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CHAPTER ONE

INTRODUCTION AND BACKGROUND

1.1 Introduction

Information is very important to the overall academic development of university students.

Libraries are established in the universities to meet the information needs of students, staff and

other stakeholders. In order to make library collections widely accessible to users, the librarians

have to make sure that users have the necessary skills and knowledge to search and retrieve

information from the library collection. Furthermore, library orientation should be a gateway for

first year students to be familiar with the library. Library orientation is playing a major role in

influencing the first year student’s library usage and also the challenge of exiting from the

secondary to the tertiary level of learning.

The University of Limpopo is one of the academic institutions which accommodate learners who

are exiting from secondary to tertiary level.University of Limpopo is divided into two campuses,

namely Turfloop Campus and Medunsa Campus under the same vision and missions as well as

the motto: “Finding Solutions for Africa”. According to University of Limpopo General

Calendar (2012: 62), there are two main libraries, one in each campus; Medunsa and Turfloop

Campus. This indicates that the institution support the idea that in the current educational era the

heart of the academic society is an academic library.

The universities within the rural portions of South Africa like University of Limpopo (Turfloop

Campus) are faced with critical challenges of poor usage of library facilities. These critical

challenges are caused by the lack of knowledge of library usage and its services. Library

orientation was introduced to overcome this problem which is costing first year students and

most universities. Rhoades and Hartsell stated that the librarians must take the advantage of

library orientation to promote their library services (2008:1).

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By doing so two goals can be reached both by students and librarians. These goals are; students

will excel academically while librarians will reach their main goal, which is to make information

more accessible to users. Rhoades and Hartsell highlighted that when librarians become involved

with library orientation programs, positive interactions can begin before first year students even

start their first semester (2008:1). Library orientation programs are designed to help first year

students adjust to university life and ultimately enhance library usage.

According toUniversity of Limpopo Orientation Booklet (2012:5),the university offers a general

orientation for the first year students with the aim to familiarise them with:

The contents of their courses

The university’s physical facilities

Registration and enrolment procedures

Library and other academic support services

The names and location of key staff members

Timetables, university rule and etc.

Cater and McNeil stated that in some universities an initial orientation is also used as a vehicle

for informing first year students of the academic demands that will be imposed on them and of

the personal adjustment that will be necessary to enable them to fit easily in to university life

(1998:399).

Nweze stated that the usefulness of a library orientation as an instrument of education is

determined by the success in which it able to provide the first year students with relevant

information (2011:1). Nweze further stated that the philosophy of librarianship is based on the

concept of service and provision of relevant and current materials to their users and that librarian

have information dissemination as their main function (2011:1). Hepworth and Wema stated that

library orientation focus on familiarising the first year students to library tools as well as its

layout and this has led to them in being information literate, hence this have directly contributed

to better library usage (2006:2).

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Library orientation helps first year students to be familiar with the library services and how the

library is structured, which require them to have information literacy skills in order to

successfully and effectively use the library services. According to Riedling (2004:16), an

information literate student is one who is able to identify the need for information and potential

information sources to meet the information needed and develops successful search strategies to

retrieve the needed information.

The basic idea behind library orientation is to make students be able to access, utilize and

evaluate and also have an understanding of library layout, this will put first year students at a

better position to struggle less with academic activities. Library usage in the university

environment highly depends on one’s skills to locate relevant information in the library and of

which this can be made possible through library orientation. The researchers have investigated

the influence that library orientation has on first year students to improve library usage with

specific reference to the University of Limpopo (Turfloop Campus) Library.

1.2 Background of the study

Adio stated that the history of library orientation is not recent, particularly the use of academic

libraries (2006:93). Ogunmodede and Emeahara supported the idea that the history of library

orientation is not recent and it can be traced back more than 170 years (2010:3). Tiefel stated that

the earliest evidence of library orientation was seen in a librarian lecturing the undergraduates at

Harvard College in the 1820s (1995:321). Tiefel further indicated that most academic librarians

were professors with part-time library appointments who taught the use of library for academic

purposes (1995:321).

Tiefel stated that in the early 1900s, William Warner Bishop and William Fredrick Pole

espoused the concept of library instruction that is still valid today with the aim of making

students independent learners and to clarify the role of the library in the university (1995:321).

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According to Tiefel, (1995:321), from 1907 on, some emphasis was given to teaching basic skills

to first year students.The term library orientation as used in this research study includes location

of information, instruction in the use of library tools, explanation of library policies and

introduction to special library services. Library orientation is central to the whole purpose of the

library and the effective utilization of library information sources. The librarians must design the

library orientation programme to support the learning priorities and highlight the resources held

by the library that are fundamental to completing the course and assigned projects.

The most important aspect of library orientation is to make first year student’s usage of the

information sources available in the library. Makhafola stated that library users need to be skilled

in identifying the need for information, how to search for information, to select sources, analyse

the information, evaluate information, use and communicate information efficiently and

effectively (1999:2). Library orientation was developed to fulfil the need of information literacy

in library users and eventually contributed to library usage.

