INFORMATION SEEKING BEHAVIOUR OF LIS UNDERGRADUATES OF FEDERAL

UNIVERSITY OYE EKITI

BY

ADEMILUA ABIGAIL BOLUWATIFE

LIS/2018/1021

A PROJECT SUBMITTED TO THE DEPARTMENT OF LIBRARY AND

INFORMATION SCIENCE, IN PARTIAL FUFILMENT OF THE REQUIREMENTS
FOR THE AWARD OF BACHELOR DEGREE OF LIBRARY AND INFORMATION
SCIENCE (B.LIS), FACULTY OF EDUCATION, FEDERAL UNIVERSITY OYE-EKITI,
EKITI STATE, NIGERIA.

SUPERVISOR
DR. O.K. ADEBAYO

AUGUST, 2023.
 CERTIFICATION
This is to certify that this research work titled: Information Seeking Behaviour Of LIS
Undergraduates Of Federal University Oye-Ekiti by ADEMILUA Abigail Boluwatife meets the
regulations governing the award of Bachelor of Library and Information science (B.LIS) at
Federal University Oye-Ekiti, Ekiti State and is approved for its contribution to knowledge.

-------------------------------- ------------------------------

DR. O.K. ADEBAYO Signature & Date

Supervisor

------------------------------------ ------------------------------

DR. O.A. ODUNOLA Signature & Date

HOD
 DEDICATION

This research is dedicated to my family, Mr. and Mrs. Ademilua, whose unwavering support and
encouragement have been my driving force. Your belief in me has been a constant source of
inspiration, and I am grateful for the sacrifices you have made to see me succeed. This
achievement is a reflection of your love and guidance, and I honor you with this dedication
 ACKNOWLEDGEMENT

First and foremost, my gratitude goes to God Almighty for granting me the opportunity and
strength to embark on this research journey. I am deeply indebted to my supervisor, Dr. O.K.
Adebayo, for his invaluable support, guidance, and unwavering commitment throughout this
research. His fatherly role, considerate nature, and approachability made this endeavor not only
possible but also enjoyable. I extend my heartfelt appreciation to him and offer my sincere
prayers for his continued success. I am profoundly thankful to my parents, Mr. and Mrs.
Ademilua, for their unconditional love, endless encouragement, and constant belief in me. Your
unwavering support has been the cornerstone of my achievements, and I am forever grateful for
the sacrifices you have made to see me excel. I would also like to express my sincere
appreciation to all those who contributed to making this project a reality. Your financial
assistance and motivating words played a vital role, and I am truly grateful for your support.
 ABSTRACT

This study examines the Information seeking behaviour of Library and Information Science
(LIS) undergraduates at Federal University Oye-Ekiti. The research employs a descriptive
research design and collects data through a structured questionnaire. The study's population
includes all 738 undergraduate students enrolled in the LIS program, and a sample size of 260
students is selected using a simple random sampling technique. The questionnaire is divided into
five sections, covering demographic information, information sources, types of information
resources, formats and channels of information delivery, and barriers to information access. The
research questions investigate the commonly used information sources, types of information
resources required, preferred formats and channels of information delivery, and challenges faced
during the information seeking process. The study contributes to the existing literature by
providing insights into the information seeking behaviour of LIS undergraduates and highlights
factors influencing their information seeking practices. The theoretical foundation is based on
information behaviour, seeking, and literacy theories. The conceptual model emphasizes the
impact of technology use, information literacy skills, library resources, and social-cultural factors
on information seeking behaviour. The findings reveal students' preferences for library catalogs
and online databases, the importance of scholarly articles and textbooks, and effective channels
for accessing information. Challenges related to resource access, database navigation, and
technical issues are identified. The research offers practical implications for enhancing
information literacy programs, library resources, and academic support among LIS
undergraduates.

Keywords: Information seeking behaviour, Undergraduates, Library and Information Science,

Information sources, Information resources, Information literacy, Library resources.

Word Coumts: not more than 350

TABLE OF CONTENTS
Title Page...................................................................................................................................i
Certification...............................................................................................................................ii
Dedication................................................................................................................................ iii
Acknowledgement...................................................................................................................iv
Abstract.....................................................................................................................................v
Table of contents.....................................................................................................................vi
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study...........…………………………………….............................
…………………..1
1.2 Statement of the
Problem…………………………………………………………......................................3
1.3 Objectives of the
Study……………………………………………………………........................................4
1.4 Research Questions….
…………………………………………………………….........................................4
1.5 Significance of the
Study………………………………………………………….......................................5
1.6 Scope of the
Study……………………………………………………….................................................…5
1.7 Operational definition of
Terms………………………………………………….................................…5
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.0 Introduction....................................................................................................................8
2.1 Concept of Information Behaviour.....…………………...............…………....
……………..........…9
2.1.2. Concept of Information Seeking………………………………....
….........................................10
2.1.3. Concept of Information Seeking Behaviour……………………………….........
……………........11
2.2 Types of Information Seeking
Behaviour………………………….......................................13
2.3 Theoretical Framework of Information Seeking
Behaviour…………………………………..14
2.4 Information Needs and Information Seeking
Behaviour……………………………………....15
2.5 Information Sources and Channels Utilized by Undergraduates Students...………17
2.6 Factors Influencing Information Seeking
Behaviour…………………………………….......…..18
2.7 Information Seeking Behaviour of Library and Information Science (LIS)
Undergraduates......................................................................................................................20
2.8 Information Seeking Behaviour of Undergraduates in Nigeria Universities.....……..22
2.9 Information Literacy Skills and Information Seeking Behaviour of
Undergraduates......................................................................................................................25
2.10 Challenges of Information Seeking Behaviour Faced by Undergraduates.............28
2.11 Strategies for Enhancing Information Seeking Behaviour of Undergraduates.......30
2.12 Appraisal of the Reviewed Literature........................................................................32
CHAPTER THREE RESEARCH METHODOLOGY
3.0
Introduction………………………………………………………………………............................
..................34
3.1 Research
Design…………………………………………………………………...........................................
34
3.2 Population of the
Study…………………………………………………...............................................34
3.3 Sample Size and Sampling Techniques………………...........
……………………………………………35
3.4 Instrument for Data
Collection………………………………………………......................................36
3.5 Reliability and Validity of Instrument…………………………...................
…………………………....37
3.6 Method of Data
Collection……………………………………………………….....................................37
3.7 Method of Data
Analysis…………………………………………………........................................……37
3.8 Data Analysis
Presentation……………………………………………………......................................38
CHAPTER FOUR: DATA ANALYSIS, PRESENTATION AND DISCUSSION OF THE
FINDINGS
4.1
Introduction……………………………………………………………………................................
............….39
4.2 Demographics Variables of the
Respondents………………………………………………...………..39
4.3 Presentation of Research Questions…………………..……………….........................
…………...40
4.3.1. Research Question One...............................................................................................40
4.3.2. Research Question Two..............................................................................................42
4.3.3. Research Question Three...........................................................................................44
4.3.4. Research Question Four..............................................................................................46
4.4 Discussion of the Findings.........................................................................................48
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.0
Introduction………………………………………………………………………............................
.................53
5.1 Summary of the
Study………………………………………………………….........................................53
5.2
Conclusion………………………………………………………………………….........................
....................54
5.3 Recommendations………………………………………………………….............................
………..........55
REFERENCES

CHAPTER 1
1.1 Background to the Study

Information is crucial to humans, especially in academic environments where students depend

heavily on it. This makes information seeking even more important in this digital era, where
keeping oneself updated is crucial to facing challenges and tasks. Library and Information
Science (LIS) undergraduate students are essential users of academic libraries, and their
information-seeking is critical to their academic success. Recognizing the importance of
information-seeking, it is considered an essential aspect of the educational process that equips
students with knowledge and skills to identify, evaluate, and use information sources effectively,
enhancing their academic performance. Information need is an innate desire that prompts
individuals to engage in information seeking, and undergraduates have various information needs
that drive their demand for information. When seeking information to meet their needs,
undergraduates use diverse sources. Akinola, Afolabi, and Chinedu (2009) define information
sources as the materials or means through which information can be found to meet a particular
need. Case (2002) defines information seeking as a conscious effort to acquire information in
response to a need or gap in your knowledge. Information-seeking is a key concept in the library
and information science professions. Pettigrew, Fidel, and Bruce (2001) defined information as
the study of how people need, seek, give, and use information in different contexts, including the
workplace and everyday life.

Wilson (2000) defines information seeking as the complete range of actions displayed by
individuals in relation to sources and channels of information, encompassing both active and
passive information seeking. When students seek information, they exhibit different kinds of
behaviour based on their reasons for wanting information, their search skills, and their
preferences for certain types of information-bearing materials. According to Leckie, Pettigrew,
and Sylvain (1996), information seeking is a personal pursuit that involves identifying reasons
for seeking information, the nature of the information required, and the strategies and sources
employed to acquire the needed information.

The information-seeking behaviour of LIS students has been the subject of considerable
research. This research has sought to identify the ways in which students seek out and utilize
information in order to better understand how to support their information needs. One major
factor that influences the information-seeking behaviour of LIS students is the availability and
accessibility of information resources. The field of Library and Information Science (LIS) is
concerned with the organization, preservation, and dissemination of information. As such, it is
critical for LIS students to possess strong information-seeking skills. These skills are essential
for their success in both their academic and professional pursuits.

Libraries serve as the core educational systems in higher academic institutions, aiding in the
advancement of learning and distribution of knowledge to meet the information requirements of
their students. These information resources are crucial for the academic growth of students.
Students need information materials to produce quality research work (Kehinde et al., 2016).
Information needs arise when an information user recognizes some information deficiency and
desires to acquire that information (Kakai, Miriam et al. 2014). It is crucial to conduct regular
assessments of the information needs and seeking behaviour of LIS undergraduate students to
inform the acquisition of relevant and useful information resources for their academic pursuits.
Given the current era of information explosion, identifying effective methods for searching and
utilizing information is essential for successful academic outcomes.

Numerous studies have delved into the different aspects of information seeking and utilization,
including user needs, preferred sources and channels, and obstacles faced in the process. Despite
the advancements in technology and information systems, finding, evaluating, and effectively
utilizing information continues to be a challenge, particularly for undergraduates studying
Library and Information Science who have unique information needs and difficulties. The
growing abundance of information, evolving information sources, and the need for individuals to
competently navigate and use information in both personal and professional settings have all
contributed to the growing interest in information literacy in recent years. Studies on the
information-seeking behaviour of undergraduate students in other universities in Nigeria and
around the world have found that students face a range of challenges in accessing and using
information effectively. For example, a study by Oyewusi and Okiki (2017) on the information-
seeking behaviour of undergraduate students at the Federal University of Technology, Akure,
found that students struggled with finding relevant information, evaluating sources, and using
search engines and databases effectively. Similarly, a study by Jiao et al. (2017) on the
information behaviour of undergraduate students in China found that students lacked information
literacy skills and relied heavily on search engines rather than library resources.

