Date of this Version
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.
Educational Administration and Supervision Commons, Educational Assessment, Evaluation, and Research Commons, Higher Education Commons, Language and Literacy Education Commons, Scholarly Communication Commons