Learning Resources Centers & Their Effectiveness (PDF)

See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/351607738 Learning Resources Centers and Their Effectiveness on Students' Learning Outcomes: A Case-Study of an Omani Higher Education Institute Article · May 2017 CITATION...

See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/351607738 Learning Resources Centers and Their Effectiveness on Students' Learning Outcomes: A Case-Study of an Omani Higher Education Institute Article · May 2017 CITATION READS 1 415 2 authors, including: Peyman Nouraey Gulf College (Oman) 16 PUBLICATIONS 90 CITATIONS SEE PROFILE All content following this page was uploaded by Peyman Nouraey on 15 May 2021. The user has requested enhancement of the downloaded file. Learning Resources Centers and Their Effectiveness on Students’ Learning Outcomes: A Case-Study of an Omani Higher Education Institute [PP: 29-34] Peyman Nouraey (Corresponding Author) Romana Syeda Faculty of Foundation Studies, Gulf College Muscat, Oman ABSTRACT The study aimed at investigating the use and effectiveness of a learning resources center, which is generally known as a library. In doing so, eight elements were investigated through an author- designed questionnaire. Each of these elements tended to delve into certain aspects of the afore- mentioned center. These elements included a) students’ visits frequency, b) availability of books related to modules, c) center facilities, d) use of discussion rooms, e) use of online resources, f) staff cooperation, g) impact on knowledge enhancement, and, h) recommendation to peers. Eighty undergraduate students participated in the study. Participants were then asked to read the statements carefully and choose one of the five responses provided, ranging from strongly agree to strongly disagree. Data were analyzed based on 5-point Likert Scale. Findings of the study revealed that participants were mostly in agreement with all eight statements provided in the questionnaire, which were interpreted as positive feedbacks from the students. Then, the frequencies of responses by the participants were reported. Finally, the results were compared and contrasted and related discussions on the effectiveness of libraries and learning resources centers on students’ learning performances and outcomes were made. Keywords: Center for Learning Resources, Library, Omani Undergraduate Students, Online Resources, Learning Outcomes ARTICLE The paper received on Reviewed on Accepted after revisions on INFO 28/02/2017 25/03/2017 12/05/2017 Suggested citation: Peyman N. & Romana, S. (2017). Learning Resources Centers and Their Effectiveness on Students’ Learning Outcomes: A Case-Study of an Omani Higher Education Institute. International Journal of English Language & Translation Studies. 5(2), 29-34. 1. Introduction seeking strategies. Based on the results During the past decades, several derived from the study conducted by researchers have put their foci on how the Griffiths and Brophy (2005), 45% of use of library would enhance the knowledge students preferred to use Google as their of students in academic contexts (Chan, primary source of information search, while 2008; Lonsdale, 2003; Soria, Fransen, & the campus library catalogues were Nackerud, 2013, to mention but a few). accessed by only 10% of the sample. In These studies have mostly come up with addition, some findings related to the conclusions related to the user’s opinions students’ perceptions of ease of use, as well and preferences about the libraries (Bowles- as the issue of saving time in their searches Terry, 2012), as well as the way they were addressed. contribute to the knowledge of students One of the most significant attempts (Chan, 2008). on collecting data about the use of E- With the high range of libraries and their contribution to users was improvements and developments in the area the report for the Council on Library and of technology, students mostly prefer to use Information Resources (CLIR) by Tenopir online resources such as E-libraries, as (2003). This report tended to come up with compared to the traditional libraries the summary and analyses of more than available in their campuses. To support this two-hundred recent research publications argument, Griffiths and Brophy (2005) with the main focus on the usage on E- reported the findings of two studies on the libraries and other electronic resources behaviors of users with online information published between 1995 and 2003. searching intentions. Findings revealed that According to the findings, studies in the online searching engines have question used different types of research dominated the students’ information- methodologies such as observations, International Journal of English Language & Translation Studies (www.eltsjournal.org) ISSN:2308-5460 Volume: 05 Issue: 02 April-June, 2017 surveys, interviews, etc. Tenopir (2003) resources (Casey & Savastinuk, 2006). argued that while some of the surveys and However, there are still some people who interviews would tend to investigate the prefer to use the traditional campus-based preference of the users (i.e., how they would libraries for various reasons. The present feel about the library), some would aim at study was an attempt to understand the providing information on their behaviors. preferences and ideas of campus-based Tenopir (2003) also pointed out that the library users, trying to delve into different diversity of conclusions derived from the issues related