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Library Philosophy and Practice (e-journal) Libraries at University of Nebraska-Lincoln
Fall 10-6-2020
Information Seeking Behavior of postgraduate students in the Information Seeking Behavior of postgraduate students in the
University of Peshawar, Pakistan University of Peshawar, Pakistan
Amjid Khan
Asad Khan
University of Peshawar, Pakistan
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Part of the Library and Information Science Commons
Khan, Amjid and Khan, Asad, "Information Seeking Behavior of postgraduate students in the University of
Peshawar, Pakistan" (2020).
Library Philosophy and Practice (e-journal)
. 4380.
https://digitalcommons.unl.edu/libphilprac/4380
1
Information Seeking Behavior of postgraduate students in the
University of Peshawar, Pakistan
Dr Asad Khan
Assistant Professor, Department of Library and Information Science
University of Peshawar [Pakistan]
and
Dr Amjid Khan
Lecturer, Department of Library and Information Sciences
Allama Iqbal Open University Islamabad [Pakistan]
Email: [email protected]
Abstract
Purpose: This study investigated the information-seeking behaviour (ISB) of the research
students in terms of information needs, sources, resources, barriers to information seeking,
significances of the libraries towards the quality of research and factors motivating the use of
libraries at the University of Peshawar.
Design/Methodology/approach: This study used a quantitative approach, adopting a survey
questionnaire method for data collection. The population of this study was composed of the
Master, M.Phil. and PhD research students in the faculties of Arts and Humanities, Social
Sciences and Management Information Sciences at the University of Peshawar. The sample
size was 300 research students selected conveniently. The study response rate was 85% and
data were analyzed through SPSS (20 version).
Key findings: The findings revealed that research students sought information to satisfy their
information needs related to the identification and selection of the research problem, access to
the current information, writing of the research proposal, article and theses. To fulfil their
information needs, these researches indicated the use of different sources and resources.
Regarding the sources, most of the research students preferred the research-related workshops
and taking help from other researchers to fulfil their information needs. Furthermore, research
students used the internet and online research databases to satisfy information needs. They also
utilized research and information services provided by their libraries to retrieve the needed
information. While seeking the needed information, research students have reported different
barriers designating poor internet connectivity, ICT facilities and unavailability of study rooms
in libraries as the major barriers. Reliable information sources and e-databases were the
significant motivating factors for using/visiting library.
Limitations of the study: This study has two major limitations; 1) as the sample was
conveniently recruited, thus there is a possibility of sample bias and; 2) likewise this study was
undertaken at the University of Peshawar, thus generalization of findings is limited to the study
context.
Practical implication(s): the findings might motivate librarians towards the restructuring of
information literacy programs to enhance the current ISB of the research students. It may
inform the authorities about the barriers faced by the research students in information seeking
and thus stimulate them towards the up-gradation of Internet and ICT facilities in the university.
2
Contribution to the knowledge: This study addressed the gap in the literature on ISB in the
context University of Peshawar. It revealed factors that impede and/or augment researchers’
use of libraries. The insights may include the formulation of a stable information literacy
program at the University of Peshawar to support research-based learning.
Keyword(s): Information needs; information seeking behaviors; information sources and
services; Research students, Postgraduate students; university libraries; University of
Peshawar; Pakistan.
Introduction
In the modern era of innovations, individuals need information for personal use,
professional development and social survivals. However, the information needs of these
individuals are different (Silva & Chandrawamsa, 2016). The past researchers have validated
that research students have different information needs regarding their topic of research,
writing of articles, thesis and dissertation, searching techniques and literature review
(Manjunath & Babu, 2018). For searching, identification, selection, retrieval, use and sharing
of their information, research students use multiple approaches. Such approaches, methods or
practices are named information seeking behaviour (ISB). The information seeking behaviour
occurs at the time when research students realize that their current information is not enough
for decision making or their research works (Kumar, 2013). As a result, research students also
use numerous sources of information including libraries to fulfil their needs. The sources of
information in libraries refer to books, journals, encyclopedia, theses, dissertations and online
research databases. In this regard, librarians are responsible to recognise research students’
information needs and grant them appropriate sources and resources to facilitate achievement
of their academic goals.