As the field of Library and Information Science (LIS) continues to evolve, there is a growing
need to understand the information-seeking behaviour of students studying in this field. This is
particularly important in the case of undergraduate students, who are often at the beginning of
their academic journey and may require additional support in navigating complex information
systems. The importance of information-seeking behaviour in the 21st century cannot be
overstated. In today's fast-paced digital age, information is everywhere, and it is essential to be
able to locate, evaluate, and effectively use this information. It has become increasingly
important in academic settings, where students are expected to engage in independent learning
and research. This study seeks to contribute to this understanding by exploring information-
seeking behaviour and also investigating the information-seeking behaviour of LIS
undergraduates at the Federal University of Oye-Ekiti, with the aim of enhancing information
literacy, improving library resources and services, informing policy decisions, contributing to the
literature, bridging the gap between students and information resources, and supporting academic
success.

1.2 Statement of the Problem

Library and information science (LIS) undergraduate students are expected to be proficient in
accessing, evaluating, and utilizing information resources to meet their academic and personal
information needs. The ability to access and utilize information resources is essential for library
and information science undergraduate students to meet their academic information needs.
However, despite the availability of numerous information sources and tools, many students
encounter challenges in locating and utilizing relevant information to accomplish their academic
tasks. The information sources a user needs may not necessarily match what is available, either
due to limitations in the resources or the users own ability. Therefore, understanding the
information-seeking behaviour of undergraduate students is critical to provide appropriate
support and resources to facilitate their academic success. Against this backdrop, this study seeks
to assess the information-seeking behaviour of library and information science undergraduate
students at the Federal University Oye-Ekiti, Ekiti State, Nigeria.

1.3 Objective of the Study

The study aims to gain insights into the information-seeking behaviour of undergraduate students
in library and information science at the Federal University of Oye-Ekiti. To achieve this
primary goal, the study will pursue the following specific objectives:

 Identify the commonly used sources of information by LIS undergraduates.

 Determine the types of information resources required by LIS undergraduates.

 Ascertain the preferred formats and channels of information delivery of LIS

undergraduates.

 Investigate the barriers to accessing and using information resources faced by LIS
undergraduates.

1.4 Research Questions

This study investigates the following research questions:

1. What are the information sources that LIS undergraduates at the Federal University of
Oye-Ekiti are familiar with and commonly use to meet their information needs?

2. What type of information resources do LIS undergraduates require?

3. What are the information demand and use patterns of LIS undergraduates at the Federal
University of Oye-Ekiti, including their preferred formats and channels of information
delivery?
 4. What are the challenges that LIS undergraduates at the Federal University of Oye-Ekiti
face in seeking and using information, including barriers to access and use of information
resources?

1.5 Significance of Study

The study's significance lies in its potential to enhance the information literacy skills and
academic success of undergraduate students in Library and Information Science (LIS) at the
Federal University of Oye-Ekiti. By exploring the information-seeking behaviour of these
students, the research can offer valuable insights in to their information needs, sources, and
obstacles. The findings of the study can inform the development of tailored information literacy
programs and services to improve students' ability to locate, evaluate, and use information
effectively. The study can guide the development of library collections and services to better
meet the information needs of LIS undergraduates, inform policy decisions regarding
information access and use in academic settings, contribute to the literature on information
seeking behaviour among undergraduate students, bridge the gap between students and
information resources, and support the academic success of LIS undergraduates.

1.6 Scope of the Study

This research will investigate the information seeking behaviour of undergraduate students
enrolled in the library and information science program at Federal University Oye-Ekiti in Ekiti
State, Nigeria.

1.7 Operational Definition of Terms

Information Seeking Behaviour: This refers to the actions and strategies used by individuals to
search for and locate information to meet their information needs.

LIS Undergraduates: This refers to students who are currently enrolled in the Library and
Information Science (LIS) program at Federal University Oye-Ekiti.

Information Literacy Programs and Services: These refer to educational programs and
services designed to help individuals develop the skills and knowledge needed to locate,
evaluate, and use information effectively.
Information seeking: The process of identifying a need for information, locating and accessing
relevant information, and evaluating and using the information to meet the user's needs.

Library Resources and Services: These refer to the various materials and services provided by
the university library, including print and electronic resources, reference and research services,
and interlibrary loan services.

Academic Success: This refers to the achievement of academic goals, such as earning good
grades, completing degree requirements, and developing the skills and knowledge needed for
future careers or further education.

Challenges: This refers to the difficulties or obstacles that students may encounter when seeking
information, including issues related to access, technology, and information overload.

Information needs: This term refers to the specific information required by individuals to fulfill
a particular purpose, such as learning, research, or decision-making. It may include the
information necessary to satisfy one's curiosity or to solve a problem.

Information sources: These are the materials, tools, or channels that provide access to
information, including books, journals, databases, websites, and reference materials.

Information demand: This term describes the quantity of information that an individual needs
to satisfy their information needs.

Information use: This term refers to the extent to which individuals apply the information they
have acquired to fulfill their information needs.

Library and Information Science (LIS): This academic field concerns the study of
information, information systems, and the role of libraries and other information providers in
facilitating access to information.
 CHAPTER 2

REVIEW OF RELATED LITERATURE

Introduction

This chapter seeks to give a comprehensive review of the literature and theoretical framework on
information-seeking behaviour, focusing on LIS undergraduate students at the Federal University
of Oye-Ekiti. This section provides an overview of the significance of information-seeking
behaviour among students, explores the definitions and concepts of information-seeking
behaviour, and identifies the challenges that students face in accessing and utilizing information
effectively.

Conceptual Review

2.1. Concept of Information Behaviour

2.1.2. Concept of Information Seeking

2.1.3. Concept of Information Seeking Behaviour

2.2 Types of Information Seeking Behaviour

2.3 Theoretical Framework of Information Seeking Behaviour

2.4 Information Needs and Information Seeking Behaviour of Undergraduates Students

2.5 Information Sources and Channels Utilized by Undergraduates Students

2.6 Factors Influencing Information Seeking Behaviour

2.7 Information Seeking Behaviour of Library and Information Science (LIS) Undergraduates

2.8 Information Seeking Behaviour of Undergraduates in Nigerian Universities

2.9 Information Literacy Skills and Information Seeking Behaviour of Undergraduates

2.10 Challenges of Information Seeking Behaviour Faced by Undergraduates

2.11 Strategies for Enhancing Information Seeking Behaviour of Undergraduates

2.12 Appraisal of the Reviewed Literature

2.1 Concept of Information Behaviour

Information behaviour refers to the various ways in which individuals seek, obtain, use, and
share information to fulfill their information needs (Case, 2012). It encompasses activities such
as information seeking, information use, and information sharing, and is influenced by factors
such as personal characteristics, available information resources, and social context (Wilson,
1999). This field of study draws upon insights from disciplines such as library and information
science, communication, psychology, sociology, and anthropology (Savolainen, 2008). The
study of information behaviour has gained increasing significance in recent times due to the
proliferation of digital technologies and the abundance of online information (Johnson, 2015).
Understanding how individuals navigate and utilize this vast amount of information is crucial for
designing effective information systems and services (Bawden & Robinson, 2009). The concept
of information behaviour is also applicable to various domains, including education, health,
business, and government, as it helps in comprehending how individuals make decisions and
solve problems within these contexts (Chatman, 1996).

Information behaviour is a term used to describe the ways in which people and groups search for,
access, utilize, share, and create information in various settings and contexts. This includes a
wide range of activities, such as information seeking, information use, information sharing, and
information creation. Factors that can influence information behaviour include personal
attributes, social and cultural contexts, and technology. According to Wilson (1999), information
behaviour is not only about searching for information but also about how people interact with it.
Wilson's definition highlights that information behaviour encompasses all aspects of human
behaviour concerning sources and channels of information, including active and passive
information seeking and use.

Information behaviour also encompasses the broader context within which information is sought,
such as the social, cultural, and economic factors that shape the information needs and seeking
behaviours of individuals or groups. For example, an individual's gender, age, education level,
and occupation can influence their information needs, seeking behaviours, and preferences for
information sources and channels. Similarly, cultural and social factors, such as language,
religion, and ethnicity, can affect how people access, evaluate, and use information.
Understanding information behaviour is essential in various fields such as library and
information science, communication, sociology, psychology, and education. It helps to develop
effective information services and resources that meet the needs and preferences of users. The
knowledge of information behaviour can inform policy development, decision making, and the
design of information systems and technologies. The concept of information behaviour is a broad
and complex area of study that has important implications for the design of information systems
and services, as well as for the development of policies and programs that support individuals'
information needs and behaviours.

2.1.2. Concept of Information Seeking

Information seeking is the process of searching for and acquiring information to meet an
individual's need for information. It is a common human behaviour that occurs in different
contexts, including academic, personal, and professional domains. The process of information
seeking comprises a set of activities and behaviours that involve identifying, locating, and
retrieving relevant information from different sources. According to Kuhlthau (1991),
information seeking is a cyclical process that involves six stages: task initiation, selection,
exploration, formulation, collection, and presentation.

Information-seeking behaviour can be influenced by various factors, including personal

characteristics, social and cultural contexts, and technology. For instance, self-efficacy is a factor
that influences information-seeking behaviour. Social and cultural norms, values, and beliefs can
also affect information-seeking behaviour. Furthermore, the availability and accessibility of
information sources and technologies can influence information-seeking behaviour.
Understanding the nature of information-seeking behaviour is important for developing effective
information services and resources that cater to the diverse needs of information seekers.

Additionally, it is important to note that information seeking can take different forms depending
on the nature of the information need and the context in which the search is conducted. Case
(2012) identifies three types of information seeking: known-item seeking, exploratory seeking,
and exhaustive seeking. Known-item seeking involves searching for a specific piece of
information that is already known to the seeker, such as a particular book or article. Exploratory
seeking involves searching for information to gain a broad understanding of a topic or to
generate ideas. Exhaustive searching involves conducting a comprehensive search of all
available information sources to ensure that no relevant information is missed. Information
seeking can also be affected by various barriers and challenges, such as time constraints, a lack
of access to information sources, information overload, and difficulty evaluating information
quality (Case, 2012). Effective information seeking requires the development of information
literacy skills, which enable individuals to locate, evaluate, and use information effectively
(Association of College and Research Libraries, 2016).

Information seeking is a fundamental human behaviour that is essential for fulfilling various
information needs. It involves a cyclical process that includes multiple stages and is influenced
by various factors such as personal characteristics, social and cultural contexts, and technology.
Effective information seeking requires the development of information literacy skills, which are
critical for success in academic, personal, and professional contexts.

2.1.3. Concept of Information Seeking Behaviour

Information-seeking behaviour is the process of searching for and obtaining information to meet
an individual's information needs. This behaviour can be influenced by personal factors, social
and cultural contexts, and technology. For undergraduate students in Nigerian universities,
information-seeking behaviour is especially important because they need to acquire and use
information for academic success and future career prospects.