to the use of such libraries. studies covered by CLIR could provide the 2. Method audience of this report with a 2.1. Participants comprehensive image of “what library users Eighty undergraduate students (both actually do, why they do it, what they would males and females) participated in the prefer, and what they are likely to do in the present study. These students were selected future” (p. iv). from those dealing with their International Another attempt in measuring Foundation Program (IFP) at Gulf College, different aspects related to the libraries was Muscat, Sultanate of Oman. The made by Martensen and Gronholdt (2003). participants were selected based on In this regard, the researchers accidental sampling. At the time of research conceptualized a structural equation model conduction (i.e., second semester of allowing the concerned librarians to assess Academic Year 2015-2016), there were library users’ perceived quality, four educational levels offered by the satisfaction, and loyalty in a quantitative college for the IFP students which were all manner. In addition, the level of specific handled by the Faculty of Foundation elements of the library’s services and Studies (FFS). These levels included a) Pre- environment which would in turn contribute IFP, b) Block 1, c), Block 2, and, d) Pre- to those perceptions was accounted for. In Sessional Plus Program (PSPP). Although doing so, Martensen and Gronholdt (2003) the educational levels of students were reported the findings of a survey among the different, they were studied as a whole, users of five libraries in Denmark, with since they were all under the same faculty. Copenhagen Business School Library being 2.2. Materials the main focus of the study. Finally, it was An author-designed questionnaire argued that the modeling approach in formed the material of the study (see question should form the basic foundation Appendix A). The questionnaire was of library performance measurement designed based on 5-point Likert Scale and system. consisted of 8 statements. Each of these Library users have seen to be more statements focused on a specific aspect of effective in the areas of teaching and the CLR. The frequencies of students’ visits learning. In a study conducted by Popoola to the CLR, availability of teaching and and Haliso (2009), the probable relationship learning materials, and satisfaction on the among the library use and teaching types of different facilities provided such as effectiveness in thirteen Nigerian books, discussion rooms, and online universities was investigated. Data were resources were the main foci of the gathered from 650 academic social questionnaire. In addition, CLR staff scientists. Findings revealed that behavior and engagement with students implementation of information provided by were investigated. Likewise, the the libraries would significantly correlate impressions of the participants on both with the teaching effectiveness of the utilization and recommendation of CLR respondents. Results also pointed out that were targeted by the researchers through the the use of library information resources as questionnaire. The reliability of the well as library services contributed 49.8% questionnaire was calculated through and 38.5% to the prediction of teaching Cronbach’s alpha formula. The coefficient effectiveness of the participants, was 0.789, which shows a rather high level respectively. of reliability. A brief search into the literature 2.3. Data Collection Procedures supports the idea that libraries have changed The questionnaire was distributed dramatically as compared to the past. Limits among the participants. Some instructions in funding the libraries, as well as the on how to deal with the materials of the customer demands have presented new study were provided in advance. The types of service models, allowing the users participants were asked to read the to have different ways of access to statements carefully and choose one the five Cite this article as: Peyman, N. & Romana, S. (2017). Learning Resources Centers and Their Effectiveness on Students’ Learning Outcomes: A Case-Study of an Omani Higher Education Institute. International Journal of English Language & Translation Studies. 5(2), 29-34. Page | 30 Learning Resources Centers and Their Effectiveness on Students’... Peyman Nouraey & Romana Syeda responses provided, ranging from strongly of books which were related to their agree being the first item, to strongly modules being taught to them. In addition, disagree, being the last one. Participants 20 students had neutral opinions, whereas 5 were supposed to do this task with the time and 10 students disagreed and strongly limit of fifteen minutes. disagreed with the point in question, 3. Data Analysis respectively. As mentioned earlier (c.f. materials Students were mostly in agreement section), the questionnaire was designed (N=43) with the issue of module-related based on 5-point Likert Scale. Having books availability. However, findings collected the data, first, the frequencies of revealed some negative responses (N=15) each item were recorded carefully. On the from those who claimed they could not find quantitative side of the research, the data the books related to their modules at the were analyzed based on the 5-point Likert CLR. In fact, as Griffiths and Brophy Scale and the frequencies of the responses (2005) pointed out, students’ attitudes to each statement were reported and towards searching for books in libraries compared. In