Mendoza, Marivic L. (1980). Practices and Problems of
The library under girds the instructional program in the college. It is an important tool in improving college instruction. It cannot be separated from the professors or the curriculum. While the faculty stimulates intellectual curiosity and critical thinking, the library through its resources, can provide the intellectual sustenance which can be found only in books and other forms of literature
The study aimed to determine the status of the library practices of undergraduate students in
1) What are the purposes of students in using the libraries? Are there differences in these purposes according to their sex, colleges to which they belong, academic year and level of academic achievement?
2) According to these same variables, how do the students differ in the following library practices: a) locating the materials which may provide the information they need; b) determining what facts and which generalizations are important and should be remembered from the materials they collected; and c) utilizing the materials which they read in areas where these are deemed needed for school or community use.
3) Do the variables sex, college academic year and level of academic achievement affect the acceptability or unacceptability of the students’ library practices?
4) What are the difficulties of students in the use of the library?
In determining the sample, the researcher used the formula of Mildred B. Parten for each college population. The researcher made an open-ended survey on library practices and problems to help her structure her questionnaire items, after which, a pre-test had been administered to validate her questionnaire. After an item analysis on the questionnaire items, the final questions were framed to fit the purposes for which the research was intended.
The variable sex is not an operant variable on the purposes of students on the use of the library but the variables, college, academic year and level of academic achievement appear to influence students’ library purposes.
A great number of students use the library only when required. This is a sad fact because it means that very few use the library for their personal growth which is in consonance with the finding that the smallest number and percentage of students go to the library for personal development. This may be due to lack of information on the value and use of the library facilities.
The variables such as sex, college, academic year and level of achievement are not significant determinants of the students’ library practices: a) in determining what facts and which generalizations are important and should be remembered from the materials they collected; c) in utilizing the materials which they read in areas which are deemed needed for school and community use.
Findings on hypothesis three showed that sex does not affect the quality of students’ library practices. However, the variables college, academic year and level of academic achievement account for the difference in the quality of students’ library practices.
Difficulties of students in the use of the library range from locating to utilizing information which are: a) the use of the indexes to periodical literature; b) use of the card catalo; c) use of the textbooks’ learning aids; d) use of the encyclopedia; e) use of the dictionary; f) determining the important points from what is read; and g) relying the important information read.