One of the greatest assets within a school is the library media program. There is no other place where students and teachers can find and choose from a wide variety of reading materials that cross curricular lines and satisfy personal interests and a place where students can have fair and equitable access to information. Library is a place where the school community can access an organized, selected collection of multimedia and digital resources that supports the curriculum, addressing students’ varying reading abilities and learning styles.
But resources and the facility in which they reside are insufficient in and of themselves. The effective development and use of these resources depend on the abilities and care of the library staff. After all, the mission of the library media program is to ensure that all students and staff are effective users of information and ideas. Particularly in the digital age, students need guidance in ferreting out, evaluating, and using appropriate and relevant information; these literacy skills constitute a core aspect of teacher librarianship instruction.
The school community tends to think of the library in terms of its resources and its first priority is to support the curriculum. Especially as students vary their learning styles and reading abilities, as well as their backgrounds and interests, the need for rich assortment of enticing reading material is vital. These days, the idea that one textbook can meet the academic needs of all students in a class is unrealistic. Moreover, students need to make connections between academic subjects and library resources constitute a viable way to cross curriculum lines.
However, having a room full of resources isn’t enough. Consider those classroom closets stuffed with old papers. The library staff has to ensure that the school community can physically and intellectually access those resources. The library’s collection is professionally processed, described, and recorded in the library catalog for easy retrieval. Materials are placed on shelves and racks for easy access. Signage and displays provide added help in finding interesting reading matter. But physical access isn’t enough either.
The library staff also tries to help the school community gain intellectual access to resources. From guide sheets to in-class instruction, the teacher librarians help students and others navigate the world of information. They should provide instruction to groups both small and large, and give individualized coaching right at the point of need. The Arellano University Main library is housed at the 1st floor of Paulino Cayco Building. It is open from Monday to Friday from 7:00 am to 8:30 pm and Saturday from 7:30 am to 7:30 pm.
It can accommodate a total of six hundred fifty (650) students. As a functional unit, it aims to provide information resources and technology needed in the various curricular programs, services and research activities. It aims to support the university and its academic programs through an effective and efficient delivery, initiation and dissemination of information resources by committed, productive, and service-oriented personnel. The library provides students with the information and reading materials to supplement or further the instructions received inside the classroom.
It aims to provide a venue to students to broaden their intellectual, emotional and ethical horizons. The library has a collection forty-two thousand (42, 000) books. It comprises collections and services such as Circulation Unit (foreign books on all fields of interest); Filipiniana Unit (books locally published in the Philippines, books written by Filipino author and books about the Philippines); Periodicals Unit (collection includes journals and magazines in various fields of interest);
Reference Unit (collection of reference materials such as encyclopedias, dictionaries, handbook, almanac, geographical sources, etc.); Audio-Visual Unit (a collection of audio-visual materials such as CD-ROM, VHS tapes & cassette tapes) and the Graduate School Unit (collection of books for post graduate level together with the thesis collection for reference purposes). There are also photocopy services available within the premises of the library. As part of the library system, the adoption of computerized version of card catalog commonly known as OPAC (On-line Public Access catalog) is used by the patrons as a medium of searching the library collection.
There is an annual library tour for freshmen and transferee students so that they can get a better sense of the library and its staff. Students are given orientation of the library services where they are given instructions on how to use the library, how to find books using OPAC, and how to borrow books. Students are allowed to borrow three books for one week to be checked out at 12:00 noon and to be returned at 9:00 am on the due date. Borrowed books are subject to renewal. Borrowing book for photocopying is limited to one hour.
There is vast resources available in the library ranging from Filipino books to foreign books, from best sellers to professional reading, from sample student works to school publications, from daily bulletins to foreign news papers/ articles, from encyclopedias to fiction books, and from audio-visual materials such as CD’s and tapes to internet connected computers. However, the number of students going in the library is surprisingly small compared to the actual population of students enrolled each school year.
