Relationship between Perceived Self-Efficacy and Information Literacy among Library and Information Science Undergraduates in a Nigerian University of Education.

Abstract

Information Literacy is a critical input in today’s learning environment and indeed for lifelong learning. Information literacy could be contingent upon an intrinsic element such as self-efficacy belief. Thus, this study investigates the relationship between perceived self-efficacy and information literacy among library and information science (LIS) undergraduates in Tai Solarin University of Education, Ijebu – Ode Nigeria (TASUED). Ex-post facto research design was adopted. Using total enumeration technique, data were gathered from all the 108 LIS undergraduates in TASUED using an instrument tagged Self-efficacy and Information literacy questionnaire (SILQ) with reliability values: (a = 0.78) information literacy and (a = 0.75) self-efficacy. All questionnaires were returned, however 100 (93%) were found usable. The study found out that respondents had high self-efficacy beliefs on more items on the scale; the level of information literacy was high in eight of the fifteen indicators on the scale. Perceived self-efficacy had a significant relationship with information literacy (r=0.329; p<0.01). There was no significant difference in the information literacy of LIS undergraduates based on gender (t=2.26 df=98; p<0.05). There is significant difference in perceived self-efficacy based on gender (t=0.085; df=98; p>0.05). The study recommends standardized information literacy competency training and periodic morale boosting orientation and re-orientation programs for the undergraduates.

Keywords: Perceived self-efficacy, Information literacy, Library and information science, Undergraduates, Nigeria.