UTILIZATION OF SCHOOL LIBRARY RESOURCES IN TEACHING IN SECONDARY SCHOOLS IN OBIO/AKPOR L.G.A. OF RIVERS STATE
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UTILIZATION OF SCHOOL LIBRARY RESOURCES IN TEACHING IN
SECONDARY SCHOOLS IN OBIO/AKPOR L.G.A. OF RIVERS STATE
ABSTRACT
The study is a survey of utilization of school library
resources in teaching in secondary schools in Obio/Akpor Local Government Area
of Rivers State. To achieve this five(5) research questions were formulated.
Four hundred and ten (410) teachers were used as sample out of eight hundred
and twenty (820) that forms the population of the study from the fourteen
secondary schools in Obio/Akpor Local Government Area of Rivers State.
Questionnaires and observation checklist were used to collect data. Tables,
percentages and mean were used for data analysis. It was found that most of the
relevant materials were not available in all the schools. Some problems such as
lack of convenient accommodation, lack of funds, lack of reading tables and
chairs, non-involvement of library staff in collection development, lack of
qualified librarians were among the problems of these libraries. The major
recommendations are: that there is need to increase full allocation of the
school libraries, the state branch of Nigerian library Association (NLA) should
organize development and training courses for school librarians and media
specialist to enhance their efficiency in the running of the school libraries,
the Post Primary Schools Board (PPSB)
should see to it that every secondary school established should have a library,
new books and other educational resource materials should be provided including
audio-visual equipment, principals of various schools should encourage both
teachers and students to maximize the use of few resources at their disposal,
among others.
CHAPTER ONE
INTRODUCTION
Background of the Study
The term “Utilization” is got from the word “Utilize” which
means to use. Therefore utilization means the process of using something. In
the context of this work, utilization means the process of using library
resources in teaching. According to Dike (1989:365) “utilization is defined as
being able to employ appropriate instructional material expertly and at the
right time in order to attain an instructional objective”.
Accessibility of library resources can play a major role in
encouraging reading by making a varied collection available to teachers and
student (Dike, 2007:36). Hence, accessibility will encourage teachers to go and
browse, read and use the library resources in the libraries. The full
utilization of these materials will help to uplift the objectives of secondary
education.
The school libraries have been seen by various authors as
an indispensable tools essential for modern teaching in schools. This position
is informed by the role the library resources play in enhancing effective
teaching especially in secondary schools. The library is designed to facilitate
teaching in schools. According to Edoka (2000) school libraries refers to those
libraries in primary and secondary schools which select, acquire, conserve,
retrieve and disseminate information to both teachers and students for the
broad goals, aims and objectives of the school as well as that of education
itself.
The term “school libraries” with time and technological
development has changed its traditional concept and meaning. Today, the school
library is also called: school library resource centre, school media centre,
instructional media centre, media resource centre, learning resource centre.
These terms evolved in schools in place of the traditional school library. It
aims at the meeting the requirement of modern philosophy of education that
stresses the need for individualized instruction and the use of multi-media
resources in teaching. Hence, Dike (2006:1) stated that “the school libraries
has been described as “the heart” of the school, learning resource centre and
the laboratory of all laboratories”. Just as “the heart” is central to the
human body so also the library is to the school. It means that the library is
the core aspect of the school system. If the library is removed from the
workings of the school, the aims for establishing the school will not be
achieved. Fayose (1995) asserts that “the school library resource centre is
that part of the school where a collection of books, periodicals, magazines and
newspapers, films and filmstrips, recording of all types, computers are
housed”.
School library is usually a collection of books and other
resource materials organized and placed in a silent environment in the school
for use by teachers and students. Onanuya and Okeh in Adesoji (2008). According
to them its collections are maintained with the funds provided by the school
through gifts received from the Ministry of Education, information service,
philanthropic organization and Parent Teachers Association (P.T.A.). Teachers
and students go to the library singly or in small group to satisfy their
information needs, identifying sources of information, evaluating sources of
information. Just to mention but a few. The secondary school library provide
teachers with a variety of resources required for teaching. Teachers encounter
books of various types- periodicals and the ranges of audio-visual resources.
