M. RAVICHANDRAN_PHD_THESIS.pdf

ICT BASED INFORMATION SEARCH PATTERNS OF STUDENTS

AND RESEARCH SCHOLARS OF ENGINEERING COLLEGES

IN CHENNAI, KANCHIPURAM AND THIRUVALLUR

DISTRICTS OF TAMILNADU: A STUDY

Thesis

submitted to the Bharathidasan University for the award of the Degree of

DOCTOR OF PHILOSOPHY

IN

LIBRARY AND INFORMATION SCIENCE

Research Scholar

M.RAVICHANDRAN, M.Com., M.L.I.Sc., (30777/Ph.D./Lib. & Infn. Science/P.T/Jan/2009)

Research Advisor

Dr. N. MURUGESAPANDIAN, M.A., M.Phil., M.L.I.Sc., Ph.D., Librarian & Head

Department of Library and Information Science Ganesar College of Arts and Science

Melasivapuri – 622 403

DEPARTMENT OF LIBRARY AND INFORMATION SCIENCE

GANESAR COLLEGE OF ARTS AND SCIENCE

MELASIVAPURI, PUDUKKOTTAI DISTRICT

TAMIL NADU – 622 403

INDIA

APRIL 2013

Dr. N. MURUGESAPANDIAN, M.A., M.Phil., M.L.I.Sc., Ph.D., Librarian & Head

Department of Library and Information Science

Ganesar College of Arts and Science

Melasivapuri – 622 403, Pudukkottai (Dist)

Tamil Nadu State, INDIA.

Phone: 04333-247218 (O), 262979 (R), 9443861238 (M)

E-Mail: [email protected], [email protected]

CERTIFICATE

This is to certify that the thesis entitled “ICT BASED

INFORMATION SEARCH PATTERNS OF STUDENTS AND

RESEARCH SCHOLARS OF ENGINEERING COLLEGES IN

CHENNAI, KANCHIPURAM AND THIRUVALLUR DISTRICTS OF

TAMILNADU: A STUDY” is the bonafide research work carried out by

M.RAVICHANDRAN (30777/Ph.D./Lib. & Infn. Science/P.T/Jan/2009)

of Bharathidasan University, during the period 2009-2013, in partial

fulfillment of the requirements for the award of the degree of DOCTOR OF

PHILOSOPHY in Library and Information Science and the thesis has not

formed the basis for the award previously of any other Degree, Diploma,

Associateship, Fellowship or any other similar title to any candidate in any

university, and that the thesis represents entirely an independent work on the

part of the candidate.

Signature of the Research Advisor

Place: Melasivapuri

Date :

DECLARATION

I hereby declare that this thesis, entitled “ ICT BASED

INFORMATION SEARCH PATTERNS OF STUDENTS AND

RESEARCH SCHOLARS OF ENGINEERING COLLEGES IN

CHENNAI, KANCHIPURAM AND THIRUVALLUR DISTRICTS OF

TAMILNADU: A STUDY ” submitted to Bharathidasan University in

partial fulfillment of the requirements for the award of the degree of

DOCTOR OF PHILOSOPHY in Library and Information Science is the

original research work done by me during 2009-2013 under the guidance of

Dr. N. MURUGESAPANDIAN, Librarian & Head, Department of Library

and Information Science, Ganesar College of Arts and Science, Melasivapuri

– 622 403 and the thesis has not formed the basis for the award of any other

Degree, Associateship, Fellowship or any other similar titles to any candidate

in any university.

Signature of the Research Scholar

(M.RAVICHANDRAN)

Place: Melasivapuri

Date:

ACKNOWLEDGEMENT

I wish to express my deep sense of gratitude, heartfelt thanks to my

research advisor Dr. N. MURUGESAPANDIAN, Librarian & Head, Department

of Library and Information Science, Ganesar College of Arts and Science,

Melasivapuri for his sustained guidance and encouragement throughout the period

of research work.

I wish to put on record my heart felt thanks to the Principal

Dr. T. MANI, Ganesar College of Arts and Science, Melasivapuri for his valuable

help to my registration.

I wish to express my extreme thanks to Thiru. A.M.P.

JAMALUDEEN, Secretary, Tamil Nadu Legislative Assembly Secretariat,

Chennai -9 for his moral guidance, prior permission to do the research without

detriment to my routine work in the Legislature Library. I also thank to

Thiru. N. VEERARAGHAVAN, Joint Secretary, Tamil Nadu Legislative

Assembly Secretariat for his innovative guidance and motivation.

I also express my heartfelt thanks to Dr. S. GOPALAKRISHNAN,

Assistant University Librarian, MIT Campus, Anna University, Chennai for his

guidance and support throughout the period of research work.

I express my deep sense of gratitude to my beloved friend

Thiru. K. S. SIVAKUMAREN, Assistant University Librarian, MIT Campus,

Anna University, Chennai for his guidance and support throughout the period of

research work.

I register my deep sense of gratitude to the Doctoral Committee

Members Dr. B. S. SWROOP RANI, Associate Professor, PG and Research

Department of Library and Information Science, Bishop Heber College, and

Dr. A. GANESAN, Librarian (Rtd), AVVM Sri Pushpam College for their

valuable suggestions.

My immense gratitude goes to Mr. M. MOHANRAJA, Tamil Nadu

Legislative Assembly Secretariat, Chennai and Mr. A. RAJASEKAR, Manager

(Computer Services) Neivelly Lignite Corporation for their support in all my

endeavours.

My immense gratitude goes to my friends Dr. P. GANESAN, Assistant

Librarian, Dr. R. JEYSHANKAR, Assistant Professor, and

Dr. M.PALANIAPPAN Alagappa University, Karaikudi,

Mr.S.SWAMINATHAN, Librarian, SRKV College of Education, Coimbatore,

Mr.B.JEYAPRAGASH, Assistant Professor, DLISc Bharathidasan University,

and Mr.G.KARTHIKEYAN, Research Scholar, Bharathidasan University for their

help and suggestions.

I reserve a special word of thanks to my father, mother, brothers, sisters,

my father-in-law, mother- in- law, brother- in- law and my wife

Mrs.K.JAYALINGAPRIYA, sons R. NAVEENKUMAR, R. ARAVINDRAJ

for their continuous encouragement and support in all my endeavours.

M. RAVICHANDRAN

TABLE OF CONTENTS

CHAPTER NO TITLE PAGE NO CERTIFICATE DECLARATION ACKNOWLEDGEMENT TABLE OF CONTENTS LIST OF FIGURES LIST OF TABLES TAMIL NADU MAP APPREVIATIONS I INTRODUCTION 1 1.1 Preamble 1.2 Definitions of Information and Communication Technology (ICT) 4 1.3 Components of ICT in libraries 5 1.4 ICT based Library Services 5 1.4.1 Web-based Online Public Access Catalogues (Web OPAC) 6 1.4.2 Digital Library Service 7 1.4.3 Electronic Document Delivery Service 8 1.4.4 E-Learning Service 8 1.4.5 Institutional Repository Service 8 1.5 Components of ICT Literacy Model 9 1.6 Electronic Resources 11 1.6.1 Definition of Electronic Resources 11 1.6.2 Types of Electronic Resources 11 1.6.3 E-Database 13 1.6.4 E-Journals 13

CHAPTER NO TITLE PAGE NO

1.6.5 E-Books 13 1.6.6 CD-ROM 14 1.6.7 Electronic Thesis and Dissertations (ETDs) 14 1.6.8 E-Learning Resources 14 1.7 Features of Electronic Resources 14 1.8 Advantages of Electronic Resources 15 1.8.1 Multi-access 15 1.8.2 Speedy retrieval 15 1.8.3 Functional aspects 16 1.8.4 Content analysis 16 1.8.5 Consortia mode 16 1.8.6 Interactivity 16 1.8.7 Hypertext 16 1.8.8 Virtual reality 17 1.8.9 Flexibility 17 1.9 E-Resource Life Cycle 17 1.10 Statement of the Problem 19 1.11 Significance of the study 21 1.12 Research questions 21

1.13 Objectives of the study 22

1.14 Chapterisation 23

1.15 Conclusion 23

II REVIEW OF LITERATURE 25 2.1 Introduction 25 2.2 Knowledge of ICT Tools 26 2.3 Usage of ICT based Library Resources and Services 37 2.4 ICT Training Methods 57 2.5 Barriers in using ICT based Library Resources and Services 63 2.6 Inference 67


III RESEARCH METHODOLOGY 68 3.1 Introduction 68 3.2 Hypotheses 68 3.3 Research Design 69 3.4 Source of Data and Unit of Analysis 70 3.5 Field of study 70 3.6 Universe 70 3.7 Sampling Design 71 3.8 Methodology 71 3.8.1 Tool of Data Collection 71 3.8.2 Pilot Study 72 3.8.3 Validity of the tool 72 3.8.4 Reliability Analysis for variables. 73 3.9 Components of the tool of Data Collection 75 3.10 Data Collection 75 3.11 Data Analysis and Interpretation 76 3.12 Operational Definitions 76 3.12.1 ICT based Information 76 3.12.2 Search Pattern 76 3.12.3 Students 77 3.12.4 Research Scholars 77 3.12.5 Engineering Colleges 77 3.12.6 Chennai, Kanchipuram and Thiruvallur 77 3.13 Limitations of the study 77 3.14 Conclusion 78

IV DATA ANALYSIS AND INTERPRETATION 79 4.1 Introduction 79 4.2 Sample size 80 4.3 Distribution of Questionnaires 81

CHAPTER NO TITLE PAGE NO 4.4 Demographic Data 82 4.5 Knowledge of ICT Tools 83 4.5.1 Knowledge of ICT Tools Vs Gender 85 4.5.2 Knowledge of ICT Tools Vs Age 87 4.5.3 Knowledge of ICT Tools Vs Qualification 88 4.5.4 Knowledge of ICT Tools Vs Nativity 91 4.6 Purpose of using ICT 92 4.6.1 Purpose of using ICT Vs Gender 93 4.6.2 Purpose of using ICT Vs Age 96 4.6.3 Purpose of using ICT Vs Qualification 98 4.6.4 Purpose of using ICT Vs Nativity 101 4.7 Awareness of ICT based Library Resources 103 4.7.1 Awareness of ICT based Library Resources Vs Gender 104 4.7.2 Awareness of ICT based Library Resources Vs Age 105 4.7.3 Awareness of ICT based Library Resources Vs Qualification 107 4.7.4 Awareness of ICT based Library Resources Vs Nativity 109 4.8 Awareness of ICT based Library Services 111 4.8.1 Awareness of ICT based Library Services Vs Gender 113 4.8.2 Awareness of ICT based Library Services Vs Age 114 4.8.3 Awareness of ICT based Library Services Vs Qualification 117 4.8.4 Awareness of ICT based Library Services Vs Nativity 119


4.9 Attitudes of Students and Research

Scholars about ICT 122

4.9.1 Attitudes about ICT Vs Gender 123

4.9.2 Attitudes about ICT Vs Age 126

4.9.3 Attitudes about ICT Vs Qualification 128

4.9.4 Attitudes about ICT Vs Nativity 131

4.9.5 Factor Analysis for the attitudes of the

respondents about ICT 133

4.10 ICT Training Methods 135

4.10.1 ICT Training Methods Vs Gender 137

4.10.2 ICT Training Methods Vs Age 139

4.10.3 ICT Training Methods Vs Qualification 140

4.10.4 ICT Training Methods Vs Nativity 142

4.11 Preferred used search techniques and

search terms 145

4.11.1 Preferred Search Techniques and

Search Terms Vs Gender 146


Search Terms Vs Age 147


Search Terms Vs Qualification 149


Search Terms Vs Nativity 150

4.12 Frequency of Access 152

4.12.1 Frequency of Access Vs Gender 153

4.12.2 Frequency of Access Vs Age 154

4.12.3 Frequency of Access Vs Qualification 156


4.12.4 Frequency of Access Vs Nativity 157

4.13 Place of Access 158

4.13.1 Place of Access Vs Gender 159

4.13.2 Place of Access Vs Age 161

4.13.3 Place of Access Vs Qualification 162

4.13.4 Place of Access Vs Nativity 164

4.14 Preferred Reading Formats 166

4.14.1 Preferred Reading Formats Vs Gender 167

4.14.2 Preferred Reading Formats Vs Age 168

4.14.3 Preferred Reading Formats

Vs Qualification 170

4.14.4 Preferred Reading Formats Vs Nativity 172

4.15 Satisfaction Level of Students and

Research Scholars 173

4.15.1 Satisfaction Level Vs Gender 175

4.15.2 Satisfaction Level Vs Age 177

4.15.3 Satisfaction Level Vs Qualification 180

4.15.4 Satisfaction Level Vs Nativity 182

4.16 Barriers to Access ICT based

Resources and Services 183

4.16.1 Cluster Analysis 185

4.16.2 Proximity Matrix 186

4.17 Conclusion 191

V FINDINGS, SUGGESTIONS AND CONCLUSION 192 5.1 Introduction 192

5.2 Findings and observations 192

5.2.1 Sample 192


5.3 Knowledge of ICT tools 193

5.4 Purpose of using ICT 194

5.5 Awareness of ICT based Library Resources 195

5.6 Awareness of ICT based Library Services 197

5.7 Attitudes of students and research

scholars about ICT 199


5.9 Preferred search techniques and search terms 202

5.10 Frequency of access 204

5.11 Preferred reading formats 204

5.12 Satisfaction level of students and

research scholars 205

5.13 Barriers to access ICT based

resources and services 206

5.14 Findings in relation to hypotheses 208

5.15 Prototype design model for ICT based search

patterns for undergraduate, postgraduate

students and research scholars. 209

5.15.1 Vision 209

5.15.2 Mission 209

5.15.3 Scope 209

5.15.4 Brief description of the model 210

5.16 Suggestions 211

5.17 Directions for the future research 214

5.18 Conclusion 214


REFERENCES I-XV

APPENDIX -A QUESTIONNAIRE A-1to A-5

APPENDIX – B QUESTIONNAIRE B-1 TO B-6

RESPONSES :OVERVIEW B-1toB-5

APPENDIX- C LIST OF ENGINEERING

COLLEGES IN CHENNAI,

KANCHIPURAM AND

THIRUVALLUR DISTRICTS C-1to C-3

APPENDIX – D FREQUENCY TABLES D-1 to D-44

LIST OF FIGURES

FIGURE NO TITLE PAGE NO

1.1 Concept of Information and Communication

Technology 2

1.2 Components of ICT Literacy Model 9

1.3 Types of Electronic Resources 12

1.4 E-Resource Life Cycle Model 17

1.5 Explanation of Concepts 20

4.1 Distribution of Responses 81

4.2 Demographic Data of Respondents 83

4.3 Knowledge of ICT Tools Vs Gender 86

4.4 Knowledge of ICT Tools Vs Qualification 89

4.5 Awareness of ICT based Library Resources

Vs Age 106

4.6 Awareness of ICT based Library Services Vs

Nativity 120

4.7 Attitudes about ICT Vs Gender 124

4.8 ICT Training Methods Vs Gender 138

4.9 ICT Training Methods Vs Qualification &

Nativity 143

4.10 Preferred Search Techniques and Search

Terms Vs Nativity 151

4.11 Frequency of Access Vs Gender 154

4.12 Place of Access Vs Nativity 165

4.13 Preferred Reading Formats Vs Age &

Qualification 171

4.14 Satisfaction Level Vs Age 178

FIGURE NO TITLE PAGE NO

4.15 Satisfaction Level Vs Qualification 181

4.16 Barriers to Access ICT based Library

Resources and Services 185

4.17 Cluster Analysis 186

5.1 Prototype Design Model for ICT based

search pattern 210

LIST OF TABLES

TABLE NO TITLE PAGE NO.

1.1 Components of ICT Literacy Model 10

3.1 Reliability Analysis for a group of variables 24

4.1 Distribution of Questionnaires 81

4.2 Demographic Data of Respondents 82

4.3 Knowledge of ICT Tools 84

4.4 Knowledge of ICT Tools Vs Gender 85

4.5 Knowledge of ICT Tools Vs Age 87

4.6 Knowledge of ICT Tools Vs Qualification 89

4.7 Knowledge of ICT Tools Vs Nativity 91

4.8 Purpose of using ICT 92

4.9 Purpose of using ICT Vs Gender 94

4.10 T-Test Results for purpose of using ICT Vs

Gender 95

4.11 Purpose of using ICT Vs Age 96

4.12 Purpose of using ICT Vs Qualification 98

4.13 One-Way ANOVA Test Results for purpose

of using ICT Vs Qualification 100

4.14 Summary of ANOVA Results 100

4.15 Purpose of using ICT Vs Nativity 101

4.16 T-Test Results for purpose of using ICT Vs

Nativity 102

4.17 Awareness of ICT based Library Resources 103


Vs Gender 104



Vs Age 106


Vs Qualification 108


Vs Nativity 110

4.22 Awareness of ICT based Library Services 112


Gender 113


Age 115


Qualification 117


Nativity 120

4.27 Attitudes about ICT 122

4.28 Attitudes about ICT Vs Gender 124

4.29 T-Test Results for attitudes about ICT Vs

Gender 125

4.30 Attitudes about ICT Vs Age 126

4.31 Attitudes about ICT Vs Qualification 128

4.32 One-Way ANOVA Test Results for attitudes

about ICT Vs Qualification 130

4.33 Summary of ANOVA Results for attitudes

about ICT 130

4.34 Attitudes about ICT Vs Nativity 131

4.35 T-Test Results for attitudes of respondents

about ICT Vs Gender 133


4.36 Rotated Component Matrix for Attitudes of the

respondents about ICT 134


4.38 ICT Training Methods Vs Gender 137

4.39 ICT Training Methods Vs Age 139

4.40 ICT Training Methods Vs Qualification 141

4.41 ICT Training Methods Vs Nativity 143


Terms 145


Terms Vs Gender 146


Terms Vs Age 148


Terms Vs Qualification 149


Terms Vs Nativity 151

4.47 Frequency of Access 152

4.48 Frequency of Access Vs Gender 153

4.49 Frequency of Access Vs Age 155

4.50 Frequency of Access Vs Qualification 156

4.51 Frequency of Access Vs Nativity 157

4.52 Place of Access 159

4.53 Place of Access Vs Gender 160

4.54 Place of Access Vs Age 161

4.55 Place of Access Vs Qualification 163

4.56 Place of Access Vs Nativity 164

4.57 Preferred Reading Formats 166


4.58 Preferred Reading Formats Vs Gender 167

4.59 Preferred Reading Formats Vs Age 169

4.60 Preferred Reading Formats Vs Qualification 170

4.61 Preferred Reading Formats Vs Nativity 172

4.62 Satisfaction Level of Students and Research

Scholars 174

4.63 Satisfaction Level Vs Gender 175

4. 64 Satisfaction Level Vs Age 177

4.65 Satisfaction Level Vs Qualification 180

4.66 Satisfaction Level Vs Nativity 182

4.67 Barriers to Access ICT based Resources and

Services 184

4.68 Proximity Matrix 187

4.69 T-Test Results for barriers in using of ICT

based Resources and services Vs Gender 189

4.70 One-Way ANOVA Test Results for Barriers

in using ICT based Resources and Services

Vs Category 190

4.71 Summary of ANOVA Results 190

C1.1 List of Engineering Colleges in Chennai,

Kanchipuram and Thiruvallur Districts of

Tamil Nadu, India. C-1toC-3

D1.1 Knowledge of ICT Tools Vs Gender D-1

D1.2 Knowledge of ICT Tools Vs Age D-2

D1.3 Knowledge of ICT Tools Vs Qualification D-3

D1.4 Knowledge of ICT Tools Vs Nativity D-4

D2.1 Purpose of Using ICT Vs Gender D-5

D2.2 Purpose of Using ICT Vs Age D-6


D2.3 Purpose of Using ICT Vs Qualification D-7

D2.4 Purpose of Using ICT Vs Nativity D-8

D3.1 Awareness of ICT based Library Resources

Vs Gender D-9


Vs Age D-10


Vs Qualification D-11


Vs Nativity D-12

D4.1 Awareness of ICT based Library Services Vs

Gender D-13


Age D-14


Qualification D-15


Nativity D-16

D5.1 Attitudes about ICT Vs Gender D-17

D5.2 Attitudes about ICT Vs Age D-18

D5.3 Attitudes about ICT Vs Qualification D-19

D5.4 Attitudes about ICT Vs Nativity D-20

D6.1 ICT Training Methods Vs Gender D-21

D6.2 ICT Training Methods Vs Age D-22

D6.3 ICT Training Methods Vs Qualification D-23

D6.4 ICT Training Methods Vs Nativity D-24

D7.1 Preferred search techniques and search terms

Vs Gender D-25



Vs Age D-26


Vs Qualification D-27


Vs Nativity D-28

D8.1 Frequency of Access Vs Gender D-29

D8.2 Frequency of Access Vs Age D-30

D8.3 Frequency of Access Vs Qualification D-31

D8.4 Frequency of Access Vs Nativity D-32

D9.1 Place of Access Vs Gender D-33

D9.2 Place of Access Vs Age D-34

D9.3 Place of Access Vs Qualification D-35

D9.4 Place of Access Vs Nativity D-36

D10.1 Preferred Reading Formats Vs Gender D-37

D10.2 Preferred Reading Formats Vs Age D-38

D10.3 Preferred Reading Formats Vs Qualification D-39

D10.4 Preferred Reading Formats Vs Nativity D-40

D11.1 Satisfaction Level Vs Gender D-41

D11.2 Satisfaction Level Vs Age D-42

D11.3 Satisfaction Level Vs Qualification D-43

D11.4 Satisfaction Level Vs Nativity D-44

ABBREVIATIONS

ALA American Library Association

ANOVA Analysis of Variance

CAS Current Awareness Service

CD-ROM Compact Disk Read Only Memory

E-Books Electronic Books

E-Databases Electronic Databases

EDDS Electronic Document Delivery Service

E-Journals Electronic Journals

E-Resources Electronic Resources

ETD Electronic Theses and Dissertations

HTTP Hypertext Transmission Protocol

ICT Information and Communication Technology

IPR Intellectual Property Rights

IR Institutional Repository

IT Information Technology

OPAC Online Public Access Catalogue

PDF Portable Document File

PG Postgraduate

RS Research Scholar

SMS Short Message Service

SPSS Software Package for Social Sciences

UG Undergraduate

URL Uniform Resource Locator

WebOPAC Web Online Public Access Catalogue

WWW World Wide Web

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CHAPTER I

INTRODUCTION

1.1 PREAMBLE

Information and Communication Technology (ICT), often used

interchangeably with Information Technology (IT), encompasses methods

and techniques for automated information handling and retrieval, including

computers, telecommunications, and office systems. It not only encompasses

business data, conversations, still images, video, and multimedia. IT sector

will probably continue to expand into other professions and fundamentally

affect the operations of library and information services. The application of

ICT to library operations has made feasibility for electronic cataloguing and

online reference services, along with other library operations, such as digital

information, online access and file transfer, networking and sharing of

information resources.

ICTs have been implemented in information handling and

processing because of the increased workload involved in coping with

information explosion. ICT makes it possible for an individual to access

information rapidly and easily across local, national, and international borders

in contributing to revolutionary changes that include the academic library.

2

Information and Communication Technology is an umbrella, which includes

all technologies for the manipulation and communication of information.

The term “ICT” describes the use of computer–based technology

and the internet to make information and communication services available to

a wide range of the users. The term is used broadly to address a range of

technologies, including telephones and emerging technology devices, and

central to these is internet, which provides the mechanism for transporting

data in a number of formats including text, images, sound and video.

Figure 1.1 Concept of Information and Communication Technology

3

Information and communication technologies, are a diverse set of

technological tools and resources that used to communicate, create,

disseminate, store, manage information, routines that encompass a wide

range of rapidly evolving technologies including telecommunications

technologies, such as telephony, cable, satellite, TV and radio, computer-

mediated conferencing and videoconferencing, as well as digital technologies,

such as computers, information networks (internet, the World Wide Web,

intranet and extranet) and software applications. ICT helps to locate, store and

retrieve the information. Internet access enables libraries to locate information

stored in other computers around the world. With online search facilities,

information stored at different locations can be easily retrieved by using web

pages, e-mail, and CD-ROM in the libraries. Digitization of library resources,

which converts print resources into electronic form, means that such

information can be accessed from home, office, or any workstation connected

to the internet.

Information and Communication Technologies have transformed

most of the libraries that moved from early stage of automating the library

operations to the stage of almost all spheres of library services and routines.

This development entails that a large part of the librarian’s responsibility in

the present era involves working not only with computers, but also with other

Communication and Technological tools which led to additional skills

requirement. The librarians are required to have skills in ICT in addition to

the conventional academic skills.

4

1.2 DEFINITIONS OF INFORMATION AND

COMMUNICATION TECHNOLOGY (ICT)

American Library Association (1983) defined information

technology (IT) as the application of computers and other technologies to the

acquisition, organization, storage, retrieval, and dissemination of information.

The computers are used to process and store data, while telecommunication

technology provides information communication tools, which make it

possible for users to access databases and link them with other computer

networks at different locations.

Hamelink (1997) defined Information and Communication

Technologies to be those technologies that enable the handling of information

and facilitate different forms of communication. These include capturing

technologies (e.g.camcoders), storage technologies (e.g.CD-ROMs), processing

technologies (e.g. application software), communication technologies (e.g.

LAN), and display technologies (e.g. computer monitors).

Information and Communications Technologies are described as

the technologies that enable society to create, collect, consolidate,

communicate, manage and process information in multimedia and various

digital formats for different purposes, i.e., computing and telecommunications

technologies like personal computer, CD-ROM, cable TV, cellular phones

and the Internet (David, 2001).

Information and Communication Technologies can be split into

three components namely the technology part; information that the

5

technology helps to deliver; and a communication process that the technology

facilitates and serves as a medium for the information. (Rhine, 2006).

1.3 COMPONENTS OF ICT IN LIBRARIES

Implementing of ICT based library resources and services to the

users require networking of computers with the help of communication

technologies tools. The major components of information infrastructure are

needed for ICT based library services as stated by Patil, Kumbar and

Krishnananda, 1994 and Sharma, Singh and Kumar, 2009. They are

respectively;

Electronic Communication Technology,

Computer Technology,

Online Information Repositories, and

Legal Framework.

1.4 ICT BASED LIBRARY SERVICES

The libraries are also forced to adopt new technologies in the

library to provide ICT based library services to satisfy the information

requirements of the users. The following are a few of the merits of ICT based

library services principles that are framed for creating library services. They

are such as;

Access to information sources,

Information literacy,

6

Methods of using information,

Convenient access ,

Speed in access,

Integration in access to information,

Quality of information and knowledge, and

Updating information.

Information and Communication Technology has changed the

traditional library set up and implemented various technologies to provide

ICT based library services to the users. Some of the ICT based services are as

follows;

Web-based Online Public Access Catalogues (WebOPAC),

Digital Library Service,

Electronic Document Delivery,

E-Learning Service, and

Institutional Repository Service.

1.4.1 Web-based Online Public Access Catalogues (WebOPAC)

The internet and web-based technologies have made it possible for

the libraries to provide access to their catalogues globally. It helps the library

users to access to information from anywhere in the world when OPAC is

available on the internet. The library users also find it easier to learn and use

7

the OPACs from different library systems. Web-based OPAC allows for

linking to other information resources such as tables of content, full-text

documents, author, title, etc.

1.4.2 Digital Library Service

In a library a significant proportion of the resources is available in

machine-readable format (as opposed to print or microform), accessible by

means of computer. The digital content may be locally held or accessed

remotely via computer networks. A digital library is popularly viewed as an

electronic version of a library where storage is in digital form, allowing direct

communication to obtain material and copying it from a master version

(Wiederhold, 1995).

The digital library is an assemblage of digital computing, storage

and communication machinery together with the content and software needed

to reproduce, emulate, and extend the services provided by conventional

libraries based on paper and other materials means of collecting, cataloguing,

finding and disseminating information (Gladney,1994). Digital library

provides a variety of digital information sources. It reduces the physical

space, user can access to information remotely and it also provides access to

distributed information resources. Its advantage is that it has the ability to

handle multilingual content.

8

1.4.3 Electronic Document Delivery Service

The libraries are implementing ICT-based Inter Library Lending

(ILL) using networks to deliver copies of journal articles and other documents

in digital format like PDF (Portable Document Format) to the users’ desktops.

It helps the users to access to information which is not available in their

respective libraries. It is one of the most useful services for users, specifically

research scholars of remote areas.

1.4.4 E-Learning Service

Today, Learning is delivered, enabled or mediated by electronic

technology, for the explicit purpose of training and or education. It does not

include stand alone technology-based training such as the use of CD-ROMs

in isolation. (Allen, 2002). E-learning is basically the computer and network-

enabled transfer of skills and knowledge. It includes the electronic

applications and processes applied to teaching and learning. E-learning

applications may include web-based learning, computer-based learning,

virtual classrooms, and digital collaboration. The libraries acquired various e-

learning resources and deposited them in the local server. The resources are

networked to provide access to these resources via internet or intranet.

1.4.5 Institutional Repository Service

Institutional Repository (IR) is a set of services that a university offers

to the members of its community for the management and distribution of digital

materials by the institution and its community members. It is most essentially an

9

organization commitment to the stewardship of these digital materials, including

long-term preservation where appropriate, as well as organization and access or

distribution (Lynch, 2003). It provides citation features, easy access to the

content and the content can be stored permanently.

1.5 COMPONENTS OF ICT LITERACY MODEL

The various components of ICT literacy model are shown in

Figure 1.2

Source: Educational Testing Services (2003) and Sivakumaren, K.S (2012)

Figure 1. 2 Components of ICT Literacy Model

10

The components and their definitions are shown in Table 1.1

Table 1.1 Components of ICT Literacy Model

Components Definition

Define Using digital tools to identify information need of the users.

Access Collecting and/or retrieving information in digital

environments.

Manage Using digital tools to apply an existing organizational or

classification scheme for information.

Integrate

Interpreting and representing information, such as by using

digital tools to synthesize, summarize, compare, and contrast

information from multiple sources.

Evaluate

Judging the degree to which digital information satisfies the

needs of an information problem, including determining

authority, bias, and timeliness of materials.

Create Adapting, applying, designing, or constructing information

in digital environments.

Communicate Disseminating information relevant to a particular audience

in an effective digital format

Source: Educational Testing Services (2003).

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1.6 ELECTRONIC RESOURCES

E-Resources are those electronic products that deliver a collection

of data, be it a text referring to full text basis, e-journals, image collection,

other multimedia products and numerical, graphical or time based, as

commercially available till that has been published with an aim to being

marketed. These may be delivered on CDROM, on tap via internet and so on.

(Tekale., Daya and Dalve, 2010).

Use of Electronic Resources is one of the emerging environments

in libraries & Information communication in the competitive services. E-

Resources usually consist of e-books, e-Journals, articles, newspaper, thesis,

dissertation, databases and CD-ROMs, which are likely to be the alternative

to the print media. Familiarity with use of electronic information resources in

the libraries for rapid development is necessary and important. E-Resources

provide many opportunities and potentials for academic libraries.

1.6.1 Definition of Electronic Resources

According to Sukula “An Electronic resource is an electronic

information resource that can be accessed on the web, on or off campus. User

can get the information what his or her want, when it is needed”.

1.6.2 Types of Electronic Resources

There are various types of E-Resources namely;

E-Journals,

E-Books,

12

E-Database ,

CD-ROM,

Electronic Thesis and Dissertation (ETD), and

E-Learning Resources

Figure 1. 3 Types of Electronic Resources

13

1.6.3 E-Database

Electronic database consists of organized pieces of information

placed into records. Within an electronic database computer programme

assists the user in selecting desired pieces of data. E-Database includes

products such as periodical indexes & abstracts, directories, encyclopaedias,

dictionaries, other reference work. E-database provides search facility to the

users by subject, type and title or key word with the Boolean logic feature.

1.6.4 E-Journals

E-Journals are available in the electronic form and can be accessed

using computer and communication technology. It could be available free or

as part of a paid service. E- Journals have become a major source of

information delivery for scholars and researchers. Timely production,

delivery, incorporation of multimedia, hyper linking and searching facility

have attracted the interest of people.

1.6.5 E-Books

An E-book is an electronic version of book that can be read by

using a personal computer or by using e-book reader. User can purchase E-

books on diskette or CD. E-books are available fully electronically via a web

site on the internet. E-books are preferred by the users for their useful features

like portability, upgradeability, note making, citation, changeable font size,

references links to other relevant sites, searching etc.

14

1.6.6 CD-ROM

CD-ROM is a non volatile optical data storage medium using the

same physical format such as audio, compact discs, readable by a computer

with a CD-ROM drive. Various dictionaries, directories, and year books are

available on CD/DVD ROM.

1.6.7 Electronic Thesis and Dissertation (ETD)

Electronic thesis and dissertation is an electronic document that is

similar to the hard copy of thesis. The electronic format may be similar but

provides more access to research, less expenses to authors and libraries, better

presentation of research and environmental sustainability.

1.6.8 E-Learning Resources

E-Learning Resources define as the instructional materials/ course

contents which are available in digital form and delivered on a computer

through a CD-ROM, Internet or intranet.

1.7 FEATURES OF ELECTRONIC RESOURCES

E-resources have some distinct features which differentiate them

from traditional resources. E-resources on the internet are further distinct by

the nature of the information on the net itself.

Timely access

Access to the same content

15

Hyperlink to content of the journal

Electronic search capabilities

Remote computer access

Articles are displayed clearly and in easy-to read format

They have user-friendly interface

Contains multimedia information

They can be used simultaneously by more than one user

1.8 ADVANTAGES OF ELECTRONIC RESOURCES

The following are the added advantages of e-resources over the

print media.

1.8.1 Multi-access

A networked product can provide multiple points of access (in the

campus) at multiple points in time (24X7X365) and to multiple simultaneous

users.

1.8.2 Speedy retrieval

An e-resource is easy to browse, to extract, and to integrate the

information into other material and to cross refer among various publications.

16

1.8.3 Functional aspects

E-resources will allow the users to approach the publication in

order to analyze its content in various new ways and techniques by click of

the mouse on search button.

1.8.4 Content analysis

E-resources contain a vast amount of information, but in a more

importantly mixed format mode i.e. images, video, audio and animation

which could not be replicated in print.

1.8.5 Consortia mode

E-resources can be subscribed in a consortia format thus cutting

down the costs but reaping the same benefits. Eg. INDEST Consortia for

Engineering College Libraries

1.8.6 Interactivity

Articles/issues/chapters can be read, commented by the readers,

amended quickly and greater feedback can be given through the web.

1.8.7 Hypertext

It is used to link to related articles or other websites, & URLs for

individual articles and email alerts when the latest issue/edition is uploaded.

17

1.8.8 Virtual reality

Advantages taken on the web is to add value by using animation,

virtual reality and interactive physical & mathematical charts.

1.8.9 Flexibility

Resources an evolved quickly i.e. they are not bound to any format,

printer, and distribution network.

1.9 E-RESOURCE LIFE CYCLE

Figure 1. 4 E-Resource Life Cycle Model

The typical stages for resources not freely available would include the

following:

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Components Definition

Discovery

The awareness of a new e-resource originates from a faculty member' request, a recommendation from a subject librarian, an advertisement, a message in a forum, or another source. The librarian then locates information about the e-resource in the ERM system's global knowledge base; information that might include, for example, the bibliographic details of an e-journal, the coverage period available, the packages that include it, and the interface or interfaces through which such packages are offered.

Trial

In many cases, the librarian will want to try out an e-resource before reaching a decision about whether to purchase it. A trial enables the librarian to offer the e-resource to some or all users - who may include patrons and librarians alike - and then base a decision on their feedback. In the trial process, the librarian activates the e-resource in the desired areas of the library environment, notifies the relevant audience, and obtains feedback.

Selection

Once the trial is over, the librarian decides whether to acquire the e-resource. A decision not to purchase the e-resource results in its deactivation in the library environment (if it had been activated as part of the trial process).

Acquisition

If the librarian decides to go forward and subscribe to the resource, then the acquisition process somewhat resembles the process used for print resources; however, an additional level of detail is required, such as license information and information about the availability of the resource to various populations of users.

Access Access is a major issue when you are dealing with e-resources, unlike print holdings. Once a library has acquired an e-resource,

19

the librarians want to ensure that it is well used. First, they need to make certain that users can access it easily - for example, from an A-Z list; from the OPAC, if relevant; from a metasearch tool; or via a link server. Issues such as access by remote users (for instance, proxy setup) also need to be solved. After the initial configuration of access, which might have been taken care of, at least partially, at the trial stage, librarians must deal with maintenance - including routine maintenance, problems such as the temporary unavailability of the resource, and changes in the provider's address or the manner of access.

Decision to renew or cancel

An e-resource subscription is typically valid for a defined time period. When the period ends, the librarian needs to decide whether to renew the subscription or cancel it. Unlike the initial decision at the selection phase, this decision is based on the information accumulated in the system, such as the actual usage of the resource while it was available, the reliability of the interface, and the responsiveness of the provider. Whatever the outcome of the decision - renewal or cancellation - the system needs to support it. Furthermore, even after a subscription has been cancelled, the library might have perpetual access or archieving rights to the data, another area that librarians must deal with on an ongoing basis.

(TAMAR SADEH, 2004)

1.10 STATEMENT OF THE PROBLEM

ICT Based Information Search Patterns of Students and Research

Scholars of Engineering Colleges in Chennai, Kanchipuram and Thiruvallur

Districts in Tamilnadu: A Study

20

Figure 1.5 Explanation of Concepts

21

1.11. SIGNIFICANCE OF THE STUDY

Students and Research Scholars are facing challenges and they are

preparing themselves to study the effective use of technology. The library

resources are published in electronic forms like e-books, e-journals, online

databases, and CD-ROM databases. The demand for information from the

users is also changed from traditional information service to ICT based

information service. The Students and Research Scholars at present are

expecting information to be delivered in their desired modes and forms like

mobile phone, laptop, and e-mail. The Students and Research Scholars are

also needed to upgrade their ICT skills for effective use of the various

resources and services in electronic formats. The study is focused to identify

the various level of awareness and skills possessed by the Students and

Research Scholars studying in engineering colleges located in Chennai,

Kanchipuram and Thiruvallur districts of Tamil Nadu, India.

1.12 RESEARCH QUESTIONS

The research is expected to find out the solutions for the following research

questions

1. What extents do the Engineering Students and Research

Scholars have knowledge on ICT tools?

2. What are the purpose of using ICT by Students and Research

Scholars?

3. What are the attitudes of Students and Research Scholars

towards ICT?

22

4. What types of training methods are required to access ICT

based resources and services?

5. What are the barriers experienced by the Students and Research

Scholars in using of ICT based resources and services?

1.13 OBJECTIVES OF THE STUDY

1. To identify the level of knowledge on ICT tools among

Students and Research Scholars studying in Engineering

Colleges in Chennai, Kancheepuram and Thiruvallur Districts,

2. To ascertain the level of awareness possessed by the students

and research scholars on ICT based resources and services,

3. To find out the various attitudes the Students and the Research

Scholars about ICT,

4. To identify the various purposes of using ICT based

resources and services,

5. To ascertain the preferred ICT training methods,

6. To identify the various barriers involved in utilizing ICT

based resources and services and

7. To find out the level of satisfaction on ICT among the

students and research scholars.

23

1.14 CHAPTERISATION

The thesis has been presented in five chapters.

Chapter one provides an overview of the research problem under

study, the statement of the problem, the significance of the study, the research

questions and the objectives of the study.

Chapter two presents the review of literature, wherein an attempt

has been made to present the results of significant studies related to the

research topic.

Chapter three describes the research methodology adopted in this

study and the procedures used to gather data and analyze the same.

Chapter four discusses the results of the analysis of the data

collected and the findings that emerge from the study.

Chapter five presents the summary of the results, discussions,

suggestions and directions for future research. The thesis ended with

references and the appendices. The tool of data collection has been appended.

1.15 CONCLUSION

The advancement in ICT helps the users to get information easily

even though it is available remotely. Similarly, ICT helps the librarians to

24

introduce the various latest services such as digital information service,

WebOPAC, IRs, and e-learning service. Electronic resources have also

replaced the traditional resources which enable the user community to collect

information for research and development. It also provides a lot of features

such as easy accessibility, multiple access, various formats, and hyperlinks.

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CHAPTER II

REVIEW OF LITERATURE

2.1 INTRODUCTION

Review of related literature, a significant and primary component

of any research, enables the investigator to understand the earlier research

interests, research patterns and the magnitude of the research output in a field

of knowledge. Considerable amount of literature is published in the form of

articles, books and conference volumes on Information and Communication

Technology. The review of literature has been focused on the following broad

categories

Knowledge of ICT Tools

ICT based Library Resources and Services

ICT Training Methods,

Preferred Search Engines and Search Techniques, and

Barriers in using ICT based Library Resources and Services.

26

2.2 KNOWLEDGE OF ICT TOOLS

Dhanavandan, Esmail and Nagarajan (2012) examined the

“Access and awareness of ICT resources and services in medical college

libraries in Puducherry”. The result revealed that majority of the respondents

(87.33%) used electronic resources for research/study, followed by

communication (54.66%), to find relevant information (34.66%) and career

development (20.66%). Further, it is indicated that 50% of the respondents

acquired skills from external course, learned guidance (48%) and trial and

error (16%).Majority of the respondents are informed of the constraints like

too much of information retrieved (73.33%), and limited access to computer

terminals (66.66%).

