Information Literacy and Academic Achievement among Library and Information Science Undergraduate Students at Delta State University, Abraka
Year: 2024
Type: article
Study design: Observational Study
Abstract: This iaue.edu.ng? study explored the relationship between information literacy competencies and academic achievement among undergraduate students in the Department of Library and Information Science at Delta State University, Abraka. The objectives were to assess students’ information literacy competencies, perceptions of its importance, and its correlation with academic achievement. A correlational research design was used, targeting 314 students from levels 200, 300, and 400. A sample of 184 students (54%) was selected using simple random sampling. Data were collected using a researcher-designed questionnaire, "Information Literacy and Academic Achievement Questionnaire (ILAAQ),” and analyzed using descriptive and inferential statistics. Mean scores addressed research questions one and two, while Pearson’s correlation coefficient examined question three. A criterion mean of 2.50 and an alpha level of 0.05 were applied. Findings showed that students' overall information literacy competency was low (aggregate mean = 2.33). While they excelled in identifying information needs (x = 2.84), locating resources (K = 2.81), and using search engines (X = 2.72), they struggled with evaluating information credibility (x = 1.89), distinguishing reliable sources (x = 2.28), and avoiding plagiarism (xX = 2.18). Despite this, students highly valued information literacy (aggregate mean = 2.83), recognizing its role in academic success (X = 3.11), career prospects (x = 3.14), and critical thinking (x = 2.89). Correlation analysis indicated a significant positive relationship between information literacy skills and academic achievement (r = 0.515, p < 0.05). In conclusion, while students acknowledge the importance of information literacy, their actual competencies need improvement. Universities should integrate comprehensive information literacy training into curricula and first-year orientations. Faculty should embed information literacy tasks into coursework, and institutions should emphasize its role in academic and career success. K
Authors: Uche Emeka-Ukwu, Humphrey I. Wiche
Language: English
Subfield: Library and Information Sciences
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W7123358243