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
CHAPTER NO TITLE PAGE NO
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
CHAPTER NO TITLE PAGE NO
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
4.11.2 Preferred Search Techniques and
Search Terms Vs Age 147
4.11.3 Preferred Search Techniques and
Search Terms Vs Qualification 149
4.11.4 Preferred Search Techniques and
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
CHAPTER NO TITLE PAGE NO
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
CHAPTER NO TITLE PAGE NO
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
5.8 ICT Training Methods 201
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
CHAPTER NO TITLE PAGE NO
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
4.18 Awareness of ICT based Library Resources
Vs Gender 104
TABLE NO TITLE PAGE NO.
4.19 Awareness of ICT based Library Resources
Vs Age 106
4.20 Awareness of ICT based Library Resources
Vs Qualification 108
4.21 Awareness of ICT based Library Resources
Vs Nativity 110
4.22 Awareness of ICT based Library Services 112
4.23 Awareness of ICT based Library Services Vs
Gender 113
4.24 Awareness of ICT based Library Services Vs
Age 115
4.25 Awareness of ICT based Library Services Vs
Qualification 117
4.26 Awareness of ICT based Library Services Vs
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
TABLE NO TITLE PAGE NO.
4.36 Rotated Component Matrix for Attitudes of the
respondents about ICT 134
4.37 ICT Training Methods 136
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
4.42 Preferred Search Techniques and Search
Terms 145
4.43 Preferred Search Techniques and Search
Terms Vs Gender 146
4.44 Preferred Search Techniques and Search
Terms Vs Age 148
4.45 Preferred Search Techniques and Search
Terms Vs Qualification 149
4.46 Preferred Search Techniques and Search
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
TABLE NO TITLE PAGE NO.
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
TABLE NO TITLE PAGE NO.
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
D3.2 Awareness of ICT based Library Resources
Vs Age D-10
D3.3 Awareness of ICT based Library Resources
Vs Qualification D-11
D3.4 Awareness of ICT based Library Resources
Vs Nativity D-12
D4.1 Awareness of ICT based Library Services Vs
Gender D-13
D4.2 Awareness of ICT based Library Services Vs
Age D-14
D4.3 Awareness of ICT based Library Services Vs
Qualification D-15
D4.4 Awareness of ICT based Library Services Vs
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
TABLE NO TITLE PAGE NO.
D7.2 Preferred search techniques and search terms
Vs Age D-26
D7.3 Preferred search techniques and search terms
Vs Qualification D-27
D7.4 Preferred search techniques and search terms
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
1
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,
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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.
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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
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.
79
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%.
81
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.
4.5 KNOWLEDGE OF ICT TOOLS
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
calculated, and ranks are provided based on the above. The same is shown in
Tables 4.6 and D1.3.
89
Table 4.6
Knowledge of ICT Tools Vs Qualification
S.
No Description
UG
n=1339
PG
n=333
RS
n=101
M Std R M Std R M Std R
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
(M=Mean; Std =Standard Deviation; R=Rank)
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
4 To prepare and present papers in conferences, and seminars
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
(M=Mean; Std=Standard Deviation; R=Rank)
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
point scale. The mean and standard deviation are calculated, and ranks are
provided based on the above. The same is shown in Tables 4.11 and D2.2.
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
M Std R M Std R M Std R
1 To prepare for examinations
3.70 1.42 3 4.02 1.23 2 3.28 1.25 4
2 To collect information for research work
3.31 1.31 5 3.09 1.32 5 2.88 1.33 6
3 To publish research articles
2.99 1.24 7 3.03 1.27 6 2.67 1.13 7
4 To prepare and present papers in conferences, and seminars
3.69 1.22 4 3.56 1.24 4 3.29 1.50 3
5 To prepare the assignments
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
7 To download software and tools
3.00 1.13 6 2.92 1.13 7 3.01 1.06 5
8 To get information for entertainment
2.61 1.02 8 2.81 1.18 8 2.34 .86 8
(M=Mean; Std=Standard Deviation; R=Rank)
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
provided based on the above. The same is shown in Tables 4.12 and D2.3.