Undergraduate students in Nigerian universities face challenges in their information seeking

behaviour, including a lack of adequate information resources, limited access to technology, and
inadequate training and support. This has led many students to rely on search engines like
Google and Wikipedia, which may not always provide reliable or accurate information. To
improve information seeking behaviour among undergraduate students, universities and libraries
can enhance the availability and accessibility of information resources and services, provide
training and support for information literacy skills, and encourage the use of academic databases
and specialized resources. Instructors can also play a role by incorporating information literacy
skills into their curriculum and providing guidance and support for research and academic
writing. Ultimately, enhancing information-seeking behaviour is crucial for academic success
and career readiness among undergraduate students in Nigerian universities. In the context of
undergraduate students in Nigerian universities, information-seeking behaviour is a critical
aspect of academic success and future career prospects. Undergraduate students need to develop
information literacy skills and learn how to locate, evaluate, and use information resources
effectively. This requires an understanding of different information sources, evaluating
information for relevance and accuracy, and using information ethically and legally.

Studies have shown that undergraduate students in Nigerian universities face various challenges
in their information-seeking behaviour (Abioye & Popoola, 2013; Ezenwosu & Sodiya, 2015).
These challenges include inadequate information resources, a lack of skills in using information
sources, inadequate training and support, and limited access to technology. As a result, many
students resort to using search engines like Google and Wikipedia, which may not always
provide reliable or accurate information. To enhance information-seeking behaviour among
undergraduate students in Nigerian universities, various strategies can be implemented.
Universities and libraries can improve the availability and accessibility of information resources
and services, provide training and support for information literacy skills, and encourage the use
of academic databases and specialized resources. Additionally, instructors can incorporate
information literacy skills into their curriculum and provide guidance and support for research
and academic writing.

Furthermore, collaboration and networking among students and between students and faculty can
enhance information-seeking behaviour. Students can benefit from sharing information and
resources with peers, forming study groups, and seeking guidance and feedback from instructors.
Collaboration between students and faculty can also facilitate access to specialized information
resources and promote the development of critical thinking and research skills.

Information-seeking behaviour is a crucial aspect of academic success and future career

prospects among undergraduate students in Nigerian universities. Enhancing information seeking
behaviour requires the provision of adequate information resources and support services, the
development of information literacy skills, and the promotion of collaboration and networking
among students and faculty.
2.2 Types of Information Seeking Behaviour

Understanding the different types of information-seeking behaviour can help individuals develop
effective strategies for locating and using information to meet their needs. Additionally,
information professionals can use this knowledge to design information services and resources
that meet the diverse information needs of their users. There are various types of information
seeking behaviours that individuals can exhibit depending on their information needs, personal
characteristics, and contextual factors. Some of the common types of information-seeking
behaviour include:

1. Directed Information Seeking: This type of information seeking behaviour is goal-oriented

and involves a systematic search for information to answer a specific question or solve a
particular problem. The seeker has a clear idea of what information is needed and actively seeks
it out from various sources.

2. Undirected Information Seeking: This type of information seeking behaviour is exploratory

and involves browsing through information sources without a specific goal in mind. The seeker
is open to discovering new information and may stumble upon relevant information by chance.

3. Opportunistic Information Seeking: This type of information seeking behaviour occurs

when the seeker comes across information while engaged in another activity, such as reading a
news article or browsing social media. The seeker recognizes the potential value of the
information and may save it for later use.

4. Repeated Information Seeking: This type of information seeking behaviour occurs when the
seeker needs to access the same information repeatedly over time. For instance, a student may
need to refer to the same set of lecture notes throughout a course.

5. Monitoring Information Seeking: This type of information seeking behaviour involves

keeping up to date with new developments or changes in a particular area of interest. The seeker
may regularly scan relevant sources to stay informed.

6. Focused Information Seeking: This type of information seeking behaviour involves seeking
out information on a specific topic or subject area in a focused and deliberate manner. The seeker
has a clear idea of what information is needed and actively seeks it out from various sources.
2.3 Theoretical Framework of Information Seeking Behaviour

The theoretical framework adopted in this study is based on Wilson's (1999) model of
information-seeking behaviour. Wilson's model presents a systematic process that incorporates
several stages, such as recognizing information needs, exploring and formulating the problem,
collecting and evaluating information, and organizing and utilizing the obtained information.
This model highlights the dynamic and iterative nature of information seeking, considering the
interplay between individual characteristics and contextual factors that shape individuals'
information-seeking behaviour.

In addition to the conceptual framework proposed by Wilson (1999), the Information Search
Process model developed by Kuhlthau (1991) offers valuable insights into the affective
dimensions of the information-seeking process. Kuhlthau emphasizes the significance of
emotions, such as uncertainty, frustration, and anxiety that students may experience during their
information search endeavors. This model highlights that information seeking is not only a
cognitive process but also an emotional journey.

Furthermore, the Theory of Planned behaviour (Ajzen, 1991) presents a relevant framework for
comprehending the factors that shape students' information-seeking behaviour. This theory posits
that behaviour is influenced by three primary factors: attitudes, subjective norms, and perceived
behavioural control. Attitudes refer to an individual's evaluation of the behaviour, subjective
norms reflect the influence of social and environmental factors on the behaviour, and perceived
behavioural control encompasses an individual's perception of their ability to carry out the
behaviour.

Drawing on these three theoretical perspectives, this study seeks to explore the information-
seeking behaviour of LIS undergraduates at the Federal University of Oye-Ekiti, examining the
factors that shape their attitudes and intentions towards seeking information, the impact of social
norms and expectations on their behaviour, and the challenges they face in terms of accessing
and using information effectively.

2.4 Information Needs and Information Seeking Behaviour of Undergraduate Students

Numerous studies have been conducted on the information needs and information-seeking
behaviour of undergraduate students in the field of Library and Information Science. These
studies have explored different aspects of the behaviour, such as the sources they use, search
strategies, and difficulties in finding and using information. Results indicate that the information
needs of undergraduates are diverse, and can be affected by factors like their majors,
coursework, interests, and career aspirations. For instance, a study by Kim (2014) found that
undergraduate students in different academic disciplines have different information needs and
preferences in terms of information sources and formats. Similarly, a study by Tenopir et al.
(2014) found that undergraduate student’s information needs and sources can differ depending
on the stage of their academic program, with seniors having more specialized and focused
information needs.

To better understand the information needs and information-seeking behaviour of undergraduate

students, it is important to take into account the contextual factors that may shape their
behaviour, such as the institutional and cultural environment in which they operate. For example,
a study by Limberg and Sundin (2010) found that undergraduate students' information-seeking
behaviour is influenced by the norms and expectations of their academic community as well as
the institutional policies and practices that govern access to information resources.
Undergraduate students' information-seeking behaviour is also influenced by a variety of factors,
including their prior knowledge, experience, and skills in using information resources, as well as
their attitudes towards seeking and using information.

Kuhlthau's Information Search Process (ISP) model provides insight into the emotional aspect of
information-seeking, indicating that students may experience a range of emotions as they search
for information. Along with this model, Ajzen's Theory of Planned behaviour (1991) is also
useful in understanding the factors that shape students' information-seeking behaviour.
According to this theory, attitudes, subjective norms, and perceived behavioural control are the
three main factors that determine behaviour. Undergraduate students have a diverse range of
information needs related to their academic coursework, personal interests, and future career
goals (Bury, 2018; Harte l& Gandon, 2019). These information needs may arise from various
sources, such as course assignments, extracurricular activities, or personal research projects. As
such, students must engage in information-seeking behaviour to locate and access the
information they require to meet their information needs.

Information-seeking behaviour is a complex process that involves several stages, including

recognizing the need for information, exploring information sources, evaluating information, and
using information effectively (Wilson, 1999). However, research has shown that undergraduate
students may face numerous challenges and barriers to engaging in effective information-seeking
behaviour (Kuipers, de Jong, & Van derHoeven, 2019; Rieh, 2017). For instance, students may
lack knowledge of appropriate search strategies or have limited experience using library
databases or other information resources (Ghosh, Singh, & Padhi, 2021; Knight, 2018).
Additionally, students may struggle with evaluating the relevance and credibility of sources or
managing the large volume of information available to them (Moukdad & Nabhan, 2017; Owen
& Vidergor, 2020).Given the numerous challenges and barriers that undergraduate students may
face in their information seeking behaviour, it is important for libraries, educators, and other
stakeholders to provide students with the support and resources they need to navigate this
complex process effectively (Fogg, Soohoo, & Danielsen, 2018; Lee & Bonk, 2019). This may
include providing instruction and training in information literacy skills, offering access to a wide
range of information resources, and creating supportive learning environments that encourage
exploration and experimentation with different search strategies and information sources (Mistry
& Krikelas, 2021; Verdegem & De Marez, 2019). Ultimately, by understanding the information
needs and information-seeking behaviour of undergraduate students, libraries and educators can
better support these students in their academic and personal pursuits.

2.5 Information Sources and Channels Utilized by Undergraduate Students

Undergraduate students have a wide range of information sources and channels available to
them, including print and electronic books, academic journals, websites, social media, and online
databases. Research has shown that electronic resources are highly preferred by students,
although print resources are still valued, especially for more in-depth research. Students also
frequently use social media and personal networks to seek and exchange information, both for
academic and non-academic purposes. Along with traditional sources such as books and
academic journals, students also rely on databases, search engines, and websites to find
information. The choice of information source depends on the availability and convenience for
the student, with some sources being accessed physically and others electronically.

They use a variety of methods to access information, with libraries being a key resource for
information. Libraries provide access to different materials in various formats, including both
print and electronic books, academic journals, and databases. However, with the advancement of
technology, students have increasingly relied on other methods such as online databases,
academic websites, and search engines like Google and Bing to obtain information. Although
search engines are commonly used, concerns have arisen regarding the accuracy and reliability
of the information they provide. The convenience and accessibility of electronic resources, such
as e-books and academic databases, have made them a popular choice among undergraduate
students. As a result, electronic resources are now commonly used in place of print resources.
Social media platforms are becoming more popular among undergraduate students, who use
them to access information related to their academic interests. This includes joining Facebook
groups that pertain to their field of study or following the Twitter accounts of experts in their
academic disciplines. LinkedIn, a social media platform geared towards professional networking,
is also widely used by undergraduate students to acquire information regarding job opportunities
and professional growth.

Undergraduate students have a wide range of information needs, leading them to utilize different
sources and channels. Factors such as the type of information required, personal preferences,
accessibility, and availability influence their selection of specific information sources. These
sources typically include electronic and library resources, search engines, and social media
platforms. Although electronic resources have become increasingly popular due to their
convenience and remote accessibility, it is crucial for students to be mindful of the accuracy and
reliability of the information they obtain. Therefore, it is important for undergraduates to
critically evaluate the credibility of information obtained from these sources.

2.6 Factors Influencing Information Seeking Behaviour

Information seeking behaviour is influenced by several factors, including personal, social, and
environmental factors. Personal factors include a person's age, gender, educational level, prior
knowledge, and experience with the subject matter. For example, an individual's prior knowledge
about a subject can influence the type of information sources they seek, as well as the depth and
breadth of information they require. Social factors such as peer influence, social status, and
cultural norms can also influence information seeking behaviour. For instance, an individual may
seek information that is consistent with their social or cultural norms, or they may seek
information that challenges these norms. Additionally, peer influence can also impact the type of
information sources a person seeks.

