Influence Of Self-Efficacy of Library and Information Science Students on Learning Outcomes in Tertiary Institutions at Osun State, Nigeria

Abstract

The learning outcomes of Library and Information Science (LIS) students in tertiary institutions in Osun State serve as key indicators of educational quality and professional preparedness. However, initial investigations reveal a decline in students’ practical competencies, particularly in organizing information, leading to challenges in employability and professional performance. As a result, some LIS graduates remain unemployed, while others struggle to manage Information and Communication Libraries effectively. This deficiency has prompted some institutions to hire non-professional digital librarians, potentially affecting the integrity of the LIS field. Despite extensive research on learning outcomes and self-efficacy, there remains a gap in understanding the specific impact of self-efficacy on LIS students' learning outcomes in Osun State. This study employed a descriptive survey research design, targeting 3,500 LIS students across four universities and three polytechnics in Osun State. A sample of 346 students was selected, and data was collected using a structured questionnaire. Descriptive statistics were used to interpret the results, including frequency distribution, percentage, and mean analysis. Findings indicate a significant positive relationship between self-efficacy and learning outcomes. Additionally, students’ ability to initiate, select, and formulate information during the search process significantly influenced their academic performance. The study recommends that LIS students enhance their self-efficacy to improve their professional competence and employability. Lecturers and policymakers should prioritise strategies that foster self-efficacy, while curriculum revisions should emphasise practical training. Employers should also recognise the potential of LIS graduates to mitigate biases affecting hiring practices. These efforts will collectively improve learning outcomes and the professional standing of LIS graduates.