TABLE OF CONTENTS
Title page
Approval page
Certification page
Dedication
Acknowledgements
Table of contents
List of tables
List of appendixes
Abstract
CHAPTER ONE: INTRODUCTION
Background of the study
Statement of the Problem
Purpose of the Study
Research Questions
Significance of the study
Scope of the Study
CHAPTER TWO: LITERATURE REVIEW
Conceptual framework
Concept of school libraries
Concept of school library resources
Organization of School Library Resources
Concept of classification
Developments in School Libraries
Problems associated with the classification of school library resources
Strategies for improving classification of school library resources
Review of Related Empirical Studies
Summary of Literature Review
CHAPTER THREE: RESEARCH DESIGN
Design of the Study
Area of the Study
Population of the Study
Sample and Sampling Techniques
Instrument for Data Collection
Validation of the Instrument
Methods of Data Collection
Method of Data Analysis
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
Research Question 1
Research Question 2
Research Question 3
Research Question 4
Research Question 5
Research Question 6
Summary of major findings
CHAPTER FIVE: DISCUSSION OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
Discussion of Findings
Existing schemes used in the classification of school libraries
Nature of resources available in the school libraries
Resources required for the classification of the school libraries
Development of a scheme for the school libraries
Problems associated with the classification of school library resources
Strategies for the implementation of the scheme in school libraries
Implications of the Study
Recommendations
Limitations
Suggestions for further studies
Conclusion
References
Appendixes
ABSTRACT
This study investigated the development of a scheme for the classification of school library resources in school libraries in Nsukka Enugu state. The research was guided by six research questions which includes; existing schemes used in the classification of school library resources, nature of resources available in the school libraries, resources required for the classification of the school libraries, development of a scheme for the classification of the school library resources, problems associated with the classification of school library resources and strategies for the implementation of the scheme in school libraries. A research and development (R and D) design was used to conduct the study. The population of the study comprises 118 primary schools and 60 secondary schools in Nsukka education zone. A purposive sampling technique was used to select five schools (which has school libraries) each from primary and secondary category. The questionnaire, observation checklist, interview and document analysis schedule was used to collect data from the research. Observation was done on research question 2 which is on the nature of resources available in the school libraries. Interview was conducted on the existing scheme used in the school libraries, resources required for the classification of the resources, problems associated with the classification of the resources and strategies for the implementation of the scheme. Data was analyzed using frequency mean and percentages for quantitative data while essay/narratives were used to analyze data from interview and document analysis schedule. Findings from the study revealed that there is no existing scheme for the classification of school library resources in Nsukka Education Zone of Enugu State, there are fairly adequate resources available in the school libraries, there are not enough resources (human, material and ICT) for the classification of school library resources in the area, there is need for the development of a scheme for the classification of school library resources, there are unqualified, unskilled and inadequate teacher/school librarians in virtually all the schools studied, library resources are provided to the schools by the government as well as other appropriate agencies and authorities but there has been poor handling/management/organization of those resources. Based on the findings, the following recommendations were made; appropriate authorities should ensure full implementation of the developed scheme for the classification of school library resources, adequate provision of resources (both books and non-book resources) should be made available, appropriate standard accommodation should be made available to house the library’s collections as well as create reading/study space for the pupils and students, suitably qualified school librarians should be employed to handle the professional task of classification of school library resources, fund should be made readily available for the overall development of school libraries in Nsukka education zone of Enugu state, government policies should take school library development as a major priority and therefore should make policies favorable for the development of school libraries, there should be regular training, re-training and supervision of the school libraries to ensure that the scheme is judiciously and correctly implemented.
CHAPTER ONE
INTRODUCTION
Background of the Study
A school is an organized formal setting of instruction offered to children, adolescents and adult alike (Redmond, 2008). These schools are mostly managed by the government at the federal, state and local government levels. In Nigeria, there are also schools run by private bodies: individuals and organizations but are however accredited, regulated and supervised by the government.
Formal education often referred to as schooling is the process of acquiring education in a school. In Nigeria, school is the western type of education brought to the people by the missionaries. Schooling/formal education makes use of teachers, students and stationery as both vehicles, tools and recipients of knowledge or instruction. The learning activities are organized and teachers are professionally trained to handle the affairs of the education process (Aguba, 2006).
Primary school education is the foundational basic education given to a young child between the ages of 6-11years. Within these six years, a child is expected to acquire all the basic skills and experiences required of him or her to advance to secondary or other post primary education. This is obviously connected to the second goal of United Nations Millennium Development Goals (MDGs) (2000) which is to give universal primary education to young boys and girls in schools. Specifically, this goal states that by 2015, children everywhere, boys and girls alike will be able to complete a full course of primary education (and not secondary, other post-primary or tertiary education). Pupils after the completion of this course graduate with a school leaving certificate. At this point, they are required to take a common entrance.....
For more Library & Information Science Projects click here
================================================================
Item Type: Postgraduate Material | Attribute: 116 pages | Chapters: 1-5
Format: MS Word | Price: N3,000 | Delivery: Within 30Mins.
================================================================
No comments:
Post a Comment