STATEMENT OF THE PROBLEM This study aimed to assess the level of satisfaction of BSE students regarding the services provided by Arellano University Library. Specifically, it seeks to answer the following questions: 1. What is the profile of BSE students as to: 1. 1 . Year level, 1. 2 . Number of times/ week of library visit, and 1. 3 . Common books borrowed? 2. What is the level of satisfaction of BSE students on the library services as to:
2. 1. Staff, 2. 2. Book collection, and 2. 3. Library facilities? 3. What significant difference exists on the level of satisfaction of BSE students when grouped according to year level? Null Hypothesis There is no significant difference among the level of satisfaction of BSE students grouped according to year their year level on the library services of university. Research Paradigm The researchers evaluated the current library system of Arellano Unversity during the second semester of S. Y 2011-2012.
The evaluation would give feedback in proposing a new library system for the college to cater the needs of the students and the library operations. FIGURE 1 RESEARCH PARADIGM THEORETICAL FRAMEWORK According to Frederick J. Friend, an academic library is a library that is attached to academic institutions above the secondary level, serving the teaching and research needs of students and staff. These libraries serve two complementary purposes: to support the school’s curriculum, and to support the research of the university faculty and students.
The purpose of academic libraries is to develop, each generation learning from the experience of earlier generations, making their own achievements and contributing their work to the knowledge to be inherited by the next generation. We learn about the achievements and the failures of the past from our parents, from our teachers, from the structures of the society in which we live. In that learning process, a process which goes on throughout our life, libraries can have a very important role.
According to IFLA.org, an electronic library is devoted to the applications and implications of new technology, automation, digitisation, the Internet, user interfaces, and networks in all types of libraries, information centres and museums throughout the world as well as the development of software and hardware for such applications. It provides a vehicle for the latest research and ongoing developments in today’s digital library and information environments in different countries, and offers practical advice, useful information and descriptions of specific applications around the globe.
The role of the electronic libraries is to provide applications and implications of new technology such as libraries and the web, the digital library, software and hardware developments, library networking and automation – integrated library systems, OPACs, user interfaces – web usability, internet access and use, e-books and e-journals, e-governance and e-readiness and online and distance learning to have a practical application of technology and it makes the work easier and enjoyable.
The scope of the libraries are more on learning, it helps people to get information they need. It can help focus a general topic in a more specific direction and provide a meaningful and discovery learning. The role of the libraries is not only limited to getting information or facts, it is more on lifelong learning that helps students to become a productive one. The library is a place where learning exists and provides not limited to what a researcher needs to know but almost everything what a researcher needs to know.
IMPORTANCE OF THE STUDY This study will be of great help to the following: A. School Administrators This study may serve as their guide in formulating University’s policies, rules and regulations that will help and give satisfaction to the students with regards to their library service and facilities. B. Library Personnels This study may serve as their guide on what services and facilities they need to have, maintain and improve to meet the satisfaction of the students.
C. Students This study serves as a way of voicing student’s concern and complaints with regards to the library staffs, services and facilities. D. For other future researchers They can utilize the findings of this study as a basis for future research. Scope and Delimitation This study focused on the student’s satisfaction on the library services to the BSED students of Arellano University. The researchers focused their questions on three different aspects.
These aspects includes interpersonal relationship of the library personnel’s towards the students, the availability of needed books, facilities and other equipments, and lastly, the cleanliness and orderliness of every corner of the said area and it’s ambiance to that promotes a good learning environment. The emphasis of this research was on the student satisfaction and we have surveyed one hundred ten BSE students consisting of 37 from first year, 31 from second year, 29 from third year and 13 from fourth year level.
DEFINITION OF TERMS For parallel understanding of this study, the following terms are operationally defined: BOOK COLLECTION. Collection of books available in the library CURRICULUM. A plan that consists of learning opportunities for a specific time frame and place, a tool that aims to bring about behavior changes in students as a result of planned activities and includes all learning experiences received by students with the guidance of the school. DIGITAL AGE.
Also commonly known as the Computer Age or Information Age, is an idea that the current age will be characterized by the ability of individuals to transfer information freely, and to have instant access to information that would have been difficult or impossible to find previously. INTELLECTUAL ACCESS. The ability to find and use resources available in the library. LIBRARY MEDIA PROGRAM. Provides intellectual and physical access to information, ideas and resources for learning. MULTIMEDIA RESOURCES.