Even though the concept of information is debatable and manifold terms are used among
the researchers such as knowledge, facts, data, news and message, it is still perceived a critical
success factor for the accomplishment of research projects (Kumar, 2013). According to Majid,
Anwar, and Eisenschitz (2010), information resources in libraries are accurate, relevant, and
easy to access and have greatly supported students in their research activities. However, rapid
increase, proliferation and multiple storage formats and devices of information are creating
immense challenges for librarians in its management. Likewise, the phrase information needs
to demonstrate multiple perspectives and is also perceived differently among the researchers
(Sani, 2017). It refers to the demand of information required in a specific time about a specific
situation or topic of the study (Chinnasamy, 2016). Information need arises at the time when
something is missing in individuals’ knowledge and is called the knowledge gap (Lone, Mir &
Gani 2017). To fulfil information needs research students use different type of seeking and
searching behaviours. According to Majid et al., (2010) and Chinnasamy (2016), ISB includes
techniques articulating needs, seeking, evaluation, selection, and usage of information. Thus,
ISB signifies researchers’ behaviour patterns exhibiting information need and choice of where
and how to identify and utilize information. Such behaviours also consisted of identification
and selection of information sources, formulation of research questions or problem, extraction
or evaluation of information. For information seeking the research students utilize different
sources, for example, the Internet, teaching faculty, supervisor and libraries. Out of these,
libraries are regarded as the dominant source among the research students because of their
significant contributions (Law,2009).
In the modern age, libraries especially the digital library plays a pivotal role in fulfilling
the information needs of the researchers and thus promote research, learning and teaching.
Accordingly, university libraries are indispensable for researchers to fulfil their research
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information needs regarding topic selection, literature review, databases searching, data
analysis techniques, learning of information searching skills, information literacy, publishing,
citation analysis and writing of theses and dissertations. Even though libraries play a
fundamental role in ISB, promote research and are regarded as a significant source of
information, still it is unknown whether research students perceive them significant.
Also, it has been reported that libraries in Pakistan are less utilized due to the lack of
collaboration between the teaching faculties and librarians, librarians’ less or no access to the
classrooms, absence of inquiry-based curriculum and students’ unfamiliarity with sources and
resources of information. Thus, students are mostly dependent on traditional teaching
methodologies where less or no opportunities of libraries usage are provided (Khan & Masrek,
2017). Further, it is a fact that libraries provide online research databases and other research
publications that augment human knowledge and ensure organizational growth (Khan, 2020).
In this situation, it is crucial to investigate how research students perceive the
significances and contributions of libraries in terms of fulfilling information needs. In the last
few years libraries have passed through multiple but significant changes. Such changes have
moulded the fundamental ideologies of librarianship and thus libraries are no more physical
entities but have become a virtual reality. This has facilitated researchers’ access to information
24/7 days of the week. However, Balog, Badurine and Lisek (2018) posited that such changes
are not always positive but might have negative impacts on information users that perhaps
result in low usability of libraries. Besides, it is expected that these research students probably
encounter certain issues or barriers while interacting with the information resources or to
accomplish their information needs. These issues may include lack of knowledge about the use
of information retrieval services and tools provided in the libraries. According to Sani (2017),
most of the researchers are not able to accurately utilize library information retrieval tools,
especially in digital format. Since Pakistan is a developing country where it is expected that
research students possibly face difficulties during information seeking behaviour for instance
absence of internet, access to and absence of needed information, information retrieval tools,
identification and location of information, and disorganized patterns in information
management.
Statement of the Problem
Researchers in the past have identified that information needs are not homogeneous. It is
important to provide library information services according to the users’ understandable styles.
This situation equally implies to the research students at the University of Peshawar, Pakistan.
The University of Peshawar, being one of the oldest and mother Institution of the Khyber
Pakhtunkwa Pakistan is fulfilling the academic and research needs of researchers and
academicians. The highly qualified and trained teaching faculty, modern curricula, conducive
academic environment and excellent infrastructure are the hallmarks of the University. The
role of this university in political, industrial and government leadership is recognized at the
national level. To enhance the quality of research work at the University of Peshawar, the
provision of adequate library information services is mandatory. This study assumed that
research students in University of Peshawar are not adequately trained in the identification,
location, retrieval and use of information services due to the absence of both information
literacy skills and librarians’ guidance (Khan, 2020) or meagre information seeking behaviour.
Moreover, research students at the University of Peshawar are from diverse educational
backgrounds and thus supposed to have heterogeneity in information needs. It may further
create issues in their information seeking behaviours that perhaps affect the quality of their
research outcome. The ISB is a significant construct and extensive studies have been
undertaken worldwide. Though, very limited studies have documented the ISB of the students
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of various disciplines in the study context (e.g. Khan & Bhatti, 2012; Khan, Bhatti, Khan, &
Ismail, 2014; Khan, Ismail & Khan, 2014). Consequently, university librarians in Pakistan are
provided with fewer opportunities of direct interaction with researchers and thus little is known
about researchers’’ information needs and seeking behaviours. Thus, this study aimed to cover
the above gaps in the literature on ISB from the perspective of research students.