The variety of resources help in instruction by providing different formats to
carter for individual learners – gifted, average or slow.
The library being a resource centre houses materials that
could help a teacher carry out his duty efficiently. These resources are: Book
– general, reference, non-fiction and fiction books, Periodicals, Newspapers, Audio
materials – discs, phonographic records, audio-tapes on reals and cassettes. It
is imperative to note that no education can rise above the quality of its
teachers and the library has a role to play in harnessing teachers for quality
output. Hence, teachers in secondary schools should be provided with libraries
to improve their skills in use like browsing the shelves, use of catalogue
cards, use of reference materials and teaching methods.
The school library through its resources is the best
educational services that can facilitate teacher quality and qualitative
education for students, this is because it fosters lifelong learning and
resource based learning. American library Association as quoted by Ferdinand
and Ezekwe (1999) listed the responsibility or function of the school library
as follows:
i)
School library provides materials that will enrich and
supplement the curriculum taking into consideration the varied interest,
abilities and maturity levels of the students served.
ii) Provide background
information which will enable students to make intelligent judgment of their
daily life.
iii)
Provide materials on opposing side of controversial issues,
so that young citizens may develop under guardians the practice of critical
reading and thinking.
iv)Provide materials representative of many religious, ethnic
group and their contributions.
v) Place principles above
personal opinion and reason above prejudice in the selection of materials of
the highest quality in order to ensure a comprehensive collection appropriate
for users of library.
vi)Provide current materials for the staff to be abreast with
development.
The school library resources have the potentials for
enhancing teacher’s and student’s teaching and learning process. The
availability of these resources provide teachers with vast quantities of
information materials which will be used in teaching. There must be
communication between the teachers and learners which the library resources
facilitates. Teachers are supposed to be conversant with different formats of
library resources so as to know when and how to employ them in teaching.
Teaching is communication between the teacher and learner.
It follows that teaching is characteristically an intentional activity which
produces another characteristically intentional activity called learning. To
teach therefore, is to engage someone in an activity or experience which
influences a change in behaviour. Amadi (2006) emphasized that teaching is
goal-oriented. It is obvious that the quality of the educational system depends
on their quality and devotion. Rogers (1983) sees teaching as permitting the
students to feed his or her curiosity, arguing that “merely to absorb facts is
of only slight value in the future”. Concluding that learning how to learn is
the element that is always of value, now and in the future”. This implies that
teacher is a catalyst who makes students desirous of learning. The teacher
designs the appropriate learning environment in such a way that the students
are restless until they have satisfied their curiosity by interacting with
other components of instructional system which includes the content, media,
materials and teacher.
Teaching is the work anybody does so long as they spend
part of their lives in influencing the thoughts, feelings and behaviour of
others. Macytyre in Amadi (2006). Admittedly, teaching is concerned with
education and behaviour change, but it is a system of activities by a formerly
designated person – the teacher, and who should be of a higher knowledge,
working with one or more learners to achieve certain learning outcomes. The
primary function of a teacher is to facilitate learning by various means and
the intention of all teaching activities is to bring about learning. Teaching
has to be learner centered and the library provide the resources for resource
based teaching which makes teaching learner centered. The situation at hand in
our secondary school is that in realization of the fact that library is one of
the educational services according to National Policy on education (Nigeria
2004), and to improve the quality of teaching and learning in secondary schools
in River state, the government in collaboration with Ministry of Education
supply books and other library materials to all government –aided secondary
school in the state. This kind of gesture from the government attract the
positive attention of both teachers and students to use the library. It is on
the basis of this that this study intends to look into the utilization of
library resources in teaching in secondary schools.
Statement of the problem
The school library is an important tool in the school
system as it supports the secondary school curriculum and provide means which
helps the school to achieve its educational objectives and goals. It does this
by making available library resources which encourages self development among
teachers as they use the resources in the library in planning their lesson
notes and employ them in teaching and learning in classes. The school library
provide a comprehensive source of learning materials in different forms for use
by teachers. It serves as a store of materials and equipment for use by
teachers in classrooms. Hence, its importance cannot be over emphasized.