addition, a chart was provided have changed and nowadays, their use of in order to present a better descriptive- library mostly relies on searching engines. comparative overview on the findings. Most of the libraries throughout the world 4. Findings and Discussion have their own software, with all the Having collected the data from the information related to books encoded in participants, the total number of valid them. The main advantage of this software responses (N=626) to the eight statements is facilitating the knowledge seekers (i.e., mentioned in the questionnaire was both faculties and students) with their recorded to be compared and contrasted. searches. In addition, Higher Education Followings are the frequencies of responds Institutes (HEIs) mostly provide their ranging from strongly agree (item 1) to students with online access to strongly disagree (item 5), which were supplementary materials related to their derived from the information. modules, which usually could not be found 4.1 Students’ Visit to CLR during Weekdays in the traditional libraries. The first item in the questionnaire 4.3 The CLR Facilities was related to how often the students would According to Adele and Milheim pay a visit to the CLR during weekdays. As (1995), enquiry services, bibliographic findings of the study revealed, 12 assistance, library instruction, interlibrary participants strongly agreed to this point. loans, photocopying, and computer Similarly, 41 agreed. The frequency of facilities are some of the services provided neutral answers was found to be 15. In by the libraries. Findings revealed that 16 addition, 5 and 6 students disagreed and students were in strong agreement with this strongly disagreed with this point, statement. Similarly, 29 students were in respectively. agreement with the quality of CLR Findings of the study revealed that facilities. 19 students neither agreed, nor the students would mostly pay visits to the disagreed with the quality of facilities at CLR on a regular basis. In fact, a search into CLR. The number of participants who the literature reveals that information has disagreed and strongly disagreed with the always been an essential part of an quality of CLR facilities was 6 for each academic context. According to Kumah item. All in all, findings revealed that the (2015), the effectiveness of any academic students were mostly satisfied with the system is related to the concept of quality of the CLR provided to them. information and both teachers and students 4.4 Use of Discussion Rooms need to use information on a daily basis. 12 and 23 students strongly agreed One of the most common ways of and agreed on this point, respectively. In information collection is through libraries. addition, 16 students neither agreed, nor Likewise, Alemna (2000) argued that for disagreed. Likewise, 11 and 18 were the centuries, libraries have served as frequencies of those students who disagreed repositories of information and knowledge. and strongly disagreed with the use of This could possibly highlight the reasons discussion rooms in the CLR, respectively. behind frequent visits of the participants to Discussion rooms are provided as the CLR provided to them. additional facilities for both students and 4.2 Availability of Books Related to faculties, including librarians to hold their Modules official meetings in. According to Lonsdale 10 and 33 students strongly agreed (2003), a collaborative relationship among and agreed respectively on the availability teachers and librarians might have a International Journal of English Language & Translation Studies (www.eltsjournal.org ) ISSN:2308-5460 Volume: 05 Issue: 02 April-June, 2017 Page | 31 International Journal of English Language & Translation Studies (www.eltsjournal.org) ISSN:2308-5460 Volume: 05 Issue: 02 April-June, 2017 significant effect on learning, with special should take the lead in order to search for reference to the planning of instructional the required information. Therefore, clear units, resource collection development, and instructions by the library faculties seem to the provision of professional development be essential. for teachers. One of the most important 3.7 Impact of CLR on Knowledge parts of discussions which could be made Enhancement among the students and librarians would be 12 students were in strong related to the notion of resource collection agreement, while 33 were in agreement that development, through which, the students the use of CLR could be helpful in would get the chance to discuss which enhancing their knowledge, performance resources need improvement and which and learning outcomes. 18 students neither collections need to be added. agreed, nor disagreed to this point. 