Combines five basic types of media into the learning environment: text, video, sound, graphics and animation, thus providing a powerful new tool for education. OPAC (Online Public Access Catalog). An online bibliography of a library collection that is available to the public. REVIEW OF RELATED LITERATURE AND STUDIES RELATED STUDIES Much has been written about access and ownership, but there has not been very much written about the factors that influence students actually to use libraries. Some of the library and information science literature examines
library usage and academic success. Other researchers examine library use and instruction, while still others discuss library skills, usage, and grade point average. Studies focusing specifically on usage of libraries by students are few. Jennifer Wells (1995) states that, “the effectiveness of libraries has often been measured by the volume of library materials available to clients, the amount of use of services and resources, and the apparent or quantified satisfaction of clients. Very little research has taken into account the objectives of the clients” (p.121).
Wells’s article deals mostly with library usage of undergraduate students and their academic achievements. She examines the number of times each student visited the library and whether there was any correlation between the library visit, the grades achieved, and the diversity of resources the student used in the library. Her study does not ask the students why they use the library, but what resources and services they used in the library, and the impact these had on their academic success.
Other sources discuss library use by different categories of students. According to Onwuegbuzie and Jiao (1997), “libraries represent one area in which international students have to adjust. The previous library experiences of these students is a critical determinant of how much adjustment to the United States library system is needed” (pp. 258-59). Some of the reasons why international students used the library include: studying for tests, reading books on reserve, checking out books, using computerized indexes and online facilities, and meeting friends.
These library usage characteristics of international students are also pertinent to other students. Providing quality services in academic libraries is now a major issue among academic librarians; they see the library more in terms of the provision of and access to service quality than as just a physical place. Technology and automation have also changed the way people perceive libraries. As a result, the role of libraries and librarians is also changing.
Librarians themselves have been re-evaluating their role as reflected in many discussions and papers. They emphasize the provision of good library service as more important to the user than the mere physical library building. This perspective is evident in several recent studies (Edwards & Browne, 1995; White & Abels, 1995; Hernon & Calvert, 1996; Nitecki, 1996; Coleman et al. , 1997). Access to information provided by libraries is seen as more important than the materials physically available in a library.
According to Birdsall (1994): “The electronic library operates within an electronic collaborative environment with an emphasis on access to information regardless of its location” Andaleeb and Simmonds (1998) identified several factors that influenced user satisfaction; these factors included responsiveness, competence and assurance (which translated to demeanor), tangibles, and resources. However, they did not investigate whether quality services leads to increased usage of the library itself. This study examines whether, and the extent to which, service quality factors along with resources and user characteristics affect library usage.
RELATED LITERATURE School Libraries Make a Difference to Student Achievement This page contains links to research reports and other documents that show that school libraries make a difference to student achievement; that school libraries have a positive impact on students and on learning. There are documents from a number of countries. There are also links to articles in professional journals and newspapers that are based on these documents. This page is intended to help school librarians to answer the question, “Do school libraries make a difference?”.
School Libraries and Student Achievement in Ontario April 5, 2006, this landmark study was released. This study demonstrates similar results to numerous international studies which show the positive relationship between professionally staffed school libraries and student achievement. School Libraries Work! Updated 2008 version now available. This is a Research Foundation Paper published by Scholastic Library Publishing; it brings together research findings from almost ten years of school library-related research.
The preface notes, “A substantial body of research since 1990 clearly demonstrates the importance of school libraries to students’ education. Whether student achievement is measured by standardized reading achievement tests or by global assessments of learning, research shows that a well-stocked library staffed by a certified library media specialist has a positive impact on student achievement, regardless of the socio-economic or educational levels of the community. ” Student Learning Through Ohio School Libraries.
The OELMA web site has the report of the “Student Learning Through Ohio School Libraries” project carried out by Dr Ross Todd and Dr Carol Kuhlthau. Also available on the web site are a short PowerPoint presentation of the findings of this research project, the report itself as a downloadable PDF file, a fact sheet on the project, and a link to an article about the project in the February 2004 issue of School Library Journal. The article is titled “13,000 Students Can’t be Wrong”.
