Effect of Academic Library Usage on Pre-service Teachers’ Academic Achievement

Authors

Nneka Justina Eze PhD, Ebonyi State University, AbakalikiFollow
Victoria Olasoji Omosowon PhD, Enugu State University of Science and TechnologyFollow
Ifeoma Roseline Iketaku PhD, Enugu State College of Education, TechnicalFollow
Claris Nnenna Eze PhD, Alex-Ekwueme Federal University Ndufu Alike Ikwo, Ebonyi State, NigeriaFollow

Date of this Version

Fall 12-3-2022

Document Type

Article

Abstract

This study investigated the effect of academic library on pre-service teachers’ academic achievement. Based on the purpose of the study two research questions and two null hypotheses were formulated and tested at 0.05 level of significance. Quasi experimental design was adopted for this study. The population of the study comprised of all the pre-service teachers in the department of Arts and Social Science Education, Ebonyi State University. A sample of 67 pre-service teachers were purposively selected and used for the study. The instrument used for data collection was English Language Achievement (ELAT). The validity of the instrument was established by three experts in Measurement and Evaluation and English Language. The reliability of the instrument was 0.76 using Kuder-Richardson formula (K-R 20). data collected were analysed using mean and standard deviation for the research questions while t-test was used to test the null hypotheses at 0.05 level of significance. The study revealed that effective use academic library usage improved pre-service teachers’ achievement irrespective of gender. It is recommended that academic library should be used by both the teachers and students for effective teaching and learning.