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Library Use Instruction on Undergraduates’ Utilization of Library Resource
Library Use Instruction on Undergraduates’ Utilization of Library Resource
by Esoswo Francisca Ogbomo
Keep ReadingEffect of Jigsaw and Team Pair-Solo cooperative learning strategies on interest in Basic Science of primary school children with visual impairment
Library Use Instruction on Undergraduates’ Utilization of Library Resource
by Esoswo Francisca Ogbomo
Background of the study: This study investigated the effects of library use instruction on undergraduate utilization of library resources: a case study of the Delta State University Library, Abraka. Purpose: The study’s major goal is to investigate library use instruction and undergraduates’ utilization of library resources. Method: The descriptive survey research design was used in this study. The population of the study is 4,714 Faculty of Education students. A sample size of 256 was chosen for this study. A questionnaire was the instrument used to collect data from the respondents. Descriptive statistics (frequency) and the statistical mean were used to analyze the data. Findings: The study found that the types of library resources used by undergraduates are the internet, databases, computer software, e-books, and books. The extent to which they use library resources is low. The types of library use instruction taught to the students are library orientation and electronic databases. The extent to which they participate in the instruction is low. Conclusion: Consequently, the study recommended that the Delta State University Library make library use instruction programs mandatory for both freshmen and transfer students in order to improve their use of library resources. © 2023, Airlangga University Faculty of Vocational Studies. All rights reserved.
Effect of Jigsaw and Team Pair-Solo cooperative learning strategies on interest in Basic Science of primary school children with visual impairment
by Ogechi Nnamani
This study investigated the effect of the Jigsaw and Team-Pair Solo cooperative learning strategies on interest in Basic Science of primary school children with visual impairment. This is a pretest–posttest control group with a follow-up design study. A total of 56 students in Enugu State of Nigeria were randomized into one of two groups, n = 27 (male: n = 18; female: n = 9) for the treatment group and n = 29 for the control group (male: n = 20; female: n = 9). A Learner's Interest Rating Scale was used as an outcome measure. The results showed that there was a significant difference in the interest of students with visual impairment exposed to intervention strategies and those exposed to conventional-lecture strategy in favor of those exposed to intervention strategies. This concluded that Jigsaw and Team Pair-Solo cooperative learning strategies are effective treatment strategies that enhance the interest of students with visual impairment in Basic Science. © 2023 Wiley Periodicals LLC.
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