Lien entre bibliotheques en milieu scolaire et reussite scolaire [Link Between School Libraries and Achievement] This French-language page is a list or bibliography of articles, research papers, and other resources that show the link between school libraries and the achievement of students. There are hotlinks to the online resources. While some of the resources are in French, many are in English. This bibliography was compiled by Paulette Bernhard. School Libraries and Their Impact on Student Performance.
This is from Research Brief (the Association for Supervision and Curriculum Development), volume 1, number 18, 2 September 2003. The article is intended to answer the question “What effects do school libraries have on student achievement? ” Several research studies are reviewed. The conclusion: “Although socio-economic factors continue to be the strongest predictor of academic success, school library characteristics may account for up to 8 percent of the variance in reading-related test scores. Effective librarians perform a variety of tasks, including student instruction and teacher professional development.
Inequity in the quality and availability of library resources continues to exist between both high- and low-poverty schools as well as high- and low-performing schools. ” There are, however, some caveats. Impact of School Libraries on Student Achievement: A Review of the Research A report prepared by Michele Lonsdale of the Australian Council for Educational Research (ACER) for the Australian School Library Association (ASLA) in March 2003. “The review focuses on studies conducted since 1990, which show that school libraries can have a positive impact on student achievement”.
The report is available as a series of web pages, and as a downloadable PDF document. Included is an annotated bibliography of the literature from 1990 to 2002. CMIS Research : The Value of School Libraries in Learning The Department of Education, Western Australia has developed a web page that collates Australian and International research studies that continue to show that an active school library program run by a trained teacher librarian makes a significant difference to student learning outcomes.
Proof of the Power: Recent Research on the Impact of School Library Media Programs on the Academic Achievement of U. S. Public School Students. ERIC Digest. Written by Keith Curry Lance in 2001, this ERIC Digest [ED456861] reviews and summarises recent United States research studies related to school libraries and student achievement, particularly statewide studies in Colorado, Pennsylvania, Alaska and Oregon. The research is reviewed in the light of the American Information Powerdocument. LRS School Library Media Impact Studies.
From the Library Research Service (LRS) of the Colorado Department of Education, this page provides information about the LRS studies conducted in Alaska, Colorado and Pennsylvania in 2000 by Keith Curry Lance and others that “show that school media librarians and libraries help kids perform better on standardized tests”. There are summaries, presentations, and articles based on the studies. There is also ordering information for a workbook by Keith Curry Lance and David V. Loertscher, Powering Achievement: School Library Media Programs Make a Difference: The Evidence.
Published in 2001, “this workbook was designed to assist library media specialists in making presentations about the effectiveness of library media programs. It contains recommended presentations, visuals, handouts, brochures, and links to PowerPoint slides that can be downloaded from the publisher’s website”. The page also provides links to the results of studies carried out in other States since 2001. Texas School Libraries: Standards Resources, Services and Students’ Performance(April 2001) This report by E. G. Smith was published by the Texas State Library and Archives Commission.
“The Texas Study demonstrated higher TAAS performance at all educational levels in schools with librarians than in schools without librarians. ” The publication is available in PDF format and can be printed in full from the Web site. Study Shows Rise in Test Scores Tied to School Library Resources An article by Kathleen Kennedy Manzo in Education Week on the Web of 22 March 2000, that reports on the studies carried out in Alaska, Coloradu and Pennsylvania, and quotes Keith Curry Lance. Other relevant articles are available in the Research Centeron this site. New Study Shows Impact of School Libraries, Librarians, on Students.
A press release from the American Association of School Librarians, dated 25 April 2000, that summarised the [then] recently-released Colorado Study of Keith Curry Lance and others, “How School Librarians Help Kids Achieve Standards — The Second Colorado Study” (no longer available). On the same web site, see also the page of links to AASL Resource Guides for School Library Media Program Development — Student Achievement and a research article by Keith Curry Lance on The Impact of School Library Media Centers on Academic Achievement in School Library Media Research.
White House Conference on School Libraries, June 2002 “On June 4, 2002, Laura Bush hosted a White House Conference on School Libraries to discuss the latest research on libraries, student achievement and successful local programs. Mrs. Bush was joined by her co-host, Dr. Robert Martin, Director of the Institute of Museum and Library Services and education, library, government and philanthropic leaders from across the country. Experts and panelists offered compelling stories of the power of school libraries to make a difference in student achievement.