Table 4.12
Purpose of using 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 To prepare for examinations
3.83 1.34 3 3.91 1.27 3 3.05 1.64 6
2 To collect information for research work
3.10 1.23 5 3.47 1.51 5 3.73 1.53 3
3 To publish research articles
2.88 1.23 7 3.07 1.16 6 4.16 1.15 2
4 To prepare and present papers in conferences, and seminars
3.55 1.25 4 3.74 1.22 4 4.22 1.03 1
5 To prepare the assignments
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
7 To download software and tools
2.97 1.15 6 2.89 1.02 7 3.21 1.15 5
8 To get information for entertainment
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
Purpose of using ICT
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
Purpose of using 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)
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
point scale. The mean and standard deviation are calculated, and ranks are
provided based on the above. The same is shown in Tables 4.15 and D2.4.
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
(M=Mean; Std=Standard Deviation; R=Rank)
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
(M=Mean; Std=Standard Deviation; R=Rank)
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
and it ranges from 1.02 to 1.24.
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
calculated, and ranks are provided based on the above. The same is shown in
Tables 4.18 and D3.1.
Table 4.18
Awareness on ICT based Library Resources Vs Gender
S.No Description Male
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
calculated, and ranks are provided based on the above. The same is shown in
Tables 4.19 and D3.2.
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
M Std R M Std R M Std R
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
4 E-Learning Resources
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
6 E-Theses and Dissertations
2.99 1.23 6 3.02 1.23 6 2.91 1.33 6
(M=Mean; Std=Standard Deviation; R=Rank)
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
qualification on the five point scale. The mean and standard deviation are
108
calculated, and ranks are provided based on the above. The same is shown in
Tables 4.20 and D3.3.
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
4 E-Learning Resources
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
6 E-Theses and Dissertations
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.
Chi-square test was used to test the significant difference in the
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
calculated, and ranks are provided based on the above. The same is shown in
Tables 4.21 and D3.4.
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
6 E-Theses and Dissertations
3.04 1.24 6 2.94 1.23 6 8.488
(M=Mean; Std=Standard Deviation; R=Rank)
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.
Chi-square test was used to test the significant difference in the
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”,
“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 4.22.
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
(SD=Strongly Disagree;DA=Disagree;UD=Undecided;A=Agree; SA=
Strongly Agree, M=Mean; Std=Standard Deviation; R=Rank)
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
calculated, and ranks are provided based on the above. The same is shown in
Tables 4.23 and D4.1.
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
3 Institutional Repository Service
2.81 1.22 6 2.86 1.28 6
4 Current Awareness Service
2.88 1.20 5 2.87 1.27 5
5 OPAC / WebOPAC Service
2.97 1.29 4 3.07 1.29 3
6 Electronic Document Delivery Service
3.10 1.30 3 3.05 1.31 4
(M=Mean; Std=Standard Deviation; R=Rank)
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
6 Electronic Document Delivery Service
3.10 1.28 3 3.08 1.33 4 2.92 1.33 4 13.500
(M=Mean; Std=Standard Deviation; R=Rank)
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
hypothesis is proved.
4.8.3 Awareness of ICT based Library Services Vs Qualification
Knowledge of ICT based Library Services is 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 4.25 and D4.3.
Table 4.25
Awareness of ICT based Library Services 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 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
6 Electronic Document Delivery Service
3.08 1.30 3 3.14 1.28 3 2.96 1.35 3 5.974
(UG= Undergraduate Students; PG= Postgraduate Students; RS= Research
Scholars; M=Mean; Std=Standard Deviation; R=Rank)
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
calculated, and ranks are provided based on the above. The same is shown in
Tables 4.26 and D4.4.
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
(M=Mean; Std=Standard Deviation; R=Rank)
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
hypothesis is proved.
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”,
“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 4.27.