In addition to individual factors, there are also external factors that influence information-
seeking behaviour among undergraduate students. One such factor is the academic environment,
including the policies and resources available at their institution. For example, if the library has
limited resources or restrictive access policies, students may be more likely to turn to other
sources, such as search engines or online databases. Similarly, if the institution has a culture of
promoting research and scholarly activity, students may be more motivated to seek out
information and engage in more in-depth research. Environmental factors such as the
availability, accessibility, and affordability of information sources can also influence
information-seeking behaviour. For example, a lack of availability of information sources can
lead individuals to seek information from less reliable sources, while the cost of accessing
information sources can impact a person's ability to obtain the information they need.

Another external factor is the influence of peers and instructors. Students may seek information
based on the recommendations of instructors or peers or on what they perceive to be the
expectations of others in their academic community. In addition, the norms and values of the
academic community may influence students' information-seeking behaviour. For example, if
there is a strong emphasis on using scholarly sources or peer-reviewed articles, students may be
more likely to prioritize these sources in their research. A person's level of prior knowledge and
experience with a certain topic can greatly influence their information-seeking behaviour. If an
individual has a deep understanding of a subject, they are likely to have more specific
information needs and may seek out specialized sources to meet those needs. Conversely, those
with little or no previous knowledge of the topic may require more general information and may
look for sources that provide an overview.

Additionally, personal interests and motivations can also play a role in information-seeking
behaviour. Some individuals may seek out information related to a topic because of a personal
interest or hobby, while others may do so to fulfill a requirement for academic or work-related
purposes. By understanding these factors, librarians, educators, and other professionals can tailor
their resources and services to better meet the needs of undergraduate students and help them
make informed decisions about where to obtain the information they need.

Other factors, such as the urgency of the information need, the perceived relevance of the
information, and the complexity of the subject matter, can also impact information seeking
behaviour. For instance, individuals may prioritize seeking information that is more immediately
relevant to their needs, or they may seek information that is more easily understandable.
Understanding the factors that influence information-seeking behaviour is critical for librarians,
educators, and other professionals who provide information resources to undergraduate students.
By taking these factors into consideration, these professionals can better tailor their resources to
meet the needs of their users and facilitate effective information-seeking behaviour.

2.7 Information Seeking Behaviour of Library and Information Science (LIS)

Undergraduates

The information seeking behaviour of Library and Information Science (LIS) undergraduates is a
topic of interest due to their distinct relationship with information. As students pursuing a degree
in information science, they are expected to have a higher level of information literacy and
familiarity with information resources and tools. LIS undergraduates may rely heavily on
electronic resources, academic databases, and scholarly literature to fulfill their information
needs as these sources are specialized and relevant to their field of study and. They may also use
social media platforms to keep up with the latest news and trends in the field. Furthermore, their
information needs and behaviours may differ from those of other undergraduate students due to
their academic and professional interests.

Research findings indicate that undergraduate students in the field of Library and Information
Science (LIS) heavily depend on electronic resources, including academic databases, e-books,
and online journals, to meet their information needs. This preference for electronic resources can
be attributed to their convenience, accessibility, and timeliness compared to traditional print
sources. Alongside electronic resources, LIS undergraduates also utilize traditional library
resources such as books and print journals. However, their utilization of these resources may be
more focused and tailored to their specific research requirements compared to students in other
disciplines.

Furthermore, the information-seeking behaviour of LIS undergraduates may be influenced by the

digital divide. Despite the widespread availability of electronic resources, some LIS
undergraduates may still face barriers to accessing these resources due to factors such as lack of
access to reliable internet connectivity or insufficient digital literacy skills. This highlights the
importance of ensuring equitable access to information resources and providing training and
support to students who may require it.

Research has also shown that LIS undergraduates are more likely to seek assistance from
librarians and information professionals when conducting research. They may require help with
refining their research questions, developing search strategies, and accessing specialized
resources. This highlights the important role that librarians and information professionals play in
supporting the information needs of LIS undergraduates. The information-seeking behaviour of
LIS undergraduates may be influenced by the pedagogical approaches used in their courses. For
example, courses that emphasize hands-on learning and practical applications may require
students to seek out more diverse and specialized resources to complete assignments. On the
other hand, courses that focus on theoretical concepts may require students to consult more
theoretical and abstract sources.

LIS undergraduates are known for their advanced search skills due to their academic and
professional training. They are more likely to utilize advanced search operators and limiters to
refine their search results and obtain relevant information. Furthermore, research suggests that
LIS undergraduates have a unique preference for primary sources, such as original research
studies and data, over secondary sources like review articles or textbooks. This preference is
likely due to their training in research methods and familiarity with scholarly literature.
Understanding these behaviours can help librarians and other information professionals to
develop resources and services that cater to the specific needs of LIS undergraduates. The
information-seeking behaviour of LIS undergraduates is a complex and multifaceted topic.
Understanding the unique information needs, preferences, and behaviours of these students can
help librarians and information professionals to design more effective resources and services that
cater to their specific needs.
However, it is important to acknowledge that LIS undergraduates are not a homogeneous group,
and their information-seeking behaviour may differ depending on individual factors such as prior
knowledge, experience, and personal interests. Therefore, librarians and educators should be
aware of these differences and tailor their resources and services accordingly, considering the
specific courses and assignments that students may be working on. The information-seeking
behaviour of LIS undergraduates is also influenced by their career aspirations and goals. Many
LIS students are interested in pursuing careers in libraries, archives, or other information-related
fields and therefore may have more specific and focused information needs related to these
fields.

The information-seeking behaviour of LIS undergraduates is a complex and multifaceted topic.

Understanding the unique information needs, preferences, and behaviours of these students can
help librarians and information professionals to design more effective resources and services that
cater to their specific needs. Understanding the information-seeking behaviour of Library and
Information Science (LIS) undergraduates is essential for educators and information
professionals to provide tailored resources and service s that meet their unique needs and
preferences. LIS undergraduates are expected to possess a certain level of information literacy
and familiarity with information resources and tools, but their information needs and behaviours
may differ from those of other undergraduate students due to their academic and professional
interests. The information-seeking behaviour of LIS undergraduates can be influenced by
individual factors such as prior knowledge, experience, and personal preferences, as well as the
specific courses they are taking or assignments they are working on. By understanding these
differences, librarians and educators can design resources and services that cater to their specific
needs, and help them become successful information professionals in their own right.

2.8 Information Seeking Behaviour of Undergraduates in Nigerian Universities

The information seeking behaviour of undergraduates in Nigerian universities has been the
subject of several studies over the years. Nigeria has a rapidly growing higher education sector
with over 160 universities, both public and private, and an estimated 2 million students enrolled.
Information seeking behaviour among undergraduates in Nigerian universities is of particular
interest because it can have significant implications for their academic success and future
careers.
Studies have shown that undergraduates in Nigerian universities rely heavily on traditional
information sources such as textbooks, lecture notes, and personal notes for their academic
needs. This is likely due to the limited access to electronic resources and the unreliable internet
connectivity in many parts of the country. However, some universities have made significant
investments in electronic resources such as e-books, online journals, and databases, and there is a
growing trend towards the use of electronic resources among Nigerian undergraduates.

In addition to traditional and electronic resources, Nigerian undergraduates also use other
sources such as friends and classmates, course instructors, and librarians to meet their
information needs. Studies have shown that undergraduates in Nigerian universities are highly
motivated to seek information that can help them achieve academic success, as well as to prepare
them for their future careers.

Furthermore, the information-seeking behaviour of Nigerian undergraduates is influenced by

several factors, such as academic discipline, level of study, and personal interests. For instance,
undergraduates in science and technology-related disciplines are more likely to seek information
from scientific journals and other specialized sources, while those in social sciences and
humanities may rely more on books and other general resources.

Another important factor that influences the information-seeking behaviour of Nigerian

undergraduates is the level of library support and services available to them. Studies have shown
that undergraduates who have access to well-stocked libraries and experienced librarians tend to
have more positive attitudes towards library services and are more likely to use them. On the
other hand, undergraduates who have limited access to library resources and services tend to rely
more on personal notes and other non-library sources. Studies have shown that undergraduates in
Nigerian universities tend to prioritize academic success over personal interest when seeking
information. They are often more interested in obtaining information that will help them pass
their exams and complete their assignments than pursuing knowledge for its own sake.

Another significant factor that influences the information-seeking behaviour of undergraduates in

Nigerian universities is the language of instruction. Most universities in Nigeria use English as
the medium of instruction, but many undergraduates may have English as a second language,
which can pose a barrier to their information-seeking process. This may lead to a preference for
sources of information that are written in their native language or that are more visual or
multimedia-based.

In addition to the factors mentioned above, cultural norms and values also influence the
information-seeking behaviour of undergraduates in Nigerian universities. For example, many
Nigerian cultures place a high value on oral communication and storytelling, which may
influence the way in which some undergraduates seek and share information. Additionally, some
cultural values may discourage undergraduates from seeking information outside of their
immediate social networks, such as from strangers or online sources. Furthermore, the socio-
economic background of Nigerian undergraduates can also influence their information-seeking
behaviour. For example, undergraduates from low-income backgrounds may have limited access
to electronic resources or may lack the financial resources to purchase textbooks or other
materials. This can lead to a reliance on free or low-cost resources, such as open educational
resources (OERs) or online forums.

To address these challenges, Nigerian universities are taking steps to improve the availability of
information resources and the training of library staff to better support undergraduates in their
information-seeking endeavors. Additionally, there is a growing recognition of the importance of
information literacy skills for undergraduates in Nigerian universities and efforts to incorporate
these skills into the curriculum. Understanding the information-seeking behaviour of
undergraduates in Nigerian universities is critical for information professionals and educators in
Nigeria to provide effective resources and services that meet their unique needs and challenges.
By addressing these challenges, Nigerian undergraduates will be better equipped to obtain the
information they need to succeed academically and professionally.

The information-seeking behaviour of undergraduates in Nigerian universities is a crucial aspect

that holds great importance for their academic achievements and future professional endeavors.
Existing research indicates that Nigerian undergraduates heavily rely on traditional sources of
information, including textbooks, lecture notes, and personal notes. However, there is a
noticeable shift towards the use of electronic resources and the integration of information literacy
skills into the academic curriculum. Various factors influence the information-seeking behaviour
of Nigerian undergraduates, such as their academic discipline, level of study, and personal
interests. Additionally, the availability of library resources and services, the language of
instruction, and limited access to electronic resources also shape their information-seeking
behaviour significantly. To effectively support the information-seeking behaviour of Nigerian
undergraduates, it is imperative for information professionals and educators to comprehend the
unique needs and preferences of this specific population. By developing tailored resources and
services that address these needs, such as enhancing access to electronic resources and providing
information literacy skills training, Nigerian undergraduates can be better equipped to acquire
the information necessary for their academic and professional success. By addressing these
challenges and providing appropriate support, Nigerian undergraduates will be better positioned
to excel academically and prepare themselves for their future careers.

2.9 Information Literacy Skills and Information Seeking Behaviour of Undergraduates

The information-seeking behaviour of undergraduates in Nigerian universities is a multifaceted

phenomenon that is influenced by a range of factors, including access to resources, academic
discipline, level of study, information literacy skills, and attitudes towards information resources
and services. Information literacy skills and attitudes towards library resources and services are
critical factors that can impact the success of Nigerian undergraduates. By developing and
implementing strategies to support these skills and behaviours, universities and information
professionals can better prepare students for academic and professional success.