Information literacy is essential in the way that the first year students can demonstrate their

abilities by applying relevant knowledge and skills to achieve high standard of library usage.

Library orientation was aimed at helping first year students’ adjustment to the academic demands

of university and this has existed for over a century. Library instruction skills has been a

common feature of library orientation program for almost as long, it has only been in the last

decade that truly collaborative efforts between first year students and academic librarians have

resulted in the effective integration of information literacy skills into the programme of study.

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Makhafola also stated that the rate in which information is expanding makes it difficult for first

year students to cope with the amount of information available (1999:3). However, considering

the definition of library orientation it is possible that if first year students are guided properly on

library and information use at first year level they will be able to cope to a greater degree with

this large amount of information.

1.3 Problem statement

According to Ellis and Levy (2008:11), problem statement is a concise description of the issues

that need to be addressed by a problem solving team and should be created by and presented to

them before they try to solve the problem. Most of University of Limpopo first year students

come from different backgrounds some of which possess better skills to utilize library materials,

while others have not enough skill for utilizing library materials such as computer, use of internet

and library catalogue. The University of Limpopo Library conducts library orientation programs

in every first semester of academic year, but still there are some first year students who face

difficulties in accessing and use library materials. They take long time to ask and go around the

levels and shelves for searching a particular library item.

The problem that has been experienced at the University of Limpopo (Turfloop Campus) Library

was the ineffective usage of library facilities by first year students. The evidence to this

statement was that there had been a minimal visit to the library by the first year students, less

borrowing of books, less usage of books as well as lack of skills on how to locate books in the

library. First year students feel the anxiety when it comes to searching of information resources

in the library, which referred to as library anxiety. Library tours have been a part of university

orientation programs for decades, however, this research is continuing to present evidence that

suggests first year students use the library very minimally and experience high degrees oflibrary

anxietywhen they do. This includes a fear of not knowing what they are doing, shame and

avoidance of face-to-face exchanges with reference librarians.

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It was literally assumed that the library usage by first year students has decreased whereby some

of the reasons were resulted from not having a clear understanding of library layout and its

services. There are many first year students who arrive at university with little idea of what to

expect and some of them experienced a major culture shock when entering the university.

Mellon mentioned that, students enter university with little or no any knowledge of basic library

tools and procedures (1988:137). Cook and Lowe stated that the problems that were experienced

by students during their first year at university arose from stresses associated with the move from

a teacher dependent and supportive secondary school environment to a more independent

approach to life and learning (2000:5).

1.4 Aim and objectives of the study

1.4.1 Aim of the study

To investigate the influence of library orientation programme on first year students’ library

usage.

1.4.2 Objectives of the study

To determine the influence that library orientation has on first year students’ library usage.

To examine the importance of library orientation on first year students’ improvement of their

library usage.

1.5 Research questions

Does library orientation increase student usage of the library?

How important is library orientation to first year students in improving library usage?

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1.6 Significance of the study

The study will serve as contribution towards existing body of knowledge in the field of library

and information science (LIS). The study will also form part of further research in promoting

library orientation and therefore it will improve library usage and alleviate information illiteracy

amongst first year students. It will also be important to other academic libraries in South Africa

and elsewhere, where the use of libraries through library orientation it’s still a challenge.

The study was undertaken to contribute towards better library orientation and more effective use

of academic library. Therefore, a copy of this research study will be given to the University of

Limpopo (Turfloop Campus) Library, where the librarians can use it as a tool to evaluate their

services from the research findings. The submitted copy will show that the library orientation has

an effect on first year students and this study will also assist the librarians to improve their

library orientation programs.

1.7 Limitation of the study

This research study has focused only on first year students who were residing within the

University of Limpopo (Turfloop Campus) at the student residents. The Medunsa Campus and

Off-Campus first year students, including returning and post-graduate students were excluded

from this study, since it was difficult for the researchers to trace and reach them. Post-graduates

and returning students have attended library orientation in the past years, provided that it has

been easy for the first year students to remember about library orientation.

Medunsa Campus first year students were not part of this study based on the fact that it was also

difficult to reach them due to financial reasons and time frame. Off-Campus first year students

were also excluded from the study as they are scattered all over the surrounding communities

outside the university and it was difficult to identify them. This study will exclude repeating

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students who are still doing their first year level. The general conclusion was made on the basis

that considered only first year students from University of Limpopo (Turfloop Campus).

1.8 Definition of concepts

1.8.1Library Orientation

According to Mortimer (2007:24), library orientation also called bibliographic instruction, user

education and library instruction, consists of instructional programs designed to teach library

users how to locate information they need quickly and effectively. Fjällbrant and Stevenson

stated that library orientation consists of two elements namely: library orientation and instruction

(1978:3). These two elements are not mutually exclusive and can be combined. Library

orientation is primarily concerned with ways of introducing the first year students to the general

techniques of library usage, services available, the library layout and facilities of a particular

library. Fjällbrant and Stevenson stated that instruction is concerned with learning to make use of

the information resources within specific subject disciplines (1978: 3).