Table 4.27
Attitudes about ICT
S. No
Description SD DA UD A SA M Std R
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
(SD=Strongly Disagree;DA=Disagree;UD=Undecided;A=Agree; SA=
Strongly Agree, M=Mean; Std=Standard Deviation; R=Rank)
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
point scale. The mean and standard deviation are calculated, and ranks are
provided based on the above. The same is shown in Tables 4.28 and D5.1.
124
Table 4.28
Attitudes about ICT Vs Gender
S.No Description
Male n=1058
Female n=715
M Std R M Std R
1 ICT helps to collect information for academic and research purposes
3.88 1.02 1 4.00 .95 1
2 ICT provides remote access 3.84 1.00 2 3.91 .97 2
3 ICT helps to find the relevant information.
3.59 1.11 3 3.68 1.10 3
4 ICT is useful to update the latest development in the subjects.
3.39 1.23 5 3.49 1.20 4
5 Lack of interest to access ICT resources and services
3.42 1.22 4 3.39 1.19 5
6 Lack of infrastructural facilities in the institution
3.19 1.20 7 3.35 1.21 6
7 ICT facilitates to communicate with learning groups
3.24 1.19 6 3.35 1.26 7
(M=Mean; Std=Standard Deviation; R=Rank)
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
S.No Gender N Mean Std.
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
(df=degrees of freedom)
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
The study ascertained to find out the various attitudes of students
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
4 ICT is useful to update the latest development in the subjects.
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
7 ICT facilitates to communicate with learning groups
3.29 1.21 6 3.27 1.23 6 3.33 1.28 6
(M=Mean; Std=Standard Deviation; R=Rank)
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
The study ascertained to find out the various attitudes of students
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
information for academic and research purposes
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
4 ICT is useful to update the latest development in the subjects.
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
7 ICT facilitates to communicate with learning groups
3.29 1.22 7 3.32 1.22 6 3.05 1.17 6
(UG= Undergraduate Students; PG= Postgraduate Students; RS= Research
Scholars; M=Mean; Std=Standard Deviation; R=Rank)
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
Description Source of Variation
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
The study ascertained to find out the various attitudes of students
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
S.No Description Urban n=985
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
(M=Mean; Std=Standard Deviation; R=Rank)
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
S.No Gender N Mean Std.
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
(df=degrees of freedom)
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
hypothesis is proved.
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.
4.10 ICT TRAINING METHODS
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
Description SD DA UD A SA M Std R
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
scale. The mean and standard deviation are calculated, and ranks are provided
based on the above. The same is shown in Tables 4.38 and D6.1.
Table 4.38
ICT Training Methods Vs Gender
S.No Description
Male
n=1058
Female
n=715
M Std R M Std R
1 Information Literacy Programmes / User Education
3.00 1.23 5 3.34 1.22 3
2 Tutorials 3.39 1.24 2 3.36 1.14 2
3 Seminars and Conferences / Workshops
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
(M=Mean; Std=Standard Deviation; R=Rank)
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
point scale. The mean and standard deviation are calculated, and ranks are
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
M Std R M Std R M Std R
1 Information Literacy Programmes / User Education
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 Seminars and Conferences / Workshops
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
(M=Mean; Std=Standard Deviation; R=Rank)
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
Chi-Square M Std R M Std R M Std R
1 Information Literacy Programmes / User Education
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 Seminars and Conferences / Workshops
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
(M=Mean; Std=Standard Deviation; R=Rank)
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
point scale. The mean and standard deviation are calculated, and ranks are
provided based on the above. The same is shown in Tables 4.41 and D6.4.
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
1 Information Literacy Programmes / User Education
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 Seminars and Conferences / Workshops
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
(M=Mean; Std=Standard Deviation; R=Rank)
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
S.No Description Male
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
(M=Mean; Std =Standard Deviation; R=Rank)
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
M Std R M Std R M Std R
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
5 Websites of Resources
1.72 .44 4 1.82 .37 5 1.98 .11 5
(M=Mean; Std =Standard Deviation; R=Rank)
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
Tables 4.45 and D7.3.