4.5 Use of Online Resources Frequency of disagree and strongly disagree The frequency of students who answers were observed to be 9 and 6, strongly agreed, agreed and those with respectively. neutral opinions in relation to the use of Data analyses revealed that students online resources were observed to be 11, 27, were mostly (N=45) in agreement with this and 22, respectively. While 10 students point. Findings supported the qualitative disagreed with this point, the number of study carried out by Small, Snyder and those participants who were in strong Parker (2007) in the United States, in disagreement was observed to be 7. which, the significant role of library use on We live in the information age with knowledge enhancement of students were immediate access to online resources highlighted. Findings were also in provided through the Internet. Nowadays, agreement with Williams and Wavell this access has even gained more popularity (2001), who selected a qualitative approach throughout the world. The literature shows towards the usage of libraries to investigate that as time passes by, there is an increase their effect on knowledge enhancement in in the number of students using online Scotland, concluding that the school library resources as their primary search tool. This could potentially positively impact upon a was in agreement with the findings of the wide range of learning experiences. present study. For example, Ole Pors (2006) Another scope of improvement via found out that students would not bypass libraries is the concept of critical thinking. the physical libraries and it was also evident According to Ory and Braskamp (1988), that the use of physical libraries and digital participation in academic activities resources would complement each other. including the experience in libraries and On the other hand, Kumah (2015) argued learning resources centers is in moderated that although students would use both correlation with the achievements of libraries and the Internet in order to obtain students in the realm of critical thinking information, the Internet usage was more skills. Likewise, Whitmire (1998) argued than the library usage. Findings were also in that significant impacts on critical thinking agreement with Bao (2002), who claimed skills of students were reported by those that the Internet continues to be an engaged in more focused library activities. important component of library services in 3.8 CLR Recommendation to Peers today and tomorrow’s libraries. The final statement mentioned in the 4.6 CLR Staff Cooperation questionnaire was related to the students’ Based on the findings, the intentions as of recommending the CLR to frequencies of students who strongly agreed their peers (i.e., other students). 10 and 38 and agreed that CLR staffs were helpful in students were in strong agreement, as well finding the required books and materials as in agreement with this statement, were observed to be 14 and 32, respectively. respectively. 20 students neither agreed, nor 14 students had neutral opinions. In disagreed to this point. In addition, 3 addition, 15 students disagreed, while 4 students disagreed to this statement. strongly disagreed with this point. Finally, 8 students were observed to be in Evaluation of 21st century libraries strong disagreement. must put the changing environment of Findings revealed a high frequency higher education into consideration, as the (N=48) of positive responses among the concept of learning has shifted from the participants as per CLR recommendations teacher's knowledge to the student's to peers. Chan (2008) earlier found out that understanding and capabilities (Smith, not only the students, but also the teachers 2001). This possibly means that the students and administrators are mostly unaware of Cite this article as: Peyman, N. & Romana, S. (2017). Learning Resources Centers and Their Effectiveness on Students’ Learning Outcomes: A Case-Study of an Omani Higher Education Institute. International Journal of English Language & Translation Studies. 5(2), 29-34. Page | 32 Learning Resources Centers and Their Effectiveness on Students’... Peyman Nouraey & Romana Syeda the potential and significance of libraries on of libraries and learning resource centers the learning outcome of students. among the students and the faculties. Accordingly, conceptualizing and Finally, despite the studies establishing a systematic use of libraries conducted in search for the probable and learning resources centers often require relationship among the utilization of a wide range of research and self-evaluation learning resources centers and students’ (Chan, 2008). academic performance, some limitations Finally, Figure 1 tends to provide a due to different reasons such as descriptive-comparative overview on the participants’ ages or sample sizes have been data obtained from the participants of study: reported (Soria et al., 2013). In addition, Figure 1: A Descriptive-Comparative Overview there are many libraries which do not tend on the Students’ Responses to collect the data in relation to students’ use of services because of users’ privacy policies and other similar reasons (Nicholson, 2003). This lack of data collection would in turn lead into a shortage of studies tending to investigate the association among library use and students’ learning performances, outcomes, and achievements. References Adele, F.B., & Milheim, W.D. (1995). Internet insights: How academics are using the Internet. Computers in libraries, 15(2), 32-36. Alemna, A. A. (2000). Libraries, information 5. Conclusion and society. Accra: Ghana University As Lonsdale (2003) pointed out, Press. several gaps in the research related to Bao, X. M. (2002). A comparative study of libraries and learning resources centers library surveys of Internet users at exist. To date, several researchers (e.g., Seton Hall University in 1998 and Smith, 2001; Small et al., 2008; Kumah, 2001. College & Research Libraries, 2015, Kumar & Amsaveni, 2016, Jordan, 63(3), 251-259. Bowles-Terry, M. (2012). Library instruction 2017, etc.) have tended to investigate and academic success: A mixed- different aspects related to libraries and methods assessment of a library learning resources centers in the field of instruction