The Impact of Library Usage on Academic Performance Among Students in Tanzanian Higher Learning Education

Abstract

Rationale of the Study - This study examines the association and significance of students' library behaviours regarding academic performance using Analysis of Variance (ANOVA), Z-Score, logistic regression, and Chi-square.

Methodology - This study employs a quantitative inferential research design approach, utilising statistical methods. Data were collected through a survey of 1,064 undergraduate students from five prominent Higher Learning Institutions (HLIs) in Tanzania.

Findings- The study revealed a significant association between studying, reading, and information-seeking habits and academic performance. However, resource utilisation and research habits were found to have a limited impact on student performance. The findings underscore the importance of fostering critical thinking, active learning, and information literacy in libraries to improve academic outcomes.

Implications - The study recommends the importance of effectively integrating study practices and information-seeking skills into the academic framework to enhance students' learning achievements.

Originality - Existing research has overlooked the influence of certain library behaviours, such as study techniques, reading habits, and information-seeking behaviours. The study identifies specific library behaviours, study techniques, reading, and information-seeking habits of students that significantly impact their performance in Tanzanian higher learning education.