Table 4.45
Preferred Search Techniques and Search Terms Vs Qualification
S.
No Description
UG
n=1339
PG
n=333
RS
n=101
M Std R M Std R M Std R
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
5 Websites of Resources
1.77 .41 5 1.75 .42 5 1.77 .42 5
(UG= Undergraduate Students; PG= Postgraduate Students; RS= Research
Scholars; M=Mean; Std=Standard Deviation; R=Rank)
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
S.No Description Urban n=985
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
5 Websites of Resources
1.67 .47 4 1.90 .29 5
(M=Mean; Std =Standard Deviation; R=Rank)
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
S.No Description Responses M Std R
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
(M=Mean; Std=Standard Deviation, R=Rank)
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
S.No Description Male
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
(M=Mean; Std =Standard Deviation; R=Rank)
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
(M=Mean; Std =Standard Deviation; R=Rank)
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
Scholars; M=Mean; Std=Standard Deviation; R=Rank)
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
(M=Mean; Std =Standard Deviation; R=Rank)
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.
It is found in Tables 4.51 and D8.4 that 45.2% of respondents from
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
S.No Description Responses M Std R
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
(M=Mean; Std=Standard Deviation, R=Rank)
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
S.No Description Male
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
(M=Mean; Std =Standard Deviation; R=Rank)
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.
The mean and standard deviation are calculated and the ranks are assigned
.The same is given in Tables 4.54 and D9.2.
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
(M=Mean; Std =Standard Deviation; R=Rank)
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
qualification. The mean and standard deviation are calculated and the ranks
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
M Std R M Std R M Std R
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
(UG= Undergraduate Students, PG= Postgraduate Students, RS= Research
Scholars, M=Mean; Std =Standard Deviation; R=Rank)
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
(M=Mean; Std =Standard Deviation; R=Rank)
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.
It is found in Tables 4.56 and D9.4 that 48.5% of respondents from
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
S.No Description Responses M Std R
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
(M=Mean; Std=Standard Deviation, R=Rank)
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
(M=Mean; Std =Standard Deviation; R=Rank)
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
The preferred format for reading ICT based Information resources
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
(M=Mean; Std =Standard Deviation; R=Rank)
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
The preferred format for reading ICT based Information resources
and services by the students and research scholars are extended by
qualification. The mean and standard deviation are calculated and the ranks
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
M Std R M Std R M Std R
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
(UG= Undergraduate Students, PG= Postgraduate Students, RS= Research
Scholars, M=Mean; Std =Standard Deviation; R=Rank)
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.
The mean and standard deviation are calculated and the ranks are assigned
.The same is given in Tables 4.61 and D10.4.
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
(M=Mean; Std =Standard Deviation; R=Rank)
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 Availability of E-Resources in Library
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
6 Knowledge and Skills on searching techniques
2.96 1.25 6 3.05 1.21 6
7 Information Literacy and Training programme
2.76 1.07 7 2.53 1.08 7
(M=Mean; Std =Standard Deviation; R=Rank)
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
two in the five point scale, and it ranges from 0.91 to 1.29.
177
4.15.2 Satisfaction Level Vs Age
The satisfaction level 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 4.64 and D11.2.
Table 4.64
Satisfaction Level 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 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 Availability of E-Resources in Library
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
6 Knowledge and Skills on searching techniques
3.03 1.24 6 2.97 1.20 6 2.75 1.47 5
7 Information Literacy and Training programme
2.69 1.10 7 2.65 1.06 7 2.51 .95 6
(M=Mean; Std=Standard Deviation; R=Rank)
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
provided based on the above. The same is shown in Tables 4.65 and D11.3.