Dhanavandan , Esmail and Nagarajan (2011) analyzed the

“Use and availability of ICT infrastructure facilities in self-financing

engineering college libraries in Tamil Nadu”. The findings of the study

indicated that ICT infrastructures and adequate electronic resources are to be

developed in the colleges. It is further highlighted about the electronic

resources, library automation level, computerized library services, electronic

access points, digital library services, network topology, internet and intranet

services.

Farahil and Gandhi (2011) investigated and compared the current

state of IT in medical libraries in Karnataka, India and Iran. It was found that

the libraries in both countries have ICT facilities like hardware, software and

communication facilities. However, only few medical libraries in both

27

countries are fully automated the library operations. The librarians in Iran are

faced a number of problems including lack of institutional support, funds,

trained and skilled professionals, and absence of planning and training

courses in the implementation of ICT whereas the Indian medical librarians

are not found any of the major problems faced by Iran librarians in

implementing of ICT in the libraries.

Mostofa and Mamun (2011) conducted a research study to learn

about "Internet access and use among business students of a private university

of Bangladesh: a survey". They examined the use of internet among business

students in Darul Ihsan University, a pioneer private university of

Bangladesh. He found a high percentage of internet use among students.

More than 56 percent of the respondents use the internet for educational

purposes. The access point for them is mostly the university. Google and

Yahoo! search engines are found to be more widely used than other search

engines. The major problem faced by the students in their use of the internet

includes slow access speed. It is further recommended that the bandwidth

should be increased to overcome the problem of slow connectivity of the

university to internet and more computers with the latest specifications and

multimedia facilities should be provided.

Mohamed Haneefa K and George Sheena (2010) conducted a

research study to learn the "Web based information retrieval pattern of

doctoral students in Calicut University ". They explain that majority of the

doctoral students are not fully satisfied with access to web-based information

resources and indicated ‘slow internet accessibility’ as the main reason for

28

dissatisfaction. They suggested developing strategies and policies that could

make better use of web-based resources for education and research.

Mukherjee, Bhaskar Kumar and Prashant attempted to identify the users’

requirement of online journals in general and know the use of online journals

that are available through UGC-Infonet e-journals consortium in particular.

They revealed that there is a demand for more e-journal titles although a

substantial number of users (61.90 percent) are satisfied with the existing

model of UGC-Infonet Consortium and concluded that comprehensive

training on availability and usability would be of great help to the users. R.K.

Joteen Singh, Th. Madhuri Devi and Arup Raychaudhury described the use of

the electronic information focusing on the Internet services by the users of

Manipur University Library. They also examined the utilization, purpose,

difficulties and satisfaction level of users about Internet based e-resource

services provided by the library. They found that low speed internet access,

erratic power supply and lack of required full text journals are problems with

regard to the use of internet based e-resource.

Sinha and Sarkar (2010) have conducted a study on “Scenario of

ICT and Internet Usage pattern amongst Science faculty research scholars and

teachers of Assam University, Silchar: a empirical study”. Survey method has

been adopted, which comprises administering questionnaires, interview and

observation of some of the participants. The questionnaires were distributed

to 480 samples, out of which 324 respondents responded. The study revealed

that only 80 (24.7%) of the respondents were using the internet for all

purposes followed by 56 (17.3%) who accessed the internet for research

29

purpose, sending and receiving e-mails and making personal contacts by

using social networking sites whereas 48 (14.8%), 44 (13.6%) and 40 (12.3%)

are surfing the internet for e-mails, updating knowledge and preparing class

notes/lecture respectively. The study suggested that more terminals had to be

added for accessing internet and uninterrupted power supply and more

number of social sciences, humanities and languages journals have to be

added.

Simisaye, Salaam and Quadri (2010) investigated “Application of

ICT in private university libraries in Qgun-State, Nigeria”. It was carried out

among librarians, system analyst and senior library officers of these

universities. The libraries have installed library management software,

databases and also provided ICT based services. It is also revealed that

inadequate manpower, funding, infrastructures and training that hinder

libraries.

Sarala (2009) investigated the “Pattern of internet use: A study

among college Teachers”. The major objectives of the study were to examine

the experience of internet use, frequency of use, purpose, use of internet

services and problems faced. Survey method was adopted and questionnaires

were distributed to 56 respondents, 55 respondents were received and the

response rate was 98.21%. The data were tabulated and analysed by simple

statistical techniques. The study revealed that majority of the respondents

(50.02%) had above four years experience in using internet, 34.69% used the

internet every day, while 32.05% used net 2-3 times a week. The main

purposes of using internet were research, teaching and communication,

30

79.59% stated that slow access speed was the problem, whereas virus, finding

relevant information, lack of skills, and abundance information are some of

the problems expressed by the respondents. The study suggested that attention

of concerned authorities was invited to ensure the optimum utilization of net

and to organise compulsory internet oriented programmes to enhance the

skills of the teachers to use ICT facilities.

Aravinthan, Maheswaran and Balasubramanian (2008) an

investigation on “Awareness and Utilization of Information Communication

Technology among the members of Faculty of Government Engineering

Colleges in Tamilnadu”. The major objectives of the study were to assess the

satisfaction level about e-resources collection and to find out the respondents

Information and Communication Technology (ICT) use behaviour in terms of

browsing and internet access. The researcher selected six government

engineering colleges in Tamil nadu. From each engineering college, 50

respondents had been selected for the study. The researcher adopted simple

percentage and ANOVA for analyzing the collected data. The study revealed

that the professor respondents considerably used the library daily, and

majority of the respondents have an above average knowledge about

Information and Communication Technology (ICT). It was also identified that

the respondents have problems in using ICT becouse of lack of time to

acquire computer skills to use ICT resources.

Bansode and Pujar (2008) have examined on “Use of internet by

research scholars at Shivaji University, Kalhapur”. Survey method was used

and one hundred and fifty questionnaires were distributed and 122 were

31

returned with the response rate of 81.33%. It is found that all the respondents

who were surveyed indicated that internet was very useful in meeting some of

their requirements and in undertaking communication with outside world

through e-mail and also found that majority of the users made use of search

engines for locating the desired piece of information rather than using subject

directories or subject gateways. From the study, it was also found that (90%)

of the researchers in sciences were making maximum use of internet facility

provided by the university. However, (64%) researchers in social sciences and

(85%) humanities were still relying on bibliographies and printed journals

available in the university library.

Borang, Sarma (2008) reported “Status of ICT infrastructure and

ICT based services in the libraries of academic institutions in Arunachal

Pradesh”. The results indicated that majority of libraries are provided with

access to internet, e-resources and OPAC of their own libraries. The study

also highlighted some of the barriers like inadequacy of trained manpower,

rigid topology, distributed telecommunication facility, insufficient budget on

ICT application, and irregular power supply, and shortage of fund.

Chetan sharma (2008) conducted a study on “Comparative Study

of Internet Use in Haryana Agriculture University and Panjab Agriculture

University”. The major objectives of the study were to examine the status and

purpose for using the internet, and satisfaction with internet facilities.

Questionnaire method was adopted for collecting the data. Questionnaires

were distributed among 200 teachers and research scholars. Percentage

analysis was used to analyse the collected data. The study revealed that 66%

32

of the users in Haryana Agriculture University (HAU) were satisfied with

moderate level, majority of the users used internet for the primary information

only i.e. 72% and 68% of the respondents in Hariyana Agriculture University

and Panjab Agriculture University. The study also revealed that 66% of the

respondents from both the Universities find internet as an important tool of

research. The study suggested that the internet speed should be improved and

resources should be strengthened.

Sadanand Y. Bansode and Shamprasad M. Pujar (2008)

conducted a study on " Use of internet by research scholars at Shivaji

University, Kolhapur". They analyzed the purpose of use, methods of locating

information and search techniques used in retrieving the information by the

research scholars of Shivaji University, Kolhapur and find out that the

research scholars use the internet for their research and communication

purposes. Further, they suggested that more awareness about internet

resources and training in the use of the same needs to be provided by library

professionals.

Sahu and Mishra (2008) made study on “Use of Internet/ Web

Resources by the Students of North Orissa University: An Analysis” used

the questionnaire method for data collection and distributed 98 questionnaires

and the total number of responses collected were 90. Out of 90, 10 had not

used internet and finally 80 respondents were considered for data analysis and

interpretation. The study revealed that Google was the most frequently used

search engine (90%), majority of the respondents (55%) used internet for less

than 2 hours a week and the basic purpose of using the internet was related to

33

education (64%). The study concluded that free internet service with

increasing number of e-journals and e-databases facility is of great

importance to meet the emerging needs of the users of university education

system.

Sevukan and Sivaraman (2008) in their study on “Use of Internet

of service in Pondichery University Library” used the questionnaire method

was adopted and a total of 70 questionnaires were distributed and 51 filled in

questionnaires were received and analysed. Simple percentage analyses were

used for data analysis. The study revealed that majority of the respondents

(74.51%) were satisfied with the speed of internet and 70.59% of the

respondents stated that the resources available at university were adequate.

The study suggests that spent with the internet may be increased and user

orientation programme may be conducted to make the users aware of the e-

resources.

Doraswamy (2007) carried out a study on “Knowledge and use of

Digital Library Resources by Engineering Faculty Members Affiliated to

Acharya Nagarjuna University, A. P.”. The major objectives of the study

were to find out the familiarity, frequency of use of library resources, services

and adequacy of library information sources. The study used questionnaire

method for collecting the data. Copies of questionnaires were distributed to

200 faculty members, and only 160 faculty members responded. The study

showed that majority of the respondents ( 53 .63 %) were familiar with the

usage of digital resources. It is also found that majority of the respondents (

86. 87%) were using digital resources for enhancing and updating their

34

communication purposes, 49.37% of them stated that the information

available in the digital form was adequate. The study suggested that user

orientation programmes should be implemented. Awareness level should be

increased for maximizing the usage of online journals.

Manoharan (2007) conducted an investigation in to the “Use of

the Electronic Resources by Agricultural Scientists in the College of

Agriculture, Vellayani. The major objectives of the study were to find out the

internet usage of Agriculture Scientists and to find out the impact of internet

and other electronic resources on academic efficiency. Out of 150

questionnaires, 132 returned them with a response rate of 88%. The study

revealed that majority of the respondents (54.54%) found it the internet

useful, and 45.45 % found very useful for research, teaching and extension. It

is also found that 84 % of the users were satisfied with the results at the time

of searching the information on internet. The study concluded that most of the

users are very comfortable in using electronic resources and stated that it is

the library professionals’ duty to see that the users are able to obtain right

information at the right time.

Shihab (2007) conducted a study on “Internet Searching Habits of

Library Professionals in Kerala”. The major objectives of the study were to

find out the extent use of internet services among the library professionals.

The population of the study consisted of faculty members in library

profession and librarians in different parts of Kerala. 90 out of 120 members

responded. From the study, it is identified that 43% of the library

professionals used internet daily, 19% used internet 2-3 times a week 83% of

35

the respondents have e-mail ID. It is found that most of the respondents have

access to internet in their office. The study suggested that Library

professionals should be given training in basic knowledge on hardware;

software and networking and library professionals should take necessary steps

to improve their quality in information searching.

George, et al., (2006) conducted a study on “Scholarly use of

information: graduate students’ information seeking behaviour”. The primary

objectives of the study were to find out the students information seeking

behaviour, and factors that influence graduate students information seeking

behaviour. The sample was drawn from the population of graduate students

enrolled at the Carnegie Melon University. The sample included primarily

doctoral students with the exception of business and policy and arts and

architecture. The study revealed that the graduate students’ information

seeking behaviour was influenced by people, primarily academic staff, in

addition to other students, friends, university library staff and people outside

the university. Graduate students, who rely heavily on the internet, preferred

online resources, which they found on the internet and the university library

intranet. The findings of the study have implications for academic libraries in

relation to the information behaviour of their students. Specifically, they

affected university library instruction, availability of resources, and education

of students and instructional leadership of academic staff.

Jange and Sami (2006) evaluated the use of the internet as an

information source by libraries of National Institutes of Technology in India.

The internet service, e-mail, online databases and WWW are the most

36

frequently used internet services by the librarians. The results indicate that the

libraries make use of internet mainly for identifying latest books and journals.

Rajeev Kumar and Dr. Amritpal Kauran (2006) conducted a

research study on "Internet Use by Teachers and Students in Engineering

Colleges of Punjab, Haryana, and Himachal Pradesh States of India: An

Analysis". They analyzed the use of the Internet and related issues among the

teachers and the students of engineering colleges in India’s three States viz.

Punjab, Haryana and Himachal Pradesh. He found that the paper

demonstrates and elaborates the various aspects of Internet use, such as

frequency of Internet use, methods used for learning of Internet skill, most

frequently used place for Internet use, purposes for which the Internet is used,

use of Internet services, ways to browse the information from the Internet,

problems faced by the users and satisfaction level of users with the Internet

facilities provided in the college.

Igun (2005) investigated “Users and Internet skills: A report from

Delta State University, Abraka, Nigeria”. Survey method was adopted by

distributing 100 questionnaires to the first 100 persons using the University

cyber café on a week day. Of these, 81 respondents filled and returned the

questionnaires. The responses were analysed for frequencies, percentages and

cross tabulation using SPSS to organize the data for analysis. The study

revealed that majority of the respondents (79 or 98%) reported either several

years use or at least less than a year but more than one month, majority (63 or

78%) of the respondents have acquired their internet use skills either online or

through colleagues or friends and majority (53%) rated their internet skills as

37

average. The study recommended that there is an urgent need for more

internet connectivity in Delta State University. All departments and offices

should be connected urgently so that there could be better access to Internet.

There should be work stations at various points with network connections as

close as possible to the staff and students work areas that few people share.

Mishra, O.P., Neelam Yadava, and Kamini Bisht (2005)

conducted a research study to learn the "Internet utilization patterns of

undergraduate students at the G B Pant University of Agriculture and

Technology, Pantnagar". The findings of the study indicate that a majority of

the students (85.7%) used the Internet. The findings of the study also showed

that 61.5% of the males and 51.6% of the females used the Internet for

preparing assignments. A majority of the respondents i.e. 83.1% male and

61.3% female respondents indicated that they faced the problem of slow

functioning of Internet connections.

2.3 USAGE OF ICT BASED LIBRARY RESOURCES AND

SERVICES

Ravichandran et al. (2012) explored “Use of web based library

services”. The study revealed that majority of users used e-mail service for

communication and digital library service for collecting information for their

academic purposes. Further it is recommended that the library professionals

have to improve their ICT skills to provide various services to the user

community.

38

Anie (2011) results of the study showed that lack of searching

skills ranked first among inhibitors for both sexes (96.1% for males and

91.4% for females). This is because ICT is not fully implemented and

embraced in tertiary institutions in Nigeria. Some students own laptops but

use them to watch films or listen to music. Frequent interruption of electricity

supply ranked second. The "Power Holding Company of Nigeria" (PHCN),

which is responsible for generating and distributing electricity, has not been

able to ensure a steady supply of power. This has also deprived the students

from effective use of the digital library especially at night.

Gowda and Shivalingaiah (2011) conducted a study on “Use of

information sources in the University libraries in Karnataka: an analysis from

the Researchers’ point of view”. The analysis of the study revealed that

current journals were the most important resources among the researchers and

scholars were not satisfied with the resources. The study also revealed that the

awareness of existing information resources were poor. The study suggested

that printed and e-Resources such as CD-ROMs, online journals, online full

text databases and e-Books must be enhanced. It also suggested that

awareness should be created among the research scholars for effective use of

information sources.

Magesh, Nagarajan and Esmail (2011) conducted a study on

“ICT based resource (INTERNET) and their usage patterns amongst the

academic communities in Thiruvalluvar University”. The study was

conducted to find out the necessity and use of Internet by the academic

community of affiliated colleges in Thiruvalluvar University, Vellore.

39

Questionnaire method was followed to collect the data. The study revealed

that 22.09% of the respondents used Internet for downloading the desired

information, some of the respondents were facing the difficulties of searching

the relevant information due to lack of awareness and training. Hence the

study stressed to provide training to access e-Resources effectively.

Mahajan (2011) conducted study on “Information use pattern: a

survey of T.S. Central state library, Chandigarh”. The major objectives of the

study were to find the user satisfaction level on information and to suggest

measures for improvement. The results of the study indicated that in the

current IT era, only traditional library services are being provided by the

library to its users and they are satisfied as far as these services are concerned.

However, the study indicated that digital services in the form of e-Mail

reference services, databases, referral services, e-Reservation, FAQs and so

on should also be provided by the library.

Mohan Kumar and Dominic (2011) conducted a study on “Usage

of Information sources by the students of engineering colleges in Coimbatore,

Tamil Nadu: a study”. The findings of the study revealed that majority of the

respondents were satisfied with the books available in the library and these

respondents expressed the view that they were more than satisfied with the

arrangement of books and services provided by the library. It was also found

that 35% of the users only visited the library daily and the rest were not

spending much time in the library every week. Hence necessary steps have to

be taken to increase the users strength to the library and utilizing the library

for more hours.

40

Sanjay Kumar and Shukla (2011) conducted a study on

“Information seeking pattern in electronic environment of science and arts

researchers in Banaras Hindu University: a comparative study”. The major

purpose of the study was to examine the information seeking pattern of

science and arts research scholars. The study revealed that the information

seeking pattern of arts and science researchers seems to be same in several

cases and also differs in some cases. It is found that science researchers used

more electronic resources whereas arts researchers depending more on printed

materials. The study stressed that the results of the study will help the library

authorities to understand the information seeking habits of the researchers and

accordingly mould their collection development to satisfy their users

information needs.

Sudhier and Seethalekshmi (2011) conducted a study on “Use of

e-Resources by the students and researchers of faculty of arts, University of

Kerala”. The study revealed that Internet resources were the most used e-

Resources among the respondents from the arts faculty and most of the arts

departments were not given enough facility for the use of e- Resources. The

study suggested that the academic institutions and libraries should facilitate

maximum use of e-Resources.

Sunil Tyagi and Ashok Kumar (2011) conducted a study on

“Measuring usage patterns of print & e-Resources by scientists: a case study

of pharmacopoeial libraries in Northern India”. The results of the study

revealed that majority of the libraries were possessing useful online journals

and databases, which were used for their research needs and users interest are

41

growing towards online journals. The study also revealed that electronic

resources were better for accessing current and comprehensive information

and also stated that electronic resources would be substitute for the printed

resources. The study suggested that the electronic information sources and

conventional sources should be fully utilized.

Ansari and Zuberi (2010) conducted a Study on “Use of

Electronic resources among academics at the University of Karachi”. The

major objectives of the study were to explore the purpose of using electronic

resources and to ascertain the satisfaction level of faculty members with

academic resources. Questionnaire based survey method was used for the

study. Stratified random sampling was used to select participants.

Questionnaires were received from seventy participants out of 179. Study

revealed that 32% of the faculty members were using the electronic resources

for research, 29.27% used it for preparing lectures and 24.8% used it for

enhancing their subject knowledge. It was also identified that majority of the

respondents 65.7% stated that they were quite satisfied with electronic

resources, 31.4% stated satisfied and only 2.9% were not satisfied. The study

recommended that the departmental libraries should provide online journals

and electronic resources and basic training in both hardware and software.

Baikadi (2010) has conducted a study on “Faculty and students

satisfaction with the web resources available at the Medical College Libraries

in coastal Karnataka”. Questionnaire method was adopted by distributing 696

questionnaires and received only 472 filled in usable questionnaires with a

response rate of 67.82%. The study revealed that majority of the faculty

42

members and post graduate students expressed their satisfaction towards

various web resources available at their libraries. It was also noted that a vast

majority of the respondents were fully satisfied with PubMed/Medline

bibliographic database service provided by the libraries. Majority of the

respondents were also satisfied with the accessibility of online journals of

various publishers, open access resources/databases and full text online

databases such as ScienceDirect, MD consult and OvidSP at their libraries.

The study suggested that training, guiding, creating an awareness on the web

are long-standing alarming problems in the libraries. The study suggested that

librarians should stress the need for compulsory user education programme at

different levels of medical education system for promoting the proper

utilization of web resources.

Muhammad Tahir’s (2010) purpose of this paper is to assess the

use of electronic information resources and facilities by humanities scholars

at the University of Punjab, Lahore, Pakistan. A questionnaire survey of

faculty from arts and humanities departments at the University of the Punjab

was conducted. In total, 62 faculty and research staff participated. The results

correspond with previous studies conducted in other countries. The humanists

still stick to the printed information sources but they pay good attention to

electronic resources. Most of them have access to computer and internet at

office and home. They are regular users of a variety of electronic

technologies. Although faced with many problems, the humanists perceive

that modern technology made their work easier.

43

Natarajan, et al., (2010) conducted a study on “Use and user

perception of electronic resources in Annamalai University: a case study”.

The major objectives of the study were to know the awareness of e-Resources

among the users of Annamalai University, to study the degree of utilization of

e-Resources, and to determine the level of satisfaction of the users on e-

Resources. Proportionate stratified sampling technique was adopted with a

total of 350 questionnaires that were distributed to faculty and research

scholars, of which 225 filled in questionnaires were received with response

rate of 65.25%. The study revealed that majority of the faculty members

(71.79%) were aware of e-Journals, (58.12%) aware of e-Newspapers, and

41.88% aware of e-Books. A majority of research scholars (82.4%) were

aware of e-Journals, (67.59%) aware of e-Newspapers, (66.67%) aware of e-

Theses and (59.26%) aware of online databases. It was also identified that

(58.97%) of the faculty members and (62.02%) of the research scholars were

using e-Resources. The study concludes that the use of e-Resources is found

to be significant among the users of the Annamalai University. Some of the

resources such as e-Books, e-Encyclopedias, and e-Dictionaries were much

less used.

Palaniappan (2010) study in his doctoral thesis entitled “Use and

user perception on information sources and services in the university

environment: a comparative study of Alagappa and Bharathidasan

universities” revealed that journal was the most preferred information

followed by theses/dissertations, conference proceedings/seminar volumes

and books were the least preferred and also found that most of the

44

information is located from the Internet followed by Indexes/abstracts,

through faculty and friends. The study suggested that user awareness program

should be organized periodically in order to utilize the resources effectively.

Patil and Deshmukh (2010) have conducted a study on “Usage of

ICT products and services for research at MET’s Institute of Engineering,

Bhujbal Knowledge City (MET-BKC-IOC): a case study”. The major purpose

of the study was to find out the level of usage and purpose of using various

ICT products and services. The findings of the study reveal that majority of

the male and female users have an average level of expertise in using ICTs,

due to lack of formal knowledge of computers and training programmes.

Hence, the study suggested that the concerned librarians should arrange and

organize training programmes related to ICT.

Thanuskodi (2010) has conducted a study on “Use of Internet and

Electronic resources for Medical Science Information: a case study”.

Questionnaire method was used for collecting the data from the respondents.

A total of 500 questionnaires were circulated and the investigator received

320 filled in questionnaires with a response rate of 64%. The study revealed

that the respondents rated first for accessing PubMed and rated second for

MEDLARS database, and third and fourth rating were for getting relevant

information, sending and receiving the e-Mail and rated fifth for improving

their medical science research. The study also revealed that virus was the first

problem in accessing the information over web followed by difficulty in using

the digital resources due to lack of IT knowledge, lack of time, difficulty in

finding relevant information were the other problems faced while accessing

45

the information. The study suggested that the library professionals must take

appropriate steps to improve the users information searching on the electronic

resources.

Ahmed and Fatima (2009) both conducted a study on “Usage of

ICT products and services for research in Social Sciences at Aligarh Muslim

University”. The purpose of the study was to find out the use and purpose of

using various ICT products and services and problems faced by the users

while using ICTs. The findings of the study reveal that respondents used a

variety of ICT products and services for their research work and these also

help the researchers to access, manage, evaluate, create, and communicate

information more easily. The study reveales that majority of the respondents

use computer for their research work. The study suggestes that proper

training/guidance and assistance from the staffs/librarians, are very necessary

for the effective use of ICT products and services. The library should arrange

and organize training programmes related to ICT.

Sharma (2009) in his study named “Use and impact of E-

Resources at Guru Gobind Singh Indraprastha University (India): A case

study” used the objectives to study the different types of electronic resources

used by teachers and research scholars, to study the purpose and frequency of

using the electronic resources and services available in the library and to

study the impact of electronic resources and services on the academic work of

the teachers and research scholars. The study was limited to the teachers and

research scholars of Guru Gobind Singh Indhraprastha University, Delhi. A

questionnaire survey was conducted by distributing 100 questionnaires, out of

46

which 82 questionnaires were found usable for analysis. The collected data

were analysed and presented in the tabular form. The study revealed that

majority of the teachers 46 (88.46%) and research scholars 28 (93.33%)

preferred to use e-Journals, second highest preference was WWW and use of

e-Mail with 30 (57.69%) and 41 (78.84%) among teachers whereas 23

(76.66%) and 18 (60.00%) among research scholars. It was also found that 42

(80.77%) teachers and 26 (86.67%) research scholars were able to access the

e-Resources very easily and it was also found that 33 (63.46%) teachers and

26 (86.67%) research scholars usually use e-Resources and 15 (28.85%)

teachers and 4 (13.33%) research scholars use the e-Resources sometimes and

only 4 (7.69%) teachers use e-Resources rarely. From the study, it was found

that use of e-Resources was very common among the teachers and research

scholars of the surveyed university and majority of the teachers and research

scholars are dependent on e-Resources to get the desired and relevant

information. But the practical use of e-Resources was not up to the mark,

secondly infrastructure and training programs should also be revised as per

the requirements.

Choudappa, Chandrashekara and Ramasesh (2009) conducted a

study on “Impact of electronic information sources on the academic users in

Mysore: an analytical study”. The major objectives of the study were to find

out the users opinion on the use of electronic resources and to study the extent

of reliance on Internet for various purposes. The study revealed that 97% of

the respondents rely upon printed media whereas reliance on digital media

showed 90% for educational needs. It is found for research needs that 91% of

47

the respondents relied on digital sources whereas 89% relied on printed

media. The study strongly concluded with the statement that print medium

will continue to grow and be central to missions of the academic libraries.

Gowda and Sivalingaiah (2009) conducted a study on “Awareness

and use of library facilities and services by the research scholars in the

universities in Karnataka: an analytical study”. The findings of the study

revealed that the respondents were not aware of the resources and services

and they didn’t have proper awareness. Hence, the study suggested that

proper training on how to utilize the e-Resources effectively should be

provided to all the users community.

Patil and Parameshwar (2009) have conducted a study on “Use of

electronic resources by the faculty and research scholars in Gulbarga

University: a survey”. The findings of the study revealed that majority of the

respondents found bibliographical database to be essential, journals collection

should be strengthened in consortium and training programme should be

provided to search and utilize the resources under UGC-INFONET. The study

suggested that university library should conduct an orientation programmes to

the users on how to search information from the different kinds of electronic

sources available through online and also suggested that the Internet

bandwidth should be improved.

Sharma (2009) conducted a study on “Use and impact of e-

Resources at Guru Gobind Singh Indraprastha University (India): a case

study”. The study showed that use of e-Resources was very common among

48

the teachers and research scholars of Guru Gobind Singh Indraprastha

University and majority of the teachers and research scholars were dependant

on e-Resources to get the desired and relevant information. It is also found

that the availability of the e- Resources on the campus was almost sufficient

for all the existing disciplines but the infrastructure to use those resources was

not adequate and hindered the ability to meet the requirement of users.

Vijayakumar, et al., (2009) have conducted a study on “Use of

library services in technologically changing environment: a survey”. The

study revealed that literature search was the most popular service used by

library users. They felt that use of information technology resulted in fast

access and delivery of information. They also suggested that the future library

should be a hybrid one.

Gunasekaran, Balasubramani and Sivaraj (2008) have

conducted a study on “Usage of electronic journals through consortia by the

students and members of faculty of Bannari Amman Institute of Technology,

Tamil Nadu: a survey”. The findings of the study revealed that electronic

journals which are subscribed by the institute through consortium is being

used effectively by the students and faculty members and maximum number

of students and faculty members used electronic journals for course work and

to get the latest information sources. The study suggested that the Internet

speed must be increased and e- Journals such as ACM Digital Library,

Elseviers ScienceDirect, Compendex Plus and INSPEC may be added in the

institutional subscription.

49

Kanniyappan, Nithyanandam and Ravichandran (2008)

conducted a study on “Use and impact of e-Resources in an academic and

research environment: a case study”. The prime objectives of the study were

to find out information needs and level of users’ satisfaction with electronic

sources and services. The findings of the study showed that all the staff

members used the online services and majority of the respondents were

satisfied with e-Mail, Internet, OPAC, and online journals and also found that

majority of the respondents used e-Journals and Internet for their research and

study purpose.

Kannappanavar and Rajanikanta (2008) have conducted a Study

on “Effective use of E-Learning materials in Medical College Libraries In

Karnataka” discussed digital learning materials (DLMS), different types of

digital information formats and also investigated usefulness of electronic

information resources for the development of Medical College libraries. The

primary objective of the study was to ascertain the present status of electronic

collection and the infrastructure facilities available in medical college

libraries and the questionnaire method was used for collecting the data. The

study revealed that electronic resources in all medical college libraries were

good in number, more than 80% of Medical College libraries were members

of different consortiums like HELINET (Health Science Library Networking)

for accessing electronic resources, most of the libraries were provided with

good infrastructure facilities to access electronic resources and also found that

access to e-Resources by students is ever more when compared to that of the

faculty members. The study suggested that all the libraries should be

50

members of Consortiums; professionals should acquire basic skills for

providing better services. The study concludes that consortia and networks

provide a big scope for saving funds that are otherwise spent unnecessarily

and when an individual library or person subscribes to journals, books, and

other items.

Kumar and Sampath Kumar (2008) conducted a study on “Use

of Electronic Information Sources by the Academic Community: A

comparative study”. The major objective of the study was to find out the

awareness, purpose and methods of learning the electronic information

sources. Users in the study used the electronic information sources in support

of their study (70%) and teaching (59%), 39% used the sources for their

project work, 88% of Medical science used electronic information sources for

study purpose followed by Engineering (67%) and Management (55%). It is

also found that 53.6% of the respondents learnt to use e-resources by trail and

error method and 50% learnt through friends. The study concluded that the

use of electronic information sources expected to increase in future. The

students and faculty who participated in the survey were aware of the

electronic information sources and used the sources in support of their study

and teaching. The study showed that the traditional resources will continue to

be necessary components of the academic community.

Lohar and Kumar (2008) conducted a study on “Use of CD-

ROMs and internet resources by the students in JNN College of Engineering,

Shimoga: a survey”. The major objectives of the study were to know the

availability of CD-ROMs and internet resources, purpose of using CD-ROMs,

51

and internet, find the difficulty faced and its impact. Survey method was

followed and questionnaires were distributed to 150 students out of which

110 responses were received. Simple percentage was used for analysing the

data. The study revealed that majority of the respondents (86.36%) indicated

that CD-ROMs were available in the library, 79.09%indicated that internet

facility was available in the browsing centre of the college. Regarding

purpose, 42.34% stated to know the latest information followed by project

reports, communication, and career development and so on. For facing the

problems, 30.23% of students stated lack of time as the reason followed by

lack of software and hardware knowledge, and training. The study suggested

that significant number of users were not aware of the existing digital

resources, therefore library staff should take an active part in organizing

orientation program.

Popoola (2008) conducted a study on “Faculty awareness and use

of library information products and services in Nigerian Universities”. The

results of the study revealed that keeping balanced collection development

has been the major headache of the library management in Nigerian

Universities due to low budget allocation, as well as high inflation and

currency exchange rate. The study suggested that the library must constantly

update and weed non-useful collections out.

Sahu and Mishra (2008) conducted a study on “Use of

Internet/Web resources by the students of North Orissa University: an

analysis”. The study revealed that majority of the respondents were using

Internet/Web for their education purpose and majority of them encountered

52

the problem of slow access followed by virus attack. The study suggested that

a free Internet service with increased number of subscribed e-Journals and e-

Databases facility is of greater importance to meet the emerging needs of the

users.

Thenmozhi and Malliga (2008) in their study on “Awareness of

Digital Libraries in Vellore Town, Vellore District, And Tamil Nadu: A

Study”. The objectives of the study were to get an insight of the digital

libraries in Vellore town, to understand the utility of digital library users and

to understand the awareness of digital libraries. The study covered both

primary and secondary data. Descriptive research design was used for the said

study. 120 library users have been selected for the study as sample. Out of

120 respondents, only 100 respondents returned the questionnaires and

analysis was made for 100 samples. The study revealed that 85% of the

respondents stated that digital library service was very useful, 67% of the

respondents preferred digitization of library. The study concluded that all

educational institutions in Vellore town should improve their digital library

services to make the young generations get involved in their studies and also

their extracurricular activities.

Ganesan (2007) did his doctoral research on “Use of scholarly

information by faculty and research scholars of southern universities of Tamil

Nadu in the digital environment”. The study revealed that majority of the

respondents from all the three universities were satisfied with information

sources and services. The study suggested that the electronic information

sources and services should be strengthened and user training to be provided.

53

Lohar, Malleshappa and Satish (2007) conducted a study on

“Users’ opinion towards Library resources and services in the City Central

Library Davanagere: a survey”. To assess the user opinion, the investigator

conducted a survey through a questionnaire. The findings of the study

revealed that the arrangements of library materials are in order and the staff

were assisting in finding the required reading materials and opined that

Internet and photocopy services must be provided. The study suggested that

computerized catalogue should be introduced and more novels of famous

authors should be procured.

Mathew and Ally Sornam (2007) conducted a study on “Use of E-

Resources among P.G. Students of Kerala Agricultural University”. The

findings of the study revealed that most of the respondents used e-Books, e-

Journals, abstracts/indexes, theses and dissertations and OPAC. The majority

also faced problems of searching and downloading articles, power failures

and lack of infrastructure facilities. The study suggested that the library

working hours should be increased, more provision for database search,

creating awareness among the students about the different online resources.

Kumbar, et al., (2006) conducted a study on “Use of UGC-

INFONET consortium by the faculty members and research scholars of

Department of Chemistry, Karnatak University, Dharwad: a study”. The study

revealed that e-Journals were the most widely used electronic resources by

chemists and 65% of the respondents opined that the present UGC-INFONET

consortium programme is a good resource for research. The study suggested

that the university library should conduct orientation/training programmes

54

and majority of the chemists have suggested that UGC-INFONET should

provide PDF files of ScienceDirect, Wiley-InterScience and all other

scientific journals.

Nagireddy and Yakub Ali (2006) conducted a study on

“Information technology based services in university library: A user

satisfaction survey”. The objective of the study was to find out the

satisfaction level of users on information technology based services. Survey

method was followed. The study revealed that regarding internet and related

services, 87% to 90% of the students used google search engine and 41%to

60% used yahoo. It is also found that 65% to 72% used e-mail for academic

purpose, and 49% to 72 % used it for personnel communication regarding e-

Journals and CD-ROM databases, 77% of science students,, 76%of social

sciences students and 82% of humanities students were accessing the e-

Journal. 60% to 75% of all the subject students referred to CD-ROM

database. Finally, 84% of science students, 82% of social science students and

94% of humanities students stated that they were satisfied with the staff

performance and rated the library services in the IT environment.

Naushad Ali and Hasan (2003) both have conducted a study on

“The use of electronic services at IIT Library Delhi: a study of users opinion”.

The study used questionnaire method followed by an interview. The findings

of the study revealed that most of the users visited the library for the purpose

of borrowing of books, searching CD-ROM databases followed by Internet

browsing. The study suggested that the library should subscribe more web-

based resources and should organize user education programme.

55

Salisbury and Noguera (2003) investigated “Usability of e-

Journals and preference for the Virtual Periodicals Room: A survey of

Mathematics Faculty and Graduate students”. Survey method using

questionnaire was adopted in the study. The findings of the study revealed

that majority of the faculty used the mathematical reading room and virtual

periodicals room on a weekly basis. Most of the faculty (68.4%)

recommended that the library should continue to subscribe to both print and

electronic formats, while 21.1% recommended electronic access only and

only one faculty recommended subscription to paper format only. On the

question of whether a virtual periodical room would be a viable alternative to

paper format, the majority of the faculty and all the graduate students agreed,

while six of the faculties do not think it was a viable option. Overall, (75%) of

the respondents agreed and (21.4%) disagreed. The study concluded that

greater use is being made of the Mathematics Reading Room and the Virtual

Periodicals Room than Mullins Library Periodicals room. Majority of the

faculty and graduate students agreed that electronic journals access is indeed

a viable alternative to the physical mathematics reading room.

Waldman (2003) has conducted a study on “Freshman’s use of

library electronic resources and self-efficacy”. The study found that students

who frequently use the library’s electronic resources that students who expose

an interest in learning about the library’s electronic resources will be more

likely to exhibit higher self-efficacy and also found that students who have

more computer experience will be more likely to use the electronic resources

and have high self-efficacy. Finally the study suggested that what makes

56

students decide to use the Internet as opposed to the library’s electronic

resources and what kinds of incentives could encourage the students to use

more of the library resources.

Majid and Tan (2002) investigated “The information needs and

information seeking behaviour of computer engineering undergraduate

students at Nanyang Technological University (NTU), Singapore”. They

investigated the types of information sources used by the students, their

preferred information formats, the importance of and reasons for using certain

information sources and the use of various electronic information sources.

They distributed 200 questionnaires and 102 completed questionnaires were

returned. The study found that printed materials were the most preferred

information format among the students. The top five most preferred

information sources, in the order of importance, were books, lecturers, the

Internet, friends and manuals. Unexpectedly, the use of databases and

electronic journals were quite low among the computer engineering students.

They recommended a promotional campaign for introducing electronic

information sources to the library users.

Biradar, Sampath Kumar and Padma (2001) conducted a study

on “Information seeking behaviour of D.V.S. Polytechnic college library

users: a case study”. From the analysis, the study revealed that due to closed

access system in the library, large number of users visited the library to

borrow books. Hence, the study suggested that library should adopt open

access system and also should acquire more digital information sources and

should create awareness about using the sources.

57

2.4 ICT TRAINING METHODS

Talab and Tajafari (2012) identified and compared “Impact of

ICT on training of library human resources in university libraries of India

and Iran”. The majority of respondents in both countries believed that

introduction of ICT have affected their training need. The majority of

respondents have received training on using of ICT, and majority of them

needed regular training to upgrade their ICT skills. It is also found that on-job

training and workshop/seminar are most the preferred mode of training for

both Indians and Iranians. The study has indicated some of the obstacles of

ICT training from Indian respondents such as lack of policy for continuous

training, lack of time, and long working hours for library staff, Similarly,

Iranian respondents have rated the obstacles of ICT training to be lack of

policy for continuing training, lack of financial support, lack of time, and long

working hours of library staff.

Mohsenzadeh and Alireza Isfandyari-Moghaddam (2011) made

a research to identify the difficulties and obstacles for developing digital

libraries and to study the status of librarians' skills and education programs

among 40 librarians in the seven regional branches of Islamic Azad

University (IAU), Iran. It is found that the most important difficulties are the

lack of suitable equipment and untrained personnel i.e. a lack of sufficient

training programs.

Sivakumaren, et al. (2011) examined “ICT Training for LIS

professionals working in engineering institutions in Chennai”. It is found that

58

majority of the respondents were preferred lecture series, tours to other

institutions and web-based tutorials to develop knowledge and skills in ICT. It

further shows that majority of respondents were preferred after working hours

for ICT training programmes.

Mondal and Bandopadhyay (2010) examined “Situation of IT

application and related manpower problems in government-aided degree

college libraries of Burdwan Sadar (North and South), West Bengal”. The

study has also observed the major problems such as trained and insufficient

manpower, inadequate funds, lack of IT skills among the library professionals

and lack of the right attitude of the authorities towards library development.

The professional library staff may be given ample opportunity to work

independently to provide IT-enabled services to the users.

Abdelrahman (2009) investigated “Current situation of ICT

implementation at the University of Khartoum Library System”. It was found

lack of ICT skilled and technical expertise among library staff. It is further

analyzed that the training programmes available for the library staff in ICT

were inadequate. The training programme is also lacking in ICT skills

required for adopting of modern library in digital environment, such as

networking and surfing the internet.The appropriate training programmes

should be designed to improve ICT skills of the library staff. The

management should allocate more funds for the ICT infrastructures in the

library.

59

Ajidahun (2007) studied “Training, development and education of

library manpower of IT in university libraries in Nigeria”. The result showed

that many academic librarians and other categories of library staff are not

computer–literate. The level of professional training in IT received by the

professional and paraprofessional of staff in Nigerian university libraries is

generally inadequate. The library staff should be provided adequate training

programs in IT and other related subjects in the form of long–term and short–

term training programs based on the strength and weakness of the staff.

Kavulya (2007) assessed “Status of the job market for LIS

professionals, adequacy of current curricula and training resources in LIS

training institutions in Kenya”. The study is further observed that the current

LIS training programmes in the country did not sufficiently address current

job market requirements due to various barriers like inadequacy of teaching

resources in LIS training institutions; lack of adequate ICT content in the

courses; courses that are irrelevant to the job market and inadequate length of

industrial attachment. It recommended to introduce modern ICT into training,

recruitment of qualified teaching staff, ensuring adequate learning resources

and facilities, and enhancement of industrial attachment.