The concepts of information literacy skills and information-seeking behaviour are closely
intertwined and play a crucial role in the academic achievement and ongoing learning of college
students. Information literacy entails the capacity to recognize, find, assess, and employ
information effectively in order to address a particular requirement or resolve an issue. On the
other hand, information-seeking behaviour pertains to the actions and approaches that students
employ to discover and acquire information in order to fulfill their academic and personal
objectives.

Studies have shown that undergraduate students who possess strong information literacy skills
tend to exhibit more effective and efficient information-seeking behaviours. These students are
more likely to use a wider range of information sources, including electronic databases and
online resources, and are better able to critically evaluate the information they find. Additionally,
students who possess strong information literacy skills are more likely to demonstrate academic
success and perform better on assignments and exams.

However, many undergraduate students may not possess strong information literacy skills, which
can lead to ineffective and inefficient information-seeking behaviours. These students may
struggle to locate and evaluate relevant information, leading to frustration and poor academic
performance. Additionally, the lack of information literacy skills can limit a student's ability to
effectively use information for lifelong learning and professional development. To address these
challenges, universities are taking steps to incorporate information literacy skills into the
curriculum and provide support for undergraduate students to develop these skills. This includes
the integration of information literacy instruction into courses across disciplines and the
provision of workshops and training sessions to help students develop effective information-
seeking behaviours.

Moreover, the vital role of librarians and information professionals in supporting the
development of information literacy skills and facilitating effective information-seeking
behaviours among undergraduate students cannot be overstated. Librarians possess the expertise
to assist students in locating and assessing information resources, while also providing
instruction on employing efficient search strategies and evaluating the credibility of information.
Through collaboration with faculty members and other stakeholders, librarians ensure that
students have access to the necessary resources and guidance required to cultivate robust
information literacy skills and engage in fruitful information-seeking practices. Extensive
research has demonstrated a positive correlation between proficiency in information literacy
skills and academic success as well as favorable career outcomes. By honing information literacy
skills, undergraduates acquire the ability to discern, locate, evaluate, and effectively utilize
information from diverse sources. This fosters critical and analytical thinking, enhances their
capacity to make informed decisions, and equips them with valuable skills for their academic
pursuits and future professional endeavors.

It is therefore essential for Nigerian universities to incorporate information literacy skills into the
curriculum and provide opportunities for students to develop these skills. Studies have shown
that undergraduates in Nigerian universities often lack information literacy skills, which can
hinder their ability to effectively navigate and use information sources. By incorporating
information literacy skills into the curriculum, Nigerian universities can help students develop
the skills they need to succeed academically and in their future careers.

In addition to information literacy skills, the information-seeking behaviour of undergraduates is

also influenced by their attitudes towards information resources and services. Studies have
shown that undergraduates who have positive attitudes towards library resources and services
tend to use them more frequently and are more successful academically. On the other hand,
undergraduates who have negative attitudes towards library resources and services tend to rely
more on personal notes and other non-library sources.

To improve the information-seeking behaviour and attitudes of Nigerian undergraduates towards

library resources and services, it is crucial for universities and information professionals to
develop and implement strategies that cater to the unique needs and preferences of this
population. This can be achieved by incorporating information literacy skills into the curriculum,
providing high-quality resources and services, and engaging in outreach efforts to educate
undergraduates about the resources and services available to them. By doing so, Nigerian
universities can better prepare undergraduates for academic and professional success and help
them develop the skills and attitudes they need to succeed in their future careers.

The information-seeking behaviour of undergraduates in Nigerian universities is a complex

phenomenon influenced by several factors, such as access to resources, academic discipline,
level of study, and library services. The development of information literacy skills and positive
attitudes towards information resources and services are crucial for the academic success and
lifelong learning of undergraduate students. By developing and implementing strategies to
support these skills and behaviours, universities and information professionals can better prepare
students for academic and professional success. Nigerian universities can incorporate
information literacy skills into the curriculum and provide high-quality resources and services to
help undergraduates develop the skills and attitudes they need to succeed academically and in
their future careers.

2.10 Challenges of Information Seeking Behaviour Faced by Undergraduates

Information-seeking behaviour is a complex phenomenon, and undergraduate students in

Nigerian universities face various challenges in accessing and utilizing information resources
effectively. One of the major challenges is the lack of access to adequate information resources,
including outdated library collections, limited online databases, and inadequate internet
connectivity. This lack of access can hinder students' ability to obtain the information they need
to complete their coursework and conduct research effectively. Undergraduates face several
challenges in their information-seeking behaviour, which can hinder their academic success.
Lack of essential information literacy skills can also make it challenging for them to locate,
assess, and utilize information effectively. Many Nigerian undergraduates may not be aware of
the resources and services available to them or may not have the necessary skills to effectively
access and use them. This can lead to a reliance on inadequate or unreliable sources of
information, which can negatively impact their academic performance. Additionally, the limited
availability and accessibility of information resources can be a challenge, especially for students
from disadvantaged backgrounds. The high cost of academic resources such as textbooks and
online databases can also create barriers to accessing information.

Financial constraints are not the only challenge, as undergraduates also face time constraints and
academic pressure, which can be significant challenges in their information-seeking behaviour.
Many students have to juggle multiple responsibilities, such as coursework, extracurricular
activities, and part-time jobs, which can leave them with limited time to devote to information
seeking. This can result in a rushed and superficial approach to research, which can impact the
quality of their work. Therefore, it is crucial for universities and information professionals to
provide the necessary resources, services, and support to help students overcome these
challenges and succeed in their academic and professional pursuits.

Another challenge faced by Nigerian undergraduate students is a lack of information literacy

skills. Many students may not have the skills necessary to effectively navigate and evaluate
information sources, leading to difficulties in identifying credible sources and synthesizing
information effectively. Additionally, there may be a lack of awareness among students
regarding the importance of developing these skills and utilizing library resources and services.

Furthermore, some students may encounter difficulties with information resources and services
that differ from their cultural or linguistic backgrounds at Nigerian universities. International
students, for example, may experience challenges in accessing the information they require due
to unfamiliarity with the local academic culture or language barriers. In addition to the challenge
faced by undergraduates in seeking information, there is a lack of access to relevant and up-to-
date information resources. This can be due to inadequate library collections, insufficient funding
for libraries, or limited access to electronic resources. Some students may also face challenges
accessing information due to unreliable internet connectivity or a lack of computer facilities. As
a result, undergraduates may have difficulty finding the information they need for their
coursework or research projects, which can lead to academic underperformance. Language
barriers can also pose challenges for undergraduates when accessing information. In Nigeria, for
instance, there are over 500 indigenous languages, but the official language of instruction in
universities is English. This can be a challenge for undergraduates who are not proficient in
English, as it can hinder their ability to understand and use information resources effectively.

It is essential for universities and information professionals to address these challenges and
develop strategies to support the information-seeking behaviour of Nigerian undergraduate
students. By improving access to information resources, providing information literacy
instruction, and promoting awareness of library resources and services, universities can help
students overcome these challenges and achieve academic success. The challenges faced by
Nigerian undergraduates in their information-seeking behaviour are multifaceted and require a
holistic approach to address. They can help overcome these challenges and better support the
academic success of their students by providing adequate infrastructure, funding, and access to
information resources, as well as promoting information literacy skills and awareness of
available resources.

2.11 Strategies for Enhancing Information Seeking Behaviour of Undergraduates

Improving the information-seeking behaviour of undergraduates is vital to their academic

achievements and future professional growth. In order to achieve this, universities and libraries
can implement various strategies to support students in enhancing their information literacy skills
and effectively utilizing information resources. This section will discuss some of the strategies
that can be utilized to improve the information-seeking behaviour of undergraduates in Nigerian
universities.

1. Integrating Information Literacy Skills in the Curriculum: Nigerian universities have the
opportunity to incorporate information literacy skills within their curriculum, enabling students
to acquire the essential abilities to effectively locate, assess, and utilize information. This can be
accomplished by integrating information literacy courses, organizing workshops, and conducting
training sessions.

2. Enabling Access to High-Quality Resources: Nigerian universities can grant students access
to superior information resources, such as online databases, scholarly journals, and electronic
books. Additionally, the library can ensure that these resources remain current, pertinent, and
readily available.

3. Outreach and Promotion Efforts: Libraries and information professionals can engage in
outreach and promotional endeavors to educate students regarding the available resources and
services. This may involve creating promotional materials, launching social media campaigns,
and organizing information literacy workshops.

4. Collaborating with Faculty Members: Libraries can collaborate with faculty members to
integrate information literacy skills into course assignments and projects. Faculty members can
also promote the use of library resources and services in their course syllabi.

5. Providing Research Support: Libraries can provide research support services, including
reference services, research consultations, and interlibrary loan services. This can help students
with their research projects and ensure that they have access to the necessary resources.

6. Improving the Physical Infrastructure of the Library: One such technique is to improve
the physical infrastructure of the library, which includes the structure and furnishings. Students
can study and do research in a relaxing and conducive setting if the library is well-designed and
furnished.

7. Providing information literacy programs and seminars: Offering information literacy

programs and seminars is another tactic. These classes can cover important subjects including
database searching, managing citations, and evaluating information sources. Universities and
libraries may give students with the required information-seeking abilities the opportunity to
practice and perfect these skills in a supportive atmosphere by offering these programs.

8. Establishing Collaborative Learning Spaces: Establishing collaborative learning spaces

within the library can help improve how students search for information. These areas can
promote group work and cooperation, giving students the chance to exchange knowledge and
learn from one another while also sharing information resources and research methods.

9. Dealing with Financial Restrictions: Undergraduate students' information-seeking behaviour

can be improved by dealing with financial restrictions. This might entail giving students from
disadvantaged backgrounds cheap access to textbooks and other academic materials, awarding
scholarships and grants to them, and making sure the library has the tools it needs to assist
students' information-seeking Enhancing the information-seeking behaviour of undergraduates in
Nigerian universities requires a multi-faceted approach that involves incorporating information
literacy skills into the curriculum, providing high-quality information resources and services,
offering information literacy programs and workshops, creating collaborative learning spaces,
and addressing financial constraints. By employing these strategies, universities and libraries can
better support students in developing their information-seeking skills, leading to improved
academic performance and future career prospects.

2.12 Appraisal of the Review

The literature review conducted in Chapter 2 provides a comprehensive exploration of the

information seeking behaviour of undergraduates in Nigerian universities, with a specific focus
on Library and Information Science (LIS) undergraduates. The review successfully identifies and
analyzes the information needs, sources, and challenges faced by undergraduate students in their
information seeking endeavors.

The review highlights the challenges that students face in accessing and utilizing information
resources effectively, including the lack of necessary information literacy skills, limited access to
information resources, inadequate internet connectivity, and time constraints. It emphasizes the
importance of addressing these challenges through strategies such as enhancing library
infrastructure, offering information literacy programs and workshops, and providing access to
online resources.