program. Evidence Based education. In addition, inter-disciplinary Library and Information Practice, 7(1), research has also been carried out in order 82-95. to highlight the significant role of libraries Casey, M. E., & Savastinuk, L. C. (2006). (e.g., Rafferty, 2013). Despite all the Service for the next-generation library. research conducted, a lot more needs to be Library journal, 131(1), 40-42. done in terms of libraries and their probable Chan, C. (2008). The impact of school library impacts on the achievements of students. services on student achievement and Libraries and learning resources the implications for advocacy: A review of the literature. Access, 22(4), centers not only contribute to the 15-20. educational achievements of the students Griffiths, J. R., & Brophy, P. (2005). Student (Chan, 2008), but also can make positive searching behavior and the web: Use of differences in students’ self-esteem, academic resources and Google. confidence, independence and sense of Library Trends, 53(4), 539-554. responsibility in regard to their own Jordan, P. (2017). The academic library and its learning (Lonsdale, 2003). This, in turn, users. London: Routledge. highlights the importance of research Kumah, C. H. (2015). A comparative study of related to libraries and related centers. use of the library and the Internet as The trend in searching academic sources of information by graduate sources has significantly changed and students in the University of Ghana. Library Philosophy and Practice, 1298, students tend to utilize searching engines 1-20. such as Google, Yahoo, and other similar Kumar, U., & Amsaveni, N. (2016). Use of online services instead of the traditional, library resources and services by the physical libraries (Griffiths & Brophy, students of Aided Minority Christian 2005). Therefore, it would be of great Autonomous Degree Colleges of importance to encourage the systematic use Bengaluru: A study. International International Journal of English Language & Translation Studies (www.eltsjournal.org ) ISSN:2308-5460 Volume: 05 Issue: 02 April-June, 2017 Page | 33  International Journal of English Language & Translation Studies (www.eltsjournal.org) ISSN:2308-5460 Volume: 05 Issue: 02 April-June, 2017 Journal of Information Dissemination Soria, K. M., Fransen, J., & Nackerud, S. and Technology, 5(4), 240-243. (2013). Library use and undergraduate Lonsdale, M. (2003). Impact of school libraries student outcomes: New evidence for on student achievement: A review of the students' retention and academic research. Melbourne: ACER. success. Libraries and the Academy, Martensen, A., & Gronholdt, L. (2003). 13(2), 147-164. Improving library users’ perceived Tenopir, C. (2003). Use and users of electronic quality, satisfaction and loyalty: An library resources: An overview and integrated measurement and analysis of recent research studies. management system. The Journal of Washington: Council on Library and Academic Librarianship, 29(3), 140- Information Resources. 147. Whitmire, E. (1998). Development of critical Nicholson, S. (2003). Avoiding the great data- thinking skills: An analysis of wipe of ought-three: Maintaining an academic library Experiences and other institutional record for library decision- measures. College & Research making in threatening times. American Libraries, 59(3), 266-273. Libraries, 34(9), 36. Williams, D., & Wavell, C. (2001). The impact Ole Pors, N. (2006). The public library and of the school library resource centre on students' information needs. New learning. Aberdeen: The Robert Library World, 107(7/8), 275-285. Gordon University. Ory, J.C., & Braskamp, L.A. (1988). Appendix: The Questionnaire Involvement and growth of students in Dear Participant! three academic programs. Research in The present questionnaire is part of a Higher Education 28( 2), 116-129. research program which aims to investigate the Popoola, S. O., & Haliso, Y. (2009). Use of effectiveness of the Centre for Learning library information resources and Resources (CLR) at Gulf College, Muscat, services as predictor of the teaching Oman, which is located on the second and third effectiveness of social scientists in floors of Phase 1. You are kindly requested to Nigerian universities. African Journal read each statement and tick () the answer of Library, Archives and Information which describes your feelings the best. Please Science, 19(1), 65-78. note that for each statement, only one answer Rafferty, R. S. (2013). The impact of library could be selected. Rest assured that all your instruction: Do first-year medical personal information provided in this students use library resources questionnaire will remain confidential and are specifically highlighted during for research purposes only. Thanks for your instructional sessions?. Journal of the cooperation! Medical Library Association, 101(3), 213. Small, R. V., Snyder, J., & Parker, K. (2008). New York State’s school libraries and library media specialists: An impact study. New York: Syracuse University. Smith, K. R. (2001). New roles and responsibilities for the university library: Advancing student learning through outcomes assessment. Journal of Library Administration, 35(4), 29– 36. Cite this article as: Peyman, N. & Romana, S. (2017). Learning Resources Centers and Their Effectiveness on Students’ Learning Outcomes: A Case-Study of an Omani Higher Education Institute. International Journal of English Language & Translation Studies. 5(2), 29-34. Page | 34 View publication stats