Sagolsem, Purnima Devi and Vikas (2007) conducted a survey

among 50 library professional staff working in public libraries and NGO

libraries of Manipur. It was highlighted that the public libraries are lacked

sufficient professional staff with knowledge in IT. Even though, LIS

professionals have a attitude towards IT application, they found some of the

problems including lack of qualified professionals, high cost of IT

60

infrastructure and insufficient computer facilities. It was recommended for

continuing education programmes to upgrade professional competencies.

Varadharajan (2007) studied on “Digital libraries and library

professionals in the changing scenario”. It is observed that a series of training

courses on digital libraries could provide a good balance of topics covering

the technological, technical, management and social issues.

King, McMenemy and Poulter (2006) investigated “Effectiveness

of ICT training under People's Network program for public library staff in the

UK”. The study was focused staff views on issues such as the usefulness of

the training provided, and any perceived gaps in training that existed. It is

found that lack of ICT troubleshooting in the program, and training program

are not specifically designed for libraries. It is suggested that ICT training for

library staff should be built based on problem solving and troubleshooting,

rather than generic skills, in order to match the kinds of queries encountered

in libraries.

Kannappanavar and PraveenKumar (2005) evaluated “Training

programmes to LIS professionals in selected Agricultural Science Libraries in

India”. Most of the library professionals in agricultural university libraries

have attended the training programmes. LIS professionals wanted specialized

training programmes based on skills and competencies. All agricultural

science libraries have been partially computerized and the information stored

in digital format. It is found that the workshops organized are generally

61

designed to provide practical training on IT applications, but they do not

assess the training needs of library professionals.

Flatley and Weber (2004) outlined “Professional development

activities for new academic librarians”. The authors review various

professional development activities including publishing, presentations,

involvement in professional organizations, continuing education, and

institutional and community service that is required for an academic librarian.

The study suggested to attend workshops, lectures, seminars etc. to update

their knowledge and skills in new technology.

Anwar and Ansari (2002) investigated “Continuing professional

development practices, perceptions of academic library employers about the

skills to be developed in six Gulf Co-operation council countries”. It was

observed that systematic staff development programme was lacking in most

of the institutions. It is also recommended that the librarians are needed to

improve ICT skills.

Bii and Wanyama (2001) ascertained “Impact of automation on

the job satisfaction among the staff of Margaret Thatcher library, MOI

University, Kenya”. It was found that 88% of the staff members attended in-

house training on various aspects of computerized library applications. The

study recommended that structured in-house training, free access to software,

additional systems for staff, and centralized databases to be implemented and

regular in-house training should be organized for updating their skills in ICT.

62

Smith (2001) explained “Pattern of staff development activity in

Australian University libraries, State Libraries, the National Library etc”. The

study reveals various factors influencing staff development. It was found that

increased IT applications have led to a greater need to train staff in IT

applications.Further, it is highlighted that they prefer in-house staff

development programme to develop their skills.

Ondari-Okemwa (2000) examined “Specific training needs of

librarians in the Kenyan public university libraries”. It was found that there is

a need for continuous training of library staff in Kenya because of the rapid

changes in IT. The training needs in the areas of Information and

telecommunication technologies, evaluating and using computer hardware

and software, computer and information concepts, systems analysis, and

accessing information via the internet., self-management skills , teamwork

skills, verbal, non-verbal, and interpersonal communication skills, marketing

skills, training in virtual librarianship and total quality management training.

Jain (1999) conducted a study on “On-the-job training a tool for

professionalism and productivity a case study of Botswana National Library

Service”. The training is most essential on various aspects such as

information technology, job orientation, customer service/public relations,

marketing/publicity, refresher courses and managerial skills. The training

would help for effective use of computers and software applications

pertaining to the library job.

63

2. 5 BARRIERS IN USING ICT BASED LIBRARY RESOURCES

AND SERVICES

Al-Ansari (2011) explored “Applications information and

communication technology in various operations and services in special

libraries in Kuwait”. It is found that majority of the libraries are partially

automated. It is also highlighted the barriers faced in those libraries such as

lack of adequate library staff, lack of ICT training programs, and low priority

of libraries within their organization.

Krubu and Osawaru (2011) ascertained “Level of automation, use

of ICT based resources, the skills required for effective use of ICT resources

and the factors militating against the effective use of ICT”. It is found that

inadequate training and retraining of staff by management; inadequate

funding, epileptic power supply and lack of search skills are the major

barriers in using of ICT in Nigerian University libraries. It is recommended

that the management should allocate more funds to increase the ICT facilities

in the libraries and also remove power problems.

Murugesan and Balasubramani (2011) investigated “Application

of ICT in research and development libraries in Tamil Nadu”. It is analyzed

that most of the libraries faced a number of barriers like lack of funds, lack of

infrastructures, lack of skilled professionals in the application of ICT.

Olatunji and Oluwadare (2011) surveyed “ICT literacy among

the staff members of Kenneth Dike and Nimbe Adedipe university libraries in

Nigeria”. The results of the study indicated that the levels of ICT awareness

64

among staff in both libraries are very high. The level of ICT training was also

adequate. However, some of the factors that hindered the use of ICT facilities

in these libraries include power outrage, inadequate technical staff for

immediate assistance and constant breakdown of equipment. It is

recommended that the management of these libraries should make specific

allowance for implement of ICT facilities in such a way that librarians get

necessary computer facilities and software to enable provision of effective

information services.

Siddike, Munshi and Sayeed (2011) examined “Extent of

adoption of ICT in the university libraries of Bangladesh”. This study is

highlighted some of the barriers existing in the libraries namely lack of

support from the higher authorities, lack of computer literate among library

professionals, uninterruptible internet connection, lack of skilled manpower,

lack of ICT related knowledge and lack of ICT training . Finally, the study

recommended to allocate more fund for ICT based for systems and services,

and also to organize ICT based training for the unskilled library professionals.

Kumar and Biradar (2010) examined “Use of ICT in 31 college

libraries in Karnataka”. It is found that lack of budget, lack of manpower, lack

of skilled staff and lack of training are the main constraints for not automating

library activities. The library professionals have a positive attitude towards

the use of ICT and majority of the LIS professionals need proper training to

make use of ICT in the libraries.

65

Sivakumaren, et al. (2010) analyzed “Barriers in the utilization of

ICT based resources among LIS professionals”. It is found that 60.7% of the

library professionals are not trained in using ICT based resources, 55.1 % of

LIS professionals also indicated that inadequate of ICT infrastructure existed

in their libraries. The LIS professionals should be well trained on usage of ICT

based resources and services to provide effective services to users.

Fagbami and Ogunjobi (2009) examined “Availability of ICT

facilities in Agricultural Research Institutes in Ibadan”. The findings showed

that the research scientists in the various research institutes have access to

some ICT facilities especially laptops, and personal computers. Further, it

revealed that other ICT facilities were not available due to inadequate

funding, poor infrastructure, management problems, and lack of qualified

personnel to manage the ICT centres, etc. The study recommended that more

computers should be procured and connected to the internet also qualified

personnel should be recruited to manage the ICT centres.

Mohsenzadeh,AlirezaIsfandyari-Moghaddam(2009) investigated

“Status of the application of IT, understand the problems and difficulties in

using IT in academic libraries located in Kerman”. The results showed that

the level of application IT in academic libraries is acceptable. 70 % of

librarians in Kerman participated training courses, the most serious difficulty in

using IT is still the lack of educated librarians. It is also recommended to recruit of

multi-skilled librarians with information technologies, introduction of ICT based

library services and also to improve IT infrastructures. Overcome

telecommunication barriers and shortcomings to better use of IT.

66

Haneefa (2007) investigated “Application of ICT in special

libraries in Kerala”. The findings revealed that most of the libraries are

hampered by lack of funds, lack of infrastructure, and lack of skilled

professionals to embark on automation of all library management activities

and application of ICT and inadequate ICT infrastructure as their major

reason for dissatisfaction.

Adeyoyin (2005) ascertained the “Levels of ICT literacy among

library staff in a range of Nigerian libraries”. The analysis of the data showed

that, on a self-assessment basis, out of about 268 professional librarians, only

87 (32%) were ICT-literate, implying that the remaining 181 (68%) of

professional librarians were ICT-illiterate. It is further observed that only 28

(8%) were ICT-literate, out of 358 paraprofessionals in the libraries, while the

vast majority, 330(92%), were ICT-illiterate. Of the 1,133 “other” staff

members in the survey, a minimal 69 (6 %) staff were ICT-literate, while

1,064 (approximately 94 %) were ICT-illiterate. It is concluded that Nigerian

university library professionals and paraprofessionals should acquire an

enhanced level of ICT literacy.

Ani, Esin and Edem (2005) investigated the “Extent of adoption

of ICT in university libraries in Nigeria”. The major obstacles that influence

effective adoption of ICT in university libraries are inadequate funds and the

poor state of electricity in Nigeria.

Ani, Atseye and Esin (2005) investigated the “Challenges of

globalization of library services among 10 librarians of university library and

6 research libraries”. The findings showed that inadequate funding/financial

67

support of libraries, provision of relevant IT infrastructures, human

resource/capacity building programme in ICT, uninterrupted power

supply/backup, and user education in IT posed major challenges to the

globalization of library services in the country.

Okiy (2005) reviewed the “State of ICT application for information

provision in Nigerian university libraries”. The study identified obstacles

militating against effective application of ICT in university libraries.

including inadequate funding, inadequate electricity supply, shortage of

competent manpower for operation and maintenance of ICT facilities’ It is

further suggested that the library staff should be given opportunities for training

and retraining to develop computer literacy.

Mahapatra and Padhi (2004) studied the “Application of IT in the

libraries of Orissa”. It is confirmed that inadequate finance and lack of trained

staff are the major stumbling blocks in the application of ICT in these libraries.

2.6 INFERENCE

Review of literature reveals that a good number of studies were

carried out on ICT related to the library widely in many countries in the

world.110 reviews related to Awareness on ICT Tools, Usage of ICT based

Resources and Services, ICT Training methods, Usage of search engines and

search techniques to find information on the internet, and Barriers in using

ICT have been cited in this chapter. The researchers found the many

literatures published from India on the above topics. These literatures helped

the research scholar to select this topic.

68

CHAPTER – III

RESEARCH METHODOLOGY

3.1 INTRODUCTION

Research methodology implies the methods used by the researcher

to study a particular problem and the logic behind the methods in the context

of the particular research study. The success of any research activity is the

research procedure adopted by the investigator. The method used in the study

will indicate the nature of the problem and the type of data required. After

selecting the problem, framing the objectives and reviewing the related

literature, the next important step in research is to explain the details of the

various steps followed in the research design.

This chapter outlines the research design and sampling design

adopted in this study, and also the process of collecting the data and the

statistical methods used to analyze the data.

3.2 HYPOTHESES

Hypothesis is a conjectural statement of the relation between two or

more variables (Kerlinger, 1986). The following hypotheses were formulated

in order to test the stated objectives in chapter I.

69

1. There exists a significant difference in the purpose of using

ICT based resources and services.

2. There is no significant difference in the usage of ICT based

resources and services.

3. There exists a significant difference in the attitudes of the

students and research scholars towards ICT.

4. There is a significant difference in the ICT training methods

prepared by students and research scholars.

5. There exists a significant difference in the barriers of utilizing

of ICT based resources and services.

6. There is no significant difference in using search engines and

search techniques among students and research scholars.

7. There is no significant difference in the level of satisfaction on

ICT among the students and research scholars.

3.3 RESEARCH DESIGN

It is a plan and structure of investigation so conceived as to obtain

answers to research questions and control variance (Kerlinger, 1986). It is

also referred to as a blueprint that provides the researcher with a detailed

outline or plan for the collection and analysis of data (Rosenthal and

Rosnow, 1991). Quantitative research method has been adopted to achieve

the research objectives. A questionnaire survey enabled me to collect the data

on a number of variables.

70

3.4 SOURCE OF DATA AND UNIT OF ANALYSIS

The data for this study were collected from primary sources

through questionnaire. Additionally, secondary sources of data were collected

from books, journals, and websites. The unit of analysis refers to social

entities whose social characteristics are the focus of the study (Baker, 1999).

It may be individuals, groups, programmes, organizations or institutions

depending on the research questions developed for the study. In this research

study, the unit of analysis is the individual respondents who belong to

Undergraduates, Postgraduates and Research Scholars of Engineering

Colleges.

3.5 FIELD OF STUDY

This study was conducted among the Undergraduates,

Postgraduates and Research Scholars studying in the Engineering Colleges of

Chennai, Kanchipuram and Thiruvallur districts of Tamil Nadu, India.

3.6 UNIVERSE

The Undergraduates, Postgraduates and Research Scholars are are

pursuing engineering education and also involved in the research programme

in Engineering Colleges of Chennai, Kanchipuram and Thiruvallur districts of

Tamil Nadu.

71

3.7 SAMPLING DESIGN

Census sampling method was adopted to collect samples from the

universe.The data were drawn from the Undergraduates, Postgraduates and

Research Scholars who are pursuing engineering education and also involved

in the research programmes in Engineering Colleges of 127 Engineering

Colleges located in Chennai, Kanchipuram and Thiruvallur districts of Tamil

Nadu,India.A total of 2700 questionnaires were distributed to the respondents

and 1773 questionnaires fully completed were received and the response rate

is 65.66%. Babbie (2000) considers a return rate of 50 per cent adequate for

analysis and reporting and a return rate of 60 percent as good and 70 percent

as very good. The questionnaires that were incomplete are not considered for

the study.

3.8 METHODOLOGY

3.8.1 Tool of Data Collection

The questionnaire was the preferred tool of data collection giving

the socio-demographic profile of the participants of the study and for logistical

reasons. The questionnaire method was adopted as a tool of data collection. I.

Personal Information, II. Knowledge of ICT tools, III. Purpose of using of

ICT, IV. Awareness of ICT based Library Resources, V. Awareness of ICT

based Library Services, VI. Attitudes of students and research scholars about

ICT, VII. ICT Training Methods, VIII. Preferred search techniques and search

terms, IX. Frequency of Access, X. Place of Access, XI. Preferred reading

72

format, XII. Satisfaction level on ICT facilities and XIII. Barriers to access

ICT based Information resources and services.

3.8.2 Pilot Study

To test the suitability of the questionnaire and the scale to

determining the feasibility of the study, the researcher conducted a pilot study

with 310 respondents. The pre-test experience and the results helped the

researcher to finalize the questionnaire and plan the process of data

collection. It also enabled the researcher to make the questionnaire more

clear, predictable and informative. The researcher also met quite a number of

Engineering Students and Research Scholars informally and had discussion

with them regarding the title of the research. These discussions gave a lot of

insights to the researcher which helped in proceeding with the study. As a

result of the pilot study and discussion, a few items that were ambiguous were

deleted, few extra items pertaining to some relevant aspects were included

and necessary changes were made in the questionnaire to overcome the errors.

3.8.3 Validity of the tool

The validity of the questionnaire is the degree to which it can

measure what it intended to measure by the researcher. The content validity

refers to an extent to which questionnaire represents the factors under study.

The content validity of the questionnaire was tested by a panel of experts

comprising library professionals and faculty of library and information science.

The validity of the questionnaire was tested using Statistical Package for the Social

Sciences (SPSS) version 11. 5.

73

3.8.4 Reliability Analysis for variables.

Reliability of an instrument refers to the degree of consistency

between multiple measurements of a variable (Hair et al, 2006). The

reliability of the questionnaire was tested using Cronbach’s Coefficient

Alpha. It is the extent to which an experiment, test, or any measuring

procedure yields the same result on repeated attempts. Reliability through

internal consistency method is applied to measure the consistency among the

variables in a summated scale. A set of variables have been identified based on

the literature for the purpose of ICT based Information search patterns of Students

and Research Scholars of Engineering Colleges in Chennai, Kanchipuram and

Thiruvallur districts of Tamilnadu. These variables were categorized into 12

major groups and the same is shown in the table given below. Reliability Analysis

using Cronbach alpha has been administered and the alpha values have been

shown in Table 3.1.

74

Table 3.1

Reliability Analysis for a group of variables

S.No. Description Number of

Items

Cronbach’s

Alpha

1. Knowledge of ICT Tools 5 0.62

2. Purpose of using ICT 8 0.75

3. Awareness on ICT based Resources 6 0.64

4. Awareness on ICT based Library

Services 6 0.67

5. Attitudes of students and research

scholars about ICT 7 0.71

6. Search techniques and search terms 5 0.60

7. ICT Training Methods 6 65

8. Frequency of Access 5 0.61

9. Place of Access 5 0.64

10. Preferred Reading format 4 0.68

11. Satisfaction level of ICT facilities 7 0.81

12. Barriers to Access ICT based

resources and services 11 0.58

75

Cronbach’s alpha values for all 12 groups were above 0.5, which

shows that the variables taken up for the study and the grouping of variables

are reliable in nature.

3.9 COMPONENTS OF THE TOOL OF DATA COLLECTION

Once the tool i.e questionnaire was standardized for use, the actual

data collection commenced. Attached to each questionnaire was a cover to

facilitate the respondents for returning the filled in questionnaire, a personal

request from the researcher soliciting the data for academic purposes, giving

the brief profile of the researcher, the objectives of the study to the

prospective respondents and giving assurances about confidentiality of

responses and personal information of the respondents. Most of the items in

the questionnaire were close-ended questions or statements. They were

predominantly five point scale with distinct response patterns and were

presented in a matrix format. There were 75 items under 12 headings in the

questionnaire. Responses to all the close-ended items were pre-coded. Thus,

the data solicited were quantitative.

3.10 DATA COLLECTION

Data collection for the study was carried out since October

2012.The researcher kept tracks of the return of the questionnaires and follow

up was done periodically. The difficulties encountered at the time of data

collection were (i) Logistics (ii) Protocols and (iii) Time constraints.

76

3.11 DATA ANALYSIS AND INTERPRETATION

Analysis plan provides insights into the most optimal manner in

which the voluminous data collected could be summarized and analyzed, to

arrive at the answers to the research questions and to address the research

objectives (Ramachandran, 1993).

SPSS, Version 11.5 was used to analyze the data. Descriptive and

inferential statistics have been applied to the data. While the descriptive

statistics describe and summarize sets of data, inferential statistics help to

generalize from a sample to a whole population and in testing the hypothesis

(Foster, 2001).

3.12 OPERATIONAL DEFINITIONS

The key concepts of the study are operationally defined in the

following manner.

3.12.1 ICT based Information

Information is available in the digital form, which can be accessed

using computer.

3.12.2 Search Pattern

Search pattern defines as Searching information in the web based

information systems using various search techniques and terms to retrieve

relevant information.

77

3.12.3 Students

Students mean that those who are pursuing engineering education

in various levels such as Undergraduate and Postgraduate.

3.12.4 Research Scholars

Research Scholars define that those who are pursuing research in

engineering education can be called research scholars.

3.12.5 Engineering Colleges

“Engineering Colleges” refer to those institutions which offer

UG/PG/Research courses in Engineering and Technology disciplines under

formal educational system.

3.12.6 Chennai, Kanchipuram and Thiruvallur

They are districts of Tamil Nadu containing the location of

Engineering Colleges.

3.13 LIMITATIONS OF THE STUDY

Every research study has its limitations and this study is no

exception. The limitations of the present study are given below.

This study is specific to engineering colleges located in Chennai,

Kanchipuram and Thiruvallur districts only. Further, this study is based on

data received from the undergraduate, postgraduate and research scholars in

engineering colleges. Applicability of the results to other categories has not

78

been established. The study relies on data obtained from self-appraisal

method only.

3.14 CONCLUSION

Since all the study participants were drawn from selected

Engineering Colleges particular results may not be generalisable. The data

thus collected through questionnaire have been analyzed and presented in

Chapter IV.

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CHAPTER – IV

DATA ANALYSIS AND INTERPRETATION

4.1 INTRODUCTION

In this chapter, the data collected from among the students and the

research scholars of engineering colleges in Chennai, Kanchipuram and

Thiruvallur districts through questionnaire method (Appendix-A) have been

analyzed and interpreted by using different statistical tools and techniques.

The frequency Tables are shown in Appendix -D. The data have been

analyzed to verify the hypotheses framed in line with the objectives of the

study. The analysis has been presented under the following headings namely

Personal Information,

Knowledge of ICT tools,

Purpose of using of ICT,

Awareness of ICT based Library Resources,

Awareness of ICT based Library Services,

Attitudes of students and research scholars about ICT,

ICT Training Methods,

80

Preferred Search Techniques and Search Terms,

Frequency of Access,

Place of Access,

Preferred Reading Formats,

Satisfaction level on ICT facilities and

Barriers to access ICT based Information resources and

services.

Descriptive analysis and differential analysis have been carried out

and the same is presented in this chapter. Descriptive analysis of data is in

terms of frequency distribution and percentage analysis. Differential analysis

is in terms of statistical techniques such as Chi-square test, T-test, ANOVA,

Reliability Analysis, Factor Analysis, Cluster Analysis, and Proximity Matrix.

In addition, tables, and graphical representations have also been provided to

exhibit the nature of the analysis.

4.2 SAMPLE SIZE

The questionnaires were distributed among the students and the

research scholars studying in 127 Engineering Colleges located in Chennai,

Kanchipuram and Thiruvallur districts of Tamil Nadu, India. A total of 2700

questionnaires were distributed, out of which, 1773 questionnaires were

received after filling up the details and the response rate is 65.66%.

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4.3 DISTRIBUTIONS OF QUESTIONNAIRES

The data collected from the students and the research scholars are

shown in Table 4.1.Further the table shows the number of questionnaires

distributed, received and percentage of responses on distribution.

Table 4.1

Distribution of Questionnaires

S.No Districts

No. of

Questionnaires

Distributed

No. of

Questionnaires

Received

Percentage

1. Chennai 254 221 12.46%

2. Kanchipuram 1756 1125 63.45%

3. Thiruvallur 690 427 24.08%

Total 2700 1773

Figure 4.1 Distribution of Responses

12.46%

63.45%

24.08%

Chennai Kanchipuram Thiruvallur

82

It can be seen from Table 4.1 and Figure 4.1 that 63.45% of the

students and the research scholars from Kanchipuram districts have responded, it

is followed by Thiruvallur (24.08%) and Chennai (12.46%) districts.

4.4 DEMOGRAPHIC DATA

The data thus collected from the students and the research scholars

were further grouped into four categories such as “Gender”, “Age”,

“Qualification” and “Nativity” and the same is shown in Table 4.2

Table 4.2

Demographic Data of Respondents

S.No Description Responses Percentage

1. Gender Male 1058 59.67%

Female 715 40.32%

2. Age

18-20 1014 57.19%

21-25 678 38.24%

26 and above 81 4.56%

3. Qualification

Under Graduate 1339 75.52%

Post Graduate 333 18.78%

Research Scholars 101 5.69%

4. Nativity Urban 985 55.55%

Rural 788 44.44%

83

Figure 4.2 Demographic Data of Respondents

It is found from Table 4.2 and Figure 4.2 that 59.67% of the

respondents are males and 40.32% are females. Further, 57.19% of the

respondents belong to 18-20 years of age, 38.24% to 21-25 years and 4.56%

belong to 26 and above years of age. It also indicates that 75.52% of the

respondents are undergraduates, 18.78% of the respondents are

postgraduates and 5.69% the of respondents are research scholars. Further,

55.55% of the respondents belong to urban areas and 44.44% hail from rural

areas.


ICT tools enable the students and the research scholars to learn a

variety of services. The study analyzed factors to find out the level of

knowledge of ICT tools possessed by the students and the research scholars.

Five ICT tools were identified and analyzed on a five point scale such as

59.67%40.32%

57.19%38.24%

4.56%

75.52%

18.78%5.69%

55.55%44.44%

0%10%20%30%40%50%60%70%80%

Mal

e

Fem

ale

18-2

0

21-2

5

26 a

nd a

bove

Und

er G

radu

ate

Post

Gra

duat

e

Res

earc

h Sc

hola

rs

Urb

an

Rur

al

Gender Age Qualification Nativity

84

“Don’t know”, “Beginner”, “Fair Knowledge”, “Expert” and “Proficient”.

The mean and standard deviation are calculated and ranks are also assigned

based on mean and standard deviation. The same is shown in Table 4.3.

Table 4.3

Knowledge of ICT Tools

S.No Description DK B FK E P M Std R

1 E-mail 55

3.1%

109

6.1%

351

19.8%

749

42.2%

509

28.7% 3.87 .99 2

2 Internet 115

6.5%

94

5.3%

222

12.5%

881

49.7%

461

26% 3.83 1.07 3

3 SMS 54

3%

103

5.8%

384

21.7%

651

36.7%

581

32.8% 3.90 1.02 1

4 Mobile

Conference

95

5.4%

234

13.2%

514

29%

569

32.1%

361

20.4% 3.48 1.11 4

5 News Groups 166

9.4%

213

12%

488

27.5%

527

29.7%

379

21.4% 3.41 1.21 5

(DK=Don’t know; B=Beginner; FK=Fair Knowledge; E=Expert;

P=Proficient; M=Mean; Std= Standard Deviation; R=Rank)

Majority of respondents are familiar with SMS. It is followed by E-

Mail, and Internet. It is also observed that only a few respondents are not

familiar with Mobile Conference and News Groups.

It is found from Table 4.3 that 32.8% of respondents are proficient

in SMS. It is followed by E-mail (28.7%), and Internet (26%). Further, 49.7%

85

of respondents are expert in Internet, followed by E-mail (42.2%), SMS

(36.7%), Mobile Conference (32.1%) and News Groups (29.7%). The

deviation in the knowledge of ICT tools is found to be less than two in the five

point scale and it ranges from 0.99 to 1.21.

4.5.1 Knowledge of ICT Tools Vs Gender

The knowledge of ICT tools is ascertained among male and female

students and research scholars on the five point scale. The mean and standard

deviation are calculated, and ranks are assigned based on the above. The same

is shown in Table 4.4 and D1.1.

Table 4.4

Knowledge of ICT Tools Vs Gender

S.No Description

Male

n=1058

Female

n=715

M Std R M Std R

1 E-mail 3.84 1.00 2 3.91 .97 1

2 Internet 3.79 1.08 3 3.89 1.05 3

3 SMS 3.89 1.02 1 3.90 1.01 2

4 Mobile Conference 3.47 1.08 4 3.50 1.15 4

5 News Groups 3.35 1.22 5 3.50 1.19 4

(M=Mean; Std =Standard Deviation; R=Rank)

86

Figure 4.3 Knowledge of ICT Tools Vs Gender

Majority of male respondents are familiar with SMS. It is followed

by E-mail, Internet, Mobile Conference, and News Groups. Majority of

female respondents are familiar with E-mail, followed by SMS, Internet,

News Groups as well as Mobile Conference.

Table 4.4 and D1.1 show that 33% of the male respondents are highly

skilled in SMS than the female respondents. It is followed by 27.7% of male

respondents who are skilled in E-mail, Internet (24.9%), Mobile Conference

(19.2%) and News Groups (19.6%). Further 30.2% of respondents are also

highly skilled in E-Mail, which is followed by Internet (27.7%), and News

Groups (24.1%). It is further observed that 50.5% of the female respondents are

more expert in Internet than the male respondents (49.1%). It is only a few

female respondents (2.5%) who don’t have knowledge of E-mail. The standard

deviation is found to be less than two in the five point scale, and it ranges from

0.97 to 1.22.

33.23.43.63.8

4

E-mail Internet SMS Mobile Conference

News Groups

3.84 3.79 3.89

3.473.35

3.91 3.89 3.9

3.5 3.5

Mean

Male Female

87

4.5.2 Knowledge of ICT Tools Vs Age

The level of knowledge possessed on ICT tools is further analyzed

by age on the five point scale. The mean and standard deviation are

calculated, and ranks are provided based on the above. The same is shown in

Tables 4.5 and D1.2.

Table 4.5

Knowledge of ICT Tools Vs Age

S.

No Description

18-20 Years

n=1014

21-25 Years

n=678 26 and above Years

n=81

M Std R M Std R M Std R

1 E-mail 3.80 1.00 2 3.94 .97 1 4.09 1.01 1

2 Internet 3.76 1.08 3 3.93 1.05 2 3.93 1.04 3

3 SMS 3.86 1.04 1 3.93 .99 2 4.06 .97 2

4 Mobile Conference

3.45 1.12 4 3.53 1.08 4 3.58 1.14 4

5 News Groups

3.37 1.24 5 3.44 1.16 5 3.66 1.14 5

(M=Mean; Std=Standard Deviation; R=Rank)

The respondents in the age group of 18-20 years have a good

knowledge of SMS. It is followed by E-mail, Internet, and Mobile

Conference. The respondents in the groups of 21-25 and 26 and above years

have got a good knowledge of E-mail. It is followed by SMS as well as

Internet, Mobile Conference, and News Groups. Knowledge of News groups

is found less among the respondents.

88

It is highlighted in Tables 4.5 and D1.2 that 40.7% of respondents

in the age group of 26 and above are more proficient in E-mail respondents

in the age groups of 21-25 years (32.4%) and 18-20 years (25.2%). It is

further observed that 29.4% of respondents in the age group of 21-25 are

more proficient in Internet than respondents in the age groups of 26 and

above years (28.4%) and 18-20 years (23.6%). Further, 43.2% of respondents

in the age group of 26 and above years are more proficient in SMS than

respondents in the age groups of 21-25 years (32.7%) and 18-20 years (32%).

It is further observed that 51.9% of respondents in the age groups of 26 and

above are greater experts in Internet than respondents in the age groups of 21-

25 years (50.9%) and 18-20 years (48.7%). It is also observed that 43.9% of

respondents in the age group of 18-20 years are more expert in E-mail than

respondents in the age groups of 26 and above years (40.7%) and 21-25 years

(40%). It is also found that 38.3% of respondents in the age group of 21-25

are more expert in SMS than respondents in the age group of 18-20 years

(36.6%) and 26 and above years (24.7%). It is only few respondents in the

age group of 18-20 years (10.6%) who don’t have knowledge of News

Groups. The standard deviation is found to be less than two in the five point

scale, and it ranges from 0.97 to 1.24.

4.5.3 Knowledge of ICT Tools Vs Qualification

The level of knowledge of ICT tools is further analyzed by

qualification on the five point scale. The mean and standard deviation are



89

Table 4.6

Knowledge of ICT Tools Vs Qualification

S.

No Description

UG

n=1339

PG

n=333

RS

n=101


1 E-mail 3.89 .98 2 3.75 1.02 3 3.99 1.09 3

2 Internet 3.83 1.08 3 3.79 1.09 2 4.00 .86 2

3 SMS 3.91 1.01 1 3.80 1.04 1 4.01 1.01 1

4 Mobile Conference

3.49 1.11 4 3.49 1.13 4 3.43 1.04 4

5 News Groups 3.41 1.20 5 3.46 1.22 5 3.24 1.28 5

(UG= Undergraduate Students, PG= Postgraduate Students, RS= Research

Scholars, M=Mean; Std =Standard Deviation; R=Rank)

Figure 4.4 Knowledge of ICT Tools Vs Qualification

3.89 3.83 3.913.49 3.41

3.753.79

3.8

3.49 3.463.99 4 4.01

3.433.24

00.5

11.5

22.5

33.5

44.5

E-mail Internet SMS Mobile Conference

News Groups

MeanUG PG RS

90

The respondents are well skilled in SMS. All respondents gave

equal preference to Mobile Conference and News Groups. The undergraduate

respondents are more skilled in E-mail than the postgraduate respondents and

research scholars. The postgraduate respondents and the research scholars gave

more preference to Internet than undergraduate respondents.

It is highlighted in Tables 4.6 and D1.3 that 40.6% of the research

scholars are more proficient in E-mail than the undergraduate respondents

(28.8%) and the postgraduate respondents (24.9%). It is further observed that

27.7% of the research scholars are more proficient in Internet than the

undergraduate respondents (26%) and the postgraduate respondents (25.5%).

It is also observed that 20.7% of the undergraduate respondents are more

proficient in Mobile Conference than the postgraduate respondents (20.4%)

and the research scholars (15.8%). It is further found that 52.5% of the

research scholars are more expert in Internet than undergraduate respondents

(49.7%) and the postgraduate respondents (48.6%). It is also observed that

43.5% of the undergraduate respondents are more expert in E-mail than

postgraduate respondents (40.5%) and the research scholars (31.7%). It is also

found that 40.2% of the postgraduate respondents are more expert in SMS

than undergraduate respondents (35.9%) and the research scholars (35.6%). It is

only a few research scholars (13.9%) who don’t have any knowledge of News

Groups. The standard deviation is found to be less than two in the five point scale,

and it ranges from 0.86 to 1.28.

91

4.5.4 Knowledge of ICT Tools Vs Nativity

The level of knowledge of ICT tools is further analyzed by nativity

on the five point scale. The mean and standard deviation are calculated, and ranks

are provided based on the above. The same is shown in Tables 4.7 and D1.4.

Table 4.7

Knowledge of ICT Tools Vs Nativity

S.No Description

Urban

n=985

Rural

n=788

M Std R M Std R

1 E-mail 3.85 1.01 3 3.89 .97 1

2 Internet 3.86 1.00 2 3.79 1.15 3

3 SMS 3.93 .98 1 3.86 1.06 2

4 Mobile Conference

3.44 1.11 4 3.54 1.11 4

5 News Groups 3.44 1.20 4 3.38 1.22 5


It is observed that the respondents belonging to rural areas are more

skilled in E-mail than the respondents from urban areas. It is also found that the

respondents who are from urban areas are gave more priority to SMS and

Internet than the respondents who are from rural areas. All respondents are

gave equal preference to Mobile Conference.

It is found from Tables 4.7 and D1.4 that 29.7% of the respondents

from rural areas are more highly proficient in E-mail, followed by SMS (33.2%),

Internet (27.4%), Mobile Conference (22.8%) and News Groups (22.2%) than the

92

respondents from urban areas. It is further observed that 52.4% of the respondents

from urban areas are more expert in Internet, followed by E-mail (42.9%), SMS

(39.4%) and Mobile Conference (32.6%) than the respondents from rural areas.

4.6 PURPOSE OF USING ICT

The study analyzed to find out the various purposes of using ICT in

the libraries on Likert’s five point scale such as “Strongly disagree”,

“Disagree”, “Undecided” “Agree” and “Strongly Agree”. The mean and

standard deviation are also calculated and ranks are assigned based on mean

and standard deviation .The same is shown in Table 4.8.

Table 4.8

Purpose of using ICT

S. No Description SD DA UD A SA M Std R

1 To prepare for examinations

160 9%

246 13.9%

157 8.9%

428 24.1%

782 44.1% 3.80 1.36 3

2 To collect information for research work

259 14.6%

260 14.7%

475 26.8%

406 22.9%

373 21% 3.21 1.32 5

3 To publish research articles

234 13.2%

384 21.7%

619 34.9%

225 12.7%

311 17.5% 2.99 1.25 6

4 To prepare and present papers in conferences, and seminars

164 9.2%

174 9.8%

324 18.3%

610 34.4%

501 28.3% 3.62 1.24 4

5 To prepare the assignments

89 5%

81 4.6%

193 10.9%

705 39.8%

705 39.8% 4.04 1.06 2

6 To carry out projects 90 5.1%

102 5.8%

109 6.1%

692 39%

780 44% 4.11 1.08 1

7 To download software and tools

195 11%

387 21.8%

651 36.7%

352 19.9%

188 10.6% 2.97 1.13 7

8 To get information for entertainment

276 15.6%

465 26.2%

726 40.9%

167 9.4%

139 7.8% 2.67 1.09 8

(SD=Strongly Disagree;DA=Disagree;UD=Undecided;A=Agree; SA=

Strongly Agree, M=Mean; Std=Standard Deviation; R=Rank)

93

The respondents are using ICT for various purposes. Majority of

the respondents are familiar with using ICT to carry out projects. They use

ICT to prepare their assignments, to prepare for examinationss, to prepare and

present papers in conferences and seminars, to collect information for

research work, and to publish research articles. It is also observed that only a

few respondents are not familiar with downloading software and tools, and

getting information for entertainment.

Table 4.8 shows that 83% of the respondents are highly used ICT to

carry out projects. It is followed by ICT that helps to prepare their

assignments (79.6%), to prepare for the examinations (68.2%), and to prepare

and present papers in conferences, seminars (62.7%). It is further found that

only a few respondents (17.2%) used ICT to get information for

entertainment. The standard deviation is found to be less than two and it

ranges from 1.06 to 1.36.

4.6.1 Purpose of using ICT Vs Gender

The purpose of using ICT is further analyzed by gender on the five

point scale. The mean and standard deviation are calculated, and ranks are

provided based on the above. The same is shown in Tables 4.9 and D2.1.

94

Table 4.9

Purpose of using ICT Vs Gender

S.No Description Male

n=1058 Female n=715

M Std R M Std R

1 To prepare for examinations 3.79 1.29 3 3.81 1.45 3

2 To collect information for research work 3.41 1.29 5 2.90 1.32 6

3 To publish research articles 3.08 1.26 6 2.86 1.23 7


3.71 1.17 4 3.48 1.32 4

5 To prepare the assignments 4.17 .97 2 3.85 1.16 2

6 To carry out projects 4.22 .91 1 3.94 1.27 1

7 To download software and tools 2.78 1.15 7 3.24 1.03 5

8 To get information for entertainment 2.76 1.07 8 2.54 1.09 8


Majority of male and female respondents use ICT to carry out

projects. It is followed by preparing the assignments, prepare for the

examinationss, and preparing and presenting papers in conferences and

seminars.

Tables 4.9 and D2.1 show that 86.9% of the male respondents are

agreed and strongly agreed that ICT helps to carry out projects, which is

followed by to prepare the assignments (84.2%), to prepare for examinations

(72%), and to prepare and present papers in conferences and seminars

(67.2%). It is also found that 77.2% of the female respondents are agreed and

95

strongly agreed that ICT helps to carry out projects. It is followed by to

prepare the assignments (72.6%), to prepare the examinations (62.6%), and to

prepare and present papers in conferences, seminars (56.1%). It is further

observed that 52.6% of the male respondents are agreed and strongly agreed

that ICT helps to collect information for research work more than the female

respondents (31.1%). The standard deviation is found to be less than two in

the five point scale, and it ranges from 0.91 to 1.45. T-test was administered

to test the significant difference in the purpose of using ICT and the same is

shown in Table 4.10.

Table 4.10

T-Test Results for the purpose of using ICT Vs Gender

S.No Gender N Mean Std.

Deviation

T

value df

P

value

1. Male 1058 27.97 3.42

7.669 1771 .000 2. Fermale 715 26.66 3.71

Total 1773

(df=degrees of freedom)

Table 4.10 shows the mean score of purpose of using ICT for the

male respondents (27.97) and female respondents (26.66). It is found that the

T-value of 7.669 is statistically significant as the p-value is 0.000

(p<0.05).Therefore, the difference in the mean score of purpose of using ICT

based on gender is statistically significant. Hence the hypothesis is proved.

96

4.6.2 Purpose of using ICT Vs Age

The purpose of using ICT is further analyzed by age on the five



Table 4.11.

Purpose of using ICT Vs Age

S. No

Description 18-20

n=1014 21-25 n=678

26 and above n=81



3.70 1.42 3 4.02 1.23 2 3.28 1.25 4


3.31 1.31 5 3.09 1.32 5 2.88 1.33 6


2.99 1.24 7 3.03 1.27 6 2.67 1.13 7


3.69 1.22 4 3.56 1.24 4 3.29 1.50 3


4.05 1.04 2 4.03 1.10 1 4.04 1.12 1

6 To carry out projects 4.19 1.07 1 3.98 1.08 3 4.03 1.15 2


3.00 1.13 6 2.92 1.13 7 3.01 1.06 5


2.61 1.02 8 2.81 1.18 8 2.34 .86 8


The respondents in the age group of 18-20 years preferred to carry

out projects, which is followed by to prepare the assignments and to prepare

for examinations. Majority of respondents in the age group of 21-25 years are

97

agreed and strongly agreed with ICT that helps to prepare the assignments, it

is followed by to prepare for examinations, and to carry out projects. The

respondents in the age group of 26 and above years are also agreed and

strongly agreed with ICT which helps to prepare the assignments, which is

followed by to carry out projects, and to prepare and present papers in

conferencesand seminars.

Tables 4.11 and D2.2 show that 86% of respondents in the age

group of 18-20 years are agreed and strongly agreed with ICT that helps to

carry out projects and other works. It is followed by to prepare for

assignments (79.5%), and to prepare the examinations (66.9%). It is also

found that 82.7% of respondents in the age group of 26 and above years are

agreed and strongly agreed with ICT which helps to prepare for assignments

in comparison with respondents in the age group of 21-25 (79.2%). It is

observed that 79.2% of respondents in the age group of 21-25 years are

agreed and strongly agreed with ICT that helps to carry out projects better

than respondents in the age group of 26 and above years (77.7%). Further,

74.5% of respondents in the age group of 21-25 are using ICT to prepare for

examinations, whereas 66.9% of respondents in the age group of 18-20 and 32.1%

of respondents in the age group of 26 and above are interested to use ICT to

prepare for examinations. The respondents in all age groups are giving the least

preference to get information for entertainment. The standard deviation is found to

be less, which ranges from 0.86 to 1.50.