” This Web site has the full text of pepers by Keith Curry Lance (“What the Research Tells Us About the Importance of School Libraries”), Gary Hartzell, and Kathleen Smith, among others. Research on Integrated Library Programs and Achievement A page (dated 9 June 2001) of references to print sources on this topic. Authors cited include Dianne Oberg, Keith Curry Lance, and Ross Todd. Irrefutable Evidence: How to Prove You Boost Student Achievement An article by Ross Todd in School Library Journal in January 2003. The focus is evidence-based practice and “documenting how school librarians make a difference in learning”.
Throughout the article, the author provides vignettes that show that school librariescan make a difference to student achievement. There are also references to research that demonstrates that “school libraries make a difference”. Reading “can bring social change” This article appeared on the BBC News World Edition Web site on 27 November 2002. It describes a recently-released report, Reading for Change. Among other things, “Children’s interest in reading has more impact on their academic performance than their socio-economic group, research suggests. ” Fifteen-year-olds were studied in the project.
The findings of the report suggest that “encouraging reading for pleasure could be one of the most effective ways of bringing about social change”. The availability of reading material in the home played a part in developing a child’s reading skills. Further, “Students who have access to a larger number of books have a tendency to be more interested in reading a broader range of materials,” say the report authors. School Library Media Studies on Achievement This page brings together a collection of links to impact studies and other research studies and reports that show that school libraries make a difference to student achievement.
Included are studies from Alaska, California, Colorado, Florida, Iowa, Massachusetts, Michigan, Minnesota, Missouri, New Mexico, North Carolina, Ohio, Oregon, Pennsylvania, and Texas, plus a document from Australia (to which there is a direct link above). Chapter 2 METHOD OF STUDY This chapter presents the discussion of the research design and direction, the respondents and research environment, the instruments and research gathering techniques that were employed to answer the problems raised in Chapter 1.
This study used the descriptive method, since this method applies to varied kinds of problems and to conditions that are prevailing, practices that are occurring, points of view or attitudes held, processes and tends that are developing. INSTRUMENTS AND TECHNIQUES USED In order to gather sufficient data for this study, the questionnaire was the instrument utilized by the researchers. Questionnaire The questionnaire as the primary instrument was used in this study to gather the needed data and information from the teacher and students-respondents. Construction.
The researcher made use of books, periodicals, and journals, internet sources and unpublished theses to guide her in framing the questionnaire. Validity The main instrument was referred to her professor and other colleagues for comments and suggestions. The final draft was submitted to Dr. Eduardo O. Dela Cruz Jr. the Dean of School of Education. TREATMENT OF DATA The frequency of the response of each item was determined by computation of the number of respondents who checked a particular item. To determine the demographic profile, percentage was computed using this formula: x 100
Where: P – percentage f – frequency N – number of respondents The different data that were gathered by the researcher from the respondents were treated using the weighted average. To determine the weighted average the formula was: Where: WA = weighted average TW= total weight N= number of cases A five point scale was used in the study together with the respective descriptions and meaning. For all the problems, this presents the level of user’s satisfaction on the staff, book collection, and facilities a five point scale was used with the details.
Range Assigned Value Description Meaning 4. 50 – 5. 49 5 Excellent The provision is very extensive and functioning excellently 3. 50 – 4. 49 4 Very Satisfactory The provision is moderately adequate & functional very well 2. 50 – 3. 49 3 Satisfactory The provision is adequate and functioning well 1. 50 – 2. 49 2 Fair The provision is limited and functioning well 1. 00 – 1. 49 1 Poor The provision is very limited and functioning poorly Chapter 3 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA This chapter presents the data gathered by the researchers from the respondents through the questionnaire.
The data that were gathered were brought into adequate analysis and interpretation and were utilized to answer the specific questions raised in Chapter 1. These are three very important aspects that were given emphasis in this study. These are: The profile of the student respondents; the user’s level of satisfaction of the library in terms of its staffs, its book collection and its facilities; and the significant differences that exist on the level of satisfaction of BSE students when grouped according to year level. A. Student Profile Tables 1-3 present the profile data of the student respondents.
