The Impact of User Education on the Use of Library Resources at a State College of Education Library

Abstract

This study examined the impact of library user education on the use of library resources at a state college of education. Guided by Active Learning Theory as a pedagogical lens, the study adopted an exploratory case-study design. College students were sampled in a three-stage sampling technique with 270 questionnaires gathered. The collected data were analyzed using frequencies, percentages, means, standard deviations and Spearman’s rank-order correlation. The findings revealed a statistically significant correlation between library user education and resource usage. Further analysis showed specific correlations between different library user education methods and resource usage, including: a strong positive correlation for bibliographic instructions and index usage; a moderate positive correlation for library tour and OPAC usage; and a weak positive correlation for the lecture method and print book usage. The study recommends that college libraries strengthen interactive and resource-specific user education, improve digital and bibliographic instruction, and regularly evaluate user education programs against students’ information needs.