98

4.6.3 Purpose of using ICT Vs Qualification

The purpose of using ICT is further analyzed by qualification on the

five point scale. The mean and standard deviation are calculated, and ranks are


Table 4.12

Purpose of using ICT Vs Qualification

S.

No Description

UG

n=1339

PG

n=333

RS

n=101



3.83 1.34 3 3.91 1.27 3 3.05 1.64 6


3.10 1.23 5 3.47 1.51 5 3.73 1.53 3


2.88 1.23 7 3.07 1.16 6 4.16 1.15 2


3.55 1.25 4 3.74 1.22 4 4.22 1.03 1


4.14 .95 1 4.15 .92 2 2.39 1.45 8

6 To carry out projects 4.09 1.05 2 4.27 1.00 1 3.72 1.53 4


2.97 1.15 6 2.89 1.02 7 3.21 1.15 5


2.68 1.09 8 2.60 1.05 8 2.85 1.19 7

(UG= Undergraduate Students; PG= Postgraduate Students; RS= Research

Scholars; M=Mean; Std=Standard Deviation; R=Rank)

99

The undergraduate respondents are agreed and strongly agreed with

ICT that helps to prepare the assignments, to carry out projects, and to

prepare for examinations. Majority of postgraduate respondents are agreed

and strongly agreed with ICT which helps to carry out projects, it is followed

by to prepare the assignments, and to prepare for examinations. The research

scholars preferred to prepare and present papers in conferences and seminars,

followed by to carry out projects, to publish research articles, and to collect

information for research work.

Tables 4.12 and D2.3 show that 83% of the undergraduate

respondents informed that to prepare for assignments is the highly preferred.

It is followed by to carry out projects (82.9%), and to prepare for

examinations (68.3%). It is also found that 87.1% of the postgraduate

respondents informed that to carry out projects is the highly preferred. It is

followed by to prepare for assignments (79.5%), and to prepare the

examinations (73.8%). Further, 86.1% of the research scholars preferred to

prepare and present papers in conferences, seminars. It is followed by 71.3%

of the research scholars who preferred to carry out projects, to publish

research articles (69.3%) and to collect information for research work

(65.3%). It is also found that 65.3% of the research scholars preferred to

publish research articles in comparison with the undergraduate respondents

(39.5%) and the postgraduate respondents (55.2%). It is followed by 87.1% of

the postgraduate respondents who preferred to carry out projects better than

the undergraduate respondents (82.9%) and research scholars (71.3%).

Further, 20.8% the research scholars gave the least importance to get

100

information for entertainment, whereas 14.1% of the postgraduate

respondents and 17.8% of the undergraduate respondents gave the least

preference to get information for entertainment. The standard deviation is

found to be less, which ranges from 0. 92 to 1.64. One way ANOVA was

administered to test the significant difference in the purpose of using ICT by

qualification and the same is shown in Table 4.13 and 4.14.

Table 4.13

One-Way ANOVA Test Results for purpose of using ICT Vs

Qualification

Description Experience N Mean Std F

value

p

value


Under Graduate 1339 27.2771 3.58499

7.875 .000

Post Graduate 333 28.1471 3.46749

Research Scholars

101 27.3762 3.94931

Total 1773 27.4461 3.59882

Table 4.14

Summary of ANOVA Results

Description Source of Variation

Sum of Squares

df Mean Square

F

value

p

value


Between Groups 202.407 2 101.204

7.875 .000 Within Groups 22747.699 1770 12.852

Total 22950.1.06 1773


101

Table 4.13 and 4.14 show One-way ANOVA test results. It is

found that mean score of purpose of using ICT is high among the

postgraduate respondents (28.1471), low among the undergraduate

respondents (27.2771).The F value is 7.875 and the p-value is 0.000(p<0.05),

which denotes that it is significant. Therefore, it is inferred that there is a

significant difference in the purpose of using ICT among the respondents

based on qualification, where, F=7.875 and p<0.000, as the p value is less

than 0.05.Hence the hypothesis is also proved.

4.6.4 Purpose of using ICT Vs Nativity

The purpose of using ICT is further analyzed by nativity on the five



Table 4.15

Purpose of using ICT Vs Nativity

S.No Description Urban n=985

Rural n=788

M Std R M Std R 1 To prepare for examinations 3.83 1.40 3 3.76 1.30 3

2 To collect information for research work 3.27 1.30 5 3.13 1.34 5

3 To publish research articles 2.99 1.22 7 2.99 1.29 6

4 To prepare and present papers in conferences, and seminars 3.63 1.23 4 3.61 1.25 4

5 To prepare the assignments 4.06 1.04 2 4.02 1.09 2 6 To carry out projects 4.14 1.10 1 4.06 1.06 1

7 To download software and tools 3.04 1.11 6 2.87 1.14 7

8 To get information for entertainment 2.71 1.03 8 2.62 1.16 8


102

Majority of respondents from urban areas as well as from rural

areas are agreed and strongly agreed with ICT that helps to carry out

projects, which is followed by to prepare the assignments, to prepare for

examinations, to prepare and present papers in conferences and seminars, and

to collect information for research work.

Tables 4.15 and D2.4 show that 84.4% of respondents from urban

areas are agreed and strongly agreed with ICT helps to carry out projects. It

is followed by to prepare the assignments (80.3%), and to prepare for

examinations (69.2%). It is also found that 81.4% of respondents from rural

areas are informed that to carry out projects is the highly preferred. It is

followed by to prepare the assignments (78.6%), and to prepare for

examinations (67%). It is also found that 32.5% of respondents from urban

areas preferred to publish research articles rather than the respondents from

rural areas (28.5%). The standard deviation is found to be less, which ranges

from 1. 03 to 1.40. T-test was administered to test the significant difference in

the purpose of using ICT and the same is shown in Table 4.16.

Table 4.16

T-Test Results for purpose of using ICT Vs Nativity

S.No Designation N Mean Std. Deviation

T value df

P value

1. Urban 985 27.71 3.54 3.565 1771 .000 2. Rural 788 27.10 3.64

Total 1773 (df=degrees of freedom)

103

Table 4.16 shows the mean score of purpose of using ICT for the

respondents from urban (27.71) and the respondents from rural area (27.10).

It is found that the T-value of 3.565 is statistically significant as the p-value is

0.000 (p<0.05).Therefore, the difference in the mean score of purpose of ICT

based on nativity is statistically significant. Hence, the hypothesis is proved.

4.7 AWARENESS OF ICT BASED LIBRARY RESOURCES

The study analyzed to find out students and research scholars' level

of awareness of ICT based library Resources on Likert’s five point scale such

as “Strongly disagree”, “Disagree”, “Undecided” “Agree” and “Strongly

Agree”. The mean and standard deviation are also calculated and ranks are

assigned based on mean and standard deviation. The same is shown in

Table 4.17.

Table 4.17

Awareness of ICT based Library Resources

S. No

Description Don't Know Beginner Fair

Knowledge Expert Proficient M Std R

1 E-books 115

6.5% 94

5.3% 222

12.5% 881

49.7% 461 26%

3.83 1.07 2

2 E-journals 54 3%

103 5.8%

384 21.7%

651 36.7%

581 32.8%

3.90 1.02 1

3 Online Databases

95 5.4%

234 13.2%

514 29%

569 32.1%

361 20.4%

3.48 1.11 5

4 E-Learning Resources

128 7.2%

161 9.1%

430 24.3%

595 33.6%

459 25.9%

3.61 1.17 3

5 CD-ROM Databases

133 7.5%

151 8.5%

459 25.9%

556 31.4%

474 26.7%

3.61 1.18 4

6 E-Theses and Dissertations

276 15.6%

291 16.4%

608 34.3%

353 19.9%

245 13.8%

3.00 1.24 6


104

Majority of respondents gained a highly awareness of E- journals.

It is followed by E- books, E-Learning Resources, CD-ROM Databases,

Online Databases, and E-Theses and Dissertations.

Table 4.17 shows that 75.7% of respondents are highly awareness

of E-books. It is followed by E-journals (69.5%), E-Learning Resources

(59.5%), CD-ROM Databases (58.1%), Online Databases (52.5%), E-Theses

and Dissertations (33.7%). The standard deviation is found to be less than two


4.7.1 Awareness of ICT based Library Resources Vs Gender

Awareness on ICT based library Resources is further analyzed by

gender on the five point scale. The mean and standard deviation are



Table 4.18

Awareness on ICT based Library Resources Vs Gender


n=1058 Female n=715

Chi-

Square M Std M Std R 1 E-books 3.79 1.08 4.647 3.89 1.05 2 4.647 2 E-journals 3.89 1.02 2.049 3.90 1.01 1 2.049 3 Online Databases 3.47 1.08 7.834 3.50 1.15 5 7.834 4 E-Learning Resources 3.56 1.14 14.737 3.69 1.20 3 14.737 5 CD-ROM Databases 3.65 1.14 7.822 3.55 1.22 4 7.822

6 E-Theses and Dissertations 2.96 1.25 6.492 3.05 1.21 6 6.492

(M=Mean; Std=Standard Deviation; R=Rank) (Df : Degrees of freedom =4)

105

Majority of the male and female respondents are familiar with E-

journals and E-books. It is followed by E-Learning Resources and CD-ROM

Databases.

Tables 4.18 and D3.1 shows that 74% of the male respondents are

highly aware of E-books, followed by E-journals (69%), CD-ROM Databases

(59.6%), and E-Learning Resources (57.4%). It is also found that 78.2% of

the female respondents are also aware of E-books, followed by E-journals

(70.2%), Online Databases (64.5%), and E-Learning Resources (55.8%).

Further 64.5% of the female respondents are more highly aware of Online

Databases than the male respondents (51.1%). Low level of awareness about

E-Theses and Dissertations (32.3%) is found among the male respondents and

female respondents (35.8 %). The standard deviation is found to be less than

two in the five point scale, and it ranges from 1.01 to 1.25.

Chi-square test was used to test the significant difference in the

awareness of ICT based library resources among the male and the female

respondents. The calculated value of 14.737 is greater than the table value of

9.488. Therefore, it is inferred that there is no significant difference in the

awareness of ICT based resources among the male and the female

respondents. Hence, the hypothesis is proved.

4.7.2 Awareness of ICT based Library Resources Vs Age

The level of awareness of ICT based library Resources is further

analyzed by age on the five point scale. The mean and standard deviation are



106

Table 4.19

Awareness of ICT based Library Resources Vs Age

S.

No Description

18-20

n=1014

21-25

n=678

26 and above

n=81


1 E-books 3.76 1.08 2 3.93 1.05 1 3.93 1.04 2

2 E-journals 3.86 1.04 1 3.93 .99 1 4.06 .97 1

3 Online Databases 3.45 1.12 5 3.53 1.08 5 3.58 1.14 4


3.61 1.15 3 3.63 1.16 4 3.53 1.43 5

5 CD-ROM Databases

3.54 1.16 4 3.69 1.19 3 3.75 1.25 3


2.99 1.23 6 3.02 1.23 6 2.91 1.33 6


Figure 4.5 Awareness of ICT based Library Resources Vs Age

Majority of the respondents in all age groups are highly aware of

E-journals. Majority of respondents in the age group of 18-20 are highly

0

1

2

3

4

5

E-books E-journals Online Databases

E-Learning Resources

CD-ROM Databases

ETD

3.76 3.863.45 3.61 3.54

2.99

3.93 3.93 3.53 3.63 3.693.02

3.93 4.06 3.58 3.53 3.75

2.91

Mean Age 18-20 Age 21-25 Age 26 & above

107

aware of E-journals. It is followed by E- books, E-Learning Resources, CD-

ROM Databases, Online Databases, E-Theses and Dissertations. Majority of

respondents in the age group of 21-25 are highly aware of E-journals as well

as E-books. It is followed by CD-ROM Databases, E-Learning Resources,

Online Databases, E-theses and dissertations. Majority of respondents in the

age group of 26 and above are highly aware of E-journals. It is followed by E-

books, CD-ROM Databases, Online Databases, E-Learning Resources, IRs

(Institutional Repositories), E-theses and dissertations.

Tables 4.19 and D3.2 show that 72.3% of respondents in the age

group of 18-20 years are highly aware of E-books. It is followed by E-

journals (68.6%), E-Learning Resources (58.8%), and CD-ROM Databases

(54.5%). It is also found that 80.3% of respondents in the age group of 21-25

years are highly aware of E-books. It is followed by E-journals (71%), CD-

ROM Databases (63%), and E-Learning Resources (59.9%). Further, it is

found that 80.3% of respondents in the age group of 26 and above years

strongly agreed to knowledge on E-books. It is followed by E-journals

(67.9%), CD-ROM Databases (63%) as well as E-Learning Resources (63%),

and Online Databases (50.6%). The respondents in all age groups are giving

least preference to E-Theses and Dissertations. The standard deviation is

found to be less, which ranges from 0.97 to 1.43.

4.7.3 Awareness of ICT based Library Resources Vs Qualification

Awareness of ICT based library Resources is further analyzed by


108



Table 4.20

Awareness of ICT based Library Resources Vs Qualification

S.

No Description

UG

n=1339

PG

n=333

RS

n=101

Chi-Square M Std R M Std R M Std R

1 E-books 3.83 1.08 2 3.79 1.09 2 4.00 .86 2 5.950

2 E-journals 3.91 1.01 1 3.80 1.04 1 4.01 1.01 1 8.716

3 Online Databases

3.49 1.11 5 3.49 1.13 5 3.43 1.04 5 7.131


3.61 1.17 4 3.60 1.15 3 3.64 1.10 3 17.013

5 CD-ROM Databases

3.62 1.17 3 3.56 1.19 4 3.64 1.16 3 3.086


2.98 1.24 6 3.07 1.17 6 2.93 1.38 6 19.057

(UG= Undergraduate Students; PG= Postgraduate Students; RS=

Research Scholars; M=Mean; Std=Standard Deviation; R=Rank)

Majority of respondents are highly aware of E-journals, and E-

books. Majority of undergraduate respondents are highly aware of E-journals.

It is followed that E-books, CD-ROM Databases, and E-Learning Resources.

Majority of the postgraduate respondents are highly awareness of E-journals.

It is followed by E-books, E-Learning Resources, and CD-ROM Databases.

The research scholars are highly aware of E-journals. It is followed by E-

books, and E-Learning Resources as well as CD-ROM Databases.

109

Tables 4.20 and D3.3 show that 75.7% of the undergraduate

respondents are strongly are highly aware of E-journals. It is followed by E-

books (69.5%), E-Learning Resources (60.1%), and CD-ROM Databases

(58.3%). It is also found that 74.1% of the postgraduate respondents are

highly aware of E-journals. It is followed by E-books (67.8%), E-Learning

Resources (57.9%), and CD-ROM Databases (57.6%). Further, 80.2% of the

postgraduate respondents are highly awareness of E-journals. It is followed

by E-books (74.2%), E-Learning Resources (56.4%) as well as CD-ROM

Databases (56.4%), and Online Databases (48.5%). Further, 36.3% of the

postgraduate respondents have the least awareness of E-Theses and

Dissertations, whereas 31.7% of the research scholars and 33.2% of the

undergraduate respondents have the least aware of E-Theses and

Dissertations. The standard deviation is found to be less, which ranges from

0. 80 to 1.38.


awareness of ICT based library resources among the respondents. The

calculated value of 19.057 is greater than the table value of 15.507. Therefore,

it is found that there is no significant difference in the awareness of ICT based

library resources among the respondents based on qualification. Hence, the

hypothesis is proved.

4.7.4 Awareness of ICT based Library Resources Vs Nativity

Awareness of ICT based library Resources is further analyzed by

nativity on the five point scale. The mean and standard deviation are

110



Table 4.21

Awareness of ICT based Library Resources Vs Nativity

S.No Description

Urban

n=985

Rural

n=788

Chi-Square M Std R M Std R

1 E-books 3.86 1.00 2 3.79 1.15 2 15.086

2 E-journals 3.93 .98 1 3.86 1.06 1 9.397

3 Online Databases 3.44 1.11 5 3.54 1.11 4 7.456

4 E-Learning Resources 3.63 1.17 4 3.59 1.16 3 3.441

5 CD-ROM Databases 3.69 1.18 3 3.51 1.17 5 16.096


3.04 1.24 6 2.94 1.23 6 8.488


Majority of the respondents from urban areas as well as rural areas

are highly aware of E-journals, and E-books. Majority of the respondents

from urban areas are highly aware of E-journals. It is followed by E-books,

CD-ROM Databases, and E-Learning Resources. Majority of the respondents

from rural areas are highly awareness of E-journals. It is followed by E-

books, E-Learning Resources, and Online Databases.

Tables 4.21 and D3.4 show that 77.3% of the respondents from

urban areas are highly aware of E-books. It is followed by E-journals

(71.8%), E-Learning Resources (61%) and CD-ROM Databases (60.6%). It is

111

also found that 73.7% of the respondents from rural areas are highly aware of

E-books. It is followed by E-journals (66.6%), E-Learning Resources (57.5%)

and CD-ROM Databases (55.1%). The standard deviation is found to be less,

which ranges from 0.98 to 1.24.


awareness of ICT based library resources among the respondents. The

calculated value of 16.096 is greater than the table value of 9.488. Therefore,

it is analysed that no significant difference is found in the awareness of ICT

based library resources among the respondents based on the nativity. Hence,

the hypothesis is proved.

4.8 AWARENESS OF ICT BASED LIBRARY SERVICES

The study analyzed to find out the knowledge of various ICT based

library services on Likert’s five point scale such as “Strongly disagree”,




112

Table 4.22

Awareness of ICT based Library Services

S. No

Description SD DA UD A SA M Std R

1 Digital Libraries Service

122 6.9%

212 12%

477 26.9%

554 31.2%

408 23%

3.51 1.16 2

2 E-Learning Service 107 6%

179 10.1%

454 25.6%

573 32.3%

460 25.9%

3.62 1.14 1

3 Institutional Repository Service

318 17.9%

393 22.2%

519 29.3%

346 19.5%

197 11.1%

2.83 1.24 6

4 Current Awareness Service

303 17.1%

341 19.2%

607 34.2%

312 17.6%

210 11.8%

2.87 1.22 5

5 OPAC / WebOPAC Service

297 16.8%

309 17.4%

507 28.6%

393 22.2%

267 15.1%

3.01 1.29 4

6 Electronic Document Delivery Service

288 16.2%

287 16.2%

472 26.6%

436 24.6%

290 16.4%

3.08 1.30 3



Majority of respondents are familiar with E-Learning Service. It is

followed by Digital Library service, Electronic Document Delivery Service,

OPAC / WebOPAC, Current Awareness Service, and Institutional Repository

Service. It is also observed that only a few respondents are not familiar with

Repository Service, and Current Awareness Service.

Table 4.22 shows that 25.9% of respondents are strongly agreed on

ICT based E-Learning Services. It is followed by Digital Libraries (23%), and

Electronic Document Delivery Service (16.4%). It is further found that only a

few respondents (11.1%) have a knowledge of Institutional Repositories

service. The standard deviation is found to be less than two and it ranges from

113

1.14 to 1.30. It is further observed that 32.3% of respondents are also agreed

on ICT based E-Learning Services. It is followed by Digital Libraries

(31.2%), and Electronic Document Delivery Service (24.6%).

4.8.1 Awareness of ICT based Library Services Vs Gender

Awareness of ICT based Library Services is further analyzed by

gender on the five point scale. The mean and standard deviation are



Table 4.23

Awareness of ICT based Library Services Vs Gender

S.No Description

Male

n=1058

Female

n=715

M Std R M Std R

1 Digital Libraries Service 3.47 1.14 2 3.57 1.19 2

2 E-Learning Service 3.58 1.14 1 3.66 1.15 1


2.81 1.22 6 2.86 1.28 6


2.88 1.20 5 2.87 1.27 5


2.97 1.29 4 3.07 1.29 3


3.10 1.30 3 3.05 1.31 4


114

Majority of the male and female respondents are familiar with E-

Learning Services, and Digital Libraries. It is followed by female respondents

who are familiar with OPAC / WebOPAC, Electronic Document Delivery

Service, and Current Awareness Services. It is further observed that the male

respondents are familiar with Electronic Document Delivery Service, OPAC /

WebOPAC, and Current Awareness Services.

Tables 4.23 and D4.1 show that 24% of the male respondents are

strongly agreed on E-Learning Services, followed by Digital Libraries

(20.7%), Electronic Document Delivery Service (15.1%), OPAC / WebOPAC

(13.6%), and Current Awareness Services (10.2%). It is also found that 28.8%

of the female respondents are strongly agreed on E-Learning Services,

followed by Digital Libraries (26.4%), Electronic Document Delivery Service

(18.2%), OPAC / WebOPAC (17.2%), and Current Awareness

Services(14.3%). It is further observed that 33.6% of the male respondents

are agreed on E-Learning Services more than the female respondents (30.5%).

It is only few female respondents (5.7%) who strongly disagreed with E-

Learning Services. The standard deviation is found to be less than two in the

five point scale, and it ranges from 1.14 to 1.31.

4.8.2 Awareness of ICT based Library Services Vs Age

Knowledge on ICT based Library Services are further analyzed by

age on the five point scale. The mean and standard deviation are calculated,

and ranks are provided based on the above. The same is shown in Tables 4.24

and D4.2.

115

Table 4.24

Awareness of ICT based Library Services Vs Age

S. No

Description 18-20

n=1014 21-25 n=678

26 and above n=81

Chi-

Square M Std R M Std R M Std R

1 Digital Libraries 3.45 1.20 2 3.58 1.11 2 3.62 1.15 2 31.968

2 E-Learning Services 3.61 1.13 1 3.62 1.15 1 3.64 1.26 1 9.479

3 Institutional Repositories 2.81 1.22 6 2.84 1.26 6 2.98 1.41 3 20.586

4 Current Awareness Services 2.87 1.25 5 2.88 1.21 5 2.85 1.13 5 12.470

5 OPAC / WebOPAC 2.90 1.27 4 3.20 1.27 3 2.82 1.43 6 53.454


3.10 1.28 3 3.08 1.33 4 2.92 1.33 4 13.500


The respondents in all age groups preferred E-Learning Services,

and Digital Libraries. Majority the respondents in the age group of 18-20

years opted for E-Learning Services and it is followed by Digital Libraries,

Electronic Document Delivery Service, OPAC / WebOPAC, and Current

Awareness Services. The respondents in the age group of 21-25 years preferred E-

Learning Services and it is followed by Digital Libraries, Electronic Document

Delivery Service, and Current Awareness Services. The respondents in the age

group of 26 and above also preferred E-Learning Services and it is followed by

Digital Libraries, Institutional Repositories, OPAC / WebOPAC, Electronic

Document Delivery Service, and Current Awareness Services.

116

Table 4.24 and D4.2 show that 30.9% of respondents in the age

group of 26 and above strongly agreed with E-Learning Services as well as

Digital Libraries and it is followed by Institutional Repositories (23.5%),

OPAC / WebOPAC (21%), and Electronic Document Delivery Service

(17.3%). It is further found that 26.7% of respondents in the age group of 21-

25 years strongly agreed with E-Learning Services and it is followed by

Digital Libraries(22.9%), OPAC / WebOPAC (20.4%), Electronic Document

Delivery Service (17.7%), and Institutional Repositories(11.4%). It is also

found that 25% of respondents in the age group of 18-20 years strongly

agreed with E-Learning Services, it is followed by Digital Libraries(22.5%),

Electronic Document Delivery Service (15.4%), and Current Awareness

Services (12.4%). It is observed that 33.3% of respondents in the age group of

21-25 years agreed with Digital Libraries more than the respondents in the

age group of 18-20 years (30.7%) and in the 26 and above years of age group

(21%). Further, 33.3% of respondents in the age group of 18-20 years agreed

E-Learning Services more than the respondents in the age group of 21-25

(31%) and in the 26 and above years of age group (30.9%). The respondents

in the age group of 26 and above (12.3%) gave the least preference to Current

Awareness Services, whereas 10.9% of respondents in the age group of 21-25

gave the least preference to Current Awareness Services, and in the age

groups of 18-20 years gave the least preference to Institutional Repositories.

The standard deviation is found to be less, which ranges from 1.11 to 1.43.

Chi-square test was applied to test the significant difference in the

awareness of ICT based library services among the respondents. The

calculated value of 53.454 is greater than the table value of 15.507. The result

117

indicates that no significant difference is found in the awareness of ICT based

library services among the respondents based on the age. Hence, the


4.8.3 Awareness of ICT based Library Services Vs Qualification

Knowledge of ICT based Library Services is further analyzed by




Table 4.25

Awareness of ICT based Library Services Vs Qualification

S.

No Description

UG

n=1339

PG

n=333

RS

n=101


1 Digital Libraries 3.48 1.15 2 3.55 1.19 2 3.72 1.20 1 10.575

2 E-Learning Services

3.62 1.15 1 3.58 1.12 1 3.65 1.14 2 6.781

3 Institutional Repositories

2.85 1.24 6 2.82 1.23 6 2.69 1.23 5 7.912

4 Current Awareness Services

2.88 1.22 5 2.93 1.24 5 2.66 1.21 6 7.130

5 OPAC / WebOPAC 3.02 1.29 4 2.99 1.27 4 2.97 1.34 4 6.415


3.08 1.30 3 3.14 1.28 3 2.96 1.35 3 5.974



118

Majority of the undergraduate respondents as well as postgraduate

respondents are preferred to E-Learning Services, it is followed by Digital

Libraries, Electronic Document Delivery Service, OPAC / WebOPAC, and

Current Awareness Services, whereas majority of the research scholars opted

for Digital Libraries, it is followed by E-Learning Services, Electronic

Document Delivery Service, OPAC / WebOPAC, and Institutional

Repositories. It is observed that all respondents gave equal preference to

Electronic Document Delivery Service, and OPAC / WebOPAC.

Tables 4.25 and D4.3 show that 32.7% of respondents strongly

agreed with Digital Libraries, it is followed by E-Learning Services (24.8%),

OPAC / WebOPAC (14.9%), Electronic Document Delivery Service (13.9%),

and Institutional Repositories (10.9%). It is also found that 26.7% of the

undergraduate respondents strongly agreed with E-Learning Services, it is

followed by Digital Libraries (21.8%), Electronic Document Delivery

Service(16.7%), OPAC / WebOPAC (15.5%), and Current Awareness

Services (11.8%). Further, 24.9% of the postgraduate respondents strongly

agreed with Digital Libraries and it is followed by E-Learning Services

(23.4%), Electronic Document Delivery Service (15.9%), and OPAC /

WebOPAC (13.2%) as well as Current Awareness Services (13.2%). Further,

7.9% of the research scholars gave the least importance to Current Awareness

Services, whereas 11.1% of the postgraduate respondents as well as

undergraduate respondents gave the least preference to Institutional

Repositories. It is found that 37.6% of the research scholars agreed with E-

Learning Services rather than postgraduate respondents (34.2%), and

119

undergraduate respondents (31.4%). It is also found that 32.7% of the

postgraduate respondents agreed with Digital Libraries rather than the

undergraduate respondents (31%), and research scholars (29.7%). The

standard deviation is found to be less, which ranges from 1.12 to 1.35.

Chi-square test was administered to test the significant difference in

the awareness of ICT based library services among the respondents. The

calculated value of 10.575 is less than the table value of 15.507. It is found

that there is a significant difference in the awareness of ICT based library

services among the respondents based on category. Hence, the hypothesis is

not proved.

4.8.4 Awareness of ICT based Library Services Vs Nativity

Knowledge of ICT based Library Services are further analyzed by

nativity on the five point scale. The mean and standard deviation are



120

Table 4.26

Awareness of ICT based Library Services Vs Nativity

S.No Description

Urban

n=985

Rural

n=788

Chi-

Square M Std R M Std R

1 Digital Libraries 3.54 1.16 2 3.48 1.16 2 2.072

2 E-Learning Services 3.65 1.15 1 3.57 1.14 1 17.765

3 Institutional Repositories 2.83 1.26 6 2.84 1.21 5 4.330

4 Current Awareness

Services 2.91 1.26 5 2.83 1.18 6 13.512

5 OPAC / WebOPAC 3.08 1.31 4 2.92 1.25 4 12.841

6 Electronic Document

Delivery Service 3.14 1.29 3 3.01 1.31 3 7.925


Figure 4.6 Awareness of ICT based Library Services Vs Nativity

3.54 3.65 2.83 2.91 3.083.14

3.48

3.57

2.84 2.83 2.923.01

012345678

Digital Libraries

E-Learning Services

Institutional Repositories

Current Awareness

Services

OPAC / WebOPAC

ETD

Mea

n

Urban Rural

121

Majority of the respondents from urban areas as well as from rural

areas are equally preferred to E-Learning Services and it is followed by

Digital Libraries, Electronic Document Delivery Service, and OPAC /

WebOPAC.

Tables 4.26 and D4.4 show that 28.1% of respondents from urban

areas are strongly agreed on E-Learning Services. It is followed by Digital

Libraries (23.6%), and Electronic Document Delivery Service (17.8%). It is

also found that 23.2% of respondents from rural areas strongly agreed with E-

Learning Services. It is followed by Digital Libraries (22.3%), and Electronic

Document Delivery Service (14.6%). Further, 11.4% of respondents from

urban areas are giving the least importance to Institutional Repositories,

whereas 9.5% of respondents from rural areas are give the least preference to

Current Awareness Services. It is found that 32.1% of respondents from

urban areas are agreed on Digital Libraries better than the respondents from

rural areas (30.2%). Further, 33.4% of respondents from rural areas are

agreed on E-Learning Services rather than the respondents from urban areas

(31.5%). The standard deviation is found to be less, which ranges from 1.14

to 1.31.

Chi-square test was administered to test the significant difference in

the awareness of ICT based library services among the respondents. The

calculated value of 17.765 is greater than the table value of 9.488. The result

indicates that no significant difference is found in the awareness of ICT based

library services among the respondents based on the nativity. Hence, the


122

4.9 ATTITUDES OF STUDENTS AND RESEARCH SCHOLARS

ABOUT ICT

The study analyzed the attitudes of students and research scholars

towards ICT on Likert’s five point scale such as “Strongly disagree”,




Table 4.27

Attitudes about ICT

S. No


1 ICT helps to collect information for academic and research purposes

78 4.4%

102 5.8%

177 10%

923 52.1%

493 27.8%

3.93 .99 1

2 ICT provides remote access

55 3.1%

109 6.1%

351 19.8%

749 42.2%

509 28.7%

3.87 .99 2

3 ICT helps to find the relevant information.

99 5.6%

145 8.2%

520 29.3%

561 31.6%

448 25.3%

3.62 1.11 3

4 ICT is useful to update the latest development in the subjects.

155 8.7%

208 11.7%

544 30.7%

436 24.6%

430 24.3%

3.43 1.22 4

5 Lack of interest to access ICT resources and services

152 8.6%

229 12.9%

531 29.9%

460 25.9%

401 22.6%

3.41 1.21 5

6 Lack of infrastructural facilities in the institution

179 10.1%

249 14%

615 34.7%

390 22%

340 19.2%

3.26 1.20 7

7 ICT facilitates to communicate with learning groups

195 11%

240 13.5%

513 28.9%

505 28.5%

320 18%

3.29 1.22 6



123

Most of the respondents indicated that ICT helps to collect

information for academic and research purposes, which is followed by ICT

that provides remote access to resources, ICT helps to find the relevant

information, and ICT is useful to update the latest development in the

subjects.

Table 4.27 shows that 28.7% of respondents strongly agreed that

ICT provides remote access to resources. ICT helps to collect information for

academic and research purposes (27.8%), ICT helps to find the relevant

information (25.3%) and also ICT is useful to update the latest development

in the subjects (24.3%). It is also found that only a few respondents (3.1%)

disagreed that ICT provides remote access to resources. There is the least

deviation in attitudes of students and research scholars on ICT and it ranges

from 0. 99 to 1.22.

4.9.1 Attitudes about ICT Vs Gender

The study ascertained to find out the various attitudes of students

and research scholars about ICT on five point scales by gender on the five



124

Table 4.28

Attitudes about ICT Vs Gender

S.No Description

Male n=1058

Female n=715

M Std R M Std R


3.88 1.02 1 4.00 .95 1

2 ICT provides remote access 3.84 1.00 2 3.91 .97 2


3.59 1.11 3 3.68 1.10 3


3.39 1.23 5 3.49 1.20 4


3.42 1.22 4 3.39 1.19 5


3.19 1.20 7 3.35 1.21 6


3.24 1.19 6 3.35 1.26 7


Figure 4.7 Attitudes about ICT Vs Gender

0

2

4

ICT helps to collect

information for academic and research

purposes

ICT provides remote access

ICT helps to find the relevant

information.

ICT is useful to update the

latest development

in the subjects.

Lack of interest to access ICT

resources and services

Lack of infrastructure facilities in

the institution

ICT facilitates to

communicate with learning

groups

3.88 3.84 3.59 3.39 3.42 3.19 3.24

4 3.91 3.68 3.49 3.39 3.35 3.35

MeanMale Female

125

Majority of the male respondents as well as the female respondents

strongly agreed that ICT helps to collect information for academic and

research purposes. ICT provides remote access to resources, and ICT helps to

find the relevant information.

Tables 4.28 and D5.1 show that 76.9% of the male respondents are

informed that ICT helps to collect information for academic and research

purposes. They also found that ICT provides remote access to resources

(69.8%), and ICT helps to find the relevant information (55.3%), whereas

84.2% of the female respondents found that ICT helps to collect information

for academic and research purposes, which is followed by ICT provides

remote access to resources (72.7%), and ICT helps to find the relevant

information (59.3%). There exists the least deviation in the attitudes of the

respondents about ICT , which ranges from 0.95 to 1.26.T-test was

administered to test the significant difference in the attitudes of the

respondents about ICT and the same is shown in Table 4.29.

Table 4.29

T-Test Results for attitudes about ICT Vs Gender


Deviation T

value df

P

Value

1. Male 1058 27.97 3.42

7.669 1771 .000 2. Female 715 26.66 3.71

Total 1773


126

Table 4.29 shows the mean score of attitudes about ICT for the

male respondents (27.97)and the female respondents (26.66).It is found that

the T-value of 7.669 is statistically significant as the p-value is 0.000

(p<0.05).Therefore, the difference in the mean score of attitudes of respondents

based on gender is statistically significant. Hence, the hypothesis is proved.

4.9.2 Attitudes about ICT Vs Age


and research scholars about ICT on five point scales by age on the five point

scale. The mean and standard deviation are calculated, and ranks are provided

based on the above. The same is shown in Tables 4.30 and D5.2.

Table 4.30

Attitudes about ICT Vs Age

S. No Description

18-20 n=1014

21-25 n=678

26 and above n=81

M Std R M Std R M Std R 1 ICT helps to collect

information for academic and research purposes

3.88 1.00 1 3.97 .99 1 4.13 .93 1

2 ICT provides remote access 3.80 1.00 2 3.94 .97 2 4.09 1.01 2 3 ICT helps to find the relevant

information. 3.57 1.14 3 3.69 1.07 3 3.67 1.05 3


3.36 1.21 5 3.55 1.20 4 3.43 1.30 5

5 Lack of interest to access ICT resources and services 3.38 1.21 4 3.42 1.19 5 3.58 1.26 4

6 Lack of infrastructural facilities in the institution 3.28 1.23 7 3.24 1.16 7 3.07 1.25 7


3.29 1.21 6 3.27 1.23 6 3.33 1.28 6


127

It is observed that majority of respondents in the age groups of 18-

20, 21-25 and 26 and above indicated that ICT helps to collect information for

academic and research purposes. It is followed by ICT provides remote access

to resources, ICT helps to find the relevant information, ICT facilitates to

communicate with learning groups and we find a lack of infrastructural

facilities in the Institution. It is also agreed by majority of respondents in

both age groups of 18-20, and 26 and above about lack of interest to access

ICT resources and services, and ICT is useful to update the latest

development in the subjects.

Tables 4.30 and D5.2 show that 87.6% of respondents in the age

group of 26 and above have found that ICT helps to collect information for

academic and research purposes. It is followed by ICT provides remote access

to resources (81.4%), ICT helps to find the relevant information (60.5%), and

a few lack interest to access ICT resources and services (59.3 %). It is found

that 80.8% of respondents in the age group of 21-25 strongly agreed that ICT

helps to collect information for academic and research purposes. It is

followed by ICT provides remote access to resources (72.4%), and ICT helps

to find the relevant information (59.6%). It is also found that 78.6 % of

respondents in the age group of 18-20 strongly agreed and agreed to ICT

helps to collect information for academic and research purposes. It is

followed by ICT provides remote access to resources (59.1 %), ICT helps to

find the relevant information (54.9 %), ICT is useful to update the latest

development in the subjects(47.5%), and Lack of interest to access ICT

resources and services (47.4%). Further, 42.7 % of respondents in the age

group of 18-20 found Lack of infrastructural facilities in the Institution,

128

whereas 39.7 % of respondents in the age group of 21-25 and 34.5% of

respondents in the age group of 26 and above are strongly agreed on Lack of

infrastructural facilities in the Institution. The standard deviation is found to

be less, which ranges from 0.93 to 1.30.

4.9.3 Attitudes about ICT Vs Qualification


and research scholars about ICT on five point scale by qualification. The

mean and standard deviation are calculated, and ranks are provided based on

the above. The same is shown in Tables 4.31 and D5.3.

Table 4.31

Attitudes about ICT Vs Qualification

S. No Description

UG n=1339

PG n=333

RS n=101

M Std R M Std R M Std R 1 ICT helps to collect


3.91 1.00 1 3.96 .97 1 3.99 1.05 1

2 ICT provides remote access 3.89 .98 2 3.75 1.02 2 3.99 1.09 1 3 ICT helps to find the relevant

information. 3.64 1.11 3 3.54 1.09 3 3.61 1.12 3


3.45 1.21 4 3.42 1.21 5 3.31 1.28 4

5 Lack of interest to access ICT resources and services 3.43 1.19 5 3.43 1.22 4 3.05 1.29 6

6 Lack of infrastructural facilities in the institution 3.30 1.20 6 3.15 1.18 7 3.06 1.35 5


3.29 1.22 7 3.32 1.22 6 3.05 1.17 6



129

Majority of respondents highly preferred ICT helps to collect

information for academic and research purposes, and it is followed by ICT

helps to find the relevant information. Majority of the research scholars are

strongly agreed on collecting information for academic and research purposes

as well as ICT provides remote access to resources. Majority of the

postgraduate respondents are strongly agreed on collecting information for

academic and research purposes. It is also found that majority of

undergraduate respondents are strongly agreed on ICT helps to collect

information for academic and research purposes, and ICT provides remote

access to resources.

Tables 4.31 and D5.3 show that 81.2% of the research scholars

strongly agreed on ICT helps to collect information for academic and research

purposes. It is followed by ICT provides remote access to resources (72.3%),

ICT helps to find the relevant information (55.5%), and ICT is useful to

update the latest development in the subjects (45.6%). It is also found that

80.2% of the postgraduate respondents strongly agreed on ICT helps to

collect information for academic and research purposes. It is followed by ICT

provides remote access to resources (65.4%), ICT helps to find the relevant

information (52.5%), and ICT is useful to update the latest development in the

subjects (48%). Further, 79.7% of the undergraduate respondents strongly

agreed with ICT helps to collect information for academic and research

purposes. It is followed by ICT provides remote access to resources (72.3%),

ICT helps to find the relevant information (58.1%), and ICT is useful to

update the latest development in the subjects (49.3%). Further, it is also found

that 72.3% of the undergraduate respondents as well as research scholars

130

gave the equal importance to ICT provides remote access to resources more

than the postgraduate respondents (65.4%). The standard deviation is found to

be less, which ranges from 0. 97 to 1.35. One way ANOVA was administered to

test the significant difference in the attitudes of respondents about ICT by category

and the same is shown in Tables 4.32 and 4.33.

Table 4.32

One-Way ANOVA Test Results for attitudes about ICT Vs Qualification

Description Qualification N Mean Std F

value p

value

Attitudes about ICT

Undergraduate 1339 27.2771 3.58499

7.875 .000 Postgraduate 333 28.1471 3.46749 Research Scholars 101 27.3762 3.94931

Total 1773 27.4461 3.59882

Table 4.33

Summary of ANOVA Results for attitudes about ICT


Sum of Squares

df Mean Square

F value

p value

Attitudes about ICT

Between Groups 202.407 2 101.204

7.875 .000 Within Groups 22747.699 1770 12.852

Total 22950.1.06 1773 (df=degrees of freedom)

Tables 4.32 and 4.33 show One-way ANOVA test results. It is found

that mean score of attitudes about ICT is high among the postgraduate respondents

(28.1471) and low among the undergraduate respondents (27.2771).The F value is

131

7.875 and the p-value is 0.000(p<0.05), which denotes that it is significant.

Therefore, it is inferred that there is a significant difference in the attitudes of

respondents about ICT based on category, where, F=7.875 and p<0.05, as the p

value is less than 0.05.Hence the hypothesis is proved.

4.9.4 Attitudes about ICT Vs Nativity


and research scholars about ICT on five point scales by nativity. The mean

and standard deviation are calculated, and ranks are provided based on the

above. The same is shown in Tables 4.34 and D5.4.