Furthermore, the review recognizes the role of librarians and faculty members in supporting
undergraduates' information-seeking behaviour. It emphasizes the importance of librarians in
providing assistance to students in locating and utilizing information resources effectively, as
well as collaborating with faculty members to incorporate information literacy into the
curriculum. The review also underscores the need for universities and libraries to improve their
information resources and services, particularly in terms of availability and accessibility.
Adequate resources and services can help enhance students' access to information, which is
critical to their academic success. The review acknowledges the importance of information
literacy skills in information seeking behaviour and highlights the relationship between the two.
It emphasizes the need to develop information literacy skills among undergraduate students to
enhance their ability to locate, evaluate, and effectively use information resources.

One potential improvement for the review is to incorporate a broader range of studies from
Nigerian universities to enhance the applicability and relevance of the findings to the specific
context of Nigerian undergraduate students. The literature review provides a strong foundation
for the research project. It offers a comprehensive understanding of the information seeking
behaviour of LIS undergraduates in Nigerian universities, identifying key concepts, factors, and
challenges. The insights gained from the review will inform the research design, methodology,
and analysis, paving the way for practical recommendations and interventions to improve the
information seeking behaviour of undergraduate students in the field of Library and Information
Science at Federal University Oye-Ekiti.
 CHAPTER 3
RESEARCH METHODOLOGY
Introduction
This chapter presents the research methodology employed in the study on the information-
seeking behaviour of LIS undergraduates at Federal University Oye-Ekiti. It provides the
overview of research design, population of the study, sample size and sampling technique,
instrument for data collection, reliability and validity of the instrument, method of data
collection, method of data analysis, and data analysis presentation. It provides a framework for
gathering and analyzing data to explore the information seeking behaviour of LIS undergraduates
in the context of the university.
3.1 Research Design
The research design employed in this study on the information-seeking behaviour of LIS
undergraduates at Federal University Oye-Ekiti is a descriptive research design. This design aims
to provide a detailed description and analysis of the information-seeking behaviour among the
target population. Specifically, a cross-sectional research design will be used to collect data from
the participants at a specific point in time. This design allows for the examination of information-
seeking behaviour among LIS undergraduates within a defined timeframe, providing a snapshot
of their current practices. By utilizing a descriptive research design, the study aims to gain a
comprehensive understanding of the information-seeking behaviour of LIS undergraduates at
Federal University Oye-Ekiti.
3.2 Population of the Study
The research will center on undergraduates students who are currently pursuing a degree in
Library and Information Science (LIS) at Federal University Oye-Ekiti. The research will
involve students at various stages of their program, including first-year, second-year, third- year
and the final-year students that is the population of the study comprises all LIS undergraduates at
Federal University Oye-Ekiti. The total population size is 738 undergraduate students.
Table 3.2: Population of the LIS Undergraduates in Federal University OyeEkiti in Ekiti State
2023.

S/N Levels No of students

1 100 Level (Stream A) 127

2 100 Level (Stream B) 116

3 200 Level 126

4 300 Level 225

5 400 Level 144

Total Population 738

3.3 Sample Size and Sampling Technique

The sample size for this study will be determined using the Slovin's formula. The Slovin's
formula is commonly used to estimate the sample size when the population size is known. The
population size for this study is 738 undergraduate students in the Library and Information
Science (LIS) program at Federal University Oye-Ekiti. To calculate the sample size, a tolerable
margin of error needs to be determined.
For a study like this, a commonly used margin of error is 5%. This means that the estimated
results from the sample will deviate by no more than 5% from the true population values. Using
the Slovin's formula, the sample size (n) can be calculated as:
n= N
1 + N (e)²
Where:
n represents the desired sample size
N denotes the population size
e represents the tolerable margin of error

Substituting the values into the formula:

 n= 738
(1 + 738 × (0.05)²)
n= 738
(1 + 738 × 0.0025)
n= 738
(1 + 1.845)
n= 738
2.845
n = 259.23
n ≈ 260.
For the sampling technique, a simple random sampling approach will be employed. This means
that each individual in the population of LIS undergraduates at Federal University Oye-Ekiti will
have an equal chance of being selected for the sample. This method ensures that the sample is
representative of the entire population and reduces the risk of bias. By following the Slovin's
formula and using a margin of error of 5%, the estimated sample size can be determined, and a
simple random sampling technique will be employed to select participants for the study.
3.4 Instrument for Data Collection
In this study on the information seeking behaviour of LIS undergraduates at Federal University
Oye-Ekiti, a survey questionnaire will be used as the primary instrument for data collection. The
instrument for data collection in this study is a structured questionnaire consisting of closed-
ended questions. The questionnaire is designed to gather specific and standardized information
about the information-seeking behaviour of LIS undergraduates at Federal University OyeEkiti.
The questionnaire is divided into sections to cover different aspects of information-seeking
behaviour. The demographic section collects basic information about the participants, such as
their age, gender, academic year, and prior experience in information seeking.
The subsequent sections focus on various dimensions of information-seeking behaviour.
Participants will be asked to indicate the types of information sources they frequently utilize,
such as library resources, online databases, or academic journals. The questionnaire also includes
questions to identify the challenges encountered during the information-seeking process.
Participants will be asked to rate the level of difficulty they face in finding relevant information,
accessing resources, or evaluating the credibility of sources.
3.5 Reliability and Validity of Instrument
The research instrument (questionnaire) used in the study undergoes thorough measures to
ensure its reliability and validity. The questions are carefully formulated to align with the
research objectives, measuring what they are intended to measure. The supervisor reviewed the
questionnaire to validate its content and make necessary corrections, enhancing its validity. To
establish the validity and reliability further, a pilot study has been conducted in the Faculty of
Management Science to gather responses from students in that discipline. This will provide
valuable insights into the information-seeking behaviour of LIS undergraduates within the
specific context of the management science field. A sample of 30 respondents participated in
testing the clarity, relevance, and adequacy of the questions. Feedback from the pilot study
participants was collected and used to refine the questionnaire, addressing any issues or areas for
improvement. This ensures that the collected data is accurate, meaningful, and representative of
the intended construct, enabling robust analysis and interpretation of the research findings.
3.6 Method of Data Collection
The method of data collection for this study involves administering the questionnaire to the
selected sample of LIS undergraduates. The questionnaire will be distributed in-person to the
participants during designated sessions, such as class meetings or other gatherings. This
approach allows for direct interaction with the participants and ensures their active participation
in the data collection process. The questionnaire will be handed out to each participant, and they
will be given sufficient time to complete and return it.
3.7 Method of Data Analysis
In the method of data analysis for this study on the information-seeking behaviour of LIS
undergraduates, descriptive statistics will be employed to summarize and interpret the data
collected through the questionnaire. These descriptive statistics include frequencies and
percentages, which will provide an overview of the participants' responses to each question. By
calculating the frequencies, the study can identify the most common information sources utilized
by the participants, the prevalent search strategies employed, the encountered challenges, and the
levels of satisfaction with information outcomes.
Additionally, measures of central tendency such as mean, median and mode can be calculated to
determine the average or typical responses of the participants. For example, the mean can be
used to estimate the average satisfaction level with information outcomes, while the median can
represent the middle value of the participants' ratings. These measures will help in gaining a
better understanding of the overall patterns and tendencies within the data.
3.8 Data Analysis Presentation
The analyzed data will be presented in Chapter 4 of the research report. The presentation will
include tables to effectively convey the findings from the data analysis.
 CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND DISCUSSION OF THE FINDINGS

4.1 Introduction

This chapter presents the results of the data analysis of the study. The order of presentation was
the demographic variables of the respondents’ distribution of questionnaire, the response rate and
research questions.

4.2 Demographic Variables of the Respondents

A total of 260 respondents were targeted in the distribution of the questionnaire for the study in
the Department of Library and Information Science, Federal Universities Oye-Ekiti. A total of
249 copies were retrieved and valid for analysis. This gives a response rate of 95.8%

Table 4.1: Distribution of the Respondents by Demographic Variables

Gender Frequency Percent

Male 142 57.0

Female 107 43.0

Total 249 100.0

Age Frequency Percent

16 – 20 69 27.7

21 – 25 162 65.1

26 – 30 18 7.2

Total 249 100.0

Marital Status Frequency Percent

Single 227 91.2

Married 22 8.8

Total 249 100.0

Year of Study Frequency Percent

Gender Frequency Percent

Male 142 57.0

Female 107 43.0

100 88 35.3

200 22 8.8

300 81 32.5

400 58 23.3

Total 249 100.0

Table 4.1 shows the distribution of the respondents by demographic variables. Majority, 142
(57.0%) respondents were males, 162 (65.1%) respondents' age were between 21 and 25 years,
227 (91.2%) respondents were single and 88 (35.3%) respondents were in 100 level.

4.3 Presentation of Research Questions

This study presents four (4) research questions. They are:

4.3.1 Research Question One: What are the information sources that LIS undergraduates at
the Federal University of Oye-Ekiti are familiar with and commonly use to meet their
information needs?

Table 4.2: Information Sources that LIS Undergraduates at the Federal University of Oye-
Ekiti are Familiar with and Commonly Use to Meet their Information Needs
S/N Commonly Used Source of Information by LIS Mean SD Criterion
Students Mean
3 LIS undergraduates often utilize online search 3.62 0.612
engines (e.g., Google) as a primary source of
information.
10 LIS undergraduates often engage in peer-to-peer 3.43 0.511
information sharing through platforms such as online
forums and social media groups.
2 Printed books and textbooks are commonly relied 3.33 0.704
upon by LIS undergraduates for gathering
 information.

7 LIS undergraduates often consult their course 3.30 0.540

textbooks and recommended readings provided by
2.50
their instructors for information.
1 Online databases and electronic journals are 3.23 0.774
frequently used by LIS undergraduates as sources of
information.
9 Online video platforms (e.g., YouTube) are 3.22 0.769
commonly used by LIS undergraduates to access
educational content and tutorials.
4 LIS undergraduates frequently access and rely on 3.13 1.012
scholarly articles and research papers available
through academic libraries' online platforms.
6 Online discussion forums and communities (e.g., 3.13 0.828
Reddit, Quora) are frequently visited by LIS
undergraduates to seek information and engage in
knowledge sharing.
8 LIS undergraduates frequently rely on professional 3.12 0.896
association websites and publications for accessing
information relevant to their field of study.
5 Social media platforms (e.g., Twitter, Facebook) are 2.76 1.131
commonly used by LIS undergraduates to gather
information related to their studies.
Grand Mean 3.23 0.778
Table 4.2 shows the information sources that LIS undergraduates at the Federal University of
Oye-Ekiti are familiar with and commonly use to meet their information needs. The criterion
mean is 2.50. Any individual mean equal or greater than criterion mean shows the agreement of
the respondents with the information sources that LIS undergraduates at the Federal University
of Oye-Ekiti were familiar with and commonly use to meet their information needs. The
respondents agreed that LIS undergraduates often utilized online search engines (e.g., Google) as
a primary source of information (Mean = 3.62, SD = 0.612), LIS undergraduates often engaged
in peer-to-peer information sharing through platforms such as online forums and social media
groups (Mean = 3.43, SD = 0.511), printed books and textbooks are commonly relied upon by
LIS undergraduates for gathering information (Mean = 3.33, SD = 0.704), LIS undergraduates
often consult their course textbooks and recommended readings provided by their instructors for
information (Mean = 3.30, SD = 0.540), online databases and electronic journals are frequently
used by LIS undergraduates as sources of information (Mean = 3.23, SD = 0.774) and online
video platforms (e.g., YouTube) are commonly used by LIS undergraduates to access
educational content and tutorials (Mean = 3.22, SD = 0.769).