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
6 Knowledge and Skills on searching techniques
2.98 1.24 6 3.07 1.22 6 2.95 1.28 6
7 Information Literacy and Training programme
2.68 1.08 7 2.65 1.06 7 2.49 1.07 7
(UG= Undergraduate Students, PG= Postgraduate Students, RS= Research
Scholars, M=Mean; Std =Standard Deviation; R=Rank)
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
two in the five point scale, and it ranges from 0.92 to 1.31.
4.15.4 Satisfaction Level Vs Nativity
Satisfaction level 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 4.66 and D11.4.
Table 4.66
Satisfaction Level Vs Nativity
S.No Description Urban n=985
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
(M=Mean; Std =Standard Deviation; R=Rank)
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
and standard deviation .The same is shown in Table 4.67.
184
Table 4.67
Barriers to Access ICT based Resources and Services
S. No
Description SD DA UD A SA M Std R
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
(SD=Strongly Disagree;DA=Disagree;UD=Undecided;A=Agree; SA=
Strongly Agree, M=Mean; Std=Standard Deviation; R=Rank)
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
and it ranges from 1.17 to 1.31.
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
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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.
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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.
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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
Description Source of Variation
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.
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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
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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).
5.3 KNOWLEDGE OF ICT TOOLS
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).
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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).
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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%),
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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
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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
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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).
5.8 ICT TRAINING METHODS
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
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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
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(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.
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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.
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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.
S.No Description Don't Know Beginner Fair
Knowledge Expert Proficient
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.
S.No Description Strongly Disagree Disagree Un
decided Agree Strongly Agree
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.
S.No Description Strongly Disagree Disagree Un
decided Agree Strongly Agree
1 ICT helps to collect information for academic and research purposes
2 ICT provides remote access 3 ICT helps to find the relevant information.
4 ICT is useful to update the latest development in the subjects.
5 Lack of interest to access ICT resources and services
6 Lack of infrastructural facilities in the institution
7 ICT facilitates to communicate with learning groups
VII. Please mention ICT Training Methods.
S.No Description Strongly Disagree Disagree Un
decided Agree Strongly Agree
1 Information Literacy Programmes / User Education
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.
S.No Description Yes No
1 Library 2 Department / Computer Centre 3 Browsing Centre 4 House 5 Mobile Phone
XI. Preferred format for reading the ICT based Information resources.
S.No Description Yes No
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.
S.No Description Strongly Disagree Disagree Un
decided Agree Strongly Agree
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.
S.No Description Don't Know Beginner Fair
Knowledge Expert Proficient
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.
S.No Description Strongly Disagree Disagree Un
decided Agree Strongly Agree
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%
4 To prepare and present papers in conferences, seminars
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.
S.No Description Don't Know Beginner Fair
Knowledge Expert Proficient
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.
S.No Description Strongly Disagree Disagree Un
decided Agree Strongly Agree
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.
S.No Description Strongly Disagree Disagree Un
decided Agree Strongly Agree
1 ICT helps to collect information for academic and research purposes
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%
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%
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%
6 Lack of infrastructural facilities in the institution
179 10.1%
249 14.0%
615 34.7%
390 22.0%
340 19.2%
7 ICT facilitates to communicate with learning groups
195 11.0%
240 13.5%
513 28.9%
505 28.5%
320 18.0%
VII. Please mention ICT Training Methods.
S.No Description Strongly Disagree Disagree Un
decided Agree Strongly Agree
1 Information Literacy Programmes / User Education
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.
S.No Description Yes %
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.
S.No Description Yes %
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%
6 Knowledge and skills on searching techniques
276 15.6%
291 16.4%
608 34.3%
353 19.9%
245 13.8%
7 Information Literacy and training programme
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.