Table 4.34

Attitudes about ICT Vs Nativity


Rural n=788

M Std R M Std R 1 ICT helps to collect information for

academic and research purposes 3.88 1.01 1 3.99 .98 1

2 ICT provides remote access 3.85 1.01 2 3.89 .97 2 3 ICT helps to find the relevant

information. 3.62 1.12 3 3.63 1.10 3

4 ICT is useful to update the latest development in the subjects. 3.49 1.25 4 3.37 1.17 5

5 Lack of interest to access ICT resources and services 3.42 1.20 5 3.38 1.22 4

6 Lack of infrastructural facilities in the institution 3.30 1.23 7 3.21 1.17 7

7 ICT facilitates to communicate with learning groups 3.33 1.23 6 3.23 1.20 6


132

Majority of the respondents from urban areas as well as from rural

areas are highly preferred ICT helps to collect information for academic and

research purposes, it is followed by ICT helps to find the relevant

information, and ICT helps to find the relevant information. Most of the

respondents from urban areas as well as from rural areas least preferred ICT

facilitates to communicate with learning groups, and lack of infrastructural

facilities in the institution. T-test was administered to test the significant difference

in the attitudes about ICT and the same is shown in Table 4.34.

Tables 4.34 and D5.4 show that 81.7% of respondents from rural

areas highly preferred ICT helps to collect information for academic and

research purposes. It is followed by ICT provides remote access to resources

(71.1%), and ICT helps to find the relevant information (55.7%). It is also

found that 78.4% of respondents from urban areas highly preferred ICT helps

to collect information for academic and research purposes. It is followed by ICT

provides remote access to resources (70.8%), and ICT helps to find the relevant

information (57.9%). It is also found that 43.5% of respondents from urban areas

are giving the least importance to lack of infrastructural facilities in the Institution,

whereas 43.8% of respondents from urban areas have given the least importance to

ICT facilitates to communicate with learning groups. The standard deviation is

found to be less, which ranges from 0.97 to 1.25.

133

Table 4.35

T-Test Results for attitudes of respondents about ICT Vs Gender


Deviation T

value df

P

Value

1. Male 1058 27.97 3.42

7.669 1771 .000 2. Female 715 26.66 3.71

Total 212


Table 4.35 shows the mean score of attitudes of about ICT for the

male respondents (27.97) and the female respondents (26.66).It is found that

the T-value of 7.669 is statistically significant as the p-value is 0.000

(p<0.05).Therefore, the difference in the mean score of attitudes of the

respondents about ICT based on gender is statistically significant. Hence, the


4.9.5 Factor Analysis for the attitudes of the respondents about ICT

Factor analysis is a statistical data deduction technique that used to

explain the variability among observed variables in terms of fewer unobserved

variables called factors. Factor analysis helps to understand the internal structure

of the data and the grouping of items. Rotated Component Matrix with Varimax

rotation was used for the attitudes of undergraduate, postgraduate students and

research scholars of ICT and the same is shown in Table 4.36.

134

Table 4.36

Rotated Component Matrix for Attitudes of the respondents

about ICT

S. No

Description

Component

Factor

1

Factor

2

Factor

3

1. ICT helps to collect information for academic / research purpose

.764 .005 .055

2. ICT provides remote access to resources

.657 .005 .409

3. ICT helps to find the relevant information.

.708 .210 .038

4. ICT is useful to update the latest development in this subject.

.024 .869 .049

5. Lack of interest to access ICT resources and services

.100 .774 .124

6. Lack of infrastructural facilities in the Institution

.096 .307 .587

7. ICT facilitates to communicate with learning groups

.046 .129 .801

The results of factor analysis with varimax rotation are found in

Table 4.36.Three factors are indicating Factor 1, Factor 2, and Factor 3 of

attitudes of the respondents about ICT.

135

Factor 1 consists of the highest loading on the following variables:

ICT helps to collect information for academic / research

purpose.

ICT provides remote access to resources.

ICT helps to find the relevant information.

Factor 2 consists of the highest loading on the following variables:

ICT is useful to update the latest development in this subject.

Lack of interest to access ICT resources and services.

Factor 3 consists of highest loading on the following variables:

Lack of infrastructural facilities in the Institution.

ICT facilitates to Communicate with learning groups.


The study ascertained the training methods preferred by the

students and the research scholars on Likert’s five point scale such as

“Strongly disagree”, “Disagree”, “Undecided” “Agree” and “Strongly

Agree”. The mean and standard deviation are also calculated and ranks are

also assigned based on mean and standard deviation .The same is shown in

Table 4.37.

136

Table 4.37

ICT Training Methods

S. No


1 Information Literacy Programmes / User Education

226 12.7%

269 15.2%

620 35%

342 19.3%

316 17.8%

3.14 1.24 4

2 Tutorials

162 9.1%

227 12.8%

524 29.6%

495 27.9%

365 20.6%

3.38 1.20 2

3 Seminars and Conferences / Workshops

163 9.2%

218 12.3%

531 29.9%

513 28.9%

348 19.6%

3.37 1.19 3

4 Self Study Method

164 9.2%

311 17.5%

576 32.5%

408 23%

314 17.7%

3.22 1.19 5

5 In-house Training

166 9.4%

213 12%

488 27.5%

527 29.7%

379 21.4%

3.41 1.21 1

(SD=Strongly Disagree; DA=Disagree; UD=Undecided; A=Agree; SA=

Strongly Agree, M=Mean; Sd.=Standard Deviation; R=Rank)

In-house Training is the highly preferred training method among

respondents for improving their ICT skills. It is followed by Tutorials,

Seminars and Conferences / Workshops, Information Literacy Programmes /

User Education, and Self Study Method.

It is witnessed from Table 4.37 that 51.2% of respondents are

strongly agreed on In-house Training. It is followed by Seminar and

Conferences / Workshops (48.5%) as well as In-house training / User

education (48.5%), Information Literacy programmes (40.7%), and Tutorials

137

(37.1%).The standard deviation is found to be less than two and it ranges

from 1.19 to 1.24.

4.10.1 ICT Training Methods Vs Gender

The ICT Training Methods are analyzed by gender on the five point



Table 4.38

ICT Training Methods Vs Gender

S.No Description

Male

n=1058

Female

n=715

M Std R M Std R


3.00 1.23 5 3.34 1.22 3

2 Tutorials 3.39 1.24 2 3.36 1.14 2


3.44 1.18 1 3.27 1.20 5

4 Self Study Method 3.15 1.20 4 3.32 1.17 4

5 In-house Training 3.35 1.22 3 3.50 1.19 1


138

Figure 4.8 ICT Training Methods Vs Gender

In-house training is a highly preferred training method among the

male respondents for improving their ICT skills. It is followed by Tutorials,

In-house Training, Self Study method, and Information Literacy Programmes

/ User Education. It is further observed that In-house training is a highly

preferred training method among the female respondents for improving their

ICT skills. It is followed by Tutorials, Information Literacy Programmes /

User Education, Self Study Method, and Seminar and Conferences /

Workshops.

It is witnessed from Tables 4.38 and D6.1 that 51.2% of the male

respondents strongly agreed with Information Literacy Programmes / User

Education. It is followed by In-house Training (49.7%), Tutorials (49.5%),

and Self Study Method (38%). It is further observed that 53.3% of the female

respondents are strongly agreed with In-house Training. It is followed by

Tutorials (47%), and Seminars and Conferences / Workshops (44.7%) as well

as Self Study Method (44.7%). The standard deviation is found to be less than

two and it ranges from 1.19 to 1.24.

3 3.39 3.44 3.15 3.35

3.34 3.36 3.27 3.32 3.5

012345678

Information Literacy

Programmes / User Education

Tutorial Seminar and Conference / Workshop

Self Study Method

In-house Training

Mea

n

Male Female

139

4.10.2 ICT Training Methods Vs Age

The ICT Training Methods are further analyzed by age on the five


provided based on the above. The same is shown in Table 4.39 and D6.2.

Table 4.39

ICT Training Methods Vs Age

S.

No Description

18-20

n=1014

21-25

n=678

26 and above

n=81



3.08 1.26 5 3.19 1.19 5 3.41 1.36 2

2 Tutorials 3.31 1.18 3 3.48 1.20 1 3.22 1.33 5


3.44 1.20 1 3.28 1.14 4 3.30 1.36 3

4 Self Study Method 3.15 1.18 4 3.31 1.19 3 3.23 1.34 4

5 In-house Training 3.37 1.24 2 3.44 1.16 2 3.66 1.14 1


Seminars and Conferences / Workshops is a highly preferred training

method among respondents in the age group of 18-20 years for improving their

ICT skills. It is followed by In-house Training, Tutorials, and Self Study method.

It is further observed that Tutorials is the highly preferred training method among

respondents in the age group of 21-25 years for improving their ICT skills. It is

followed by In-house Training, Self Study method, and Seminars and Conferences

140

/ Workshops. It is also found that In-house Training is a highly preferred training

method among respondents in the age group of 26 and above years for improving

their ICT skills. It is followed by Information Literacy Programmes / User

Education, Seminars and Conferences / Workshops, and Self Study Method.

It is witnessed from Table 4.39 and D6.2 that 51.5% of respondents

in the age group of 18-20 years strongly agreed with Seminars and

Conferences / Workshops. It is followed by In-house Training (49.7%),

Tutorials (46.2%), and Self Study Method (39.8%). It is further observed that

53.1% of respondents in the age group of 21-25 years strongly agreed with In-

house Training for improving their ICT skills. It is followed by Tutorials

(52.5%), Seminars and Conferences / Workshops (44.7%), and Self Study

Method (42.5%). It is also found that 51.5% of respondents in the age group

of 26 and above years strongly agreed with In-house Training for improving

their ICT skills. It is followed by Information Literacy Programmes / User

Education (46.9%), Seminars and Conferences / Workshops (44.4%), Tutorials

(43.2%), and Self Study Method (38.2%). The standard deviation is found to be

less than two and it ranges from 1.19 to 1.24.

4.10.3 ICT Training Methods Vs Qualification

ICT Training Methods are further analyzed by qualification on the

five point scale. The mean and standard deviation are calculated, and ranks

are provided based on the above. The same is shown in Tables 4.40 and D6.3.

141

Table 4.40

ICT Training Methods Vs Qualification

S.

No Description

UG

n=1339

PG

n=333

RS

n=101



3.17 1.24 5 3.08 1.20 5 2.93 1.29 5 5.554

2 Tutorials 3.40 1.19 2 3.36 1.22 3 3.06 1.24 4 11.180


3.35 1.19 3 3.43 1.19 2 3.42 1.21 1 10.761

4 Self Study Method 3.23 1.20 4 3.21 1.15 4 3.07 1.23 3 6.869

5 In-house Training 3.41 1.20 1 3.46 1.22 1 3.24 1.28 2 6.794


In-house Training is a highly preferred training method among the

undergraduate respondents for improving their ICT skills. It is followed by

Tutorials, and Seminars and Conferences / Workshops. It is further observed

that In-house Training is the highly preferred training method among the

postgraduate respondents for improving their ICT skills. It is followed by

Seminars and Conferences / Workshops and Tutorials. It is also found that

Seminars and Conferences / Workshops are the highly preferred training

method among the research scholars for improving their ICT skills. It is

followed by In-house Training, and Self Study method.

It is witnessed from Tables 4.40 and D6.3 that 50.8% of the

undergraduate respondents strongly agreed with In-house Training for

142

improving their ICT skills. It is followed by Tutorials (49.8%), Seminars and

Conferences / Workshops (47.3%), and Self Study method (41%). It is further

observed that 52.5% of the postgraduate respondents strongly agreed with In-

house Training for improving their ICT skills. It is followed by Seminars and

Conferences / Workshops (52.5%), Tutorials (47.1%), and Self Study method

(41.1%). It is also found that 51.5% of the research scholars strongly agreed

with Seminars and Conferences / Workshops for improving their ICT skills. It

is followed by In-house Training (49.5%), Tutorials (35.6%) as well as Self

Study method (35.6%). It is further observed that 53.5% of the research

scholars are highly preferred to Seminars and Conferences / Workshops more

than the undergraduate respondents (47.3%) and postgraduate respondents

(52.2%). The standard deviation is found to be less than two and it ranges

from 1.15 to 1.29.

Chi-square test was used to test the significant difference in the ICT

training methods among the respondents. The calculated value of 11.180 is

less than the table value of 15.507. Further, it is inferred that there is a

significant difference in the ICT training methods among the respondents

based on category. Hence, the hypothesis is proved.

4.10.4 ICT Training Methods Vs Nativity

ICT Training Methods are further analyzed by nativity on the five



143

Table 4.41

ICT Training Methods Vs Nativity

S.No Description

Urban

n=985

Rural

n=788 Chi-

Square M Std R M Std R


3.19 1.25 5 3.07 1.22 5 7.968

2 Tutorials 3.44 1.21 1 3.30 1.18 3 6.273


3.41 1.17 3 3.33 1.21 2 8.878

4 Self Study Method 3.28 1.20 4 3.14 1.18 4 16.139

5 In-house Training 3.44 1.20 1 3.38 1.22 1 20.178


Figure 4.9 ICT Training Methods Vs Qualification & Nativity

3.17

3.4

3.35

3.23

3.41

3.08

3.36 3.43

3.21

3.46

2.93

3.06

3.42

3.07

3.24

3.19

3.44

3.41

3.28 3.

44

3.07

3.3 3.33

3.14

3.38

2.62.72.82.9

33.13.23.33.43.5

Information Literacy Programmes / User

Education

Tutorial Seminar and Conference /

Workshop

Self Study Method In-house Training

UG PG RS Urban Rural

144

In-house Training is a highly preferred training method among the

respondents from urban areas for improving their ICT skills. It is further

observed that Tutorials is a highly preferred training method among

respondents from rural areas for improving their ICT skills. It is followed by

Seminars / Conferences / Workshops. It is further observed that Seminars and

Conferences / Workshops is a highly preferred training method among the

respondents from rural areas for improving their ICT skills. It is followed by

Tutorials. It is also observed that all respondents highly preferred In-house

Training, and the least preferred training method is Information Literacy

Programmes / User Education.

It is witnessed from Tables 4.41 and D6.4 that 54% of respondents

from urban areas strongly agreed with In-house Training for improving their

ICT skills. It is followed by Seminars and Conferences / Workshops (51.9%),

Tutorials (51.3%), Self Study Method (42.8%), and Information Literacy

Programmes / User Education (39.4%). It is further observed that 47.5% of

respondents from rural areas strongly agreed with In-house Training for

improving their ICT skills. It is followed by Tutorials (44.9%), Seminars and

Conferences / Workshops (44.4%), Self Study Method (38.1%), and

Information Literacy Programmes / User Education (34.3%). The standard

deviation is found to be less than two and it ranges from 1.17 to 1.25.

Chi-square test was used to test the significant difference in the ICT

training methods among the respondents. The calculated value of 20.178 is

greater than the table value of 9.488. It is found that there is no significant

145

difference in the ICT training methods among the respondents based on

nativity. Hence, the hypothesis is not proved.

4.11 Preferred Search Techniques and Search Terms

The study ascertained the search techniques and search terms that

were used to find ICT based Information resources and services preferred by

the students and research scholars studying in engineering colleges. Five

different search techniques and search terms used to find ICT based

Information resources and services were identified and analyzed on nominal

scale. The mean and standard deviation are calculated and ranks are also

provided based on mean and standard deviation. The weightage is assigned

from the least to the highest and the same is given in Table 4.42.

Table 4.42

Preferred Search Techniques and Search Terms

S.No Description Responses M Std R

1 Author 430

24.3% 1.75 .42 4

2 Title 742

41.8% 1.58 .49 2

3 Keywords 942

53.1% 1.46 .49 1

4 Search Engines 518

29.2% 1.70 .45 3

5 Websites of Resources

401 22.6%

1.77 .41 5

(M=Mean; Std=Standard Deviation, R=Rank)

146

Majority of respondents preferred Keywords for access to ICT

based Information resources and services. It is followed by Title, Search

engines, Author, and Websites of resources.

It is indicated in Table 4.42 that 53.1% of respondents preferred

Keywords for access to ICT based Information resources and services. It is

followed by Title (41.8%), Search engines (29.2%), Author (24.3%), and

Websites of resources (22.6%). The standard deviation is less and it ranges

from 0. 41 to 0. 49.

4.11.1 Preferred Search Techniques and Search Terms Vs Gender

The preferred used search techniques and search terms to find ICT

based Information resources and services are further extended by gender. The

mean and standard deviation are calculated and the ranks are assigned based

on the above. The same is shown in Tables 4.43 and D7.1.

Table 4.43

Preferred Search Techniques and Search Terms Vs Gender


n=1058 Female n=715

M Std R M Std R 1 Author 1.74 .43 4 1.77 .41 4 2 Title 1.60 .48 2 1.55 .49 2 3 Keyword 1.47 .49 1 1.46 .49 1

4 Search Engines 1.73 .44 3 1.66 .47 3

5 Websites of Resources 1.74 .43 4 1.81 .38 5


147

Majority of the male and female respondents gave priority to

use Keywords. In addition to the above, the male and female respondents are

also interested in using Title, Search engines, Author, and Websites of

resources.

It is found in Tables 4.43 and D7.1 that 54% of the female

respondents and 52.6% of respondents are frequently used Keywords for

access to ICT based Information resources and services. It is observed that

39.9% of the male respondents and 44.8% of the female respondents preferred

to use Title for access to ICT based Information resources and services. The

male respondents also preferred Search engines (26.7%), Websites of

resources (25.7%) and Author (25.6%). In the case of the females, 44.8%

preferred Title. It is followed by Search engines (33%) and Author (22.2%). It is

inferred that Websites of resources is provided the least preference to both the

male and female respondents. The standard deviation is much less and it ranges

from 0. 38 to 0.49.

4.11.2 Preferred Search Techniques and Search Terms Vs Age

The preferred search techniques and search terms to find ICT based

Information resources and services preferred by the students and research

scholars is extended by age. The mean and standard deviation are calculated

and the ranks are assigned .The same is given in Tables 4.44 and D7.2.

148

Table 4.44

Preferred Search Techniques and Search Terms Vs Age

S.

No Description

18-20

n=1014

21-25

n=678 26 and above

n=81


1 Author 1.75 .43 5 1.76 .42 4 1.77 .41 4

2 Title 1.59 .49 2 1.55 .49 2 1.64 .48 2

3 Keyword 1.47 .49 1 1.48 .50 1 1.25 .44 1

4 Search Engines 1.69 .46 3 1.72 .44 3 1.74 .44 3


1.72 .44 4 1.82 .37 5 1.98 .11 5


It is observed that majority of respondents in all age groups are

giving their higher preference to use Keywords for access to ICT based

Information resources and services, and they gave equal preference to use

Title, and Search engines.

It is indicated in Tables 4.44 and D7.2 that 74.1% of respondents in

the age group of 26 and above highly preferred Keywords more than the

respondents in the age group of 18-20 (52.7%) and in the age group of 21-25

(51.3%). It is followed by 44.7% of respondents in the age group of 21-25

who highly preferred Title rather than the respondents in the age group of 18-

20 (40.4%) and those in the age group of 26 and above (35.8%). It is observed

that 30.7% of respondents in the age group of 18-20 highly preferred Search

engines rather than those in the age group of 21-25 (27.4%) and in the age

149

group of 26 and above (25.9%). There exists the least deviation in the search

techniques and search terms used to find ICT based Information resources

and services among the respondents and it ranges from 0.11 to 0. 50.

4.11.3 Preferred Search Techniques and Search Terms Vs

Qualification

The frequently used search techniques and search terms to find ICT

based Information resources and services preferred by the students and

research scholars is extended by qualification. The mean and standard

deviation are calculated and the ranks are assigned .The same is given in


Table 4.45

Preferred Search Techniques and Search Terms Vs Qualification

S.

No Description

UG

n=1339

PG

n=333

RS

n=101


1 Author 1.76 .42 4 1.73 .44 4 1.70 .45 4

2 Title 1.58 .49 2 1.55 .49 2 1.63 .48 2

3 Keyword 1.45 .49 1 1.50 .50 1 1.56 .49 1

4 Search Engines 1.71 .44 3 1.67 .46 3 1.67 .47 3


1.77 .41 5 1.75 .42 5 1.77 .42 5



150

It is observed that all the respondents are giving their higher

preference to use Keywords for access to ICT based Information resources

and services, and they gave equal preference to use Title, and Search engines.

It is indicated in Tables 4.45 and D7.3 that 54.7% of the

undergraduate respondents highly preferred Keywords rather than the

postgraduate respondents (49.5%) and research scholars (43.6%). It is

followed by 44.4% of the postgraduate respondents highly preferred Title

rather than the undergraduate respondents (41.6%) and research scholars

(36.6%). It is further indicated that 32.7% of the research scholars highly

preferred Search engines more than the postgraduate respondents (32.4%) and

undergraduate respondents (28.2%). There exists the least deviation in the

search techniques and search terms that were used to find ICT based

Information resources and services among the respondents and it ranges from 0.

41 to 0. 50.

4.11.4 Preferred Search Techniques and Search Terms Vs Nativity

The frequently used search techniques and search terms to find ICT

based Information resources and services preferred by the students and

research scholars is extended by nativity. The mean and standard deviation

are calculated and the ranks are assigned .The same is given in Tables 4.46

and D7.4.

151

Table 4.46

Preferred Search Techniques and Search Terms Vs Nativity


Rural n=788

M Std R M Std R

1 Author 1.74 .43 5 1.77 .41 3

2 Title 1.57 .49 2 1.58 .49 2

3 Keyword 1.49 .50 1 1.43 .49 1

4 Search Engines 1.64 .47 3 1.78 .41 4


1.67 .47 4 1.90 .29 5


Figure 4.10 Preferred Search Techniques and Search Terms Vs Nativity

It is observed that all respondents from urban and rural areas have

given their preference to use Keywords, and Title for access to ICT based

Information resources and services.

It is found in Tables 4.46 and D7.4 that 56.5% of respondents from

rural areas are highly preferred Keywords rather than the respondents from

0

1

2

Author Title Keyword Search engines

Websites

1.74 1.57 1.49 1.64 1.67

1.77 1.58 1.431.78 1.9

Nativity Urban Nativity Rural

152

urban areas (50.5%). It is followed by 35% of respondents from urban areas

who highly preferred Search engines rather than the respondents from rural

areas (22%). It is inferred that 25.6% of respondents from urban areas

provided the least preference to Author, whereas 9.6% of respondents from

rural areas provided the least preference to Websites of resources. The standard

deviation is much less and it ranges from 0. 29 to 0. 50.

4.12 FREQUENCY OF ACCESS

The study ascertained the frequency of accessing ICT based

Information resources and services by the students and research scholars on

nominal scale. The mean and standard deviation are calculated and ranks are

also provided based on mean and standard deviation. The weightage is

assigned from the least to the highest and the same is given in Table 4.47.

Table 4.47

Frequency of Access


1 Daily 736 41.5%

1.58 .49 1

2 Weekly 549 31%

1.69 .46 2

3 Fortnightly 229 12.9%

1.87 .33 3

4 Monthly 102 5.8%

1.94 .23 5

5 Rarely 214 12.1%

1.87 .32 3


153

Majority of respondents are using ICT based Information resources

and services daily. It is followed by Weekly, Fortnightly, Rarely, and

Monthly.

It is indicated in Table 4.47 that 41.5% of respondents are to use

ICT based Information resources and services daily. It is followed by Weekly

(31%) and Fortnightly (12.9%). It is found that 12.9% and 5.8% of respondents

are using ICT based Information resources and services rarely and monthly

respectively. The standard deviation is less and it ranges from 0.23 to 0.49.

4.12.1 Frequency of Access Vs Gender

The frequency of accessing of ICT based Information resources and

services are further extended by gender. The mean and standard deviation are

calculated and the ranks are assigned based on the above. The same is shown

in Tables 4.48 and D8.1.

Table 4.48

Frequency of Access Vs Gender


n=1058 Female n=715

M Std R M Std R 1 Daily 1.57 .49 1 1.59 .49 1 2 Weekly 1.69 .46 2 1.68 .46 2 3 Fortnightly 1.87 .33 3 1.87 .33 4

4 Monthly 1.94 .22 5 1.93 .24 5 5 Rarely 1.89 .31 4 1.86 .34 3


154

Figure 4.11 Frequency of Access Vs Gender

Majority of the male and the female respondents are interested to

use Daily. It is followed by Weekly, Fortnightly and Rarely.

It is found from Tables 4.48 and D8.1 that “Daily” is the most

frequently accessed by 42.3% of male respondents and 40.3% of the female

respondents. The male respondents also preferred Weekly (30.8%) and

Fortnightly (12.9%). In the case of females, 40.3% preferred Daily, which is

followed by Weekly (31.2%) and Rarely (13.8%). It is inferred that Monthly is

provided the least preference by both male and female respondents. The

standard deviation is much less and it ranges from 0.24 to 0.49.

4.12.2 Frequency of Access Vs Age

Frequency of accessing of ICT based information resources and

services preferred by the students and research scholars is extended by age.

The mean and standard deviation are calculated and the ranks are assigned

.The same is given in Tables 4.49 and D8.2.

00.5

11.5

22.5

33.5

4

1.57 1.69 1.87 1.94 1.89

1.59 1.68 1.87 1.93 1.86

Mean

Male Female

155

Table 4.49

Frequency of Access Vs Age

S. No

Description 18-20

n=1014 21-25 n=678

26 and above n=81

M Std R M Std R M Std R 1 Daily 1.59 .49 1 1.56 .49 1 1.59 .49 2 2 Weekly 1.69 .46 2 1.70 .45 2 1.53 .50 1 3 Fortnightly 1.95 .21 5 1.73 .44 3 1.98 .11 5 4 Monthly 1.94 .23 4 1.93 .23 5 1.96 .19 4 5 Rarely 1.88 .32 3 1.87 .33 4 1.90 .30 3


It is observed that majority of respondents in the age group of 18-

20 and 21-25 gave their priority to use Daily as well as Weekly for accessing

to ICT based Information resources and services., whereas respondents in the

age group of 26 and above prefer to use Weekly. It is followed by Weekly,

Rarely and Monthly.

Tables 4.49 and D8.2 that 43.7% of respondents in the age group

of 21-25 highly preferred Daily more than the respondents in the age group of

18-20 (40.1%) and in the age group of 26 and above (40.7%). It is followed

by 46.9% of respondents in the age group of 26 and above who highly

preferred Weekly more than the respondents in the age group of 18-20

(30.5%) and in the age group of 21-25 (29.8%) followed by Fortnightly

(26.3%). Monthly and Rarely are opted by only a few respondents in all age

groups. There exists the least deviation in the Use frequency of access to ICT

based Information resources and services among the students and research

scholars and it ranges from 0.11 to 0. 50.

156

4.12.3 Frequency of Access Vs Qualification

The study is also ascertained the frequency of accessing of ICT

based Information resources and services are further extended by

qualification. The mean and standard deviation are calculated and the ranks

are assigned based on the above. The same is shown in Tables 4.50 and D8.3.

Table 4.50

Frequency of Access Vs Qualification

S. No

Description UG

n=1339 PG

n=333 RS

n=101 M Std R M Std R M Std R

1 Daily 1.55 .49 1 1.68 .46 1 1.67 .47 1

2 Weekly 1.66 .47 2 1.76 .42 2 1.78 .41 2 3 Fortnightly 1.85 .34 3 1.90 .28 3 1.91 .28 3 4 Monthly 1.94 .23 5 1.94 .22 4 1.94 .23 4

5 Rarely 1.85 .35 3 1.96 .19 5 1.95 .21 5 (UG= Undergraduate Students; PG= Postgraduate Students; RS= Research


It is observed that all respondents gave their priority to use Daily,

Weekly and Fortnightly for access to ICT based Information resources and

services.

It is further indicated in Tables 4.50 and D8.3 that 44.7% of the

undergraduate respondents highly preferred Daily more than the postgraduate

respondents (31.2%) and research scholars (32.7%). It is followed by 33.6%

of the undergraduate respondents who highly preferred Weekly than the

157

postgraduate respondents (23.1%) and research scholars (21.8%). It is further

indicated that 14.2% of the undergraduate respondents highly preferred

Fortnightly more than the postgraduate respondents (9%) and research

scholars (8.9%). Monthly and Rarely are opted by only a few respondents.

There exists the least deviation in the use frequency of access to ICT based

Information resources and services among the respondents and it ranges from

0.19 to 0. 49.

4.12.4 Frequency of Access Vs Nativity

Frequency of accessing of ICT based Information resources and

services is further extended by nativity. The mean and standard deviation are

calculated and the ranks are assigned based on the above. The same is shown

in Tables 4.51 and D8.4.

Table 4.51

Frequency of Access Vs Nativity

S.No Description

Urban

n=985

Rural

n=788

M Std R M Std R

1 Daily 1.61 .48 1 1.54 .49 1

2 Weekly 1.68 .46 2 1.69 .45 2

3 Fortnightly 1.87 .33 3 1.86 .34 3

4 Monthly 1.94 .22 4 1.94 .23 5

5 Rarely 1.87 .32 3 1.87 .32 4


158

It is observed that all respondents from urban and rural areas given

their priority to use Daily, Weekly and Fortnightly for access to ICT based

Information resources and services.


rural areas highly preferred Daily more than the respondents from urban areas

(38.6%). It is followed by 31.7% of respondents from urban areas who highly

preferred Weekly more than the respondents from rural areas (30.1%). It is

further indicated that 13.3% of respondents from rural areas who highly

preferred Fortnightly more than the respondents from urban areas (12.6%).

Monthly and Rarely are opted by only a few respondents from urban as well

as rural areas. There exists the least deviation in the Use frequency of access to

ICT based Information resources and services among the respondents and it

ranges from 0.22 to 0. 49.

4.13 PLACE OF ACCESS

The study ascertained the preferred place of accessing ICT based

Information resources and services among the students and the research

scholars on the nominal scale. The mean and standard deviation are calculated

and ranks are also provided based on mean and standard deviation. The

weightage is assigned from the least to the highest and the same is given in

Table 4.52.

159

Table 4.52

Place of Access


1 Library 724

40.8% 1.59 .49 3

2 Department / Computer Centre

855 48.2%

1.51 .49 1

3 Browsing Centre 385

21.7% 1.78 .41 5

4 House 740

41.7% 1.58 .49 2

5 Mobile Phone 702

39.6% 1.60 .48 4


Majority of respondents preferred ICT based Information resources

and services in Department. It is followed by House, Library, and Mobile

Phone.

It is indicated in Table 4.52 that 48.2% of respondents are preferred

access to ICT based Information resources and services from Department. It

is followed by House (41.7%), Library (40.8%), Mobile Phone (39.6%), and

Browsing Centre (21.7%) is the least preferred place among the respondents

for accessing to ICT based Information resources and services. The standard

deviation is found less and it ranges from 0.41 to 0.49.

4.13.1 Place of Access Vs Gender

The Preferred Place of access to ICT based Information resources

and services is further extended by gender. The mean and standard deviation

160

are calculated and the ranks are assigned based on the above. The same is

shown in Tables 4.53 and D9.1.

Table 4.53

Place of Access Vs Gender


n=1058 Female n=715

M Std R M Std R 1 Library 1.56 .49 2 1.63 .48 4

2 Department / Computer Centre 1.51 .50 1 1.52 .49 2

3 Browsing Centre 1.78 .40 5 1.77 .41 5 4 House 1.63 .48 4 1.50 .50 1 5 Mobile Phone 1.61 .48 3 1.59 .49 3


Majority of respondents have given priority to Department for

accessing ICT based Information resources and services. It is followed by

Library, Mobile Phone, House, and Browsing Centre. The majority of female

respondents are interested in using ICT in House, Department, Mobile Phone,

Library, and Browsing Centre for access to ICT based Information resources

and services.

It is found in Tables 4.53 and D9.1 that 48.7% of male respondents

highly preferred to access ICT based Information resources and services

from Department more than the female respondents (47.6%). It is further

indicated that 43.8% of the male respondents preferred access to ICT based

Information resources and services from Library more than the female

respondents (36.5%). It is observed that 49.4% of the female respondents are

161

highly preferred access to ICT based Information resources and services from

House more than male respondents (36.6%). It is further indicated that 40.6%

of the female respondents preferred access to ICT based Information

resources and services from Mobile Phone more than the male respondents

(38.9%). It is inferred that Browsing Centre is provided the least preference by

the male and the female respondents. The standard deviation is much less and

it ranges from 0.40 to 0.50.

4.13.2 Place of Access Vs Age

The Place of access to ICT based Information resources and

services preferred by the students and research scholars are extended by age.



Table 4.54

Place of Access Vs Age

S. No

Description 18-20 Years

n=1014 21-25 Years

n=678 26 and above Years n=81

M Std R M Std R M Std R 1 Library 1.55 .49 2 1.63 .48 4 1.64 .48 3

2 Department / Computer Centre 1.43 .49 1 1.61 .48 3 1.65 .47 4

3 Browsing Centre 1.77 .42 5 1.79 .40 5 1.80 .40 5 4 House 1.59 .49 3 1.56 .49 1 1.59 .49 1 5 Mobile Phone 1.62 .48 4 1.57 .49 2 1.60 .49 2


162

It is observed that majority of respondents in the age group 21-

25,and 26 and above gave their high priority access to ICT based Information

resources and services from House more than the age group of 18-20. It is

followed by Mobile Phone. Those in the age group of 18-20 gave their high

priority access to ICT based Information resources and services from

Department and Library more than the age groups of 21-25, and 26 and

above. Browsing Centre is opted by only a few respondents of all the age

groups.

It is indicated in Tables 4.54 and D9.2 that 44.3% of respondents in

the age group of 18-20 highly preferred Library more than the respondents in

the age group of 21-25 (36.3%) and in the age group of 26 and above

(35.8%). It is followed by 56% of respondents in the age group of 18-20

highly preferred Department more than the respondents in the age group of

21-25 (38.2%) and in the age group of 26 and above (34.6%). It is further

indicated that 43.4% of respondents in the age group of 21-25 highly

preferred Library more than the respondents in the age group of 18-20

(40.7%) as well as in the age group of 26 and above (40.7%).There exists the

least deviation in the Place of access to ICT based Information resources and

services among the respondents and it ranges from 0.40 to 0. 49.

4.13.3 Place of Access Vs Qualification

The Place of access to ICT based Information resources and

services preferred by the students and research scholars extended by

163


are assigned .The same is given in Tables 4.55 and D9.3.

Table 4.55

Place of Access Vs Qualification

S.

No Description

UG

n=1339

PG

n=333

RS

n=101


1 Library 1.63 .48 4 1.39 .49 2 1.62 .48 2

2 Department 1.56 .49 1 1.37 .48 1 1.38 .48 1

3 Department /

Computer Centre 1.82 .38 5 1.65 .47 4 1.66 .47 4

4 House 1.58 .49 2 1.53 .49 3 1.77 .42 5

5 Mobile Phone 1.58 .49 2 1.67 .46 5 1.63 .48 3



It is observed that all the respondents gave their high priority access

to ICT based Information resources and services from Department. It is

followed by postgraduate students and research scholars who gave priority to

ICT based Information resources and services from Library.

It is further indicated in Tables 4.55 and D9.3 that 62.8% of the

postgraduate respondents who highly preferred Department more than the

undergraduate respondents (43.6%) and research scholars (61.4%). It is

followed by 60.1% of the postgraduate respondents highly preferred Library

164

more than the undergraduate respondents (36.3%) and research scholars

(37.6%). It is further observed that 41.6% of the undergraduate respondents

highly preferred Mobile Phone better than the postgraduate respondents

(32.4%) and research scholars (36.6%). There exists the least deviation in the

Place of access to ICT based Information resources and services among the

respondents and it ranges from 0.38 to 0. 49.

4.13.4 Place of Access Vs Nativity

Place of access to ICT based Information resources and services

preferred by the students and research scholars are extended by nativity. The

mean and standard deviation are calculated and the ranks are assigned .The

same is given in Tables 4.56 and D9.4.

Table 4.56

Place of Access Vs Nativity

S.No Description

Urban

n=985

Rural

n=788

M Std R M Std R

1 Library 1.59 .49 3 1.58 .49 2

2 Department 1.51 .50 1 1.52 .49 1

3 Department / Computer Centre

1.78 .41 5 1.78 .41 5

4 House 1.58 .49 2 1.58 .49 2

5 Mobile Phone 1.61 .48 4 1.58 .49 2


165

Figure 4.12 Place of Access Vs Nativity

It is observed that all respondents from urban and rural areas gave

their priority for access to ICT based Information resources and services from

Department, House and Library. Browsing Centre is opted by only few a

respondents from urban as well as rural areas.


urban areas are highly preferred Department more than the respondents from

rural areas (47.8%). It is further indicated that 41.9% of the respondents from

urban areas highly preferred House more than the respondents from rural

areas (41.5%). It is followed by 41.2% of the respondents from rural areas

who highly preferred Library better than the respondents from urban areas

(40.5%). It is further indicated that 41.4% of respondents from rural areas are

highly preferred Mobile Phone more than the respondents from urban areas

(38.2%).There exists the least deviation in the Place of access to ICT based

1.59

1.51

1.78

1.581.61

1.581.52

1.78

1.58 1.58

1.351.4

1.451.5

1.551.6

1.651.7

1.751.8

1.85

Library Department Department / Computer

Centre

House Mobile Phone

Urban Rural

166

Information resources and services among the respondents and it ranges from

0.41 to 0. 50.

4.14 PREFERRED READING FORMATS

The study ascertained the preferred format for reading ICT based

Information resources and services by the students and research scholars

studying in engineering colleges. Four different preferred formats for reading

ICT based Information resources and services were identified and analyzed

on the nominal scale. The mean and standard deviation are calculated and

ranks are also provided based on mean and standard deviation. The weightage

is assigned from the least to the highest and the same is given in Table 4.57.

Table 4.57

Preferred Reading Formats


1 Printed format 1137

64.1% 1.35 .47 1

2 PDF format 852

48.1% 1.51 .49 2

3 HTML format 639

36% 1.63 .48 3

4 Word format 587

33.1% 1.66 .47 4


167

Majority of respondents preferred to read ICT based Information

resources and services in printed format. It is followed by PDF format,

HTML format, and Word format.

It is indicated in Table 4.57 that 64.1% of respondents preferred to

read ICT based Information resources and services in printed format. It is

followed by PDF format (48.1%), HTML format (36%), and Word format

(33.1%) is the least preferred reading format among the respondents. The

standard deviation is less and it ranges from 0.47 to 0.49.

4.14.1 Preferred Reading Formats Vs Gender

The preferred format for reading ICT based Information resources

and services are further extended by gender. The mean and standard deviation

are calculated and the ranks are assigned based on the above. The same is

shown in Tables 4.58 and D10.1.

Table 4.58

Preferred Reading Formats Vs Gender

S.No Description

Male

n=1058

Female

n=715

M Std R M Std R

1 Printed format 1.35 .47 1 1.36 .48 1

2 PDF format 1.48 .49 2 1.57 .49 2

3 HTML format 1.65 .47 3 1.62 .48 4

4 Word format 1.70 .45 4 1.61 .48 3


168

Majority of the male respondents gave priority to read ICT based

Information resources and services in printed format. It is followed by PDF

format, HTML format, and Word format. In addition to the above, the female

respondents are also interested to read ICT based Information resources and

services in printed format, which is followed by PDF format, Word format,

and HTML format.

It is found in Tables 4.58 and D10.1 that 64.7% of male respondents

highly preferred to read ICT based Information resources and services in

printed format more than the female respondents (63.2%). It is further

indicated that 51.7% of male respondents are preferred to read ICT based

Information resources and services in PDF format than the female

respondents (42.7%). It is observed that 37.8% of the female

respondents highly preferred to read ICT based Information resources and

services in HTML format more than male respondents (34.9%). It is further

indicated that 38.3% of the female respondents preferred to read ICT based

Information resources and services in Word format more than male

respondents (29.6%). The standard deviation is much less and it ranges from

0.45 to 0.49.

4.14.2 Preferred Reading Formats Vs Age


and services by the students and research scholars is extended by age. The

mean and standard deviation are calculated and the ranks are assigned .The

same is given in Tables 4.59 and D10.2.

169

Table 4.59

Preferred Reading Formats Vs Age

S. No

Description 18-20

n=1014 21-25 n=678

26 and above n=81

M Std R M Std R M Std R 1 Printed format 1.37 .48 1 1.35 .47 1 1.18 .39 1

2 PDF format 1.48 .49 2 1.57 .49 2 1.49 .50 2 3 HTML format 1.64 .47 3 1.62 .48 3 1.60 .49 3 4 Word format 1.64 .47 3 1.69 .46 4 1.69 .46 4


It is observed that majority of respondents in all age groups highly

preferred to read ICT based Information resources and services in printed format.

It is followed by PDF format, HTML format, and Word format.