Walsh indicated that library orientation takes place in a large conference room within the library

or in the classroom (2008:28). Walsh further indicated that the lecture’s content consists of

information about the services and resources offered by the library (2008:28). The content varies

depending on the group of students. Library orientation or user orientation has to do with

introducing new library users to the library, while user guidance is the actions whereby users are

guided and directed towards the satisfaction of their reading or information needs.

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1.8.2 Information Literacy

According to Shaw (2003:2), information literacy is the ability to know when there is a need for

information, to be able to identify, locate, evaluate, and effectively use that information for the

issue or problem at hand. According to Riedling (2004: 16); an information literate student is one

who is able to:

Identify the need for information.

Formulates questions based on information needs.

Identifies potential sources of information.

Develop successful search strategies.

Accesses sources of information including computer-based and other technologies to

meet the information need

Use the information accessed to make decision.

1.9 Division of chapters

Chapter one: background information is given which includes statement to the problem, scope

of the study, aim and objectives of the study and research question.

Chapter two: the literature reviewed in relation to the influence that library orientation has on

first year student’s library usage.

Chapter three: the chapter covers definition of methodology, research design, study population,

and sampling, data collection, pilot study and a brief explanation on how the data will be

analysed.

Chapter four: this chapter involves data analysis and interpretation of data from the results

found during data collection.

Chapter five: The discussions of the findings and the recommendations of this study.

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CHAPTER TWO

LITEARTURE REIEW

2.1 Introduction

According to Hart (1998:13),a literature review is a body of text that aims to review the critical

points of current knowledge and methodological approaches on a particular topic. This study will

draw diverse approaches of library orientation and library usage. The review will include the

authors who managed to put effort into this study in the past.

2.2 The role of library orientation at university libraries

Maitaouthong, Tuamsuk, and Tachameneeasserted that university library is an important

information channel and resource for research that supports the educator’s teaching and students’

learning (2012:51). Li explained the advantages of university libraries in this respect that the

library has an important role which is to have information sources ready for information literacy,

and has personnel with expertise in information and the ability to manage information literacy

(2006:362). The library has a particularly important role to educate information literacy to

students who require competency in searching for knowledge by themselves when they are doing

their course assignments.

Gyasi stated that the library orientation plays a major role in both marketing and welcoming

activities and often forms part of the university’s orientation programme for first year students

(2008:01). The universities are obliged to conduct library orientation programs before first year

students’ start with their first semester classes. According to Gyasi (2008:01), the roles of library

orientation at university library are:

To introduce students to facilities and resources in the library

To develop library skills

To make students independent users and learners in the library

To develop capabilities as self-sufficient users

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To establish the library as the centre of academic activity

To provide basic understanding of the library so that users can make efficient use of

librarymaterial and services

To educate users about information sources and resources and how to exploit such

resourceseffectively and efficiently.

According to Venter(2003:1), the purpose of library orientationis to enable library users to obtain

the information they need and circumvent possible problems. Venterstated that learning library

skills in their first semester enable the first year students to understand the interrelationship of

library resources, the research process, and critical thinking skills (2003:1). Barefoot also

emphasized the importance of including library orientation in courses taken by first year students

in various disciplines (2006:16). Library orientation for first year students should be modified to

take into account the students’ different cultural backgrounds, language difficulties, goals and

exacerbated by too much information during their library sessions for good usage of the library.

2.3 Library orientation and library usage

Library orientation is an important ingredient in getting first year students to use the library and

making them aware of the library’s services. Callison, Budny and Thomas stated that the role of

library orientation at the university library is to combine the first year students’ library

orientation program and library usage at the university (2005:93). Walshstated that library

orientation is the most commonly used technique of increasing students’ familiarity with the

library and its resources (2008:27).

Walsh further witnessed where a major increase in students’ usage statistics was due to the

increase in library orientations that promote usage of the library’s resources and services andalso

argued thatthe influence of library orientation on students’ usage of the library can be an

exposure to library resources andthis will directly influence their library usage (2008:27). The

library orientation programme in the academic setting is a useful approach to guide all first year

students about the library and the way to use library resources. This programme recognize that

not all first year students are the same and that they have a variety of special needs for library

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orientation due to the heterogeneity of their backgrounds. Rhoades and Hartsell believedthat a

successful library orientation is one that informs library users about library services and

convinces them to use those services (2008:1).

Hardesty, Lovrich and Mannon found that long-term possession of library use skills is more

related to library orientation than to inherent intellectual ability(1982:38). Tiefel also showed

that library orientation helps students with library use, but there is a correlation between library

orientation and overall student academic performance (1995:324). Eadie stated that library

orientation came into being not because users asked for it, but because librarians thought it

would be good for the users (1990:53). Eadie pointed out that one reason of ineffective library

orientation is lack of student’s motivation(1990:53).