4.3.2 Research Question Two: What type of information resources do LIS undergraduates
require?

Table 4.3: Type of Information Resources Required by LIS Undergraduates

S/N Types of Information Resources Required by LIS Mean SD Criterion
Students Mean
3 LIS undergraduates require access to scholarly 3.59 0.508
articles and research papers available through
academic libraries' online platforms.
7 LIS undergraduates need access to online discussion 3.36 0.755
forums and communities (e.g., Reddit, Quora) to
engage in knowledge sharing and seek information.
10 LIS undergraduates require access to digital media 3.30 0.622
resources (e.g., images, audio, video) for their
coursework and projects
9 LIS undergraduates need access to government 3.28 0.718
2.50
documents and reports for their information needs.
4 Online search engines (e.g., google) play a crucial 3.27 0.797
role in providing the necessary information resources
for LIS undergraduates
2 Printed books and textbooks are essential 3.21 0.806
 information resources needed by LIS undergraduates
in their studies.

1 LIS undergraduates require access to online 3.20 0.628

databases and electronic journals to fulfill their
information needs.
5 LIS undergraduates require access to professional 3.13 0.837
association websites and publications to stay updated
with current trends and developments in the field.
6 Online video platforms (e.g., YouTube) are valuable 3.08 0.856
resources for LIS undergraduates to access
educational content and tutorials.
8 LIS undergraduates require access to archival 2.90 0.989
resources and special collections for in-depth
research and study.
Grand Mean 3.23 0.752
Table 4.3 shows the type of information resources required by LIS undergraduates. The criterion
mean is 2.50. Any individual mean equal or greater than criterion mean shows the agreement of
the respondents with the type of information resources required by LIS undergraduates. The
respondents agreed that the types of information required by LIS students were LIS
undergraduates require access to scholarly articles and research papers available through
academic libraries' online platforms (Mean = 3.59, SD = 0.508), LIS undergraduates need access
to online discussion forums and communities (e.g., Reddit, Quora) to engage in knowledge
sharing and seek information. (Mean = 3.36, SD = 0.755), LIS undergraduates require access to
digital media resources (e.g., images, audio, video) for their coursework and projects (Mean =
3.30, SD = 0.622), LIS undergraduates need access to government documents and reports for
their information needs (Mean = 3.28, SD = 0.718) and online search engines (e.g., google) play
a crucial role in providing the necessary information resources for lis undergraduates (Mean =
3.27, SD = 0.797).
4.3.3 Research Question Three: What are the information demand and use patterns of LIS
undergraduates at the Federal University of Oye-Ekiti, including their preferred formats and
channels of information delivery?

Table 4.4: Information Demand and Use Patterns of LIS Undergraduates at the Federal
University of Oye-Ekiti, including their Preferred Formats and Channels of Information
Delivery

S/N The Preferred Formats Of Information Delivery Mean SD Criterion

Of LIS Undergraduates Mean
3 LIS undergraduates prefer receiving information 3.39 0.607
through interactive and multimedia formats (e.g.,
videos, podcasts) rather than traditional text-based
formats.
10 LIS undergraduates prefer accessing information 3.31 0.652
resources that are open access or freely available,
rather than those behind pay walls or requiring
subscriptions
9 Personalized or customized information delivery, 3.27 0.670
such as recommendations based on their interests or
2.50
previous searches, is preferred by LIS undergraduates
1 LIS undergraduates prefer accessing information in 3.21 0.657
digital or electronic formats (e.g., e-books, PDFs)
rather than physical formats (e.g., print books, printed
journals).
6 LIS undergraduates prefer receiving information 3.14 0.800
through mobile apps or mobile-friendly websites for
convenient access on their smartphones or tablets.
5 Social media platforms (e.g., Twitter, Facebook) are 3.13 0.858
the preferred channels for LIS undergraduates to
discover and access information related to their
studies.
2 Online platforms or databases that provide instant 2.96 0.919
access to information are the preferred channels for
LIS undergraduates to obtain information.
8 Online discussion forums and communities (e.g., 2.96 0.812
Reddit, Quora) are the preferred channels for LIS
undergraduates to engage in knowledge sharing and
seek information.
4 Online search engines (e.g., google) play a crucial 2.86 1.113
role in providing the necessary information resources
for LIS undergraduates
7 LIS undergraduates prefer information resources that 2.83 1.010
are easily searchable and offer advanced search
options (e.g., filtering, sorting).
Grand Mean 3.11 0.810

Table 4.4 shows the information demand and use patterns of LIS undergraduates at the Federal
University of Oye-Ekiti, including their preferred formats and channels of information delivery.
The criterion mean is 2.50. Any individual mean equal or greater than criterion mean shows the
agreement of the respondents with the information demand and use patterns of LIS
undergraduates at the Federal University of Oye-Ekiti, including their preferred formats and
channels of information delivery. The respondents agreed that information demand and use
patterns of LIS undergraduates at the Federal University of Oye-Ekiti, including their preferred
formats and channels of information delivery were that they preferred receiving information
through interactive and multimedia formats (e.g., videos, podcasts) rather than traditional text-
based formats (Mean = 3.39, SD = 0.607), they preferred accessing information resources that
are open access or freely available, rather than those behind pay walls or requiring subscriptions
(Mean = 3.31, SD = 0.652), they personalized or customized information delivery, such as
recommendations based on their interests or previous searches, is preferred by LIS
undergraduates (Mean = 3.27, SD = 0.670) and they preferred accessing information in digital
or electronic formats (e.g., e-books, PDFs) rather than physical formats (e.g., print books, printed
journals) (Mean = 3.21, SD = 0.657)
4.3.4 Research Question Four: What are the challenges that LIS undergraduates at the
Federal University of Oye-Ekiti face in seeking and using information, including barriers to
access and use of information resources?

Table 4.5: Challenges that LIS Undergraduate at the Federal University of Oye-Ekiti Face
in Seeking and Using Information, Including Barriers to Access and Use of Information
Resources
S/N Barriers to Accessing and Using Information Mean SD Criterion
Resources Mean
2 Insufficient availability of required information 3.32 0.660
resources in the library collections hinders the access
and use of resources by LIS undergraduates.
7 Limited physical access to specialized libraries or 3.19 0.903
resources (e.g., archives, rare collections) presents
challenges for LIS undergraduates in accessing
relevant materials.
5 Complex and confusing search interfaces or catalog 3.18 0.995
systems make it difficult for LIS undergraduates to
locate and access the required information resources.
2.50
3 High costs associated with accessing certain 3.13 1.035
information resources (e.g., subscription fees, pay
walls) create barriers for LIS undergraduates.
6 Insufficient training or guidance provided to LIS 3.06 1.034
undergraduates on how to effectively search for and
evaluate information resources hampers their ability
to utilize them.
1 Limited access to relevant and up-to-date information 2.99 0.929
resources poses a significant barrier for LIS
undergraduates.
4 Limited availability of computers and internet access 2.92 1.087
in the library or campus environment restricts the
 ability of LIS undergraduates to access online
information resources.
8 Information overload and difficulty in navigating the 2.91 1.045
vast amount of available resources impede the
effective utilization of information resources by LIS
undergraduates.
9 Limited awareness or knowledge about alternative 2.88 0.985
information resources beyond the usual sources
constrains the options available to LIS
undergraduates.
10 Insufficient support and assistance from library staff 2.87 1.029
or faculty in identifying and accessing appropriate
information resources hinder LIS undergraduates' use
of resources.
Grand Mean 3.05 0.970
Table 4.5 shows the challenges that LIS undergraduates at the Federal University of Oye-Ekiti
faced in seeking and using information, including barriers to access and use of information
resources. The criterion mean is 2.50. Any individual mean equal or greater than criterion mean
shows the agreement of the respondents with the challenges that LIS undergraduates at the
Federal University of Oye-Ekiti face in seeking and using information, including barriers to
access and use of information resources. The respondents agreed that the challenges that LIS
undergraduates at the Federal University of Oye-Ekiti faced in seeking and using information,
including barriers to access and use of information resources were insufficient availability of
required information resources in the library collections hinders the access and use of resources
by LIS undergraduates (Mean = 3.32, SD = 0.660), limited physical access to specialized
libraries or resources (e.g., archives, rare collections) presents challenges for LIS undergraduates
in accessing relevant materials (Mean = 3.19, SD = 0.903), complex and confusing search
interfaces or catalog systems make it difficult for LIS undergraduates to locate and access the
required information resources (Mean = 3.18, SD = 0.995), high costs associated with accessing
certain information resources (e.g., subscription fees, pay walls) create barriers for LIS
undergraduates (Mean = 3.13, SD = 1.035) and insufficient training or guidance provided to LIS
undergraduates on how to effectively search for and evaluate information resources hampers
their ability to utilize them (Mean = 3.06, SD = 1.034).

4.4 Discussions of the findings

Commonly Used Sources of Information by LIS Undergraduates

The first objective of the study was to identify the commonly used sources of information by LIS
undergraduates. This finding supports the relevance of digital platforms in information access
(Wilson, 2017). As noted by Wilson (2017), the increasing reliance on online search engines,
like Google, suggests a proficient use of digital resources. Moreover, the prevalence of peer-to-
peer information sharing through online forums and social media groups aligns with the
collaborative nature of knowledge exchange within academic communities (Bruns & Burgess,
2018). This emphasis on community-driven learning echoes the assertions made by Bruns and
Burgess (2018) on the role of social platforms in knowledge dissemination.

Despite the digital shift, printed books and textbooks continue to be valued by LIS
undergraduates for their academic needs, in line with the observations made by Jones and Carter
(2019) regarding the enduring significance of academic texts. Furthermore, the consistent
consultation of course textbooks and recommended readings offered by instructors underscores
their essential role in supporting academic pursuits, consistent with the findings of Jones and
Carter (2019).

The frequent use of online databases and electronic journals by LIS undergraduates underscores
their recognition of the credibility of digital scholarly resources (Wilson, 2017). The reliance on
digital academic resources as outlined by Wilson (2017) reaffirms the importance of online
sources for academic success. Additionally, the preference for multimedia resources, particularly
evident in the use of online video platforms like YouTube, aligns with contemporary learning
preferences (Wilson, 2017).The data analysis highlights the strong preference of LIS
undergraduates for digital resources, particularly online search engines and social media
platforms, in their information-seeking behaviour. These findings can guide the university's
library and information services in tailoring their offerings to meet the students' needs
effectively.
Types of Information resources required by LIS Undergraduates

This presents the types of information resources that LIS undergraduates require to meet their
academic and research needs0. The analysis of data emphasizes the paramount importance of
scholarly articles and research papers accessible through academic libraries' online platforms in
the eyes of LIS undergraduates (Jamali & Nicholas, 2017). This substantiates their dependence
on credible academic sources to buttress their coursework, assignments, and research
undertakings. This finding aligns with the observations of Jamali and Nicholas (2017), affirming
that the digital availability of scholarly materials significantly influences students' research
trajectories.