It is indicated in Tables 4.59 and D10.2 that 81.5% of respondents

in the age group of 26 and above highly preferred to read ICT based

Information resources and services in printed format more than respondents in

the age group of 21-25 (64.5%) and in the age group of 18-20 (62.5%). It is

followed by 51.8% of respondents in the age group of 18-20 highly preferred

to read ICT based Information resources and services in PDF format more

than respondents in the age group of 21-25 (42.2%) and in the age group of

26 and above (50.6%). It is further indicated that 39.5% of respondents in the

age group of 26 and above highly preferred to read ICT based Information

resources and services in HTML format more than respondents in the age

group of 21-25 (37.2%) and in the age group of 18-20 (35%). It is observed

that 35.1% of respondents in the age group of 18-20 highly preferred to read

170

ICT based Information resources and services in Word format more than

respondents in the age group of 21-25 (30.4%) and in the age group of 26 and

above (30.9%). There exists the least deviation among the students and the

research scholars and it ranges from 0.39 to 0. 50.

4.14.3 Preferred Reading Formats Vs Qualification


and services by the students and research scholars are extended by


are assigned .The same is given in Tables 4.60 and D10.3.

Table 4.60

Preferred Reading Formats Vs Qualification

S.

No Description

UG

n=1339

PG

n=333

RS

n=101


1 Printed format 1.36 .48 1 1.35 .47 1 1.33 .47 1

2 PDF format 1.51 .49 2 1.50 .50 2 1.58 .49 2

3 HTML format 1.63 .48 3 1.65 .47 4 1.64 .48 4

4 Word format 1.68 .46 4 1.61 .48 3 1.58 .49 2



171

Figure 4.13 Preferred Reading Formats Vs Age & Qualification

It is observed that all the respondents have given their high priority

to read ICT based Information resources and services in Printed format. It is

followed by PDF format. The undergraduate respondents have given their

high priority to HTML format more than the postgraduate respondents and

the research scholars. Further, the postgraduate respondents and the research

scholars have given their high priority to Word format more than the

undergraduate respondents.

Tables 4.60 and D10.3 indicate that 66.3% of the research scholars

highly preferred to read ICT based Information resources and services in

printed format more than the undergraduate respondents (63.8%) and

postgraduate respondents (64.9%). It is followed by 49.8% of the

postgraduate respondents who highly preferred to read ICT based Information

resources and services in PDF format more than the undergraduate

respondents (63.8%) and the research scholars (64.9%). It is further observed

00.5

11.5

2

18-20 21-25 26 & above

UG PG RS

Age Qualification

1.37 1.35 1.18 1.36 1.35 1.33

1.48 1.57 1.49 1.51 1.5 1.581.64 1.62 1.6 1.63 1.65 1.64

1.64 1.69 1.69 1.68 1.61 1.58

Printed Materials PDF HTML Word

172

that 36.4% of the undergraduate respondents highly preferred to read ICT

based Information resources and services in HTML format better than the

postgraduate respondents (34.8%) and research scholars (35.6%). It is further

observed that 41.6% of the research scholars highly preferred to read ICT

based Information resources and services in Word format more than the

undergraduate respondents (31.2%) and postgraduate respondents

(38.1%).The least deviation in the reading format among the students and

research scholars ranges from 0.46 to 0. 50.

4.14.4 Preferred Reading Formats Vs Nativity

The preferred formats for reading ICT based Information resources

and services by the students and research scholars is extended by nativity.



Table 4.61

Preferred Reading Formats Vs Nativity

S.No Description

Urban

n=985

Rural

n=788

M Std R M Std R

1 Printed format 1.38 .48 1 1.31 .46 1

2 PDF format 1.51 .49 2 1.52 .49 2

3 HTML format 1.62 .48 3 1.65 .47 3

4 Word format 1.63 .48 4 1.70 .45 4


173

Majority of respondents from both rural and urban areas preferred

to read ICT based Information resources and services in printed format. It is

followed by PDF format, HTML format, and Word format.

It is found in Tables 4.61 and D10.4 that 68% of respondents from

rural areas highly preferred to read ICT based Information resources and

services in printed format better than the respondents from urban areas (61%).

It is further indicated that 48.2% of respondents from urban areas highly

preferred to read ICT based Information resources and services in PDF format

more than respondents from rural areas (47.8%). It is followed by 37.2% of

respondents from urban areas are highly preferred to read ICT based

Information resources and services in HTML format than respondents from

rural areas (34.6%). It is further indicated that 36.3% of respondents from

urban areas are preferred to read ICT based Information resources and

services in Word format than respondents from rural areas (29.1%).There

exists the least deviation in the reading format to ICT based Information

resources and services among the respondents and it ranges from 0.45 to 0. 49.

4.15 SATISFACTION LEVEL OF STUDENTS AND RESEARCH

SCHOLARS

The study is analyzed to find out the various satisfaction levels of

students and research scholars using ICT in the libraries. Seven satisfaction

levels were identified and analyzed on the five point scale such as “Highly

Not Satisfied”, “Not Satisfied”, “Undecided”, “Satisfied” and “Highly

Satisfied”. The mean and standard deviations are calculated and ranks are assigned

based on mean and standard deviation.The same is shown in Table 4.62.

174

Table 4.62

Satisfaction Level of Students and Research Scholars

S.No Description HNS NS UD S HS M Std R 1 ICT Infrastructural

facilities 178 10%

246 13.9%

603 34%

391 22.1%

355 20%

3.28 1.21 4

2 ICT based Service 53 3%

72 4.1%

226 12.7%

722 40.7%

700 39.5%

4.09 .97 1

3 Availability of E-Resources in Library

184 10.4%

255 14.4%

475 26.8%

489 27.6%

370 20.9%

3.34 1.24 3

4 Awareness of E-Resources

241 13.6%

265 14.9%

506 28.5%

458 25.8%

303 17.1%

3.17 1.26 5

5 Attitudes of Library Staff

91 5.1%

133 7.5%

267 15.1%

621 35%

661 37.3%

3.91 1.13 2

6 Knowledge and Skills on searching techniques

276 15.6%

291 16.4%

608 34.3%

353 19.9%

245 13.8%

3.00 1.24 6

7 Information Literacy and Training programme

276 15.6%

465 26.2%

732 41.3%

167 9.4%

133 7.5%

2.67 1.08 7

(HNS = Highly Not Satisfied; NS = Not Satisfied; UD = Undecided; S = Satisfied;

HS = Highly Satisfied; M=Mean; Std= Standard Deviation; R=Rank)

Majority of respondents are satisfied and highly satisfied with ICT

based Service. It is followed by Attitudes of library staff, Availability of e-

resources in library, ICT Infrastructural facilities, Awareness of e-resources,

Knowledge and skills on searching techniques, Information Literacy and

Training programme. It is also observed that only a few respondents are not

satisfied with ICT based Service, and Attitudes of library staff.

It is found from Table 4.62 that 80.2% of respondents are satisfied

and highly satisfied with ICT based Service. It is followed by Attitudes of

library staff (72.3%), Availability of e-resources in library (48.5%),

175

Awareness of e-resources (42.9%), ICT Infrastructural facilities (42.1%),

Knowledge and skills on searching techniques (33.7%), and Information

Literacy and Training programme (16.9%). The deviation in the satisfaction

level is found less than two in five point scale and it ranges from 0.97 to 1.26.

4.15.1 Satisfaction Level Vs Gender

The satisfaction level is ascertained among the male and the female

students and research scholars on the five point scale. The mean and standard

deviation are calculated, and ranks are assigned based on the above. The same

is shown in Tables 4.63 and D11.1.

Table 4.63

Satisfaction Level Vs Gender

S.No Description

Male

n=1058

Female

n=715

M Std R M Std R

1 ICT Infrastructural facilities 3.22 1.21 4 3.36 1.21 4

2 ICT based Service 4.22 .91 1 3.90 1.01 2


3.52 1.18 3 3.07 1.29 5

4 Awareness of E-Resources 2.97 1.29 5 3.48 1.16 3

5 Attitudes of Library Staff 3.89 1.02 2 3.94 1.27 1


2.96 1.25 6 3.05 1.21 6


2.76 1.07 7 2.53 1.08 7


176

Majority of male respondents are satisfied and highly satisfied with

ICT based Service. It is followed by Attitudes of library staff, Awareness of

e-resources, ICT Infrastructural facilities, Awareness of e-resources,

Knowledge and skills on searching techniques, and Information Literacy and

Training programme. Majority of female respondents are satisfied and highly

satisfied with Attitudes of library staff, followed by ICT based Service,

Awareness of e-resources, ICT Infrastructural facilities, Availability of e-

resources in library, Knowledge and skills on searching techniques, and

Information Literacy and training programme.

Tables 4.63 and D11.1 show that 86.9% of the male respondents

are highly satisfied with ICT based Service, followed by Attitudes of library

staff (69%), Availability of e-resources in library (55.4%), ICT Infrastructural

facilities (39.8%), Awareness of e-resources (36.7%), Knowledge and skills

on searching techniques (32.3%), and Information Literacy and Training

programme (19.3%). It is also found that 77.2% of the female respondents are

highly satisfied with the Attitudes of library staff. It is followed by ICT based

Service (70.2%), Awareness of e-resources (52.1%), ICT Infrastructural

facilities (45.4%), Availability of e-resources in library (38%), Knowledge

and skills on searching techniques (35.8%), Information Literacy and

Training programme (13.5%). The standard deviation is found to be less than


177

4.15.2 Satisfaction Level Vs Age

The satisfaction level is further analyzed by age on the five point



Table 4.64

Satisfaction Level Vs Age

S.

No Description

18-20

n=1014

21-25

n=678 26 and above

n=81


1 ICT Infrastructural facilities

3.43 1.23 3 3.08 1.14 5 2.91 1.25 4

2 ICT based Service 4.07 1.00 2 4.11 .93 1 4.04 1.26 1


3.31 1.24 4 3.38 1.23 3 3.35 1.37 2

4 Awareness of E-Resources

3.20 1.32 5 3.15 1.15 4 3.08 1.38 3

5 Attitudes of Library Staff

4.29 .97 1 3.52 1.01 2 2.46 1.55 7


3.03 1.24 6 2.97 1.20 6 2.75 1.47 5


2.69 1.10 7 2.65 1.06 7 2.51 .95 6


178

Figure 4.14 Satisfaction Level Vs Age

The respondents in the age group between 18-20 years are highly

satisfied with the Attitudes of library staff. It is followed by ICT based

Service, ICT Infrastructural facilities, Availability of e-resources in library,

Awareness of e-resources, Knowledge and skills on searching techniques and

Information Literacy and Training programme. It is indicated that respondents

in the group between 21-25 years are highly satisfied with ICT based Service.

It is followed by Attitudes of library staff, Availability of e-resources in

library, Awareness of e-resources, ICT Infrastructural facilities, Knowledge

and skills on searching techniques, and Information Literacy and Training

programme. The respondents in the age group of 26 and above are highly

satisfied with ICT based Service, followed by Availability of e-resources in

library, Awareness of e-resources, ICT Infrastructural facilities, Knowledge

and skills on searching techniques, Information Literacy and Training

programme, and Attitudes of library staff.

3.43

4.07

3.31

3.2

4.29

3.03

2.69

3.08

4.11

3.38

3.15

3.52

2.97

2.65

2.91

4.04

3.35

3.08

2.46

2.75

2.51

0 2 4 6 8 10 12 14

ICT Infrastructure facilities

ICT based Service

Availability of e-resources in library

Awareness of e-resources

Attitudes of library staff

Knowledge and skills on searching techniques

Information Literacy and training programme

Age 18-20 Age 21-25 Age 26 & above

179

It is highlighted in Tables 4.64 and D11.2 that 90.3% of

respondents in the age group of 18-20 are highly satisfied with Availability

of e-resources in library, followed by ICT based Service (79.2%), ICT

Infrastructural facilities (50.4%), Availability of e-resources in library (47%),

Attitudes of library staff (45.9%), Knowledge and skills on searching

techniques (34.4%) Information Literacy and Training programme (18.3%). It

is further observed that 81.8% of respondents in the age group of 21-25 are

highly satisfied with ICT based Service, followed by Availability of e-

resources in library (50%), Attitudes of library staff (49.1%), Awareness of e-

resources (37.9%), Knowledge and skills on searching techniques (32.6%),

ICT Infrastructural facilities (31.1%), and Information Literacy and Training

programme (15.8%). It is also observed that 77.8% of respondents in the age

group of 26 and above are highly satisfied with ICT based Service, followed

by Availability of e-resources in library (53.1%), Awareness of e-resources

(46.9%), Attitudes of library staff (35.8%), Knowledge and skills on

searching techniques (34.6%), ICT Infrastructural facilities (29.6%), and

Information Literacy and Training programme (9.9%). It is further observed

that 90.3% of respondents in the age group of 18-20 are highly satisfied with

Availability of e-resources in library more than respondents in the age group

of 21-25 years (49.1%), and in the age group of 26 and above (35.8%). It is

also observed that 81.8% of respondents in the age group of 21-25 are highly

satisfied and highly satisfied with ICT based Service better than respondents

in the age group of 18-20 years (79.1%), and in the age group of 26 and above

(77.8%). It is only few respondents in the age group of 18-20 years (18.3%),

in the age group of 21-25 years(15.8%), and in the age group of 26 and

180

above(9.9%) are the least satisfied with Information Literacy and Training

programme. The standard deviation is found to be less than two in five point

scale, and it ranges from 0.95 to 1.55.

4.15.3 Satisfaction Level Vs Qualification

The satisfaction level is further analyzed by qualification on the

five point scale. The mean and standard deviation are calculated, and ranks are


Table 4.65

Satisfaction Level Vs Qualification

S. No

Description UG

n=1339 PG

n=333 RS

n=101 M Std R M Std R M Std R

1 ICT Infrastructural facilities 3.29 1.21 4 3.18 1.19 5 3.42 1.31 3

2 ICT based Service 4.07 1.00 1 4.13 .92 1 4.05 .96 1

3 Availability of E-Resources in Library 3.35 1.23 3 3.32 1.28 3 3.18 1.27 4

4 Awareness of E-Resources 3.17 1.27 5 3.20 1.25 4 3.13 1.21 5

5 Attitudes of Library Staff 3.90 1.14 2 3.97 1.04 2 3.87 1.25 2


2.98 1.24 6 3.07 1.22 6 2.95 1.28 6


2.68 1.08 7 2.65 1.06 7 2.49 1.07 7



181

Figure 4.15 Satisfaction Level Vs Qualification

It is observed that all undergraduate respondents, postgraduate

respondents and research scholars are satisfied and highly satisfied with ICT

based Service. It is followed by all undergraduate respondents, postgraduate

respondents and research scholars are equal preference given to preference

Attitudes of library staff, Knowledge and skills on searching techniques, and

Information Literacy and training programme. The undergraduate respondents

and the postgraduate respondents are more highly satisfied with Availability

of e-resources in library more than the research scholars. The research scholars

are satisfied and more highly satisfied with ICT Infrastructural facilities than

the undergraduate respondents, and the postgraduate respondents. The

postgraduate respondents are more highly satisfied with Awareness of e-

resources than the undergraduate students, and the research scholars.

It is highlighted in Tables 4.65 and D11.3 that 84.3% of the

postgraduate respondents are more highly satisfied with ICT based Service

than the undergraduate respondents (79.2%) and the research scholars

(80.2%). It is further observed that 76.5% of the postgraduate respondents are

more highly satisfied with Attitudes of library staff than the undergraduate

3.29 4.07 3.35 3.17 3.9 2.982.68

3.18

4.133.32 3.2

3.973.07

2.65

3.42

4.053.18

3.13 3.87

2.952.49

02468

101214

ICT Infrastructure

facilities

ICT based Service

Availability of e-resources in

library

Awareness of e-resources

Attitudes of library staff

Knowledge and skills on

searching techniques

Information Literacy and

training programme

UG PG RS

182

respondents (71.2%) and the research scholars (72.3%). It is also observed

that 49% of the undergraduate students are more highly satisfied with

Availability of e-resources in library than the postgraduate respondents (48%)

and the research scholars (43.5%).It is further observed that 47.5% of the

research scholars are more highly satisfied with ICT Infrastructural facilities than

the undergraduate students (42.5%), and postgraduate respondents (47.5%). It is

only a few research scholars (13.8%), undergraduate respondents (17.3%), and

postgraduate respondents (16.2%) who are the least satisfied with Information

Literacy and Training programme . The standard deviation is found to be less than


4.15.4 Satisfaction Level Vs Nativity

Satisfaction level is further analyzed by nativity on the five point



Table 4.66

Satisfaction Level Vs Nativity


Rural n=788

M Std R M Std R 1 ICT Infrastructural facilities 3.34 1.18 3 3.20 1.25 4 2 ICT based Service 4.07 .97 1 4.10 1.01 1

3 Availability of E-Resources in Library 3.33 1.23 4 3.35 1.26 3

4 Awareness of E-Resources 3.21 1.28 5 3.13 1.24 5 5 Attitudes of Library Staff 3.86 1.10 2 3.98 1.15 2

6 Knowledge and Skills on searching techniques 3.02 1.24 6 2.97 1.23 6

7 Information Literacy and Training programme 2.69 1.07 7 2.63 1.09 7


183

The respondents from rural areas as well as urban areas are more highly

satisfied with ICT based services, it is followed by Attitudes of library staff. It is

also found that respondents from urban areas have given more priority to ICT

Infrastructural facilities than respondents are from rural areas. It is further observed

that respondents from rural areas are more highly satisfied in Availability of e-

resources in library than respondents from urban areas. All respondents have given

equal preference to Awareness of e-resources, it is followed by Knowledge and

skills on searching techniques, and Information Literacy and training programme.

It is highlighted in Tables 4.66 and D11.4 that 80.4% of

respondents from urban areas are more highly satisfied with ICT based

Service, followed by Attitudes of library staff (74.4%), Knowledge and skills

on searching techniques (45.3%), Awareness of e-resources (45%), and ICT

Infrastructural facilities (44.8%) than respondents from rural areas. It is

further observed that 49.8% of respondents from rural areas are more highly

satisfied with Availability of e-resources in library, followed by Information

Literacy and training programme (17.2%) than respondents from urban areas.

4.16 BARRIERS TO ACCESS ICT BASED RESOURCES AND

SERVICES

The study analyzed to find out the various Barriers to access ICT based

Information resources and services on Likert’s five point scale such as “Strongly

disagree”, “Disagree”, “Undecided” “Agree” and “Strongly Agree”. The mean

and standard deviation are also calculated and ranks are assigned based on mean


184

Table 4.67

Barriers to Access ICT based Resources and Services

S. No


1 Slow Process 157

8.9% 353

19.9% 457

25.8% 544

30.7% 262

14.8% 3.22 1.18 9

2 No relevant information

175 9.9%

490 27.6%

436 24.6%

344 19.4%

328 18.5%

3.09 1.26 11

3 Lack of search skills 159 9%

307 17.3%

451 25.4%

508 28.7%

348 19.6%

3.32 1.22 4

4 Information overload 115

6.5% 257

14.5% 357

20.1% 560

31.6% 484

27.3% 3.58 1.21 2

5 Server down 162

9.1% 379

21.4% 445

25.1% 443 25%

344 19.4%

3.24 1.24 8

6 HTTP / URL Error 161

9.1% 286

16.1% 488

27.5% 572

32.3% 266 15%

3.27 1.17 7

7 Lack of ICT Literacy 201

11.3% 163

9.2% 180

10.2% 651

36.7% 578

32.6% 3.70 1.31 1

8 Lack of infrastructural facilities

195 11%

259 14.6%

444 25%

534 30.1%

341 19.2%

3.31 1.24 5

9 Download 136

7.7% 315

17.8% 537

30.3% 476

26.8% 309

17.4% 3.28 1.17 6

10 Power Interruption 221

12.5% 376

21.2% 448

25.3% 433

24.4% 295

16.6% 3.11 1.26 10

11 Restricted Time 182

10.3% 262

14.8% 427

24.1% 537

30.3% 365

20.6% 3.36 1.24 3



185

Figure 4.16 Barriers to Access ICT based Resources and Services

Majority of the respondents responded that Lack of ICT Literacy is

the major barrier to access ICT based Information resources and services. It is

followed by Information overload, Restricted Time, Lack of search skills,

Lack of infrastructural facilities, and Download. It is also observed that only a

few respondents are responded by saying that there was Power Interruption,

and No relevant information.

It is found from Table 4.67 that 69.3% of the respondents

responded that Lack of ICT Literacy is the major barrier to access ICT based

library resources and services. It is followed by Information overload

(58.9%), Restricted Time (50.9%), Lack of infrastructural facilities (49.3%),

Lack of search skills (48.3%), and HTTP / URL Error (47.3%). The deviation

in the knowledge of ICT tools is found to be less than two in the five point scale


4.16.1 Cluster Analysis

Clustering involves grouping of data into classes or cluster so that

object within the same cluster is relatively similar whereas objects in different

clusters are relatively dissimilar. It is a useful technique for the discovery of

3.223.09

3.32

3.58

3.243.27

3.7

3.31 3.283.11

3.36

2.72.82.9

33.13.23.33.43.53.63.73.8

186

data distribution and patterns in the underlying data. Cluster Analysis is used

for barriers in using ICT based resources and services and the same is shown

in Figure 4.17.

Figure 4.17 Cluster Analysis

From Dendrogram 4.17 , it can be seen that two clusters are formed at

62% level. Cluster one consists of five variables such as “Lack of ICT Literacy”,

“Download”, “Lack of infrastructural facilities”, “Power Interruption”,“

Restricted Time” and it can be named as “Institutional barriers.”Cluster two

consists of six variables such as “No relevant information” , “Lack of search

skills ”, “Information overload”, “HTTP / URL Error”, “Server down”,

“Slow Process” and it can be named as “System and Skills based barriers.”

4.16.2 Proximity Matrix

A square matrix in which the entry in cell (j, k) is some measure of

the similarity (or distance) between the items to which row j and column k

correspond.A simple example would be a standard mileage chart - the smaller

187

the entry, the closer together are the two items. Proximity matrices form the

data for multidimensional scaling. Proximity Matrix has been carried out for

barriers using ICT and the same is given in Table 4.68.

Table 4.68

Proximity Matrix

S.No Description 1 2 3 4 5 6 7 8 9 10 11

1. Slow Process 000

2. No relevant information

5444 000

3. Lack of search skills

4870 4340 000

4. Information over load

5383 4621 4423 000

5. Server down 6051 4463 4677 4820 000

6. HTTP / URL Error

5495 4813 4397 4414 4652 000

7. Lack of ICT Literacy

5268 5156 4482 4531 4875 4633 000

8. Lack of infrastructural facilities

5559 5285 5593 4808 4768 4490 4241 000

9. Download 5537 5777 5263 4802 5208 4724 3933 4134 000

10. Power Interruption

5143 5575 5587 5086 5734 4680 5033 4758 4648 000

11. Restricted Time

5699 5473 5369 4802 5236 4962 4425 4904 4746 4482 000

188

From Table 4.68, it can be seen that the following pairs are closely

associated.

Download and Lack of ICT Literacy;

Download and Lack of infrastructural facilities ;

Lack of infrastructural facilities and Lack of ICT Literacy;

Lack of search skills and No relevant information.

From Table 4.68, it can be seen that the following pairs are not

closely associated.

Server down and slow process;

Download and No relevant information;

Power interruption and Server down;

Restricted Time and slow process

Further, T-test was also administered to test the significant

difference in the purpose of using ICT based on designation and qualification

and the same is given in Table 4.69.

189

Table 4.69

T-Test Results for barriers in using of ICT based Resources and services

Vs Gender

Gender N Mean Std.

Deviation

T

value df

P

value

Gen

der

Male 1058 36.36 5.73

1.526 1771 0.127 Female 715 36.79 5.88

Total 1773

Table 4.69 shows the mean score of the barriers of using ICT based

resources and services for the male respondents (36.36) and the female

respondents (36.79.It is found that the T-value of 15.26 is not statistically

significant as the p-value is 0. 127 (p>0.05).Therefore the difference in the

mean score of the barriers of using ICT resources and services by gender is

not statistically significant. Hence the hypothesis is proved.

One-way test was also used to test the significant difference in the

barriers of using ICT based on age and the same is shown in Table 4.70 and

Table 4.71.

190

Table 4.70

One-Way ANOVA Test Results for Barriers in using ICT based

Resources and Services Vs Qualification

Description Age N Mean Std F

Value

p

Value

Barriers in using ICT

based Resources and

Services

Under Graduate

1339 36.6184 5.87348

0.582 .559

Post Graduate

333 36.2523 5.40605

Research Scholars

101 36.3564 6.09194

Total 1773 36.5347 5.80005

Table 4.71

Summary of ANOVA Results


Sum of

Squares df Mean

Square

F

Value

P

Value

Barriers in using ICT Resources and Services

Between Groups

39.150 2 19.575

.582 .559 Within Groups

59571.967 1770 33.656

Total 59611.117 1772

From Tables 4.70 and 4.71, the One-way ANOVA test can be seen. It is

found that mean score of the barriers in using ICT based resources and

services is high among the undergraduate respondents (36.61), low among the

postgraduate respondents (36.25).The F value is 0.582 and the p-value is

0.559(p>0.05), which denotes it is not significant. Therefore, it is inferred that

191

there is no significant difference in barriers in using ICT based resources and

services among the respondents, where, F=.582 and p>0.0559. The p value is

greater than 0.05.

4.17 CONCLUSION

ICT based resources and services play most important role among

the students and research communities for their knowledge development. E-

resources are playing a vital role to satisfy the requirements of users. It

supports in many ways especially for their research and development in

academic institutions. Awareness of such resources and services is very

important for the user community. ICT helps to find, locate and also to

disseminate information to the users in their desired formats. It is also

important for the management of institutions to enhance their infrastructural

facilities and also to train the library staff members with latest technologies.

The students and research scholars should be provided user education /

Information literacy programmes in order to maximize the usage of library

resources and services.

192

CHAPTER - V

FINDINGS, SUGGESTIONS AND CONCLUSION

5.1 INTRODUCTION

In the previous chapter, detailed discussion on the analysis of the

data collected from the students and research scholars in engineering colleges

is presented. In this chapter, the findings, observations, and suggestions based

on the outcomes are highlighted. The frequency Tables are shown in

Appendix-D.

5.2 FINDINGS AND OBSERVATIONS

5.2.1 Sample

i. A total of 2700 questionnaires were distributed among the

Students and Research Scholars of 127 Engineering Colleges

of Chennai, Kanchipuram and Thiruvallur districts of Tamil

Nadu (Appendix-C). Out of 2700, 1773 (65.66%) Students

and Research Scholars were responded (Table 4.1 and Figure

4.1).

ii. Among 1773 the respondents , 1058 (59.67%) are Male, 715

(40.32%) are Female (41%). Similarly, 1014 (57.19%) are

193

belong to the age group of 18-20 years, 678 (38.24%) are

belong to the age group of 21-25 years and 81(4.56%) are

belong to the age group of 26 and above. Further,

1339(75.52%) are Undergraduate Students, 333(18.78) are

Postgraduate Students and 101(5.69%) are Research Scholars.

It is also found that 985 (55.55%) of the respondents belong

to Urban areas, whereas 788 (44.44%) of the respondents

belong to Rural areas. (Table 4.2 and Figure 4.2).


i. 75.7% of the respondents are highly proficient in “Internet”.

It is followed by “E-mail” (70.9%), and “SMS”(69.5%). It is

only few 51.1% of the respondents have knowledge of “News

Groups”. There is no significant deviation on the knowledge

of ICT Tools among the respondents (Table 4.3).

ii. Majority of the female respondents (78.2%) more highly

proficiency than the male respondents (74%), which is

followed by 72.7% of the female respondents and 69.8% of

the male respondents also highly proficiency in E-mail. It is

further found that 70.2% of the female respondents and 69%

of the male respondents are highly proficient in SMS. News

Groups is used by less number of the male respondents

(49.7%) and the female respondents (53.3).

194

iii. The respondents in the age group of 26 and above (81.4%)

and 21-25 (72.4%) are more highly knowledge of E-mail than

the respondents in the age group of 18-20 (69.1%). Further,

it is indicated that 80.3% of the respondents in the age group

of 21-25 years, and in the age group of 26 and above years

(80.3%) are more highly proficiency in internet than the

respondents in the age groups of 18-20 years (72.3%).

iv. It is found that majority of the respondents (77.3%) from the

urban areas are more highly aware of Internet than the

respondents from the rural areas (73.7%). It is followed by

E-mail (Urban 70.8%), and (Rural 71.1%). Low level of

awareness is also found on News Groups among the

respondents from the rural (47.5%), and the low level of

awareness is also found on Mobile Conference among the

respondents from the rural (51%).

5.4 PURPOSE OF USING ICT

i. It is found that majority of the respondents (83%) are used

ICT to carry out projects. Further, 79.6% of the respondents

used ICT to prepare the assignments, which is followed by

examination purpose (68.2%), and also to prepare and present

papers in conferences, and seminars (62.7%). Few the

respondents (17.2%) used ICT to get information for

entertainment (Table 4.8).

195

ii. Majority of the male respondents (86.9%) more highly used

ICT to carry out projects than the female respondents

(77.2%), which is followed by 84.2% of the male respondents

and 72.6% of the female respondents also used ICT to

prepare the assignment. It is further found that 72% of the

male respondents and 62.6% of the female respondents also

used ICT to prepare for examination. ICT is used by less

number of the male respondents (19.5%) and the female

respondents (14%) to get information for entertainment. T-

value is statistically significant at 0.05 level among the

respondents based on gender (Table 4.9, D 2.1).

iii. ICT is used by majority of the undergraduate students (83%)

for assignment purpose, whereas 87.1% of the postgraduate

students and 86.1% of the research scholars highly preferred

to use ICT to carry out projects, and to prepare and present

papers in conferences respectively. One way ANOVA results

indicate that there is a significant difference in the purpose of

using ICT among the respondents based on category (Tables

4.11 – 4.13 and D2.3).

5.5 AWARENESS OF ICT BASED LIBRARY RESOURCES

i. High level of awareness on E-books (75.7%) is found among

the respondents , which is followed by E-journals (69.5%), E-

Learning Resources (59.5%), CD-ROM Databases (58.1%),

196

Online Databases (52.5%), and E-Theses and Dissertations

(33.7%).The standard deviation is found to be less than two

and it ranges from 1.02 to 1.24 (Tables 4.16).

ii. 78.2% of the female respondents more highly aware of E-

books than the male respondents (74%), it is followed by

70.2% of the female the respondents more than the male

respondents (69%) on E-journals. Low level of awareness is

found about E-Theses and Dissertations among the male

(32%), and female (35.8 %) the respondents . Chi-square test

result reveals that there is no significant difference in the

awareness of ICT based resources among the respondents

based on gender (Tables 4.17 and D3.1).

iii. The respondents in the age group of 21-25 (80.3%), 26 and

above (80.3%) are more highly aware of E-books than the

respondents in the age group of 18-20 (72.3%). Further, it is

indicated that 71% of the respondents in the age group of 21-

25 years are also more highly aware of E-journals than the

respondents in the age groups of 18-20 years (68.6%), 26

and above years (69.9%). The standard deviation is found to

be less, which ranges from 0.97 to 1.43 (Tables 4.18 and

D3.2).

iv. It is found that majority of the respondents (77.3%) from the

urban areas are more highly aware of E-journals than the

respondents from the rural areas (73.7%). It is followed by

197

E-journals (Urban 71.8%), and (Rural 66.6%). Low level of

awareness is also found on E-Thesis and Dissertations among

the respondents from the urban (36.4%), and the rural

(30.3%). Chi-square test result is also analysed that there is no

significant difference in the awareness level about ICT based

resources among the respondents based on their nativity

(Tables 4.19 and D3.4).

5.6 AWARENESS OF ICT BASED LIBRARY SERVICES

i. It is observed that majority of the respondents 25.9% are

more highly aware of ICT based E-Learning Services. It is

followed by Digital Libraries (23%), and Electronic

Document Delivery Service (16.4%). It is further found that

the only a few the respondents (11.1%) have knowledge of

Institutional Repositories service (Tables 4.21).

ii. Majority of the female respondents (28.8%) are more highly

aware of E-Learning Services than the male respondents

(24%), it is followed by the 26.4% of female the respondents

more than the male respondents (20.7%) on Digital Libraries.

It is further found that only a few female respondents are

aware of Institutional Repository service (13.4%) more than

the male respondents (9.5%) (Tables 4.22).

iii. The respondents in the age group of 26 and above are more

highly aware of E-Learning Services (30.9%) than the

198

respondents in the age group of 18-20 are (25%), and the

respondents in the age group of 21-25 are (26.7%). Further,

it is indicated that 30.9% of the respondents in the age group

of 26 and above years are also more highly aware of Digital

Libraries service than the respondents in the age groups of

18-20 years (22.5%) and 21-25 years (22.9%). The standard

deviation is found to be less, which ranges from 1.11 to 1.43.

Chi-square test result is also analysed so that there is no

significant difference in the awareness level about ICT based

library services among the respondents based on their age

(Tables 4.23 and D4.2).

iv. It is found that majority of the Research Scholars (32.7%) are

respondes who are more highly aware of Digital Libraries

service than the undergraduate students (21.8%), and

postgraduate students (24.9%). Further, 26.7% of the

undergraduate students are more highly aware of E-Learning

Services than the postgraduate students (23.4%), and Research

Scholars (24.8%). Low level of awareness is also found on

Current Awareness Services among the Research Scholars

(7.9%), it is followed by Institutional Repository service

among the postgraduate students, and the undergraduate

students (11.1%). Chi-square test result is also analysed so

that there is a significant difference in the awareness level

199

about ICT based library services among the respondents

based on their category (Tables 4.24 and D4.3).

v. It is found that majority of the respondents (28.1%) from the

urban areas are more highly aware of E-Learning Service

than the respondents from the rural areas (23.2%). It is

followed by Digital Libraries service (Urban 23.6%), and

(Rural 22.3%). Low level of awareness is also found on

Institutional Repository service among the respondents from

the urban (11.4%), and the low level of awareness is also

found on Current Awareness Services among the respondents

from the rural (9.5%). Chi-square test result is also analysed

that there is no significant difference in the awareness level

about ICT based services among the respondents based on

their nativity (Tables 4.25 and D4.4).

5.7 ATTITUDES OF STUDENTS AND RESEARCH SCHOLARS

ABOUT ICT

i. It is found that majority of the respondents (28.7%) are

strongly agreed that ICT provides remote access to resources.

Further it helps to collect information for academic and

research purposes (27.8%), ICT helps to find the relevant

information (25.3%) and also ICT is useful to update the latest

development in the subjects (24.3%). (Tables 4.26).

200

ii. 84.2% of the female respondents found that ICT helps to

collect information for academic and research purposes more

than the male respondents (76.9%), lack of interest to access

ICT resources and services is also mentioned by both the male

and the female respondents. There exists the least deviation in

the attitudes of the respondents about ICT , which ranges

from 0.95 to 1.26 T-value is statistically significant at 0.05

level among the respondents based on gender (Table 4.27,28

and D 4.7).

iii. The respondents (87.6%) in the age group of 26 and above

indicated that ICT helps to collect information for academic

and research purposes more than the respondents in the age

groups of 21-25 years (80.8%), and 18-20 years (78.6 % ).

Further, Lack of infrastructure facilities in the Institution is

found by 42.7 % of the respondents in the age group of 18-

20, 39.7 % of the respondents in the age group of 21-25 and

34.5% of the respondents in the age group of 26 and above.

The standard deviation is found to be less, which ranges from

0.93 to 1.30 (Table 4.29).

iv. It is found that 72.3% of the Research Scholars and the

undergraduate students are informed that ICT provides remote

access to resources better than the postgraduate students

(65.4%). One way ANOVA reveals that there is a significant

difference in the attitudes of the respondents about ICT

201

among the respondents based on category.The standard

deviation is found to be less, which ranges from 0. 97 to 1.35.

v. That ICT helps to collect information for academic and

research purposes is indicated by 81.7% of the respondents

from rural areas and the respondents from urban areas

(78.4%). Further, lack of infrastructure facilities in the

Institution and ICT facilities to communicate with learning

groups are mentioned by 43.5% of the respondents from

urban areas and 43.8% of the respondents from rural areas

respectively. T-value is statistically significant at 0.05 level

among the respondents based on gender (Table 4.33,34 and

D 5.4).


i. In-house training is highly preferred by 51.2% of the

respondents . It is followed by Seminar and Conferences /

Workshops (48.5%) as well as In-house training / User

education (48.5%), Information Literacy programmes

(40.7%), and Tutorials (37.1%).The standard deviation is

found to be less than two and it ranges from 1.19 to 1.24.

ii. It is indicated that 51.2% of the respondents highly opted for

Information Literacy Programmes / User Education. It is

followed by In-house Training (49.7%), Tutorial (49.5%), and

Self Study Method (38%). In the case of females, 53.3% of

202

the female respondents are given high priority for the In-

house Training, which is followed by Tutorial (47%), and

Seminar and Conference / Workshop (44.7%) as well as Self

Study Method (44.7%).

iii. Majority of the respondents (52.5%) who are pursuing

postgraduate degrees are given top priority for In-house

Training than the under graduates (50.8%), whereas, 51.5% of

the respondents are pursuing research programs are opted for

Seminar and Conference / Workshop. Chi-square test result is

also indicated that there is a significant difference in the ICT

training methods among the respondents based on category.

iv. It is indicated that 54% of the respondents from urban areas

are more interested in In-house Training for improving their

ICT skills more than the respondents from rural areas

(47.5%).The respondents from both urban and rural have

given their least priority for the information literacy

programmes / user education. Chi-square test result is also

informed that there is no significant difference in the ICT

training methods among the respondents based on nativity.

5.9 PREFERRED SEARCH TECHNIQUES AND SEARCH

TERMS

i. It is mentioned that 53.1% of the respondents highly preferred

keywords search information, which is followed by Title

203

(41.8%), Search engines (29.2%), and Author (24.3%).It is

also found that Websites of resources (22.6%) is the least

priority among the respondents .

ii. 54.7% of the undergraduate students highly preferred

keywords more than the postgraduate students (49.5%) and

research scholars (43.6%). Websites of the resources is the

least preferred search methods among the respondents .There

exists the least deviation in the search techniques and search

terms used to find ICT based Information resources and

services among the students and research scholars and it ranges

from 0. 41 to 0. 50.

iii. Keywords are highly preferred by 56.5% of the respondents

from rural areas more than the respondents from urban areas

(50.5%).Author and Websites are the least opted methods of

searching by the respondents from both urban and rural areas

respectively. The standard deviation is very less and it ranges

from 0. 29 to 0. 50.

iv. Majority of the respondents (41.5%) daily access ICT based

resources and services. It is followed by Weekly (31%) and

Fortnightly (12.9%). It is found that 12.9%, and 5.8% of the

students and research scholars are using ICT based

Information resources and services rarely and monthly

respectively. The standard deviation is less and it ranges from

0.23 to 0.49.

204

5.10 FREQUENCY OF ACCESS

i. “Daily” is most frequently used by the 42.3% the male

students and research scholars and 40.3% of the female

students and research scholars. The male students and research

scholars also preferred Weekly (30.8%) and “Fortnightly”

(12.9%). In the case of females, 40.3% preferred “Daily”,

which is followed by “Weekly” (31.2%) and “Rarely”

(13.8%).It is inferred that “Monthly” is provided the least

preference by both male and female students and research

scholars. The standard deviation is much less it ranges from

0.24 to 0.49.

ii. It is also analyzed that “Daily” is the most accessed frequency

by both the male(42.3%) and female(40.3%) the respondents . t

is also indicated that “Monthly” is the least frequency of

accessing of the ICT based resources and services.The standard

deviation is much less and it ranges from 0.24 to 0.49.

5.11 PREFERRED READING FORMATS

i. Majority of the respondents (64.1%) are highly interested for

printed format for reading ICT based Information resources

and services. It is followed by PDF format (48.1%), and

HTML format (36%). “Word format” (33.1%) is the least

preferred reading format among the students and research

205

scholars. The standard deviation is less and it ranges from

0.47 to 0.49.

ii. “Printed Format” is highly opted for by the majority of the

research scholars (66.3%), undergraduate students (63.8%)

and postgraduate students (63.8%).

iii. It is mentioned that 66.3% of the research scholars highly

preferred to read ICT based Information resources and

services in printed format more than the undergraduate

students (63.8%) and postgraduate students (64.9%). “Word

format” is the least preferred reading format among the

respondents in all three categories. The least deviation is in the

reading format among the students and research scholars and it

ranges from 0.46 to 0. 50.

5.12 SATISFACTION LEVEL OF STUDENTS AND RESEARCH

SCHOLARS

i. High level of satisfaction is found among the respondents

(80.2%) on ICT based Services provided in the libraries. It is

followed by attitudes of library staff (72.3%), and availability

of e-resources in library (48.5%). Further, a low level of

satisfaction is found on Information Literacy and training

programme (16.9%). The deviation in the satisfaction level is

found to be less than two in the five point scale and it ranges

from 0.97 to 1.26.

206

ii. The satisfaction level is found to be high on “Availability of

E-resources in Library among 90.3% of the respondents in

the age group of 18-20, whereas, the respondents in the age

groups of 21-25 and 26 and above are highly satisfied with

ICT based Services. It is only a few the respondents in the

age group18-20 years (18.3%), 21-25 years(15.8%), and 26

and above (9.9%) are less satisfied with Information Literacy

and training programme. The standard deviation is found to be

less than two in the five point scale and it ranges from 0.95 to

1.55.

iii. 84.3% of the postgraduate students indicated a high level of

satisfaction on ICT based Service more than the

undergraduate students (79.2%) and the research scholars

(80.2%).Further, a low level of satisfaction is also found on

Information Literacy and training programme by all the

respondents in three categories.

iv. It is observed that 80.4% of the respondents from urban areas

highly satisfied with ICT based Service, whereas 49.8% of the

respondents from rural areas are highly satisfied with

availability of e-resources in library.