Tiefel assured that unless librarians orientate first year students about finding information, they

will continue to underutilize and misuse information (1995:324). Library orientation needs to

provide first year students with basic skills, intermediate and advanced guidance in the use of the

library. According to Tiefel (1995:336), library orientation should also focus on many sources of

information available and not on the mechanics of using the system. According to Ogunmodede

and Emeahara (2010:1), library users are very important in the practice of librarianship and this

is because library process revolves around the users (2010:1).

Ogunmodede and Emeahara stated that the library provides library orientation in order to equip

the library users with enough knowledge on the use of the library and they also further stated that

the ultimate objective of library orientation is to enable users exploit the resources of a library to

the fullest (2010:1). According to Fjällbrant (1990:405),library orientation is the teaching of

those skills that will enable students to locate and use material effectively and feel confident in

using the library. Ogunmodede and Emeahara indicated that during the library orientation

session, the users are exposed to the basic services of a library, for example, how to use the

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catalogue to search for documents of interest, location of shelves holding books on subject of

interest and arrangement of books on the shelves (2010:3).

2.4 Library orientation and information literacy

Rhoades and Hartsell emphasized that the concept of library orientation and library usage reveal

that librarians are concerned with the effect of library instruction on first year students and uses

this one-shot session to lay the foundations of information literacy by providing instruction on

basic research skills, catalogue searching, database searching and finding assistance from a

librarian (2008:02). Library orientation makes available the basic skills of information literacy to

the first year students.

Rhoades and Hartsell further discovered that these set of skills develop the first year students in

using the library more often and they also stated that for the librarians to become involved with

learning communities through library orientation and this could be an opportunity for librarians

to provide additional and development of students’ information literacy skills that will contribute

to library usage (2008:02).Rhoades and Hartsell stated that when students take advantage of

library resources and use them at their library, they will have a better library experience

(2008:04). This statement is supported by Klaib when he stated that the library orientation

programme aims to educate library users on how to use the library and information literacy skills

play a significant role (2011:63).

This can be acknowledged that educating the first year students through library orientation on

how to use the library, will directly contribute to students in being information literate and these

students will tend to build positive attitude towards the library and see the importance of using

the library. According to Riedling(2004:05), information literate students are aware of their

information needs and know how to locate relevant and accurate information.

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According to the University of Limpopo Orientation Booklet (2012:19), during the library

orientation students are encouraged to visit the library to discover a vast range of print and

electronic resources including full text digital collections. Riedling argued that for students to

successfully utilize these library resources, they need to be information literate(2004:05). Venter

also supported the fact that library orientation has an influence on students’ library usage and

also highlighted that the aim of library orientation is to enable library users to become skilled in

finding informationsources (2003:2).

Library orientation and library usage raise feeling of confidence and independence, ultimately to

ensure that library users can make use of library resources and services adequately and to their

own satisfaction. Venter asserted that library orientation makes library users aware of the library

and the services it offers (2003:3). Venter also highlighted that library orientation makes users

aware of when the library is open, where specific items can be found and how to obtain the

library materials they need (2003:3).

2.5 Library usage and Library anxiety

Van Scoyoc statedthat library orientation is an important component that gives first year students

practical skills that help to reduce library anxiety (2003:329). For the purpose of this

research,library anxiety is a feeling such as phobia, confusion, anger or frustrations, having a

sense of inadequacy or incompetence, overwhelm, isolation, ignorance, shame and feeling lost

are all reported symptoms. Erfanmanesh stated that library anxiety consists of any negative

emotional symptoms such as worry, uncertainty, perceiving lack of ability, efficiency, sense of

loneliness and consternation (2011:2).

Erfanmanesh further stated that anxiety has always been known as a psychological barrier for

library users which caused different cognitive, emotional, and behavioural effects in users and

has an impact on library usage (2011:1). Library anxiety lead library users to feel nervous,

consequently leaving the library before ending their search or feeling less interest in making use

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of library. Mellon defined the library anxiety simply as the negative feelings toward using an

academic library and it was further coined as the students’ uncomfortable feelings that lead to

cognitive, affective, physiological, and behavioural ramifications that interfere with their abilities

to accomplish library tasks(1986:165). Cleveland also found that students who never attended

library orientation experienced initial reaction to library usage in terms of fear (2001:03). This

fear presented itself in three ways:

Students perceive their own library skills as inadequate, while other students’ skills are

perceived as adequate,

They perceive their feelings of inadequacy as embarrassing and

They avoid asking questions because they do not want to reveal their inadequacy.

According to Jiao & Onwuegbuzie (1999:202), if first year students do not feel the library as

welcoming and non-threatening, they are unlikely to feel at ease to use the library effectively.

Mellon assured that the less familiar students are with the library, the more frustrated or anxious

they may become (1986:40). In this case, the library orientation is conducted to influence the use

of library services and alleviate challenges such as anxiety on first year students towards the

library usage. Some first year students find it difficult and frustrating whenlocatingbooks from

the open shelves, reserve section, law section (where the government information department is),

or how to find books and newspapers or periodicals. Some of them don’t know the procedure of

borrowing books in the library via circulation desk.