S.No Description Strongly Disagree Disagree Un
decided Agree Strongly Agree
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
(DK=Don’t know; B=Beginner; FK=Fair Knowledge; E=Expert; P=Proficient)
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
(DK=Don’t know; B=Beginner; FK=Fair Knowledge; E=Expert; P=Proficient)
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
(DK=Don’t know; B=Beginner; FK=Fair Knowledge; E=Expert; P=Proficient)
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
2 To collect information for research work
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
3 To publish research articles
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
4 To prepare and present papers in conferences, seminars
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
7 To download software and tools
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
8 To get information for entertainment
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
2 To collect information for research work
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
3 To publish research articles 139 13.7%
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
4 To prepare and present papers in conferences, seminars
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
5 To prepare the assignment 44 4.3%
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
6 To carryout Projects 53 5.2%
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
7 To download software and tools
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
8 To get information for entertainment
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
(SD=Strongly Disagree; DA=Disagree; UD=Undecided; A=Agree; SA=Strongly Agree, M=Mean)
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
2 To collect information for research work
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
3 To publish research articles 192 14.3%
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
4 To prepare and present papers in conferences, seminars
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
5 To prepare the assignment 41 3.1%
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
6 To carryout Projects 59 4.4%
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
7 To download software and tools
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
8 To get information for entertainment
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
(SD=Strongly Disagree; DA=Disagree; UD=Undecided; A=Agree; SA=Strongly Agree, M=Mean)
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
2 To collect information for research work
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
3 To publish research articles 121 12.3%
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
4 To prepare and present papers in conferences, seminars
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
5 To prepare the assignment 44 4.5%
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
6 To carryout Projects 55 5.6%
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
7 To download software and tools
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
8 To get information for entertainment
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
SD DA UD A SA M SD DA UD A SA M
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
6 E-Theses and Dissertations
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
SD DA UD A SA M SD DA UD A SA M SD DA UD A SA M
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
3 Online Databases 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
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
6 E-Theses and Dissertations
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
(SD=Strongly Disagree; DA=Disagree; UD=Undecided; A=Agree; SA=Strongly Agree, M=Mean)
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
SD DA UD A SA M SD DA UD A SA M SD DA UD A SA M
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
3 Online Databases 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
4 Course Materials 107
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
6 E-Theses and Dissertations
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
(SD=Strongly Disagree; DA=Disagree; UD=Undecided; A=Agree; SA=Strongly Agree, M=Mean)
D-11
Table D 3.4
Awareness of ICT based Library Resources Vs Nativity
S.
No Description
Urban
n=985
Rural
n=788
SD DA UD A SA M SD DA UD A SA M
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
3 Online Databases 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
4 Course Materials 70
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
6 E-Theses and Dissertations
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
SD DA UD A SA M SD DA UD A SA M
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
3 Institutional Repository Service
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
4 Current Awareness Service
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
5 OPAC / WebOPAC Service
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
6 Electronic Document Delivery Service
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
(SD=Strongly Disagree; DA=Disagree; UD=Undecided; A=Agree; A=Strongly Agree, M=Mean)
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
SD DA UD A SA M SD DA UD A SA M SD DA UD A SA M
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
2 E-Learning Service 55
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
6 Electronic Document Delivery Service
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
(SD=Strongly Disagree; DA=Disagree; UD=Undecided; A=Agree; SA=Strongly Agree, M=Mean)
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
SD DA UD A SA M SD DA UD A SA M SD DA UD A SA M
1 Digital Libraries Service 90
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
2 E-Learning Service 83
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
6 Electronic Document Delivery Service
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
(SD=Strongly Disagree; DA=Disagree; UD=Undecided; A=Agree; SA=Strongly Agree, M=Mean)
D-15
Table D 4.4
Awareness of ICT based Library Services Vs Nativity
S.