The presence of online discussion forums and communities, such as Reddit and Quora, as crucial
information sources, highlights the role of collaborative platforms in fostering knowledge
exchange among LIS undergraduates (Jenkins, 2017). This mirrors Jenkins's (2017) assertion
that digital spaces have transformed into vibrant arenas for peer-driven information sharing and
expertise dissemination. The demand for digital media resources, encompassing images, audio,
and video content, underscores the affinity of LIS undergraduates for multimedia resources that
amplify their learning experiences (Mayer, 2017). Mayer's (2017) research aligns with this
notion, accentuating the cognitive benefits of multimedia elements in enhancing comprehension
and retention among learners.

The findings of this study unveil the pivotal significance of government documents and reports
as indispensable resources for LIS undergraduates, particularly within the domain of
government-related studies (Haider & Bawden, 2017). The role of these resources in informing
academic and research pursuits resonates with Haider and Bawden's (2017) exploration of
government documents' unique role in information landscapes.

The pervasive utilization of online search engines, most notably Google, underscores their
pivotal function in furnishing a wide array of information resources to LIS undergraduates
(Huang & Baptista, 2018). This aligns with Huang and Baptista's (2018) observations on the
central role of search engines in contemporary information retrieval practices, especially among
digitally adept student populations. The data analysis reveals the significance of various
information resources for LIS undergraduates, ranging from scholarly articles to digital media
and government documents. Academic libraries and information services should prioritize access
to online academic resources and ensure a diverse collection of multimedia content to cater to
students' information needs effectively. Furthermore, fostering a collaborative online
environment through discussion forums can enhance knowledge sharing and encourage active
engagement among LIS undergraduates.

Preferred formats and channels of information delivery of LIS undergraduates

This presents the information demand and use patterns of LIS undergraduates at the Federal
University of Oye-Ekiti, focusing on their preferred formats and channels of information
delivery. The data analysis reveals several key findings into the preferred formats and channels
of information delivery for LIS undergraduates.

The findings emphasize that LIS undergraduates have a strong preference for interactive and
multimedia formats, such as videos and podcasts, when accessing information. This aligns with
the idea that dynamic content aids learning and comprehension (Clark & Mayer, 2016).
Moreover, LIS undergraduates lean towards open access resources, indicating their desire for
unrestricted access to academic materials (Veletsianos & Kimmons, 2016).

Personalized information delivery is also a key consideration for LIS undergraduates. They value
content that caters to their interests and past queries, as it enhances their user experience
(Brusilovsky & Millán, 2017). In terms of the format, LIS undergraduates prefer digital
resources like e-books and PDFs over traditional printed materials (Johnson, Adams, & Estrada,
2019). This reflects their comfort with digital technology and the convenience of accessing
information online.

The data analysis highlights the changing preferences of LIS undergraduates in terms of
information formats and channels of delivery. To effectively meet students' information needs
and enhance their learning experiences, academic institutions should prioritize the provision of
interactive and multimedia content, open access resources, personalized recommendations, and a
diverse collection of digital or electronic formats. Incorporating these preferences into
information services and resource management can significantly enhance students' engagement
with information and support their academic and research pursuits effectively.
Challenges that LIS undergraduates face in seeking and using information, including
barriers to access and use of information resources

The data analysis reveals several challenges that LIS undergraduates at the Federal University of
Oye-Ekiti face in seeking and using information, including barriers to access and use of
information resources. LIS undergraduates encounter challenges due to the limited availability of
required information resources in the library collections. This scarcity hinders their access and
use of relevant resources, impacting their academic and research activities.

One pivotal challenge revolves around the restricted availability of vital information resources
within the university library collections. This shortage significantly hampers the ability of LIS
undergraduates to access and capitalize on relevant resources, thereby affecting their academic
and research endeavors (Luo, Zhang, & Huang, 2018). Moreover, the data underscores the
difficulties encountered by LIS undergraduates in reaching specialized libraries and unique
resources, such as archives and rare collections. This limited physical access poses a substantial
barrier, hindering students from locating and making use of materials crucial to their academic
pursuits (Durrance, Fisher, & Hinton, 2019).

The study further reveals the complexities tied to LIS undergraduates' efforts to locate and
retrieve necessary information resources. The intricacies of navigating intricate search interfaces
and catalog systems impede their information-seeking process, often leading to confusion and
frustration (Lawrence, Rettig, & Porcello, 2017). The findings also highlight financial barriers
arising from high subscription fees and paywalls, obstructing LIS undergraduates' access to
particular information resources. These financial constraints render valuable academic materials
beyond their reach (Mabe, 2018).

Additionally, the analysis underscores a gap in the training or guidance received by LIS
undergraduates on effective information search and evaluation techniques. This lack of
preparation limits their capacity to optimally utilize information sources, thereby undermining
their research and learning efforts (Head & Eisenberg, 2018).

The data analysis suggests that LIS undergraduates lack sufficient training or guidance on how to
effectively search for and evaluate information resources. This deficiency hampers their ability
to utilize information sources optimally. These challenges and barriers highlight the need for
proactive measures to enhance the information-seeking experience of LIS undergraduates.
Addressing issues related to resource availability, providing better physical access to specialized
libraries, improving search interfaces, considering cost-effective access options, and offering
comprehensive training in information seeking can significantly alleviate the challenges faced by
students. Implementing appropriate solutions can empower LIS undergraduates to overcome
obstacles and make the most of the available information resources, ultimately supporting their
academic success.
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.0 Introduction

This chapter presents summary of the study, conclusion and recommendations.

5.1 Summary of the study

The research aimed to investigate the information seeking behaviour of Library and Information
Science (LIS) undergraduates at Federal University Oye Ekiti. The study employed a descriptive
research design, collecting data through a structured questionnaire. The target population
included 738 undergraduate students enrolled in the LIS program, with a sample size of 260
determined using Slovin's formula. The questionnaire comprised five sections: demographic
information, information sources, types of information resources, preferred formats and
channels, and barriers faced. The research questions addressed these aspects to shed light on LIS
undergraduates' information seeking practices.

The study's theoretical foundations included information behaviour, information seeking, and
information literacy theories. The conceptual model highlighted factors influencing information
seeking behaviour, such as technology use, information literacy skills, library resources, and
social-cultural factors. The research findings contribute by revealing students' frequent use of
library catalogs, online databases, scholarly articles, and textbooks. Preferences include online
articles, and multimedia formats. Challenges such as limited resource access, database
navigation, and technical issues were identified.

The study's contributions lie in its comprehensive exploration of LIS undergraduates' information
seeking behaviour and key factors shaping their practices. The insights inform tailored
information literacy programs, improved library resources and services, and enhanced academic
success among LIS undergraduates at Federal University Oye

5.2 Conclusion
The findings of the study reveal crucial aspects of the information seeking behaviour of LIS
undergraduates. Their strong reliance on digital platforms, especially online search engines like
Google, indicates their comfort and familiarity with technology-based information sources. This
highlights the need for academic libraries to enhance their digital resources to align with the
preferences of these students. Moreover, the study uncovers the preference of LIS
undergraduates for interactive and multimedia resources, such as videos and podcasts. This
finding underscores the significance of incorporating dynamic and engaging content in
information services and educational materials to complement the learning styles of these
students effectively.

The study also identifies the need for open access materials among LIS undergraduates. This
finding emphasizes the importance of promoting open scholarship and providing students with
unrestricted access to a wide range of academic materials. By offering open access resources,
academic institutions can foster a culture of knowledge sharing and support students' academic
pursuits more inclusively. Furthermore, the study sheds light on the challenges faced by LIS
undergraduates in seeking and using information. These challenges include insufficient
availability of required information resources in the library collections, limited physical access to
specialized libraries or resources, complex search interfaces, high costs associated with certain
information resources, and a lack of sufficient training in effective information seeking and
evaluation. Addressing these challenges is crucial for enhancing the overall information-seeking
experience of LIS undergraduates and ensuring they have access to the resources and support
they need to excel academically.

The research provides a comprehensive understanding of the information-seeking behaviour of

LIS undergraduates at the Federal University of Oye-Ekiti. The study's insights have practical
implications for academic libraries, educators, and information professionals in tailoring their
services and resources to meet the preferences and needs of these students. By addressing the
identified challenges and implementing the recommended strategies, academic institutions can
create an enriching and supportive information environment that empowers LIS undergraduates
to succeed academically and excel in their future careers as information professionals. This
research serves as a stepping stone for future investigations in the field, encouraging further
exploration and understanding of information behaviour among undergraduate students in
Library and Information Science programs.

5.3 Recommendations

Based on the study findings, the following recommendations are proposed to support LIS
undergraduates in their information-seeking endeavors:

1. Enhance Digital Resources: As the study findings suggest, LIS undergraduates demonstrate a
strong preference for digital resources, such as scholarly articles, multimedia content, and open
access materials. Academic libraries should focus on expanding their digital collections to
provide a diverse range of high-quality resources that align with the students' information needs.
This may include increasing subscriptions to online academic journals, investing in digital
repositories for multimedia resources, and collaborating with publishers and organizations to
promote open access initiatives.

2. Improve Information Literacy Training: The study identifies a need for comprehensive
information literacy training among LIS undergraduates. To empower students in effectively
seeking and evaluating information, academic institutions should integrate information literacy
programs into the curriculum. These programs should cover topics such as database searching,
critical evaluation of sources, citation management, and ethical use of information. Workshops,
tutorials, and online resources can be utilized to reinforce these skills and ensure students are
equipped with the necessary information literacy competencies.

3. Optimize Search Interfaces: Complex and confusing search interfaces and catalog systems
can pose challenges for LIS undergraduates in locating and accessing required information
resources. To improve the user experience, academic libraries should focus on optimizing search
interfaces to be more intuitive and user-friendly. Implementing faceted search options, clear
navigation menus, and relevant filters can streamline the information retrieval process and
enhance students' access to relevant materials.

4. Expand Physical Access: Although the study emphasizes the significance of digital resources,
physical access to specialized libraries and rare collections remains important for certain
academic and research needs. Academic institutions should make efforts to expand physical
access to these specialized resources by ensuring proper cataloging, efficient retrieval systems,
and user-friendly policies for accessing rare materials. Collaborations with other institutions or
interlibrary loan services can also help broaden the range of physical resources available to LIS
undergraduates.

5. Address Cost Barriers: High costs associated with accessing certain information resources,
such as subscription fees and paywalls, can create barriers for LIS undergraduates. To address
this issue, academic institutions should explore cost-effective access options, negotiate
reasonable pricing agreements with publishers, and advocate for open access publishing
initiatives. Additionally, providing transparent information about costs and available funding
options can help students make informed decisions when accessing paid resources.

By implementing these recommendations, academic institutions and libraries can create a more
supportive and conducive environment for LIS undergraduates' information-seeking activities. It
will empower students to access relevant and reliable information efficiently, enhance their
academic performance, and contribute to their overall success as information-literate
professionals in the field of Library and Information Science and supporting their academic
success.
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