2.6 Conclusion

The chapter discussed the literature review for the role of the library orientation at university

library, and library usage, library orientation and information literacy, library usage and library

anxiety.Library orientation has an influence on first year students’ library usage and it is the most

commonly used technique of increasing students’ familiarity with the library and its resources.

First year students should attend library orientation for them to be able to use library resources

effectively. The next chapter discusses the research methodology of the study.

.

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CHAPTER THREE

RESEARCH METHODOLOGY

3.1Introduction

This chapter covers an overview of methodology used in the study. The discussion in the chapter

is structured around the research design, population and sampling, data collection, pilot study,

data analysis and measures to provide trustworthiness.

3.2 Definition of methodology

Mouton described methodology as the means or methods of doing something (1996:35).

According to Burns and Grove (2003:488), methodology includes the design, setting, sample,

methodological limitations and the data collection and analysis techniques in a study. Henning

described methodology as a coherent group of methods that complement one another and that

have the ability to fit to deliver data and findings that will reflect the research question and suit

the researcher purpose (2004:36).Ostle and Mensing defined research methodology as a

systematically way to solve the research problem (1975:2).

Babbie and Mouton pointed out that the selection of methods and their application are always

dependent on the aim and objectives of the research study, the nature of the phenomenon being

investigated and the theory or expectations of the investigator (2001:49). Research methods

served as a bridge between the research questions of the study and the execution of the study.

Methodology decisions depend on the nature of the research question. In this study, methodology

refers to how the research was done and its logical sequence. The aim of this study was to

determine the influence that library orientation has on first year student’s library usage, therefore

the research approach was quantitative. This helped the researchers to fulfil the information

needs of this research, an appropriate methodology was selected and suitable tools for data

collection and analysis was chosen.

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3.3 Research Design

According to Terre Blanche and Durrheim (2002:29), research design is a strategic framework

for action that serves as a bridge between research questions and the execution or

implementation of the research. Research designs are plans that guide the arrangement of

conditions for collection and analysis of data in a manner that aims to combine relevance to the

research purpose with economy in procedure.

Leedy also defined research design as the common sense and clear thinking necessary for the

management of the entire research endeavour, the complete strategy of upon the central research

problem (1993:125). The researchers chose a quantitative research method as the research was

dealing with numbers which helped to collect accurate data through the use of questionnaires.

According to Bless, Higson-Smith and Kagee (2006:37), quantitative research relies on

measurement to compare and analyse different variables.

3.4 Study Population and Sampling

3.4.1 Population

According to Burns and Grove (1998:206), population is the entire set of individuals or objects

having some common characteristics as defined by the sampling criteria established for the

study. Population in this study was comprised of first year students from University of Limpopo

(Turfloop Campus) who were residing within the campus only and Off-Campus and Medunsa

Campus first year students were excluded. First year students who were staying within the

university student residents were easy to be traced and targeted unlike those who were staying

Off-Campus and Medunsa Campus as they were scattered all over the surrounding areas outside

the university. Therefore, due to financial constraints, time frame and distance it was difficult for

researchers to reach those students.

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3.4.2 Sampling

Brink defined sampling as the process of selecting the sample from a population in order to

obtain information regarding a phenomenon in a way that represents the population interest

(2006:124). According to Bless, Higson-Smith and Kagee (2006:98), sample is a subset of the

whole population which is actually investigated by a researcher and whose characteristics will be

generalised to the entire population. Itdefined the selected groups of elements that are

individuals, groups and organizations.

The researchers chose a non-probability sampling method. According to Bless, Higson-Smith

and Kagee (2006:100), non-probability sampling is the case where the probability of including

each element of the population in a sample is unknown. It was not possible to determine the

likelihood of the inclusion of all representative elements of the population into the sample. With

this method, not all the samples stand a chance to be involved in a sample unlike with probability

sampling method were everyone stand a chance. The researchers used convenience sampling as

it will be convenient enough to be met in this study. The sample was chosen from the study

population that is commonly referred to as the target or accessible population.

Only sixty first year students from University of Limpopo (Turfloop Campus) were contacted to

participate and involved in the study, regardless of age, field of studies and gender. Sampling

was selected because it provided an equal opportunity of selection of each element in the

population. Bless, Higson-Smith and Kagee stated that the sample should be assembled in such a

way that it becomes representative of the population from which it is taken (2006:98). Bless,

Higson-Smith and Kagee further stated that the advantage of sampling is that, gathering data on a

sample is less time consuming (2006:98).

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3.5 Data collection

3.5.1 Data collection tool

The researchers used questionnaire tool to collect data from first year students. According to

Mckendrick (1987:270), questionnaire is a set of questions designed to generate data necessary

for accomplishing the objectives of the research project. With questionnaire method, it was easy

for the researchers to oversee confidentiality of the first year students and their information when

compared to other data collection tools. Bless, Higson-Smith and Kagee stated that one of the

disadvantages of using questionnaires is that they are difficult to check that subjects understand

the questions (2006:137). To overcome this disadvantage the researchers were present to make

sure that they explain to the subjects where necessary. A self-constructed questionnaire was

used, which consisted of structured questions. The questionnaire was divided into two sections:

Section A: sought biographical information of the first years students which included

their gender, age group, faculty and degree enrolled for.