It will tackle the following: The year level of the students, the books that they borrow in the library and the number of times/weeks they visit the library. Table 1 YEAR LEVEL OF THE STUDENTS YEAR LEVEL No. of Students Percentage 1st year 37 33. 64 2nd year 31 28. 18 3rd year 29 26. 36 4th year 13 11. 82 Total 110 100. 00 In table 1, it can be seen that the first year students are the biggest number of respondents with the total of 37 students or 33. 64 percent. Next to them are the second year with the total of 31 students or 28. 18 percent. The third year has a total of 29 students or 26.
36 percent. The fourth was the least number of respondents with a total of 13 students or 11. 82 percent. Table 2 THE NUMBER OF TIME/WEEKS OF LIBRARY VISITS Number of Times visited the library No. of students Percentage 1 22 20. 00 2 23 21. 00 3 33 30. 00 4 15 13. 64 5 3 2. 73 6 above 14 12. 72 Total 110 100. 00 Table 2 presents that 33 students or 30 percent of the respondents says that they only visit the library 3 times in a week. However, there are 23 students or 21percent of the respondents say that they only visit the library for only 2 times in a week.
There are 22 students or 20 percent of the respondents who said that they visit the library Once (1 time) a week. There are also 15 students or 13. 64 percent of the respondents that said they only visit the library 4 times in a week. However, there are 14 students or 12. 72 percent of the respondents who said that they visit the library 6 times and above in a week. Only 3 students or 2. 73 percent of the respondents said that they visit the library for 5 times in a week. Table 3 FREQUENTLY BORROWED BOOKS Subject No. of students Percentage English 45 41. 00 Science 30 27. 27 Math 20 18. 18 Prof. Ed 15 13. 64 Total 110 100. 00.
In table 3, it can be seen that 45 students or 41 percent borrows English books, while 30 students or 27. 27 percent borrows Science books. Meanwhile, 20 students or 18. 18 percent borrows Math books and the remaining 15 students or 13. 64 percent borrows books about Professional Education. English books are the most frequently borrowed because English teachers often give library works and researches to BSE students. On the other hand, Prof. Ed. books are the least frequently borrowed ones because teachers on these subjects seldom give library works and researches. B. The Level of Satisfaction of BSE students on library services.
Table 4 THE LIBRARY’S STAFF ITEM WM Description RANK 1. The library staff has an advanced computer skills and can adapt quickly to new technology. 2. 78 Satisfactory 5 2. The library staffs are friendly enough to help people access the materials and information they want. 3. 22 Satisfactory 4 3. The staff in the library has a good interpersonal skill. 3. 31 Satisfactory 3 4. The library staff wears proper attire. 3. 62 Very Satisfactory 2 5. The library staff follows the rules and regulation that must be observed in the library. 3. 70 Very Satisfactory 1 Average Weighted Mean 3. 33 Figure 1 Library Staff.
In Figure 1, it can be observed that the respondents have a satisfactory rate of 2. 78 on the item of the library staff’s advance computer skills and their quick adaptation to new technology (1). The respondents also have a satisfactory rate of 3. 22 on the item of the library staff’s approachability (2). Another satisfactory rate of 3. 31 was given by the respondents on the item of the library staff’s interpersonal skills (3). Meanwhile, a very satisfactory rate of 3. 62 was given by the respondents on the item of the library staff’s proper attire (4). And lastly, another very satisfactory rate of 3.
70 was given by the respondents on the item of the library staff’s observance of the rules and regulation inside the library (5). Table 5 THE LIBRARY’S BOOK COLLECTION ITEM WM Description Rank 1. The library has a multiple collection of books. 3. 55 Very Satisfactory 2 2. The library’s collection of books are all updated. 3. 35 Satisfactory 5 3. The library’s collection are suitable to the lessons/research of the students. 3. 49 Satisfactory 3. 5 4. The books in the library are in a good condition. 3. 63 Very Satisfactory 1 5. The books are properly covered with plastic cover and are labeled properly. 3. 49 Satisfactory 3. 5.