Use of E-Resources 60
4.6.4 Reasons for Computer Literacy and Use E-Resources 61
4.7 Access, Use and Challenges with Electronic Resources 62
4.7.1 Use of Electronic Resources 62
4.7.2 E-Resources Used by Students 63
4.7.3 Students‟ Preferences for E-Resources 64
4.7.4 Mode of Access to Information from UPSA Library 64
4.7.5 Challenges in the Use of Electronic Resources 65
4.8 Interview 67
4.8.1 Channels of Awareness of E-Resources 67
4.8.2 Frequency of Training on Electronic Resources 67
4.8.3 Reasons for Use of E-Resources 68
4.8.4 Computer Literacy Skills and Use of E-Resources 68
4.8.5 Challenges in the Use of Electronic Resources 68
4.9 Hypotheses Testing 69
4.9.1 Hypothesis One 69
4.9.2 Hypothesis Two 70

CHAPTER FIVE: DISCUSSION ON MAJOR FINDINGS
5.1 Introduction 72
5.2 Awareness of Electronic Resources 72
5.3 Extent of Use of Electronic Resources 75
5.4 Reasons for Use of Electronic Resources 76
5.5 Usefulness of Electronic Resources 77
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5.6 Computer Literacy Skills and Use of Electronic Resources 79
5.7 Challenges in the Use of Electronic Resources 82
5.8 Theoretical Interpretations of the Findings 85

CHAPTER SIX: SUMMARY OF FINDINGS, CONCLUSION AND
RECOMMENDATIONS
6.1 Introduction 87
6.2 Summary of Findings 87
6.2.1 Awareness of Electronic Resources 87
6.2.2 Extent of Use of Electronic Resources 87
6.2.3 Reasons for Use of Electronic Resources 88
6.2.4 Usefulness of Electronic Resources 88
6.2.5 Computer Literacy Skills and Use of Electronic Resources 88
6.2.6 Challenges in the Use of Electronic Resources 89
6.3 Conclusion 89
6.4 Recommendations 90
6.5 Areas of Further Study 92

BIBLIOGRAPHY 93
APPENDIX A: QUESTIONNAIRE 100
APPENDIX B: INTERVIEW GUIDE 104
APPENDIX C: LETTER OF INTRODUCTION 105

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LIST OF TABLES
Table 3.1: Population and Proportionate Sample Size for each Discipline 36
Table 4.1: Age Distribution of Respondents 44
Table 4.2: Respondents‟ Disciplines of Study 45
Table 4.3: Responses on Channels of Awareness of E-Resources 48
Table 4.4: Frequency of Electronic Resources Training 50
Table 4.5: Frequency of Use of E-Resources 52
Table 4.6: Responses on Significance/Impact Electronic Resources 55
Table 4.7: Respondents‟ Perceptions on Significance/Impact of E-Resources 56
Table 4.8: Responses on Significance of Conventional (Paper-Form) Documents 57
Table 4.9: E-Resources Used by Respondents 63
Table 4.10: Mode of Access to UPSA Library‟s Information 65
Table 4.11: Challenges Faced while Using Electronic Resources 66
Table 4.12: Responses of Computer Literacy against Extent of Use of
Electronic Resources 70
Table 4.13: Responses on Awareness against Use of Electronic Resources 71

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