Section B: sought information on the influence that library orientation has on first year

students’ library usage.

3.5.2 Data collection procedure

Questionnaires were distributed to sixty first year students and they were completed individually

with the presence of the researchers to assist in case students have questions. The administered

questionnaires allowed the researchers to get the honest response in one space of time and also

guaranteed a high response rate. The research consisted of six members which were three males

and three females. Each researcher have visited three first year students’ residential areas and

distributed ten questionnaires to avoid duplication. The male students within the university are

not allowed to enter female residence without female students’ permission. Therefore female

researchers collected data from female residents while male researchers collected at male

residents.

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3.6 Pilot study

Polit and Hunglar defined pilot study as a small or trial run done in preparation for a proper

major study (1995:64). The aim of a pilot study was to obtain information in order to assess the

feasibility of the study and also to identify unclear or ambiguously formulated items. A pilot

study was conducted and ten questionnaires were distributed to five female and five male first

year students within the university residential areas: Onkgopotse Tiro House (Female Student

Resident) and Sobukwe House (Male Student Resident).

Data for pilot study was collected and analysed by the researchers. The way that the first year

students responded, the researchers concluded that the questionnaires were clear for them to

understand. The researchers made sure that data was not collected from the same first year

students’ residents areas mentioned during the collection of data of the main research study. This

was done to avoid bias respond and also to get new responses from other first year students who

didn’t participate in the pilot study regarding the library orientation and library usage based on

the questionnaires distributed.

3.7 Data Analysis

Brink stated that data analysis entails categorizing, ordering, manipulating and summarizing the

data and describing them in meaningful terms (2006:170). The researchers used Microsoft Office

Excel 2010 to analyse the collected data. The Microsoft Office Excel is an advanced and the

most commonly used software to analyse research data. The researchers chose this software as it

is fast, cost effective and also enabled the researchers to quickly and efficiently acquire clean

data from the widest range of sources.

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3.8 Conclusion

This chapter described the procedures followed during the data collection. The data collection for

this study was successfully completed even though there were some challenges which fortunately

did not affect the process but were a learning experience to both the researchers and the

respondents.

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CHAPTER FOUR

RESEARCH FINDINGS

4.1 Introduction

This chapter present the results of the investigation obtained from 60 first year students from

University of Limpopo (Turfloop Campus) about the influence that library orientation has on

first year students’ library usage. The researchers collected data from thirty males and thirty

female students because they wanted the results not to be biased. The researchers were divided

into two groups (three males and three females) when going to collect data. The researchers

collected data fromJosephine Moshobane House (1-9) and OR Tambo House (1-12).

The aspects that were covered in the investigation included the library orientation and usage of

library before coming to the university, attendance of university library orientation, the

usefulness of library orientation, familiarization of library setting through library orientation, the

improvement of library usage through library orientation, and the usage of library as well as user

friendliness of library services. The findings of these aspects are presented on the next page.

23

SECTION A

4.2 Gender

The chart below presents the results of thirty male and thirty female first year students who have

participated in the collection of data of the research study.

Figure 4.2.1Gender.

The results in figure 4.2.1 showed that 50% (30) male and 50% (30) female of first year students

who are residing within the university premises, participated in the collection of data.

50% 50%

female male

24

4.3 Age group.

The chart below presents the first year students’ age group

Figure 4.3.1 Age group.

The results in figure 4.3.1 showed the age group of first years students between 17 to 21 have an

overall percentage of 87%, 22 to 26 consists of 8%, 27-31 is 5% and 0% from 32 and above.

The figures also indicate that almost all first year students are between the age of 17 and 21.

4.4 Faculties

The chart below presents the first year students’ faculties.

33% 37%

25%

5%

humanities science & agric law & management health sciences

87%

8% 5% 0

17-21 22-26 27-31 32 and above

25

Figure 4.4.1 Faculties

The results in figure 4.4.1 showed that 33% of first year students were from Faculty of

Humanities, 37% Faculty of Science and Agriculture, 25% Faculty of Management Science and

Law and 5% Faculty of Health Science.

4.5 Degrees

The table below presents the results of first year student’s Undergraduate Bachelor’s Degrees.

Undergraduate Bachelor’s Degrees Percentages

B.Sc. 30%

BAMDST 3%

B.A. 12%

LLB 7%

B.Sc. Agric. 6%

B. Ed. 13%

B. Pharm. 5%

B. Com. 10%

B. Admin. 2%

B.SW 5%

B. Compt. 3%

B. Dev. 2%

BACOMM 2%

Table 4.5.1 Degree

The results in table 4.5.1 showed all first year students participated in the study were registered

in different Undergraduate Bachelor’s Degrees including, B. Sc. 30%, BAMDST 3%, B.A. 12%,

LLB 7%, B. Sc. Agric. 6%, B. Ed 13 %, B. Pharm. 5%, and B. Com. 10%, B. Admin. 2%, B.

