Library Usage And Academic Performance: A Survey From Three Tertiary Institutions in Kogi State, Nigeria

Abstract

Libraries play a critical role in supporting students’ academic success by providing access to diverse learning resources. However, patterns of library use and their impact on academic performance among tertiary institution students in Kogi State remain under explored. This study aimed to determine the frequency and pattern of library use among undergraduate students, assess their academic performance relative to library usage, and examine the correlation between the extent of library use and students’
academic achievements. A survey was conducted with 235 undergraduate students across three tertiary institutions in Kogi State: Federal University Lokoja (60%), Confluence University of Science and Technology (24.3%), and Kogi State University, Kabba (15.7%). Data on library usage, academic performance (measured by CGPA), and demographic variables were collected and analyzed using
descriptive statistics and Chi-Square tests for association. Findings showed that 51.1% of students visited the library occasionally, while only 11.5% visited daily. Textbooks were the most frequently used resource (64.3%), with limited use of digital libraries (39.1% rarely used digital resources). There was a statistically significant association between frequency of library visits and academic performance
(Pearson Chi-Square = 64.899, df = 9, p = 0.000). Students who visited the library daily had a higher mean CGPA (2.48) compared to occasional users (2.38). Gender (Chi-Square = 17.389, p = 0.001) and institutional affiliation (Chi-Square = 47.950, p = 0.000) also significantly influenced library usage patterns. The study concludes that frequent library use is positively associated with better academic performance among students. Enhancing library services, promoting digital resource utilization, and implementing effective library orientation programs could further improve students’ academic outcomes.