5.13 BARRIERS TO ACCESS ICT BASED RESOURCES AND

SERVICES

207

i. It is found that majority of the respondents (69.3%) found

that Lack of ICT Literacy is the major barrier to access ICT

based Information resources and services. It is followed by

Information overload (58.9%), Restricted Time (50.9%), Lack

of infrastructure facilities (49.3%), Lack of search skills

(48.3%), and HTTP / URL Error (47.3%). The deviation in the

knowledge of ICT tools is found to be less than two in the five

point scale and it ranges from 1.17 to 1.31.

ii. Cluster Analysis is used for barriers in using ICT based

resources and services. Two clusters are formed at 62% level.

Cluster one consists of five variables such as “Lack of ICT

Literacy”, “Download”, “Lack of infrastructural facilities”,

“Power Interruption”,“ Restricted Time” and these can be

named as “Institutional barriers.”

iii. Cluster two consists of six variables such as “No relevant

information” , “Lack of search skills ”, “Information

overload”, “HTTP / URL Error”, “Server down”, “Slow

Process” and these can be named as “System and Skills based

barriers.”

iv. It is also analyzed that the T-value is not statistically

significant in the barriers in using ICT based resources and

services based on gender.Further, one way ANOVA result is

also indicated that there is no significant difference in the

208

barriers of using ICT based Resources and services on based

the category of the respondents .

5.14 FINDINGS IN RELATION TO HYPOTHESES

The following findings are in relation to hypotheses.

i. There exists a significant difference in the purpose of using

ICT based resources and services among the respondents

based on gender and category.

ii. There is no significant difference in the level of awareness on

ICT based resources among the respondents based on

gender, category and nativity.

iii. There is no significant difference in the level of awareness on

ICT based services among the respondents based on age and

nativity, whereas, significant difference is found among the

respondents based category.

iv. There exists a significant difference in the attitudes of the

respondents on ICT based gender, category and nativity.

v. There is a significant difference in the ICT training methods

among the respondents based on category. Further, no

significant difference is found in the ICT training methods

based on the nativity of the respondents.

209

vi. There is no a significant difference in the barriers of using

ICT based resources and services among the respondents

based on gender and category.

5.15 PROTOTYPE DESIGN MODEL FOR ICT BASED SEARCH

PATTERNS FOR UNDERGRADUATE, POSTGRADUATE

STUDENTS AND RESEARCH SCHOLARS.

5.15.1 Vision

i. To understand the training needs of the undergraduate, post

graduate and research scholars to develop a prototype design

model to impart search training on ICT based resources and

services at in engineering colleges.

5.15.2 Mission

i. To develop a training model to impart search skills on ICT

based resources and services in engineering colleges.

ii. To develop search pattern training model to find out

information in ICT based resources and services.

5.15.3 Scope

i. The model is applicable to the undergraduate, postgraduate

students and research scholars in engineering colleges. The

ICT based search pattern model is given in Figure 5.1.

210

Figure 5.1 Prototype Design Model for ICT based search pattern

5.15.4 Brief description of the model

The prototype model helps to find out information in the ICT based

resources and services effectively. The search can be carried out using

keywords such as author, title, and websites etc. in the ICT based resources

and services. In order to search effectively, a training programme can be

conducted in the form of information literacy/user education for the library

211

users. The training programmes can be provided in two methods such as

webbased method and traditional method. The web based method consists of

tutorials and virtual tours and traditional method consists of lecture and

printed materials.The training programmes shall be provided by the librarians

and library staff for the users in order to search effectively the needed

information using appropriate keywords with less span of time.

5. 16 SUGGESTIONS

Based on the research findings, the following suggestions are put

forth for the various stakeholders:

i. Knowledge on ICT is important for the students to

communicate information using communication channels. The

study found that knowledge on SMS is found high among the

respondents . In order to improve knowledge and skills on

ICT, it is suggested that the authorities shall include

curriculum on “Electronic Communication Systems and

Services” for the engineering students.

ii. Electronic resources are available in the form of e-books, e-

journals, and ETDs. These resources help the users to collect

information for their educational purposes especially to carry

out project works. In addition, separate workshop shall be

organized to develop knowledge and skills on writing of

research articles using ICT based resources.

212

iii. In earlier days, the users were largely depending on printed

resources to collect information for their educational purpose.

But, today, the advancement in ICT helps the user community

to access information easily. The information is available in a

variety of forms like e-books, e-journals, online databases. In

this study, the level of awareness on online databases and

ETDs is found low. Therefore, it is suggested that the library

users shall be trained well to improve the knowledge and

skills to access ICT based library resources specifically online

databases and ETDs.

iv. The libraries especially, academic libraries implemented

various ICT based services to provide information in the

digital forms. These services will enable the user community

to access to information remotely. Advancement in ICT

makes it easy to create a digital repository for the intellectual

works produced in the forms of articles, course materials and

project reports. In this study the level of awareness on

institutional repository is found low among the respondents .

It is an essential and most important duty of the librarians and

library staff to create an awareness of such ICT based library

services specifically institutional repository services (IRs).

v. Good infrastructures facility in the institution is one of the

important factors for quality of education. In the study,

majority of the respondents are not satisfied with the

213

infrastructure facility available in the institutions. It is

suggested that the management of the colleges shall take

immediate steps to develop their infrastructure facilities to

ensure quality of education for the students.

vi. Knowledge and skills possessed by the respondents in this

study are not satisfactory. Therefore it is suggested that

conference/seminar/workshop shall be organized by the

library to improve their knowledge and skills on searching

techniques and tools.

vii. Majority of the respondents indicated that power interruption

and lack of ICT literacy are the major barriers in accessing

ICT based library resources and services. In order to remove

these barriers, the library shall organize user education/

information literacy programmes to educate the user

community about the resources and services available in the

libraries.Perhaps, the management of the colleges shall

provide suitable alternative system for continuous power

supply.

viii. The researcher has proposed a prototype ICT based search

pattern model for the students and research scholars.This

model will help student community to find, locate and access

information effectively. It is also suggested that a new

research can be carried out based on this ICT model.

214

5. 17 DIRECTIONS FOR THE FUTURE RESEARCH

The following are the directions for the future research

i. ICT based Information Search Patterns for students and

Research Scholars in Arts and Science Colleges in

Chennai,Kanchipuram and Thiruvallur districts

ii. Information Search Patterns of Research Scholars in

Universities of Chennai,Kanchipuram and Thiruvallur

districts.

iii. Information Search Patterns of faculty members in Anna

University and its Constituent Colleges in Tamil Nadu.

5.18 CONCLUSION

ICT enables the library professionals to introduce new services in

networked environment. It is important for the library professionals to be

aware of the new technologies. Perhaps, implementation of any technology in

the library is based on the right attitude of the library professionals. Similarly,

the library professionals have a variety of means and methods to acquire ICT

skills from workshops, conferences and seminars. In this study, the barriers

experienced by the library professionals are also highlighted. The Department

of the library and information science and library associations should play a

proactive role to remove the barriers by organizing innovative library

programmes.

I

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A-1

From Date: M. Ravichandran Librarian, Legislature Library, Tamilnadu Legislative Assembly Secretariat Fort St. George, Chennai 600 009. To Sir, Sub: Request to fill-up the questionnaire for my Research-Reg ********* Sir/Madam, I am doing research on "ICT based Information search patterns of

Students and Research Scholars of Engineering Colleges in Chennai,

Kanchipuram and Thiruvallur districts of Tamilnadu: A Study" under the

guidance of Dr. N. Murugesapandian, Librarian, Ganesar Arts and Science College,

Melaisivapuri, Pudukottai Dist., Therefore it is requested that the questionnaire

attached with this letter may please be filled up for my research. I assure that the

information provided by you will be used for research purpose only and kept

confidencial.

Thanking you, Yours faithfully

(M. RAVICHANDRAN)

Encl: as above

A-2

APPENDIX - A

ICT based Information search patterns of Students and Research Scholars of

Engineering Colleges in Chennai, Kanchipuram and Thiruvallur districts of

Tamilnadu: A Study

I. Personal Information:

1. Name (Option) :

2. Age : 18-20 21-25 26 and above

3. Sex : Male Female

4. Department :

5. Category : UG PG Research Scholar

6. Mode of Study : Full Time Part Time

7. Name of the Institution :

8. Nature of the Institution : Govt. Govt. Aided Self Finance

II. Please mention the Knowledge of ICT tools.

S.No Description Don't Know Beginner Fair

Knowledge Expert Proficient

1 E-mail 2 Internet 3 SMS 4 Mobile Conference 5 News Groups

III. Please mention the purpose of Using ICT.

S.No Description Strongly Disagree Disagree Un

decided Agree Strongly Agree

1 To prepare for examination 2 To collect information for research work 3 To publish research articles

4 To prepare and present papers in conferences, seminars

5 To prepare the assignment 6 To carry out Projects 7 To download software and tools 8 To get information for entertainment

A-3

IV. Please mention Awareness of ICT based Library Resources.



1 E-books 2 E-journals 3 Online Databases 4 E-Learning Resources 5 CD-ROM Databases 6 E-Theses and Dissertations

V. Please mention Awareness of ICT based Library Services.



1 Digital Libraries Service 2 E-Learning Service 3 Institutional Repository Service 4 Current Awareness Service 5 OPAC / WebOPAC Service 6 Electronic Document Delivery Service

VI. Attitudes of students and research scholars about ICT.




2 ICT provides remote access 3 ICT helps to find the relevant information.





VII. Please mention ICT Training Methods.




2 Tutorial 3 Seminar and Conference / Workshop 4 Self Study Method 5 In-house Training

A-4

VIII. Preferred search techniques and search terms.

S.No Description Yes No

1 Author 2 Title 3 Keywords 4 Search engines 5 Websites of resources

IX. Frequency of Access.

S.No Description Yes No 1 Daily 2 Weekly 3 Fortnightly 4 Monthly 5 Rarely

X. Place of Access.


1 Library 2 Department / Computer Centre 3 Browsing Centre 4 House 5 Mobile Phone

XI. Preferred format for reading the ICT based Information resources.


1 Printed format 2 PDF format 3 HTML format 4 Word format

XII. Satisfaction level on ICT facilities.

S.No Description Highly

not satisfied

Not satisfied

No opinion

Satisfied Highly

satisfied

1 ICT Infrastructural facilities 2 ICT based Service 3 Availability of e-resources in library 4 Awareness of e-resources 5 Attitudes of library staff

A-5

6 Knowledge and skills on searching techniques

7 Information Literacy and training programme

XIII. Barriers to access ICT based Information resources and services.



1 Slow Process 2 No relevant information 3 Lack of search skills 4 Information over load 5 Server down 6 HTTP / URL Error 7 Lack of ICT Literacy 8 Lack of infrastructural facilities 9 Download

10 Power Interruption 11 Restricted Time

Signature

B-1

From M. Ravichandran Librarian, Legislature Library, State Legislative Assembly Secretariat Fort St. George, Chennai 600 009. To

Sir, Sub: Request to fill-up the questionnaire for my Research-Reg ********* Sir/Madam, I am doing research on "ICT based Information search patterns of

Students and Research Scholars of Engineering Colleges in Chennai,

Kanchipuram and Thiruvallur districts of Tamilnadu: A Study" under the

guidance of Dr. N. Murugesapandian, Librarian, Ganesar Arts and Science College,

Melaisivapuri, Pudukottai Dist., Therefore it is requested that the questionnaire

attached with this letter may please be filled up for my research. I assure that the

information provided by you will be used for research purpose only and kept

confidencial.

Thanking you, Yours faithfully

(M. RAVICHANDRAN)

Encl: as above Date :

Place :

B-2

APPENDIX - B

ICT based Information search patterns of Students and Research Scholars of

Engineering Colleges in Chennai, Kanchipuram and Thiruvallur districts of

Tamilnadu: A Study

I. Personal Information:

1. Name (Option) :

2. Age : 18-20 21-25 26 and above

3. Sex : Male Female

4. Department :

5. Category : UG PG Research Scholar

6. Mode of Study : Full Time Part Time

7. Name of the Institution :

8. Nature of the Institution : Govt. Govt. Aided Self Finance

II. Please mention the Knowledge of ICT tools.



1 E-mail 55 3.1%

109 6.1%

351 19.8%

749 42.2%

509 28.7%

2 Internet 115 6.5%

94 5.3%

222 12.5%

881 49.7%

461 26.0%

3 SMS 54 3.0%

103 5.8%

384 21.7%

651 36.7%

581 32.8%

4 Mobile Conference 95 5.4%

234 13.2%

514 29.0%

569 32.1%

361 20.4%

5 News Groups 166 9.4%

213 12.0%

488 27.5%

527 29.7%

379 21.4%

B-3

III. Please mention the purpose of Using ICT.



1 To prepare for examination 160 9.0%

246 13.9%

157 8.9%

428 24.1%

782 44.1%

2 To collect information for research work 259 14.6%

260 14.7%

475 26.8%

406 22.9%

373 21.0%

3 To publish research articles 234 13.2%

384 21.7%

619 34.9%

225 12.7%

311 17.5%


164 9.2%

174 9.8%

324 18.3%

610 34.4%

501 28.3%

5 To prepare the assignment 89 5.0%

81 4.6%

193 10.9%

705 39.8%

705 39.8%

6 To carryout Projects 90 5.1%

102 5.8%

109 6.1%

692 39.0%

780 44.0%

7 To download software and tools 195 11.0%

387 21.8%

651 36.7%

352 19.9%

188 10.6%

8 To get information for entertainment 276 15.6%

465 26.2%

726 40.9%

167 9.4%

139 7.8%

IV. Please mention Awareness of ICT based Library Resources.



1 E-books 115 6.5%

94 5.3%

222 12.5%

881 49.7%

461 26.0%

2 E-journals 54 3.0%

103 5.8%

384 21.7%

651 36.7%

581 32.8%

3 Online Databases 95 5.4%

234 13.2%

514 29.0%

569 32.1%

361 20.4%

4 E-Learning Resources 128 7.2%

161 9.1%

430 24.3%

595 33.6%

459 25.9%

5 CD-ROM Databases 133 7.5%

151 8.5%

459 25.9%

556 31.4%

474 26.7%

6 E-Theses and Dissertations 276 15.6%

291 16.4%

608 34.3%

353 19.9%

245 13.8%

V. Please mention Awareness of ICT based Library Services.



1 Digital Libraries Service 122 6.9%

212 12.0%

477 26.9%

554 31.2%

408 23.0%

2 E-Learning Service 107 6.0%

179 10.1%

454 25.6%

573 32.3%

460 25.9%

3 Institutional Repository Service 318 17.9%

393 22.2%

519 29.3%

346 19.5%

197 11.1%

4 Current Awareness Service 303 17.1%

341 19.2%

607 34.2%

312 17.6%

210 11.8%

5 OPAC / WebOPAC Service 297 16.8%

309 17.4%

507 28.6%

393 22.2%

267 15.1%

6 Electronic Document Delivery Service 288 16.2%

287 16.2%

472 26.6%

436 24.6%

290 16.4%

B-4

VI. Attitudes of students and research scholars about ICT.




78 4.4%

102 5.8%

177 10.0%

923 52.1%

493 27.8%

2 ICT provides remote access 55 3.1%

109 6.1%

351 19.8%

749 42.2%

509 28.7%

3 ICT helps to find the relevant information. 99 5.6%

145 8.2%

520 29.3%

561 31.6%

448 25.3%


155 8.7%

208 11.7%

544 30.7%

436 24.6%

430 24.3%


152 8.6%

229 12.9%

531 29.9%

460 25.9%

401 22.6%


179 10.1%

249 14.0%

615 34.7%

390 22.0%

340 19.2%


195 11.0%

240 13.5%

513 28.9%

505 28.5%

320 18.0%

VII. Please mention ICT Training Methods.




226 12.7%

269 15.2%

620 35.0%

342 19.3%

316 17.8%

2 Tutorial 162 9.1%

227 12.8%

524 29.6%

495 27.9%

365 20.6%

3 Seminar and Conference / Workshop 163 9.2%

218 12.3%

531 29.9%

513 28.9%

348 19.6%

4 Self Study Method 164 9.2%

311 17.5%

576 32.5%

408 23.0%

314 17.7%

5 In-house Training 166 9.4%

213 12.0%

488 27.5%

527 29.7%

379 21.4%

VIII. Preferred search techniques and search terms.

S.No Description Yes %

1 Author 430 24.3% 2 Title 742 41.8% 3 Keywords 942 53.1% 4 Search engines 518 29.2% 5 Websites of resources 401 22.6%

IX. Frequency of Access.

S.No Description Yes % 1 Daily 736 41.5% 2 Weekly 549 31.0% 3 Fortnightly 229 12.9% 4 Monthly 102 5.8% 5 Rarely 214 12.1%

B-5

X. Place of Access.


1 Library 724 40.8% 2 Department / Computer Centre 855 48.2% 3 Browsing Centre 385 21.7% 4 House 740 41.7% 5 Mobile Phone 702 39.6%

XI. Preferred format for reading the ICT based Information resources.


1 Printed format 1137 64.1% 2 PDF format 852 48.1% 3 HTML format 639 36.0% 4 Word format 587 33.1%

XII. Satisfaction level on ICT facilities.

S.No Description Highly

not satisfied

Not satisfied

No opinion

Satisfied Highly

satisfied

1 ICT Infrastructural facilities 178 10.0%

246 13.9%

603 34.0%

391 22.1%

355 20.0%

2 ICT based Service 53 3.0%

72 4.1%

226 12.7%

722 40.7%

700 39.5%

3 Availability of e-resources in library 184 10.4%

255 14.4%

475 26.8%

489 27.6%

370 20.9%

4 Awareness of e-resources 241 13.6%

265 14.9%

506 28.5%

458 25.8%

303 17.1%

5 Attitudes of library staff 91 5.1%

133 7.5%

267 15.1%

621 35.0%

661 37.3%


276 15.6%

291 16.4%

608 34.3%

353 19.9%

245 13.8%


276 15.6%

465 26.2%

732 41.3%

167 9.4%

133 7.5%

XIII. Barriers to access ICT based Information resources and services.



1 Slow Process 157 8.9%

353 19.9%

457 25.8%

544 30.7%

262 14.8%

2 No relevant information 175 9.9%

490 27.6%

436 24.6%

344 19.4%

328 18.5%

3 Lack of search skills 159 9.0%

307 17.3%

451 25.4%

508 28.7%

348 19.6%

4 Information over load 115 6.5%

257 14.5%

357 20.1%

560 31.6%

484 27.3%

B-6

5 Server down 162 9.1%

379 21.4%

445 25.1%

443 25.0%

344 19.4%

6 HTTP / URL Error 161 9.1%

286 16.1%

488 27.5%

572 32.3%

266 15.0%

7 Lack of ICT Literacy 201 11.3%

163 9.2%

180 10.2%

651 36.7%

578 32.6%

8 Lack of infrastructural facilities 195 11.0%

259 14.6%

444 25.0%

534 30.1%

341 19.2%

9 Download 136 7.7%

315 17.8%

537 30.3%

476 26.8%

309 17.4%

10 Power Interruption 221 12.5%

376 21.2%

448 25.3%

433 24.4%

295 16.6%

11 Restricted Time 182 10.3%

262 14.8%

427 24.1%

537 30.3%

365 20.6%

Signature

C-1

APPENDIX – C

Table C1.1

LIST OF ENGINEERING COLLEGES IN CHENNAI, KANCHIPURAM AND THIRUVALLUR DISTRICTS, TAMIL NADU, INDIA

CH

ENN

AI

1 Aalim Muhammed Salegh Academy of Architecture 2 Jawahar Engineering College 3 Loyola – ICAM College of Engineering and Technology 4 MARG Institute of Design& Architecture Swarnabhoomi 5 MEASI Academy of Architecture 6 Meenakshi College of Engineering 7 Meenakshi Sundararajan Engineering College

KA

NC

HIP

UR

AM

8 ACT College of Engineering and Technology 9 Adhi College of Engineering and Technology 10 Adhiparasakthi Engineering College 11 Aksheyaa College of Engineering 12 Anand Institute of Higher Technology 13 Apollo Engineering College 14 Apollo Priyadarshanam Institute of Technology 15 Arignar Anna Institute of Science and Technology 16 ARM College of Engineering and Technology 17 Asan Memorial College of Engineering and Technology 18 Balaji Institute of Engineering and Technology

19 Balamani Arunachalam Educational & Charitable Trust’s Group of Institution

20 Chendu College of Engineering and Technology 21 Chennai Institute of Technology 22 Dhaanish Ahmed College of Engineering 23 Dhanalakshmi College of Engineering 24 Dhanalakshmi Srinivasan College of Engineering and Technology 25 DMI College of Engineering 26 GKM College of Engineering and Technology 27 Gopal Ramalingam Memorial Engineering College 28 Indira Gandhi College of Engineering and Technology for Women 29 JEI Mathaajee College of Engineering 30 Jeppiar Engineering College 31 Jeppiar Institute of Technology 32 Jerusalem College of Engineering 33 Kalsar College of Engineering 34 Kanchi Pallavan Engineering College 35 Karpaga Vinayaga College of Engineering and Technology 36 KCG College of Technology 37 Kings Engineering College

C-2

38 Lord Ayyapa Institute of Engineering and Technology 39 Lord Venkateshwaraa Engineering College 40 Loyola Institute of Technology 41 Maamallan Institute of Technology 42 Madha Engineering College 43 Madha Institute of Engineering and Technology 44 Misrimal Navajee Munoth Jain Engineering College 45 Mohammed Sathak A.J. Academy of Architecture 46 Mohammed Sathak A.J. College of Engineering 47 New Prince Shri Bhavani College of Engineering and Technology 48 Pallava Raja College of Engineering 49 Pallavan College of Engineering 50 PB College of Engineering 51 Peri Institute of Technology 52 Prince Dr.K.Vasudevan College of Engineering and Technology 53 Prince Shri Venkateshwara Padmavathy Engineering College

54 PT Lee Chengalvaraya Naicker College of Engineering and Technology

55 Rajalakshmi Engineering College 56 Rajalakshmi School of Architecture 57 Rajiv Gandhi College of Engineering 58 Ramana Maharishi College of Engineering 59 Rrase College of Engineering 60 Sakthi Mariamman Engineering College 61 Saveetha Engineering College 62 Shree Motilal Kanhaiyalal Fomra Institute of Technology 63 Shri Andal Alagar College of Engineering 64 Sri Krishna College of Engineering and Technology 65 Sri Krishna Engineering College 66 Sri Lakshmi Ammal Engineering College 67 Sri Muthukumaran Institute of Technology 68 Sri Padmavathi College of Engineering 69 Sri Ramanujar Engineering College 70 Sri Sai Ram Institute of Technology 71 Sri Sai Ram Engineering College 72 Sri Sivasubramaniya Nadar College of Engineering 73 Sri Venkateswara College of Engineering 74 Sri Venkateswara College of Technology 75 SRR Engineering College 76 St.Joseph’s College of Engineering 77 St.Joseph’s Institute of Technology 78. Tagore Engineering College 79 Thangavelu Engineering College 80 The New Royal College of Engineering and Technology 81 Thirumalai Engineering College 82 TJ Institute of Technology 83 Valliammal Engineering College 84 Vel’s Srinivasa College of Engineering and Technology

C-3

85 Vi Institute of Technology 86 VKK Vijayan Engineering College

THIR

UV

AL

LUR

87 Aalim Mohammed Salegh College of Engineering 88 Alpha College of Engineering 89 Bhajarang Engineering College 90 BKR College of Engineering and Technology 91 Easwari Engineering College 92 Gojan School of Business and Technology 93 Indira Institute of Engineering 94 Jaya Engineering College 95 Jaya Surya Engineering College 96 JNN Institute of Engineering 97 John Bosco Engineering College 98 Lakshmi Chand Rajani College of Engineering and Technology 99 Magna College of Engineering

100 Panimalar Engineering College 101 Panimalar Institute of Technology 102 PMR Engineering College 103 Prathyusha Institute of Technology and Management 104 Rajalakshmi Institute of Technology 105 RMD Engineering College 106 RMK College of Engineering and Technology 107 RMK Engineering College 108 RVS Padmavathy College of Engineering & Technology 109 S.A.Engineering College 110 Sakthi Engineering College 111 Sams College of Engineering and Technology 112 Siva Institute of Frontier Technology 113 SKR Engineering College 114 Sree Sastha College of Engineering 115 Sree Sastha Institute of Engineering and Technology 116 Sri Kalaimagal College of Engineering 117 Sri Venkateswara College of Engineering and Technology 118 Sri Venkateswara Institute of Science and Technology 119 Srinivasa Institute of Engineering and Technology 120 Sriram Engineering College 121 St.Peter’s College of Engineering and Technology 122 TJS Engineering College 123 Vel Tech Engineering College

124 Vel Tech High Tech Dr.Rangarajan Dr.Sakunthala Engineering College

125 Vel Tech Multi Tech Dr.Rangarajan Dr.Sakunthala Engineering College

126 Velammal Engineering College 127 Velammal Institute of Technology

D-1

APPENDIX -D

KNOWLEDGE OF ICT TOOLS

Table D 1.1

Knowledge of ICT Tools Vs Gender

S. No Description

Male

n=1058

Female

n=715

DK B FK E P M DK B FK E P M 1 E-mail 37

3.5%

65

6.1%

218

20.6%

445

42.1%

293

27.7% 3.84

18

2.5%

44

6.2%

133

18.6%

304

42.5%

216

30.2% 3.91

2 Internet 72

6.8%

61

5.8%

142

13.4%

520

49.1%

263

24.9% 3.79

43

6%

33

4.6%

80

11.2%

361

50.5%

198

27.7% 3.89

3 SMS 30

2.8%

67

6.3%

231

21.8%

381

36%

349

33% 3.89

24

3.4%

36

5%

153

21.4%

270

37.8%

232

32.4% 3.90

4 Mobile Conference

49

4.6%

142

13.4%

327

30.9%

337

31.9%

203

19.2% 3.47

46

6.4%

92

12.9%

187

26.2%

232

32.4%

158

22.1% 3.50

5 News Groups 109

10.3%

134

12.7%

290

27.4%

318

30.1%

207

19.6% 3.35

57

8%

79

11%

198

27.7%

209

29.2%

172

24.1% 3.50

(DK=Don’t know; B=Beginner; FK=Fair Knowledge; E=Expert; P=Proficient)

Table D 1.2

Knowledge of ICT Tools Vs Age

S. No Description

18-20

n=1014

21-25

n=678

26 and above

n=81

DK B FK E P M DK B FK E P M DK B FK E P M 1 E-mail

35

3.5%

69

6.8%

209

20.6%

445

43.9%

256

25.2% 3.80

17

2.5%

36

5.3%

134

19.8%

271

40%

220

32.4% 3.94

3

3.7%

4

4.9%

8

9.9%

33

40.7%

33

40.7% 4.09

2 Internet

64

6.3%

72

7.1%

145

14.3%

494

48.7%

239

23.6% 3.76

45

6.6%

22

3.2%

67

9.9%

345

50.9%

199

29.4% 3.93

6

7.4%

0

%

10

12.3%

42

51.9%

23

28.4% 3.93

3 SMS

27

2.7%

86

8.5%

206

20.3%

371

36.6%

324

32% 3.86

25

3.7%

17

2.5%

154

22.7%

260

38.3%

222

32.7% 3.93

2

2.5%

0

%

24

29.6%

20

24.7%

35

43.2% 4.06

4 Mobile Conference

55

5.4%

162

16%

260

25.6%

343

33.8%

194

19.1% 3.45

37

5.5%

61

9%

228

33.6%

208

30.7%

144

21.2% 3.53

3

3.7%

11

13.6%

26

32.1%

18

22.2%

23

28.4% 3.58

5 News Groups

107

10.6%

127

12.5%

276

27.2%

283

27.9%

221

21.8% 3.37

56

8.3%

78

11.5%

184

27.1%

228

33.6%

132

19.5% 3.44

3

3.7%

8

9.9%

28

34.6%

16

19.8%

26

32.1% 3.66


D-2

Table D 1.3

Knowledge of ICT Tools Vs Qualification

S. No Description

UG

n=1339

PG

n=333

RS

n=101

DK B FK E P M DK B FK E P M DK B FK E P M

1 E-mail 39

2.9%

79

5.9%

254

19%

582

43.5%

385

28.8% 3.89

12

3.6%

24

7.2%

79

23.7%

135

40.5%

83

24.9% 3.75

4

4%

6

5.9%

18

17.8%

32

31.7%

41

40.6% 3.99

2 Internet 91

6.8%

68

5.1%

166

12.4%

666

49.7%

348

26% 3.83

23

6.9%

20

6%

43

12.9%

162

48.6%

85

25.5% 3.79

1

1%

6

5.9%

13

12.9%

53

52.5%

28

27.7% 4.00

3 SMS 38

2.8%

74

5.5%

296

22.1%

481

35.9%

450

33.6% 3.91

13

3.9%

24

7.2%

70

21%

134

40.2%

92

27.6% 3.80

3

3%

5

5%

18

17.8%

36

35.6%

39

38.6% 4.01

4 Mobile Conference

72

5.4%

173

12.9%

396

29.6%

421

31.4%

277

20.7% 3.49

18

5.4%

50

15%

82

24.6%

115

34.5%

68

20.4% 3.49

5

5%

11

10.9%

36

35.6%

33

32.7%

16

15.8% 3.43

5 News Groups 120

9%

165

12.3%

373

27.9%

398

29.7%

283

21.1% 3.41

32

9.6%

34

10.2%

92

27.6%

96

28.8%

79

23.7% 3.46

14

13.9%

14

13.9%

23

22.8%

33

32.7%

17

16.8% 3.24


D-3

D-4

Table D 1.4

Knowledge of ICT Tools Vs Nativity

S. No Description

Urban

n=985

Rural

n=788

DK B FK E P M DK B FK E P M

1 E-mail 36

3.7%

60

6.1%

191

19.4%

423

42.9%

275

27.9% 3.85

19

2.4%

49

6.2%

160

20.3%

326

41.4%

234

29.7% 3.89

2 Internet 47

4.8%

56

5.7%

121

12.3%

516

52.4%

245

24.9% 3.86

68

8.6%

38

4.8%

101

12.8%

365

46.3%

216

27.4% 3.79

3 SMS 24

2.4%

54

5.5%

200

20.3%

388

39.4%

319

32.4% 3.93

30

3.8%

49

6.2%

184

23.4%

263

33.4%

262

33.2% 3.86

4 Mobile Conference

60

6.1%

128

13%

295

29.9%

321

32.6%

181

18.4% 3.44

35

4.4%

106

13.5%

219

27.8%

248

31.5%

180

22.8% 3.54

5 News Groups 88

8.9%

120

12.2%

245

24.9%

328

33.3%

204

20.7% 3.44

78

9.9%

93

11.8%

243

30.8%

199

25.3%

175

22.2% 3.38


D-5

PURPOSE OF USING ICT

Table D 2.1

Purpose of Using ICT Vs Gender

S. No Description

Male

n=1058

Female

n=715

SD DA UD A SA M SD DA UD A SA M

1 To prepare for examination

115

10.9%

75

7.1%

106

10%

375

35.4%

387

36.6% 3.79

45

6.3%

171

23.9%

51

7.1%

53

7.4%

395

55.2% 3.81


133

12.6%

101

9.5%

267

25.2%

306

28.9%

251

23.7% 3.41

126

17.6%

159

22.2%

208

29.1%

100

14%

122

17.1% 2.90


139

13.1%

197

18.6%

340

32.1%

197

18.6%

185

17.5% 3.08

95

13.3%

187

26.2%

279

39%

28

3.9%

126

17.6% 2.86


78

7.4%

91

8.6%

177

16.7%

411

38.8%

301

28.4% 3.72

86

12%

81

11.3%

147

20.6%

200

28%

201

28.1% 3.48

5 To prepare the assignment

44

4.2%

21

2%

102

9.6%

429

40.5%

462

43.7% 4.17

45

6.3%

60

8.4%

91

12.7%

276

38.6%

243

34% 3.85

6 To carryout Projects

29

2.7%

36

3.4%

73

6.9%

452

42.7%

468

44.2% 4.22

61

8.5%

66

9.2%

36

5%

240

33.6%

312

43.6% 3.94


143

13.5%

291

27.5%

393

37.1%

108

10.2%

123

11.6% 2.78

52

7.3%

96

13.4%

258

36.1%

244

34.1%

65

9.1% 3.24


138

13%

264

25%

452

42.7%

118

11.2%

86

8.1% 2.76

138

19.3%

201

28.1%

276

38.6%

49

6.9%

51

7.1% 2.54

(SD=Strongly Disagree; DA=Disagree; UD=Undecided; A=Agree; SA=Strongly Agree, M=Mean)

Table D 2.2

Purpose of Using ICT Vs Age

S. No

Description 18-20

n=1014 21-25 n=678

6 and above n=81

SD DA UD A SA M SD DA UD A SA M SD DA UD A SA M 1 To prepare for examination 124

12.2% 137

13.5% 74

7.3% 263

25.9% 416 41%

3.70 34 5%

85 12.5%

54 8%

164 24.2%

341 50.3%

4.02 2

2.5% 24

29.6% 29

35.8% 1

1.2% 25

30.9% 3.28


121 11.9%

164 16.2%

249 24.6%

238 23.5%

242 23.9%

3.31 121

17.8% 83

12.2% 201

29.6% 154

22.7% 119

17.6% 3.09

17 21%

13 16%

25 30.9%

14 17.3%

12 14.8%

2.88


201 19.8%

368 36.3%

135 13.3%

171 16.9%

2.99 87

12.8% 146

21.5% 234

34.5% 79

11.7% 132

19.5% 3.03

8 9.9%

37 45.7%

17 21%

11 13.6%

8 9.9%

2.67


81 8%

102 10.1%

163 16.1%

366 36.1%

302 29.8%

3.69 68

10% 58

8.6% 154

22.7% 222

32.7% 176 26%

3.56 15

18.5% 14

17.3% 7

8.6% 22

27.2% 23

28.4% 3.29


47 4.6%

117 11.5%

408 40.2%

398 39.3%

4.05 40

5.9% 29

4.3% 72

10.6% 263

38.8% 274

40.4% 4.03

5 6.2%

5 6.2%

4 4.9%

34 42%

33 40.7%

4.04


48 4.7%

41 4%

375 37%

497 49%

4.19 33

4.9% 47

6.9% 61 9%

290 42.8%

247 36.4%

3.98 4

4.9% 7

8.6% 7

8.6% 27

33.3% 36

44.4% 4.03


103 10.2%

221 21.8%

375 37%

199 19.6%

116 11.4%

3.00 85

12.5% 149 22%

244 36%

135 19.9%

65 9.6%

2.92 7

8.6% 17

21% 32

39.5% 18

22.2% 7

8.6% 3.01


160 15.8%

264 26%

459 45.3%

70 6.9%

61 6%

2.61 103

15.2% 168

24.8% 236

34.8% 95

14% 76

11.2% 2.81

13 16%

33 40.7%

31 38.3%

2 2.5%

2 2.5%

2.34


D-6

Table D 2.3

Purpose of Using ICT Vs Qualification

S. No

Description

UG n=1339

PG n=333

RS n=101

SD DA UD A SA M SD DA UD A SA M SD DA UD A SA M

1 To prepare for examination 107 8%

192 14.3%

125 9.3%

308 23%

607 45.3%

3.83 24

7.2% 39

11.7% 24

7.2% 101

30.3% 145

43.5% 3.91

29 28.7%

15 14.9%

8 7.9%

19 18.8%

30 29.7%

3.05


181 13.5%

223 16.7%

406 30.3%

331 24.7%

198 14.8%

3.10 60

18% 32

9.6% 57

17.1% 58

17.4% 126

37.8% 3.47

18 17.8%

5 5%

12 11.9%

17 16.8%

49 48.5%

3.73


335 25%

439 32.8%

176 13.1%

197 14.7%

2.88 41

12.3% 37

11.1% 162

48.6% 41

12.3% 52

15.6% 3.07

1 1%

12 11.9%

18 17.8%

8 7.9%

62 61.4%

4.16


133 9.9%

142 10.6%

260 19.4%

463 34.6%

341 25.5%

3.55 26

7.8% 29

8.7% 58

17.4% 110 33%

110 33%

3.74 5

5% 3

3% 6

5.9% 37

36.6% 50

49.5% 4.22


50 3.7%

136 10.2%

559 41.7%

553 41.3%

4.14 5

1.5% 14

4.2% 49

14.7% 122

36.6% 143

42.9% 4.15

43 42.6%

17 16.8%

8 7.9%

24 23.8%

9 8.9%

2.39


81 6%

89 6.6%

550 41.1%

560 41.8%

4.09 11

3.3% 18

5.4% 14

4.2% 114

34.2% 176

52.9% 4.27

20 19.8%

3 3%

6 5.9%

28 27.7%

44 43.6%

3.72


164 12.2%

275 20.5%

474 35.4%

285 21.3%

141 10.5%

2.97 22

6.6% 98

29.4% 136

40.8% 47

14.1% 30 9%

2.89 9

8.9% 14

13.9% 41

40.6% 20

19.8% 17

16.8% 3.21


201 15%

368 27.5%

532 39.7%

132 9.9%

106 7.9%

2.68 61

18.3% 74

22.2% 151

45.3% 29

8.7% 18

5.4% 2.60

14 13.9%

23 22.8%

43 42.6%

6 5.9%

15 14.9%

2.85


D-7

Table D 2.4

Purpose of Using ICT Vs Nativity

S. No

Description Urban n=985

Rural n=788

SD DA UD A SA M SD DA UD A SA M 1 To prepare for examination 101

10.3% 131

13.3% 71

7.2% 206

20.9% 476

48.3% 3.83

59 7.5%

115 14.6%

86 10.9%

222 28.2%

306 38.8%

3.76


129 13.1%

138 14%

275 27.9%

224 22.7%

219 22.2%

3.27 130

16.5% 122

15.5% 200

25.4% 182

23.1% 154

19.5% 3.13


206 20.9%

378 38.4%

113 11.5%

167 17%

2.99 113

14.3% 178

22.6% 241

30.6% 112

14.2% 144

18.3% 2.99


91 9.2%

88 8.9%

189 19.2%

340 34.5%

277 28.1%

3.63 73

9.3% 86

10.9% 135

17.1% 270

34.3% 224

28.4% 3.61


44 4.5%

106 10.8%

398 40.4%

393 39.9%

4.06 45

5.7% 37

4.7% 87

11% 307 39%

312 39.6%

4.02


53 5.4%

46 4.7%

370 37.6%

461 46.8%

4.14 35

4.4% 49

6.2% 63 8%

322 40.9%

319 40.5%

4.06


92 9.3%

198 20.1%

380 38.6%

201 20.4%

114 11.6%

3.04 103

13.1% 189 24%

271 34.4%

151 19.2%

74 9.4%

2.87


128 13%

252 25.6%

443 45%

96 9.7%

66 6.7%

2.71 148

18.8% 213 27%

283 35.9%

71 9%

73 9.3%

2.62

(SD=Strongly Disagree; DA=Disagree; UD=Undecided; A=Agree; SA=Strongly Agree, M=Mean) D-8

AWARENESS ON ICT BASED LIBRARY RESOURCES

Table D 3.1

Awareness of ICT based Library Resources Vs Gender

S. No Description

Male n=1058

Female n=715


1 E-books 72

6.8% 61

5.8% 142

13.4% 520

49.1% 263

24.9% 3.79

43 6%

33 4.6%

80 11.2%

361 50.5%

198 27.7%

3.89

2 E-journals 30

2.8% 67

6.3% 231

21.8% 381 36%

349 33%

3.89 24

3.4% 36 5%

153 21.4%

270 37.8%

232 32.4%

3.90

3 Online Databases 49

4.6% 142

13.4% 327

30.9% 337

31.9% 203

19.2% 3.47

46 6.4%

92 12.9%

187 26.2%

232 32.4%

158 22.1%

3.50

4 Course Materials 74 7%

99 9.4%

278 26.3%

365 34.5%

242 22.9%

3.56 54

7.6% 62

8.7% 152

21.3% 230

32.2% 217

30.3% 3.69

5 CD-ROM Databases 66

6.2% 94

8.9% 267

25.2% 345

32.6% 286 27%

3.65 67

9.4% 57 8%

192 26.9%

211 29.5%

188 26.3%

3.55


175 16.5%

182 17.2%

359 33.9%

193 18.2%

149 14.1%

2.96 101

14.1% 109

15.2% 249

34.8% 160

22.4% 96

13.4% 3.05

(SD=Strongly Disagree; DA=Disagree; UD=Undecided; A=Agree; A=Strongly Agree, M=Mean)

D-9

Table D 3.2

Awareness of ICT based Library Resources Vs Age

S.