SW 5%, B. Compt. 3%, B. Dev. 2% and BACOMM 2%.

26

SECTION B

4.6 Library usage before coming to the university.

The chart below presents the first year students’ library usage before coming to the university.

Figure 4.6.1 Library usage before coming to the university.

The results in figure 4.6.1 showed the results of first year student’s history of the library usage. It

showed that 42% of students have used the library before coming to the university, while 58% of

first year students never used the library before. The result further shows a wide gap of lack of

the experience in terms of using the library.

42%

58%

Yes No

27

4.7 The kinds of libraries used before coming to the university.

The chart below presents the kinds of libraries used before coming to the university.

Figure 4.7.1 The kinds of libraries used before coming to the university.

The results in figure 4.7.1 showed the kinds of libraries used by first year students before coming

to the university. It was found that out of 42% of first year students who used the library before

coming to the university, 60% used the public libraries, 21% used school libraries, 15% used

academic libraries and only 4% used special libraries.

4.8 Library orientation before coming to the university

The chart below presents the first year students who received library orientation before coming

to the university.

60%

21%

4%

15%

0

Public School Special academic Other (Specify)

60%

40%

Yes No

28

Figure 4.8.1 First year students who received library orientation before coming to the university.

The results in figure 4.8.1 showed that out of first year students who used the library before

coming to the university only 40% of them did not receive library orientation and 60% received

the library orientation before coming to the university.

4.9 Attendance of the university library orientation

The chart below presents the first year students who attended the university library orientation.

Figure 4.9.1 Attendance of the university library orientation.

The results in figure 4.9.1 showed that 70% of first year students have attended the university

library orientation and while only 30% of them did not attend.

70%

30%

Yes No

29

4.10 The usefulness of library orientation

The chart below presents the usefulness of library orientation on first year students.

Figure 4.10.1The usefulness library orientation on first year students.

The results in figure 4.10.1 showed that the majority of first year students find library orientation

very useful. Out of all first year students who received university library orientation 48%

consider library orientation very useful, 42% useful, 7% somehow useful and only 3% consider

library orientation as not useful.

4.11 Familiarization of library setting through library orientation

The chart below presents the familiarization of library setting on first year students through

library orientation.

48% 42%

7% 3%

Very Useful Useful Somehow Useful Not Useful

19%

76%

0 5%

Strongly Agree Agree Strongly Disagree Disagree

30

Figure 4.11.1 Familiarization of library setting through library orientation.

The results in figure 4.11.1 showed that out of all first year students who received university

library orientation 19% strongly agreed, while 76% agreed, only 5% disagreed and none strongly

disagreed that library orientation helped them to become familiar with library setting and its

resources.

4.12 The improvement of library usage through library orientation

The chart below presents the improvement of first year student’s library usage through library

orientation.

Figure 4.12.1 The improvement of first year student’s library usage through library orientation.

The results in figure 4.12.1 clearly showed that out of all first year students who received

university library orientation, 86% of those who have attended a library orientation indicated that

library orientation improved their library usage, while only 14% denied the improvement of

library usage through library orientation.

86%

14%

Yes No

31

4.13 The usage of library by first year students

The chart below presents the first year students usage of library.

Figure 4.13.1 The usage of library by first year students.

The results in figure 4.13.1 clearly showed that 7% of first year students always used the library,

28% used it frequently, 52% used it sometimes, 8% used it seldom and only 5% never used the

library. The statistics reveal that first year students who use the library received a library

orientation. It appears to be a relation between frequent users and those first year students who

received library orientation.

4.14 User friendliness of library services

The chart below presents the user friendliness of library services.

7%

28%

52%

8% 5%

Always Frequently Sometimes Seldom Never

88%

12%

Yes No

32

Figure 4.14.1User friendliness of library services.

The results in figure 4.14.1 showed that 88% of first year students find the library services user

friendly, while only 12% find the library services not user friendly.

4.15 The recommendation of library orientation to other first year students

The chart below presents the recommendation of library orientation to other first year students.

Figure 4.15.1The recommendation of library orientation to other first year students.

The results in figure 4.15.1 showed that 93% of first year students would recommend library

orientation to other first year students and only 7% do not see any reason to recommend it. It

would be beneficial for students to recommend the library orientation to other first year students

and learn how library orientation program influence first years students’ library usage and

information-seeking abilities and to see if such a program would increase more library users.

4.16 Comments with regard to the library and library orientation

Some first year students reasoned the importance of using library more frequently

and suggested that the library must open seven days a week and twenty four hours a

day.

All first year students must make sure that they attend library orientation as it is will

help them in using library.

93%

7%

Yes No

33

The librarians should continue to keep up the good work concerning first year

student’s library orientation.

Library orientation was very useful and important as it taught other first year

students who were not familiar with the library.

Library usage can be confusing, first year students suggested that they need more

assistant librarians.