No Description
Urban
n=985
Rural
n=788
SD DA UD A SA M SD DA UD A SA M
1 Digital Libraries Service 68
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
2 E-Learning Service 50
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
3 Institutional Repository Service
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
4 Current Awareness Service
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
5 OPAC / WebOPAC Service
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
6 Electronic Document Delivery Service
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
information for academic and research purposes
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
2 ICT provides remote access
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
3 ICT helps to find the relevant information.
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
4 ICT is useful to update the latest development in the subjects.
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
5 Lack of interest to access ICT resources and services
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
6 Lack of infrastructural facilities in the institution
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
7 ICT facilitates to communicate with learning groups
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
(SD=Strongly Disagree; DA=Disagree; UD=Undecided; A=Agree; A=Strongly Agree, M=Mean)
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
information for academic and research purposes
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
2 ICT provides remote access
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
3 ICT helps to find the relevant information.
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
4 ICT is useful to update the latest development in the subjects.
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
5 Lack of interest to access ICT resources and services
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
6 Lack of infrastructural facilities in the institution
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
7 ICT facilitates to communicate with learning groups
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
(SD=Strongly Disagree; DA=Disagree; UD=Undecided; A=Agree; SA=Strongly Agree, M=Mean)
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
information for academic and research purposes
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
2 ICT provides remote access
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
3 ICT helps to find the relevant information.
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
4 ICT is useful to update the latest development in the subjects.
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
5 Lack of interest to access ICT resources and services
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
6 Lack of infrastructural facilities in the institution
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
7 ICT facilitates to communicate with learning groups
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
information for academic and research purposes
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
2 ICT provides remote access
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
3 ICT helps to find the relevant information.
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
4 ICT is useful to update the latest development in the subjects.
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
5 Lack of interest to access ICT resources and services
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
6 Lack of infrastructural facilities in the institution
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
7 ICT facilitates to communicate with learning groups
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
SD DA UD A SA M SD DA UD A SA M
1 Information Literacy Programmes / User Education
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
(SD=Strongly Disagree; DA=Disagree; UD=Undecided; A=Agree; A=Strongly Agree, M=Mean)
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
SD DA UD A SA M SD DA UD A SA M SD DA UD A SA M
1 Information Literacy Programmes / User Education
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
3 Seminar and Conference / Workshop
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
(SD=Strongly Disagree; DA=Disagree; UD=Undecided; A=Agree; SA=Strongly Agree, M=Mean)
D-22
Table D 6.3
ICT Training Methods 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 Information Literacy Programmes / User Education
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
3 Seminar and Conference / Workshop
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
(SD=Strongly Disagree; DA=Disagree; UD=Undecided; A=Agree; SA=Strongly Agree, M=Mean)
D-23
Table D 6.4
ICT Training Methods Vs Nativity
S. No Description
Urban
n=985
Rural
n=788
SD DA UD A SA M SD DA UD A SA M
1 Information Literacy Programmes / User Education
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
3 Seminar and Conference / Workshop
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
S.No Description Male
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
Responses Mean Responses Mean Responses Mean
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
4 Search engines 377
28.2% 1.71
108
32.4% 1.67
33
32.7% 1.67
5 Websites of resources 297
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
Responses Mean Responses Mean
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
4 Search engines 345
35% 1.64
173
22% 1.78
5 Websites of resources 325
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
Responses Mean Responses Mean
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
Responses Mean Responses Mean Responses Mean
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
Responses Mean Responses Mean Responses Mean
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
Responses Mean Responses Mean
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
Responses Mean Responses Mean
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
Responses Mean Responses Mean Responses Mean
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
3 Browsing Centre 232
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
Responses Mean Responses Mean Responses Mean
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
3 Browsing Centre 236
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
Responses Mean Responses Mean
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
Responses Mean Responses Mean
1 Printed format 685
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
Responses Mean Responses Mean Responses Mean
1 Printed format 634
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
Responses Mean Responses Mean Responses Mean
1 Printed format 854
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
Responses Mean Responses Mean
1 Printed format 601
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
6 Knowledge and skills on searching techniques
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
7 Information Literacy and training programme
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
3 Availability of e-resources in library
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
6 Knowledge and skills on searching techniques
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
7 Information Literacy and training programme
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
3 Availability of e-resources in library
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
6 Knowledge and skills on searching techniques
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
7 Information Literacy and training programme
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
3 Availability of e-resources in library
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
6 Knowledge and skills on searching techniques
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
7 Information Literacy and training programme
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
Recommended