No Description

18-20

n=1014

21-25

n=678

26 and above

n=81


1 E-books 64

6.3%

72

7.1%

145

14.3%

494

48.7%

239

23.6% 3.76

45

6.6%

22

3.2%

67

9.9%

345

50.9%

199

29.4% 3.93

6

7.4%

0

%

10

12.3%

42

51.9%

23

28.4% 3.93

2 E-journals 27

2.7%

86

8.5%

206

20.3%

371

36.6%

324

32% 3.86

25

3.7%

17

2.5%

154

22.7%

260

38.3%

222

32.7% 3.93

2

2.5%

0

%

24

29.6%

20

24.7%

35

43.2% 4.06


5.4%

162

16%

260

25.6%

343

33.8%

194

19.1% 3.45

37

5.5%

61

9%

228

33.6%

208

30.7%

144

21.2% 3.53

3

3.7%

11

13.6%

26

32.1%

18

22.2%

23

28.4% 3.58

4 Course Materials 65

6.4%

103

10.2%

249

24.6%

341

33.6%

256

25.2% 3.61

49

7.2%

53

7.8%

170

25.1%

228

33.6%

178

26.3% 3.63

14

17.3%

5

6.2%

11

13.6%

26

32.1%

25

30.9% 3.53

5 CD-ROM Databases

76

7.5%

89

8.8%

297

29.3%

311

30.7%

241

23.8% 3.54

50

7.4%

57

8.4%

144

21.2%

223

32.9%

204

30.1% 3.69

7

8.6%

5

6.2%

18

22.2%

22

27.2%

29

35.8% 3.75


158

15.6%

168

16.6%

353

34.8%

195

19.2%

140

13.8% 2.99

105

15.5%

103

15.2%

230

33.9%

151

22.3%

89

13.1% 3.02

13

16%

20

24.7%

25

30.9%

7

8.6%

16

19.8% 2.91


D-10

Table D 3.3 Awareness of ICT based Library Resources Vs Qualification

S. No Description

UG

n=1339

PG

n=333

RS

n=101


1 E-books 91

6.8%

68

5.1%

166

12.4%

666

49.7%

348

26% 3.83

23

6.9%

20

6%

43

12.9%

162

48.6%

85

25.5% 3.79

1

1%

6

5.9%

13

12.9%

53

52.5%

28

27.7% 4.00

2 E-journals 38

2.8%

74

5.5%

296

22.1%

481

35.9%

450

33.6% 3.91

13

3.9%

24

7.2%

70

21%

134

40.2%

92

27.6% 3.80

3

3%

5

5%

18

17.8%

36

35.6%

39

38.6% 4.01


5.4%

173

12.9%

396

29.6%

421

31.4%

277

20.7% 3.49

18

5.4%

50

15%

82

24.6%

115

34.5%

68

20.4% 3.49

5

5%

11

10.9%

36

35.6%

33

32.7%

16

15.8% 3.43


8%

106

7.9%

322

24%

459

34.3%

345

25.8% 3.61

19

5.7%

39

11.7%

82

24.6%

107

32.1%

86

25.8% 3.60

2

2%

16

15.8%

26

25.7%

29

28.7%

28

27.7% 3.64

5 CD-ROM Databases

99

7.4%

111

8.3%

348

26%

418

31.2%

363

27.1% 3.62

28

8.4%

31

9.3%

82

24.6%

110

33%

82

24.6% 3.56

6

5.9%

9

8.9%

29

28.7%

28

27.7%

29

28.7% 3.64


219

16.4%

208

15.5%

467

34.9%

263

19.6%

182

13.6% 2.98

36

10.8%

66

19.8%

110

33%

78

23.4%

43

12.9% 3.07

21

20.8%

17

16.8%

31

30.7%

12

11.9%

20

19.8%

2.93


D-11

Table D 3.4

Awareness of ICT based Library Resources Vs Nativity

S.

No Description

Urban

n=985

Rural

n=788


1 E-books 47

4.8%

56

5.7%

121

12.3%

516

52.4%

245

24.9% 3.86

68

8.6%

38

4.8%

101

12.8%

365

46.3%

216

27.4% 3.79

2 E-journals 24

2.4%

54

5.5%

200

20.3%

388

39.4%

319

32.4% 3.93

30

3.8%

49

6.2%

184

23.4%

263

33.4%

262

33.2% 3.86


6.1%

128

13%

295

29.9%

321

32.6%

181

18.4% 3.44

35

4.4%

106

13.5%

219

27.8%

248

31.5%

180

22.8% 3.54


7.1%

91

9.2%

223

22.6%

341

34.6%

260

26.4% 3.63

58

7.4%

70

8.9%

207

26.3%

254

32.2%

199

25.3% 3.59

5 CD-ROM Databases 67

6.8%

81

8.2%

241

24.5%

296

30.1%

300

30.5% 3.69

66

8.4%

70

8.9%

218

27.7%

260

33%

174

22.1% 3.51


148

15%

157

15.9%

321

32.6%

218

22.1%

141

14.3% 3.04

128

16.2%

134

17%

287

36.4%

135

17.1%

104

13.2% 2.94

(SD=Strongly Disagree;DA=Disagree;UD=Undecided;A=Agree; SA= Strongly Agree, M=Mean) D-12

AWARENESS ON ICT BASED LIBRARY SERVICES

Table D 4.1

Awareness of ICT based Library Services Vs Gender

S.

No Description

Male

n=1058

Female

n=715


1 Digital Libraries Service

72

6.8%

125

11.8%

311

29.4%

331

31.3%

219

20.7% 3.47

50

7%

87

12.2%

166

23.2%

223

31.2%

189

26.4% 3.57

2 E-Learning Service 66

6.2%

108

10.2%

275

26%

355

33.6%

254

24% 3.58

41

5.7%

71

9.9%

179

25%

218

30.5%

206

28.8% 3.66


189

17.9%

236

22.3%

313

29.6%

219

20.7%

101

9.5% 2.81

129

18%

157

22%

206

28.8%

127

17.8%

96

13.4% 2.86


179

16.9%

187

17.7%

380

35.9%

204

19.3%

108

10.2% 2.88

124

17.3%

154

21.5%

227

31.7%

108

15.1%

102

14.3% 2.87


193

18.2%

174

16.4%

303

28.6%

244

23.1%

144

13.6% 2.97

104

14.5%

135

18.9%

204

28.5%

149

20.8%

123

17.2% 3.07


176

16.6%

154

14.6%

267

25.2%

301

28.4%

160

15.1% 3.10

112

15.7%

133

18.6%

205

28.7%

135

18.9%

130

18.2%

3.05


D-13

Table D 4.2

Awareness of ICT based Library Services Vs Age

S.

No Description

18-20

n=1014

21-25

n=678

26 and above

n=81


1 Digital Libraries Service 76

7.5%

151

14.9%

248

24.5%

311

30.7%

228

22.5% 3.45

43

6.3%

51

7.5%

203

29.9%

226

33.3%

155

22.9% 3.58

3

3.7%

10

12.3%

26

32.1%

17

21%

25

30.9% 3.62


5.4%

113

11.1%

254

25%

338

33.3%

254

25% 3.61

45

6.6%

57

8.4%

185

27.3%

210

31%

181

26.7% 3.62

7

8.6%

9

11.1%

15

18.5%

25

30.9%

25

30.9% 3.64

3 Institutional Repository Service 175

17.3%

240

23.7%

295

29.1%

203

20%

101

10% 2.81

129

19%

133

19.6%

205

30.2%

134

19.8%

77

11.4% 2.84

14

17.3%

20

24.7%

19

23.5%

9

11.1%

19

23.5% 2.98

4 Current Awareness Service 181

17.9%

192

18.9%

337

33.2%

178

17.6%

126

12.4% 2.87

114

16.8%

125

18.4%

239

35.3%

126

18.6%

74

10.9% 2.88

8

9.9%

24

29.6%

31

38.3%

8

9.9%

10

12.3% 2.85

5 OPAC / WebOPAC Service 195

19.2%

180

17.8%

279

27.5%

248

24.5%

112

11% 2.90

84

12.4%

109

16.1%

210

31%

137

20.2%

138

20.4% 3.20

18

22.2%

20

24.7%

18

22.2%

8

9.9%

17

21% 2.82


155

15.3%

167

16.5%

268

26.4%

268

26.4%

156

15.4% 3.10

120

17.7%

99

14.6%

184

27.1%

155

22.9%

120

17.7% 3.08

13

16%

21

25.9%

20

24.7%

13

16%

14

17.3% 2.92


D-14

Table D 4.3

Awareness of ICT based Library Services Vs Qualification

S.

No Description

UG

n=1339

PG

n=333

RS

n=101



6.7%

164

12.2%

378

28.2%

415

31%

292

21.8% 3.48

25

7.5%

39

11.7%

77

23.1%

109

32.7%

83

24.9% 3.55

7

6.9%

9

8.9%

22

21.8%

30

29.7%

33

32.7% 3.72


6.2%

129

9.6%

349

26.1%

421

31.4%

357

26.7% 3.62

17

5.1%

42

12.6%

82

24.6%

114

34.2%

78

23.4% 3.58

7

6.9%

8

7.9%

23

22.8%

38

37.6%

25

24.8% 3.65

3 Institutional Repository Service 243

18.1%

281

21%

397

29.6%

269

20.1%

149

11.1% 2.85

57

17.1%

80

24%

97

29.1%

62

18.6%

37

11.1% 2.82

18

17.8%

32

31.7%

25

24.8%

15

14.9%

11

10.9% 2.69

4 Current Awareness Service 224

16.7%

263

19.6%

458

34.2%

236

17.6%

158

11.8% 2.88

55

16.5%

62

18.6%

110

33%

62

18.6%

44

13.2% 2.93

24

23.8%

16

15.8%

39

38.6%

14

13.9%

8

7.9% 2.66

5 OPAC / WebOPAC Service 223

16.7%

227

17%

396

29.6%

285

21.3%

208

15.5% 3.02

55

16.5%

62

18.6%

89

26.7%

83

24.9%

44

13.2% 2.99

19

18.8%

20

19.8%

22

21.8%

25

24.8%

15

14.9% 2.97


218

16.3%

218

16.3%

363

27.1%

317

23.7%

223

16.7% 3.08

48

14.4%

55

16.5%

84

25.2%

93

27.9%

53

15.9% 3.14

22

21.8%

14

13.9%

25

24.8%

26

25.7%

14

13.9% 2.96


D-15

Table D 4.4

Awareness of ICT based Library Services Vs Nativity

S.

No Description

Urban

n=985

Rural

n=788



6.9%

111

11.3%

258

26.2%

316

32.1%

232

23.6% 3.54

54

6.9%

101

12.8%

219

27.8%

238

30.2%

176

22.3% 3.48


5.1%

116

11.8%

232

23.6%

310

31.5%

277

28.1% 3.65

57

7.2%

63

8%

222

28.2%

263

33.4%

183

23.2% 3.57


187

19%

213

21.6%

273

27.7%

200

20.3%

112

11.4% 2.83

131

16.6%

180

22.8%

246

31.2%

146

18.5%

85

10.8% 2.84


166

16.9%

199

20.2%

308

31.3%

177

18%

135

13.7% 2.91

137

17.4%

142

18%

299

37.9%

135

17.1%

75

9.5% 2.83


162

16.4%

161

16.3%

261

26.5%

234

23.8%

167

17% 3.08

135

17.1%

148

18.8%

246

31.2%

159

20.2%

100

12.7% 2.92


143

14.5%

167

17%

256

26%

244

24.8%

175

17.8% 3.14

145

18.4%

120

15.2%

216

27.4%

192

24.4%

115

14.6% 3.01

(SD=Strongly Disagree;DA=Disagree;UD=Undecided;A=Agree; SA= Strongly Agree, M=Mean)

D-16

ATTITUDES OF STUDENTS AND RESEARCH SCHOLARS ABOUT ICT

Table D 5.1 Attitudes about ICT Vs Gender

S. No Description

Male n=1058

Female n=715

SD DA UD A SA M SD DA UD A SA M 1 ICT helps to collect


48 4.5%

71 6.7%

125 11.8%

529 50%

285 26.9% 3.88 30

4.2% 31

4.3% 52

7.3% 394

55.1% 208

29.1% 4.00


37 3.5%

65 6.1%

218 20.6%

445 42.1%

293 27.7% 3.84 18

2.5% 44

6.2% 133

18.6% 304

42.5% 216

30.2% 3.91


62 5.9%

90 8.5%

321 30.3%

329 31.1%

256 24.2% 3.59 37

5.2% 55

7.7% 199

27.8% 232

32.4% 192

26.9% 3.68


102 9.6%

127 12%

320 30.2%

265 25%

244 23.1% 3.39 53

7.4% 81

11.3% 224

31.3% 171

23.9% 186 26% 3.49


98 9.3%

123 11.6%

312 29.5%

284 26.8%

241 22.8% 3.42 54

7.6% 106

14.8% 219

30.6% 176

24.6% 160

22.4% 3.39


113 10.7%

160 15.1%

375 35.4%

224 21.2%

186 17.6% 3.19 66

9.2% 89

12.4% 240

33.6% 166

23.2% 154

21.5% 3.35


111 10.5%

157 14.8%

315 29.8%

308 29.1%

167 15.8% 3.24 84

11.7% 83

11.6% 198

27.7% 197

27.6% 153

21.4%

3.35


D-17

Table D 5.2

Attitudes about ICT Vs Age

S. No Description

18-20 n=1014

21-25 n=678

6 and above n=81

SD DA UD A SA M SD DA UD A SA M SD DA UD A SA M 1 ICT helps to collect


48 4.7%

61 6%

108 10.7%

542 53.5%

255 25.1%

3.88 28 4.1%

36 5.3%

66 9.7%

340 50.1%

208 30.7%

3.97 2 2.5%

5 6.2%

3 3.7%

41 50.6%

30 37%

4.13


35 3.5%

69 6.8%

209 20.6%

445 43.9%

256 25.2% 3.80

17 2.5%

36 5.3%

134 19.8%

271 40%

220 32.4% 3.94

3 3.7%

4 4.9%

8 9.9%

33 40.7%

33 40.7% 4.09


63 6.2%

96 9.5%

299 29.5%

303 29.9%

253 25%

3.57 32

4.7% 44

6.5% 198

29.2% 228

33.6% 176 26%

3.69 4

4.9% 5

6.2% 23

28.4% 30

37% 19

23.5% 3.67


98 9.7%

129 12.7%

305 30.1%

271 26.7%

211 20.8% 3.36

47 6.9%

74 10.9%

210 31%

151 22.3%

196 28.9% 3.55

10 12.3%

5 6.2%

29 35.8%

14 17.3%

23 28.4% 3.43


94 9.3%

123 12.1%

316 31.2%

257 25.3%

224 22.1%

3.38 49 7.2%

101 14.9%

196 28.9%

177 26.1%

155 22.9%

3.42 9 11.1%

5 6.2%

19 23.5%

26 32.1%

22 27.2%

3.58


106 10.5%

140 13.8%

335 33%

222 21.9%

211 20.8% 3.28

61 9%

98 14.5%

250 36.9%

153 22.6%

116 17.1% 3.24

12 14.8%

11 13.6%

30 37%

15 18.5%

13 16% 3.07


102 10.1%

145 14.3%

300 29.6%

282 27.8%

185 18.2%

3.29 82 12.1%

87 12.8%

192 28.3%

198 29.2%

119 17.6%

3.27 11 13.6%

8 9.9%

21 25.9%

25 30.9%

16 19.8%

3.33


D-18

Table D 5.3

Attitudes about ICT Vs Qualification

S. No Description

UG n=1339

PG n=333

RS n=101

SD DA UD A SA M SD DA UD A SA M SD DA UD A SA M 1 ICT helps to collect


64 4.8%

69 5.2%

139 10.4%

706 52.7%

361 27% 3.91 9

2.7% 27

8.1% 30 9%

169 50.8%

98 29.4% 3.96 5

5% 6

5.9% 8

7.9% 48

47.5% 34

33.7% 3.99


39 2.9%

79 5.9%

254 19%

582 43.5%

385 28.8% 3.89 12

3.6% 24

7.2% 79

23.7% 135

40.5% 83

24.9% 3.75 4 4%

6 5.9%

18 17.8%

32 31.7%

41 40.6% 3.99


73 5.5%

112 8.4%

376 28.1%

428 32%

350 26.1% 3.64 19

5.7% 28

8.4% 111

33.3% 102

30.6% 73

21.9% 3.54 7 6.9%

5 5%

33 32.7%

31 30.7%

25 24.8% 3.61


117 8.7%

149 11.1%

413 30.8%

332 24.8%

328 24.5% 3.45 27

8.1% 44

13.2% 102

30.6% 81

24.3% 79

23.7% 3.42 11 10.9%

15 14.9%

29 28.7%

23 22.8%

23 22.8% 3.31


106 7.9%

172 12.8%

404 30.2%

351 26.2%

306 22.9% 3.43 29

8.7% 42

12.6% 98

29.4% 84

25.2% 80

24% 3.43 17 16.8%

15 14.9%

29 28.7%

25 24.8%

15 14.9% 3.05


126 9.4%

181 13.5%

460 34.4%

305 22.8%

267 19.9% 3.30 34

10.2% 54

16.2% 128

38.4% 62

18.6% 55

16.5% 3.15 19 18.8%

14 13.9%

27 26.7%

23 22.8%

18 17.8% 3.06


150 11.2%

173 12.9%

384 28.7%

390 29.1%

242 18.1% 3.29 33

9.9% 47

14.1% 100 30%

85 25.5%

68 20.4% 3.32 12

11.9% 20

19.8% 29

28.7% 30

29.7% 10

9.9% 3.05

(SD=Strongly Disagree; DA=Disagree; UD=Undecided; A=Agree; SA=Strongly Agree, M=Mean) D-19

Table D 5.4

Attitudes about ICT Vs Nativity

S. No

Description Urban n=985

Rural n=788

SD DA UD A SA M SD DA UD A SA M 1 ICT helps to collect


46 4.7%

64 6.5%

103 10.5%

521 52.9%

251 25.5%

3.88 32

4.1% 38

4.8% 74

9.4% 402 51%

242 30.7%

3.99


36 3.7%

60 6.1%

191 19.4%

423 42.9%

275 27.9%

3.85 19

2.4% 49

6.2% 160

20.3% 326

41.4% 234

29.7% 3.89


58 5.9%

83 8.4%

274 27.8%

324 32.9%

246 25%

3.62 41

5.2% 62

7.9% 246

31.2% 237

30.1% 202

25.6% 3.63


96 9.7%

101 10.3%

275 27.9%

249 25.3%

264 26.8%

3.49 59

7.5% 107

13.6% 269

34.1% 187

23.7% 166

21.1%

3.37


82 8.3%

127 12.9%

284 28.8%

271 27.5%

221 22.4%

3.42 70

8.9% 102

12.9% 247

31.3% 189 24%

180 22.8%

3.38


104 10.6%

129 13.1%

323 32.8%

224 22.7%

205 20.8%

3.30 75

9.5% 120

15.2% 292

37.1% 166

21.1% 135

17.1% 3.21


112 11.4%

115 11.7%

278 28.2%

289 29.3%

191 19.4%

3.33 83

10.5% 125

15.9% 235

29.8% 216

27.4% 129

16.4% 3.23

(SD=Strongly Disagree;DA=Disagree;UD=Undecided;A=Agree; SA= Strongly Agree, M=Mean) D-20

ICT TRAINING METHODS

Table D 6.1

ICT Training Methods Vs Gender

S. No

Description

Male n=1058

Female n=715



163 15.4%

167 15.8%

383 36.2%

192 18.1%

153 14.5%

3.00 63

8.8% 102

14.3% 237

33.1% 150

21% 163

22.8% 3.34

2 Tutorial

106 10%

138 13%

290 27.4%

285 26.9%

239 22.6%

3.39 56

7.8% 89

12.4% 234

32.7% 210

29.4% 126

17.6% 3.36

3 Seminar and Conference / Workshop

92 8.7%

112 10.6%

313 29.6%

319 30.2%

222 21%

3.44 71

9.9% 106

14.8% 218

30.5% 194

27.1% 126

17.6% 3.27

4 Self Study Method

101 9.5%

217 20.5%

338 31.9%

222 21%

180 17%

3.15 63

8.8% 94

13.1% 238

33.3% 186

26% 134

18.7% 3.32

5 In-house Training

109 10.3%

134 12.7%

290 27.4%

318 30.1%

207 19.6%

3.35 57

8% 79

11% 198

27.7% 209

29.2% 172

24.1% 3.50


D-21

Table D 6.2

ICT Training Methods Vs Age

S. No Description

18-20

n=1014

21-25

n=678

6 and above

n=81



143

14.1%

166

16.4%

334

32.9%

202

19.9%

169

16.7% 3.08

72

10.6%

96

14.2%

261

38.5%

127

18.7%

122

18% 3.19

11

13.6%

7

8.6%

25

30.9%

13

16%

25

30.9% 3.41

2 Tutorial

95

9.4%

137

13.5%

313

30.9%

287

28.3%

182

17.9% 3.31

56

8.3%

77

11.4%

189

27.9%

191

28.2%

165

24.3% 3.48

11

13.6%

13

16%

22

27.2%

17

21%

18

22.2% 3.22


93

9.2%

110

10.8%

289

28.5%

300

29.6%

222

21.9% 3.44

57

8.4%

102

15%

216

31.9%

198

29.2%

105

15.5% 3.28

13

16%

6

7.4%

26

32.1%

15

18.5%

21

25.9% 3.30

4 Self Study Method

99

9.8%

193

19%

319

31.5%

253

25%

150

14.8% 3.15

54

8%

107

15.8%

229

33.8%

145

21.4%

143

21.1% 3.31

11

13.6%

11

13.6%

28

34.6%

10

12.3%

21

25.9% 3.23

5 In-house Training

107

10.6%

127

12.5%

276

27.2%

283

27.9%

221

21.8% 3.37

56

8.3%

78

11.5%

184

27.1%

228

33.6%

132

19.5% 3.44

3

3.7%

8

9.9%

28

34.6%

16

19.8%

26

32.1%

3.66


D-22

Table D 6.3

ICT Training Methods Vs Qualification

S. No

Description

UG n=1339

PG n=333

RS n=101



169 12.6%

190 14.2%

470 35.1%

260 19.4%

250 18.7%

3.17 38

11.4% 62

18.6% 120 36%

60 18%

53 15.9%

3.08 19

18.8% 17

16.8% 30

29.7% 22

21.8% 13

12.9% 2.93

2 Tutorial

118 8.8%

162 12.1%

392 29.3%

390 29.1%

277 20.7%

3.40 31

9.3% 46

13.8% 99

29.7% 85

25.5% 72

21.6% 3.36

13 12.9%

19 18.8%

33 32.7%

20 19.8%

16 15.8%

3.06


126 9.4%

162 12.1%

418 31.2%

376 28.1%

257 19.2%

3.35 29

8.7% 40

12% 90

27% 104

31.2% 70

21% 3.43

8 7.9%

16 15.8%

23 22.8%

33 32.7%

21 20.8%

3.42

4 Self Study Method

125 9.3%

228 17%

437 32.6%

302 22.6%

247 18.4%

3.23 27

8.1% 63

18.9% 106

31.8% 86

25.8% 51

15.3% 3.21

12 11.9%

20 19.8%

33 32.7%

20 19.8%

16 15.8%

3.07

5 In-house Training

120 9%

165 12.3%

373 27.9%

398 29.7%

283 21.1%

3.41 32

9.6% 34

10.2% 92

27.6% 96

28.8% 79

23.7% 3.46

14 13.9%

14 13.9%

23 22.8%

33 32.7%

17 16.8%

3.24


D-23

Table D 6.4

ICT Training Methods Vs Nativity

S. No Description

Urban

n=985

Rural

n=788



124

12.6%

137

13.9%

336

34.1%

198

20.1%

190

19.3% 3.19

102

12.9%

132

16.8%

284

36%

144

18.3%

126

16% 3.07

2 Tutorial

87

8.8%

121

12.3%

271

27.5%

283

28.7%

223

22.6% 3.44

75

9.5%

106

13.5%

253

32.1%

212

26.9%

142

18% 3.30


86

8.7%

120

12.2%

268

27.2%

326

33.1%

185

18.8% 3.41

77

9.8%

98

12.4%

263

33.4%

187

23.7%

163

20.7% 3.33

4 Self Study Method

83

8.4%

171

17.4%

309

31.4%

227

23%

195

19.8% 3.28

81

10.3%

140

17.8%

267

33.9%

181

23%

119

15.1% 3.14

5 In-house Training

88

8.9%

120

12.2%

245

24.9%

328

33.3%

204

20.7% 3.44

78

9.9%

93

11.8%

243

30.8%

199

25.3%

175

22.2%

3.38

(SD=Strongly Disagree;DA=Disagree;UD=Undecided;A=Agree; SA= Strongly Agree, M=Mean)

D-24

PREFERRED SEARCH TECHNIQUES AND SEARCH TERMS

Table D 7.1

Preferred search techniques and search terms Vs Gender


n=1058 Female n=715

Responses Mean Responses Mean

1 Author 271 25.6%

1.74 159 22.2%

1.77

2 Keyword 422 39.9% 1.60

320 44.8% 1.55

3 Title 556 52.6%

1.47 386 54%

1.46

4 Search engines 282 26.7%

1.73 236 33%

1.66

5 Websites of resources 272 25.7% 1.74

129 18% 1.81

D-25

Table D 7.2

Preferred search techniques and search terms Vs Age

S.No Description

18-20

n=1014

21-25

n=678

26 and above

n=81

Responses Mean Responses Mean Responses Mean

1 Author 250

24.7% 1.75

162

23.9% 1.76

18

22.2% 1.77

2 Keyword 410

40.4% 1.59

303

44.7% 1.55

29

35.8% 1.64

3 Title 534

52.7% 1.47

348

51.3% 1.48

60

74.1% 1.25

4 Search engines 311

30.7% 1.69

186

27.4% 1.72

21

25.9% 1.74

5 Websites of resources 282

27.8% 1.72

118

17.4% 1.82

1

1.2% 1.98

D-26

Table D 7.3

Preferred Search Techniques and Search Terms Vs Qualification

S.No Description

UG

n=1339

PG

n=333

RS

n=101


1 Author 312

23.3% 1.76

88

26.4% 1.73

30

29.7% 1.70

2 Keyword 557

41.6% 1.58

148

44.4% 1.55

37

36.6% 1.63

3 Title 733

54.7% 1.45

165

49.5% 1.50

44

43.6% 1.56


28.2% 1.71

108

32.4% 1.67

33

32.7% 1.67


22.2% 1.77

81

24.3% 1.75

23

22.8% 1.77

D-27

Table D 7.4

Preferred search techniques and search terms Vs Nativity

S.No Description

Urban

n=985

Rural

n=788


1 Author 252

25.6% 1.74

178

22.6% 1.77

2 Keyword 415

42.1% 1.57

327

41.5% 1.58

3 Title 497

50.5% 1.49

445

56.5% 1.43


35% 1.64

173

22% 1.78


33% 1.67

76

9.6% 1.90

D-28

FREQUENCY OF ACCESS

Table D 8.1

Frequency of Access Vs Gender

S.No Description

Male

n=1058

Female

n=715


1 Daily 448

42.3% 1.57

288

40.3% 1.59

2 Weekly 326

30.8% 1.69

223

31.2% 1.68

3 Fortnightly 137

12.9% 1.87

92

12.9% 1.87

4 Monthly 57

5.4% 1.94

45

6.3% 1.93

5 Rarely 115

10.9% 1.89

99

13.8% 1.86

D-29

Table D 8.2

Frequency of Access Vs Age

S.No Description

18-20

n=1014

21-25

n=678

26 and above

n=81


1 Daily 407

40.1% 1.59

296

43.7% 1.56

33

40.7% 1.59

2 Weekly 309

30.5% 1.69

202

29.8% 1.70

38

46.9% 1.53

3 Fortnightly 50

4.9% 1.95

178

26.3% 1.73

1

1.2% 1.98

4 Monthly 58

5.7% 1.94

41

6% 1.93

3

3.7% 1.96

5 Rarely 120

11.8% 1.88

86

12.7% 1.87

8

9.9% 1.90

D-30

Table D 8.3

Frequency of Access Vs Qualification

S.No Description

UG

n=1339

PG

n=333

RS

n=101


1 Daily 599

44.7% 1.55

104

31.2% 1.68

33

32.7% 1.67

2 Weekly 450

33.6% 1.66

77

23.1% 1.76

22

21.8% 1.78

3 Fortnightly 190

14.2% 1.85

30

9% 1.90

9

8.9% 1.91

4 Monthly 79

5.9% 1.94

17

5.1% 1.94

6

5.9% 1.94

5 Rarely 196

14.6% 1.85

13

3.9% 1.96

5

5% 1.95

D-31

Table D 8.4

Frequency of Access Vs Nativity

S.No Description

Urban

n=985

Rural

n=788


1 Daily 380

38.6% 1.61

356

45.2% 1.54

2 Weekly 312

31.7% 1.68

237

30.1% 1.69

3 Fortnightly 124

12.6% 1.87

105

13.3% 1.86

4 Monthly 55

5.6% 1.94

47

6% 1.94

5 Rarely 119

12.1% 1.87

95

12.1% 1.87

D-32

PLACE OF ACCESS

Table D 9.1

Place of Access Vs Gender

S.No Description

Male

n=1058

Female

n=715


1 Library 463

43.8% 1.56

261

36.5% 1.63

2 Department 515

48.7% 1.51

340

47.6% 1.52

3 Browsing Centre

223

21.1% 1.78

162

22.7% 1.77

4 House 387

36.6% 1.63

353

49.4% 1.50

5 Mobile Phone 412

38.9% 1.61

290

40.6% 1.59

D-33

Table D 9.2

Place of Access Vs Age

S.No Description

18-20

n=1014

21-25

n=678

26 and above

n=81


1 Library 449

44.3% 1.55

246

36.3% 1.63

29

35.8% 1.64

2 Department 568

56% 1.43

259

38.2% 1.61

28

34.6% 1.65


22.9% 1.77

137

20.2% 1.79

16

19.8% 1.80

4 House 413

40.7% 1.59

294

43.4% 1.56

33

40.7% 1.59

5 Mobile Phone 381

37.6% 1.62

289

42.6% 1.57

32

39.5% 1.60

D-34

Table D 9.3

Place of Access Vs Qualification

S.No Description

UG

n=1339

PG

n=333

RS

n=101


1 Library 486

36.3% 1.63

200

60.1% 1.39

38

37.6% 1.62

2 Department 584

43.6% 1.56

209

62.8% 1.37

62

61.4% 1.38


17.6% 1.82

115

34.5% 1.65

34

33.7% 1.66

4 House 561

41.9% 1.58

156

46.8% 1.53

23

22.8% 1.77

5 Mobile Phone 557

41.6% 1.58

108

32.4% 1.67

37

36.6% 1.63

D-35

Table D 9.4

Place of Access Vs Nativity

S.No Description

Urban

n=985

Rural

n=788


1 Library 399

40.5% 1.59

325

41.2% 1.58

2 Department 478

48.5% 1.51

377

47.8% 1.52

3 Browsing Centre

214

21.7% 1.78

171

21.7% 1.78

4 House 413

41.9% 1.58

327

41.5% 1.58

5 Mobile Phone 376

38.2% 1.61

326

41.4% 1.58

D-36

PREFERRED READING FORMATS

Table D 10.1

Preferred Reading Formats Vs Gender

S.No Description

Male

n=1058

Female

n=715



64.7% 1.35

452

63.2% 1.36

2 PDF format 547

51.7% 1.48

305

42.7% 1.57

3 HTML format 369

34.9% 1.65

270

37.8% 1.62

4 Word format 313

29.6% 1.70

274

38.3% 1.61

D-37

Table D 10.2

Preferred Reading Formats Vs Age

S.No Description

18-20

n=1014

21-25

n=678

26 and above

n=81



62.5% 1.37

437

64.5% 1.35

66

81.5% 1.18

2 PDF format 525

51.8% 1.48

286

42.2% 1.57

41

50.6% 1.49

3 HTML format 355

35% 1.64

252

37.2% 1.62

32

39.5% 1.60

4 Word format 356

35.1% 1.64

206

30.4% 1.69

25

30.9% 1.69

D-38

Table D 10.3

Preferred Reading Formats Vs Qualification

S.No Description

UG

n=1339

PG

n=333

RS

n=101



63.8% 1.36

216

64.9% 1.35

67

66.3% 1.33

2 PDF format 644

48.1% 1.51

166

49.8% 1.50

42

41.6% 1.58

3 HTML format 487

36.4% 1.63

116

34.8% 1.65

36

35.6% 1.64

4 Word format 418

31.2% 1.68

127

38.1% 1.61

42

41.6% 1.58

D-39

Table D 10.4

Preferred Reading Formats Vs Nativity

S.No Description

Urban

n=985

Rural

n=788



61% 1.38

536

68% 1.31

2 PDF format 475

48.2% 1.51

377

47.8% 1.52

3 HTML format 366

37.2% 1.62

273

34.6% 1.65

4 Word format 358

36.3% 1.63

229

29.1% 1.70

D-40

SATISFACTION LEVEL OF ICT FACILITIES

Table D 11.1

Satisfaction Level Vs Gender

S. No Description

Male n=1058

Female n=715

HNS NS UD S HS M HNS NS UD S HS M 1

ICT Infrastructural facilities 112

10.6% 157

14.8% 368

34.8% 225

21.3% 196

18.5% 3.22

66 9.2%

89 12.4%

235 32.9%

166 23.2%

159 22.2%

3.36

2 ICT based Services

29 2.7%

36 3.4%

73 6.9%

452 42.7%

468 44.2%

4.22 24 3.4%

36 5%

153 21.4%

270 37.8%

232 32.4%

3.90

3 Availability of e-resources in library

80 7.6%

120 11.3%

271 25.6%

340 32.1%

247 23.3%

3.52 104 14.5%

135 18.9%

204 28.5%

149 20.8%

123 17.2%

3.07

4 Awareness of e-resources

193 18.2%

174 16.4%

303 28.6%

244 23.1%

144 13.6%

2.97 48 6.7%

91 12.7%

203 28.4%

214 29.9%

159 22.2%

3.48

5 Attitudes of library staff

30 2.8%

67 6.3%

231 21.8%

381 36%

349 33%

3.89 61 8.5%

66 9.2%

36 5%

240 33.6%

312 43.6%

3.94


175 16.5%

182 17.2%

359 33.9%

193 18.2%

149 14.1%

2.96 101 14.1%

109 15.2%

249 34.8%

160 22.4%

96 13.4%

3.05


138 13%

264 25%

452 42.7%

118 11.2%

86 8.1% 2.76

138 19.3%

201 28.1%

280 39.2%

49 6.9%

47 6.6% 2.53

(HNS = Highly Not Satisfied; NS = Not Satisfied; UD = Undecided; S = Satisfied; HS = Highly Satisfied) D-41

Table D 11.2

Satisfaction Level Vs Age

S.

No Description

18-20

n=1014

21-25

n=678

26 and above

n=81

HNS NS UD S HS M HNS NS UD S HS M HNS NS UD S HS M

1 ICT Infrastructural facilities

99

9.8%

110

10.8%

294

29%

268

26.4%

243

24% 3.43

67

9.9%

117

17.3%

283

41.7%

111

16.4%

100

14.7% 3.08

12

14.8%

19

23.5%

26

32.1%

12

14.8%

12

14.8% 2.91

2 ICT based Services 35

3.5%

48

4.7%

127

12.5%

405

39.9%

399

39.3% 4.07

18

2.7%

23

3.4%

82

12.1%

295

43.5%

260

38.3% 4.11

6

7.4%

7

8.6%

5

6.2%

22

27.2%

41

50.6% 4.04


108

10.7%

145

14.3%

284

28%

275

27.1%

202

19.9% 3.31

66

9.7%

95

14%

178

26.3%

192

28.3%

147

21.7% 3.38

10

12.3%

15

18.5%

13

16%

22

27.2%

21

25.9% 3.35

4 Awareness of e-resources 152

15%

154

15.2%

242

23.9%

268

26.4%

198

19.5% 3.20

71

10.5%

104

15.3%

246

36.3%

164

24.2%

93

13.7% 3.15

18

22.2%

7

8.6%

18

22.2%

26

32.1%

12

14.8% 3.08

5 Attitudes of library staff 41

4%

36

3.6%

21

2.1%

401

39.5%

515

50.8% 4.29

16

2.4%

81

11.9%

244

36%

203

29.9%

134

19.8% 3.52

34

42%

16

19.8%

2

2.5%

17

21%

12

14.8% 2.46


148

14.6%

172

17%

345

34%

196

19.3%

153

15.1% 3.03

105

15.5%

103

15.2%

249

36.7%

143

21.1%

78

11.5% 2.97

23

28.4%

16

19.8%

14

17.3%

14

17.3%

14

17.3% 2.75


156

15.4%

267

26.3%

406

40%

102

10.1%

83

8.2% 2.69

106

15.6%

177

26.1%

288

42.5%

59

8.7%

48

7.1% 2.65

14

17.3%

21

25.9%

38

46.9%

6

7.4%

2

2.5% 2.51

(HNS = Highly Not Satisfied; NS = Not Satisfied; UD = Undecided; S = Satisfied; HS = Highly Satisfied) D-42

Table D 11.3

Satisfaction Level Vs Qualification

S.

No Description

UG

n=1339

PG

n=333

RS

n=101

HNS NS UD S HS M HNS NS UD S HS M HNS NS UD S HS M

1 ICT Infrastructural facilities 129

9.6%

191

14.3%

450

33.6%

296

22.1%

273

20.4% 3.29

38

11.4%

43

12.9%

123

36.9%

76

22.8%

53

15.9% 3.18

11

10.9%

12

11.9%

30

29.7%

19

18.8%

29

28.7% 3.42

2 ICT based Services 48

3.6%

58

4.3%

173

12.9%

526

39.3%

534

39.9% 4.07

9

2.7%

13

3.9%

30

9%

152

45.6%

129

38.7% 4.13

2

2%

7

6.9%

11

10.9%

44

43.6%

37

36.6% 4.05


133

9.9%

189

14.1%

362

27%

377

28.2%

278

20.8% 3.35

39

11.7%

47

14.1%

87

26.1%

86

25.8%

74

22.2% 3.32

12

11.9%

19

18.8%

26

25.7%

26

25.7%

18

17.8% 3.18

4 Awareness of e-resources 185

13.8%

201

15%

377

28.2%

345

25.8%

231

17.3% 3.17

44

13.2%

47

14.1%

97

29.1%

88

26.4%

57

17.1% 3.20

12

11.9%

17

16.8%

32

31.7%

25

24.8%

15

14.9% 3.13

5 Attitudes of library staff 69

5.2%

105

7.8%

211

15.8%

450

33.6%

504

37.6% 3.90

12

3.6%

24

7.2%

42

12.6%

137

41.1%

118

35.4% 3.97

10

9.9%

4

4%

14

13.9%

34

33.7%

39

38.6% 3.87


206

15.4%

237

17.7%

453

33.8%

256

19.1%

187

14% 2.98

49

14.7%

46

13.8%

114

34.2%

80

24%

44

13.2% 3.07

21

20.8%

8

7.9%

41

40.6%

17

16.8%

14

13.9% 2.95


201

15%

353

26.4%

553

41.3%

126

9.4%

106

7.9% 2.68

56

16.8%

79

23.7%

144

43.2%

33

9.9%

21

6.3% 2.65

19

18.8%

33

32.7%

35

34.7%

8

7.9%

6

5.9% 2.49

(HNS = Highly Not Satisfied; NS = Not Satisfied; UD = Undecided; S = Satisfied; HS = Highly Satisfied)

D-43

Table D 11.4

Satisfaction Level Vs Nativity

S. No Description

Urban n=985

Rural n=788

HNS NS UD S HS M HNS NS UD S HS M 1 ICT Infrastructural

facilities 99

10.1% 94

9.5% 351

35.6% 253

25.7% 188

19.1% 3.34 79 10%

152 19.3%

252 32%

138 17.5%

167 21.2% 3.20

2 ICT based Services 30 3%

45 4.6%

118 12%

422 42.8%

370 37.6% 4.07 29

3.7% 33

4.2% 96

12.2% 300

38.1% 330

41.9% 4.10


98 9.9%

145 14.7%

276 28%

265 26.9%

201 20.4% 3.33 86

10.9% 110 14%

199 25.3%

224 28.4%

169 21.4% 3.35

4 Awareness of e-resources

136 13.8%

139 14.1%

267 27.1%

264 26.8%

179 18.2% 3.21 105

13.3% 126 16%

239 30.3%

194 24.6%

124 15.7% 3.13

5 Attitudes of library staff

48 4.9%

94 9.5%

110 11.2%

426 43.2%

307 31.2% 3.86 43

5.5% 39

4.9% 157

19.9% 195

24.7% 354

44.9% 3.98


154 15.6%

156 15.8%

327 33.2%

210 21.3%

138 14% 3.02 122

15.5% 135

17.1% 281

35.7% 143

18.1% 107

13.6% 2.97


144 14.6%

249 25.3%

428 43.5%

88 8.9%

76 7.7% 2.69 132

16.8% 216

27.4% 304

38.6% 79

10% 57

7.2% 2.63

(HNS = Highly Not Satisfied; NS = Not Satisfied; UD = Undecided; S = Satisfied; HS = Highly Satisfied)

D-44