They need more prescribed books than the ones that are available in the library now

are not more relevant to their subject.

They suggested that the library should increase more space because only a limited

number of students are accommodated as students are increasing every year.

The library must improve the use of online databases and other resources by

providing training.

Computers internet access should always be available throughout the year and not

only during the library orientation and must be maintained more often.

The discussions of the findings and the recommendations of this study are explained in the next

chapter.

34

CHAPTER FIVE

CONCLUSION AND RECOMMENDATIONS

5.1 Conclusion

The researchers conclude that the librarians must be visionary, innovative and flexible in meeting

the challenges and the influence that library orientation has on first year students’ library usage.

The early accessibility to the library by the students from their early school life in primary and

secondary school levels accounted for why the attitudes or influence of the students towards

library orientation is not encouraging. Based on the results in figure 4.6.1 showed that the

majority of first year students never used the library before coming to the university. When the

first year students are exposed to what the library has to offer and how easy it is to access the

library services, they are likely to utilize those services.

This was reflected on how the students visit the library where the larger percentages of first year

students use the library sometimes and during the examination time only. The result of the

findings from the research questions affirmed that library orientation have been very useful to the

first year students in familiarizing them with library settings. It was also discovered that first year

students found library as user friendly and they would like to recommend library orientation to

other first year students.

5.2 Recommendations

Based on the findings of research results, the following recommendations are hereby suggested

for the improvement of the library orientation and library usage at University of Limpopo

(Turfloop campus) Library:

The first year students must be introduced to the use of library initially from the nursery

and primary school level. If first year students were introduced to library orientation from

the nursery school level, the knowledge of the library and its resources would have been

35

part of them before they get to tertiary educational level. As figure 4.6.1 indicated that

majority of first year students never used the library before coming to the university.

Every first year student should be introduced carefully to the full range of library

resources for learning on campus.

First year students should be given library orientation and be encouraged to spend at least

as much time in the library, using its wide range of resources as they spend in classes.

Library orientation should be considered as compulsory course to all first year students.

Researchers’ believe that the term and concept of library orientation and library usage are

sufficient to carry the profession into the electronic age and that it was expanded into the

concept of information literacy. It is possible that expanding the concept to include

information literacy will lead to the success of library orientation and library usage.

36

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41

APPENDICES

APPENDIX 1: RESEARCH QUESTIONNAIRE

SECTION A

1. Gender

Female Male

1 2

2. Age Group

17 to 21 22 -26 27-31 32 and above

1 2 3 4

3. Which faculty did you register in?

Humanities Science and Agriculture Law and

Management

Health Sciences

1 2 3 4

4. Which degree did you enrolled for?

……………………………………………….

SECTION B

5. Have you ever used a library before coming to the university?

Yes No

1 2

6. What kind of library did you use?

Public School Special Academic Other (specify)

…………………………….

1 2 3 4 5

42

7. Did you receive library orientation from any of those libraries before?

Yes No

1 2

8. Did you attend the university library orientation? If No please proceed to

Question 12.

Yes No

1 2

9. How did you find library orientation?

Very Useful Useful Somehow Useful Not Useful

1 2 3 4

10. After attending the library orientation, did library orientation help familiarise

you with the library setting?

Strongly Agree Agree Strongly

disagree

Disagree

1 2 3 4

11. Did library orientation improve your library usage?

Yes No

1 2

12. How often do you use library?

Always Frequently Sometimes Seldom Never

1 2 3 4 5

13. Do you find the library services user friendly?

Yes No

1 2

14. Would you recommend the library orientation to other students?

Yes No

1 2

43

15. Any further comment regarding the library and library orientation.

..............................................................................................................................................

..............................................................................................................................................

44

APPENDIX 2: LETTER OF REQUEST

REQUEST FOR FIRST YEAR STUDENTS AT JOSEPHINE MOSHOBANEAND OR

TAMBO HOUSES TO PARTICIPATE IN THE STUDY.

We are students of the University of Limpopo in the Department of Communication, Media and

Information studies, studying towards a Bachelor’s degree in Information studies. We are

currently conducting a study on the influence of library orientation on first year entering

students’ library usage. The aim of the study is to investigate the influence of library orientation

programme on first entering students’ library usage.

We request you to grant us permission for first entering students’ to participate in our study.

Thank you in advance for the permission.

Yours sincerely

Bopape T. P

Kola T. K

Hamese S.M

Matlou D. J

Mothiba M.L

Tema T.E

45

APPENDIX 3: LETTER TO THE RESPONDENT

We are students of the University of Limpopo in the Department of Communication, Media and

Information studies, studying towards a Bachelor degree in Information studies. We are currently

conducting the study on the “influence of library orientation on first entering students’ library

usage”.

We request you to help us in completing the questionnaires.

We also like to inform you that confidentiality and anonymity is guaranteed.

Your cooperation will be highly appreciated.

Tema T.E

Hamese S. M

Mothiba M.L

Matlou D. J

Kola T. K

Bopape T. P