However, it has been observed that secondary school
teachers in Rivers state do not effectively use the library resources in their
teaching activities. This as a result hampers the academic excellence of the
students. This is evident in failures in Senior Secondary School Certificate
Examination (SSCE) and Joint and
Matriculation Board (JAMB). It also makes the entire educational system to
dwindle thereby leading to poor performance on the part of the students. Since
teachers are not well equipped, it makes them not to render the best services
that is required of them.
Researches have been carried out by the following scholars:
Ogunbote and Odunewu (2008) stresses that school library in Ijebu North Local
government Area of Ogun State is not given the desired priority and the
provision of library services is inadequate. While Omera (2009) stresses that
school libraries have limited resources, by way of personnel library materials
and that teachers do not patronize the school libraries. Beyond this, no
research has really been undertaken in utilization of school library resources
in teaching in Obio/Akpor Local government Area. In view of this, the
researcher decided to undertake this study to find out how teachers in
secondary school in Obio/Akpo make use of library resources in teaching.
Purpose of the Study
The study is intended to examine the utilization of school
library resources in teaching in secondary schools. The objectives of the study
are as follows:
i)
To ascertain the library resources available in secondary
schools in Obio/Akpo LGA
ii) To examine the frequency
of use of library resources in secondary schools in Obio/Akpor LGA.
iii)
To ascertain the purposes for teachers’ use of library
resources in the secondary schools under study.
iv)To inquire into the problems associated with the use of
library resources in teaching in secondary schools in Obio/Akpor LGA
v) To suggest strategies for
the enhancement of the use of school library resources in secondary schools in
Obio/Akpor LGA.
Research Questions
The following research questions were formulated to guide
the study
1) What are the information
resources available in secondary schools in Obio/Akpor LGA.
2) What are the frequency of
use of library resources by teacher in teaching in secondary schools in
Obio/Akpor LGA.
3) For what purposes do the
teachers use library resources in teaching in secondary schools in Obio/Akpor
4) What are the problems
associated with the use of library resources in teaching in secondary schools
in Obio/Akpor LGA.
5) In what ways could the
library resources be used to enhance teaching in secondary schools in
Obio/Akpor LGA.
Significance of the study
It is expected that the findings of this study will be
useful to the following: Post Primary Schools Board (PPSB), Ministry of
Education, School Management and Library Administrators, Teachers and field of
Library and Information Science.
In view of these, the findings of this study will be used
in formulation of data for (PPSB.) It will encourage them to develop and
equipped libraries in secondary schools . It will be of immense help in
planning the school curriculum.
Also, it will help the Ministry of Education to see the
needs of secondary school libraries and provide funds to the libraries for its
improvement. While the local Government Authorities will help in distribution
of library resources.
More so, the findings of this study will help the School
Management and library administrators to acquire the right information
resources that will enhance teaching in secondary schools.
The findings
of this study will help the teachers by exposing them to all the formats of
library resources which will help them in preparing their lesson notes.
Furthermore, the work will add to the existing literature
in the field of librarianship. It will serve as a model to other researchers
that may wish to understudy the use of libraries.
Scope of the study
The research is limited to fourteen (14) secondary school
libraries in secondary schools in Obio/Akpor Local Government Area, Rivers
State. These are as follows: G.T.C. PortHarcocrt, G.S.S. Eneka, C.B.S.S.
Elelenwo, C.S.S. Okoro-Odo, G.G.S.S. Rumuokwuta ,M.G.S.S. Rumueme, A.D.S.S.
Bori Camp, C.S.S. Rumukwurusi, C.S.S. Rumuapara, C. S.S. Ogbogboro, O.C.S.S.
Oginigba, C.S.S. Rumuekini, C.S.S. Mgbuosimini, and CSS Rumuoluemini. Also,
limited to the utilization of school library resources in teaching in secondary
schools in Obio/Akpor Local government Area of Rivers State.
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