The objective of the study
The objective of this research was to determine: -
• the information needs and seeking behaviour of the research students;
• barriers are faced by research students in information seeking;
• researchers’ perception about the significances of university library towards research;
• factors that motivate research students towards the use of the library;
Literature Review
Information needs- According to Kalbande (2019), information refers to data converted
through processing and manipulating into useful forms. Likewise, Meijer (2013) elaborated
that information brings changes and differentiates one thing from the other. Further, Madden
(2004) stated that information is a stimulus expanding researchers’ vision. According to Wilson
(1997), information need is a subjective experience related to thinking and opinions, and
information needs among the people are heterogeneous. Savolainen (2016) stated that
information need has two standpoints; 1) activate body and brain towards seeking and; 2)
stimulation towards the continuous seeking process. Researchers’ information needs are
variable and change over time. Similarly, information need is regarded as a gap in knowledge
essential for decision making or solution of a problem (Nwobasi, UWA & Onah, 2013). It
motivates researchers towards information seeking which further manifested in the form of
manifold behaviours (Ikoja-Odongo & Mostert, 2006). Besides, information need is related to
searching for a research topic, literature review, journals, online research databases and other
research, academic activities and life events. According to Shuhidan et al. (2019), researchers
need information about research projects, processes and institutional guidelines for research.
Several other studies on information-seeking behaviour such as Chaurasia and Chaurasia
(2012); Jazeel and Dehigama (2017) and Natarajan (2012) revealed that researchers’ seek
information to accomplish their research needs relating to knowledge updates, research
strategies, innovative searching techniques, article publishing, workshop and seminar
presentations, and other academic and research assignments.
Information seeking and searching behaviour- ISB consists of behaviours and actions
for gathering and achieving the needed information. Such behaviours originate when
researchers feel that their current knowledge is insufficient for addressing a question (Sheeja,
2010). ISB is exhibited due to psychological, affective and cognitive needs (Wilson, 1999).
Similarly, Anwar (2007) mentioned that researchers use ISB for different purposes such as
discussion, seminars workshops, conferences, and other research activities. It is consisted of
identification of needed information, choosing information sources and adopting diverse
techniques to fulfil information needs. Wright et al. (2006) reported that ISB encompasses
activities that facilitate accessing, retrieving, searching, and evaluation of information. The
techniques utilized for information accessing from online or library resources known as
searching behaviour. Brindesi Monopolib and Kapidakisa (2013) and Sinh and Nhung (2012)
found that research students mostly preferred simple searching technique and avoid the use of
advanced search techniques such as Boolean operators and truncations. Similarly, Chinnasamy
(2016) reported that researchers’ searching techniques are limited to the use of author, title,
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subject and keyword. However, few researchers such as Lone et al. (2017) pointed out the
searching strategies of the researchers also use advanced searching techniques such as Boolean
operators, truncations, proximity and phrase search.
The advent of technologies especially search engines has brought significant changes in
researchers’ seeking behaviour (Zhang & Fei, 2010). Researchers retrieve needed information
through the internet and search engines that have reduced their information-overloaded
(Hochstotter & Koch, 2009). Different search engines fulfil information need through
providing access to different databases. Researchers utilize different searching behaviours to
for the adoption of online research databases and thus highly prefer Internet-based information
resources as compared with manual library system (Kumar, 2013). According to Adekunle
(2014), researchers use both offline and online sources of information.
Information sources: It includes persons, books, journals, databases, theses, dissertations,
pamphlets and internet (Bates, 2006). Information source can be categorized as social and
subjective sources or objective and non-relational where social is more significant (Nwagwu,
2012). Information sources, also called a repository of information have significant effects on
ISB. Further, Landry (2006) stated that information source may act as a facilitator of or barrier
to information seeking. Likewise, Majid et al., (2010) explained that researchers prefer to use
primary sources of information such as journal and articles databases, professional networks,
conference abstracts and proceedings, meeting minutes and workshops. Similarly, Nwagwu
(2012) affirmed journals, library collection, textbooks, dissertations, lecture notes, seminar
papers, email, and the Internet as sources of information. Furthermore, Ahmed and Khan
(2014) indicated that university research students in Pakistan use electronic information
sources and resources to fulfil their information needs. Another study in Pakistan by Arshad
and Ameen (2018) explored that academic scientists mostly use electronic information sources
to perform their research activities. Conversely, their findings elaborated that researchers rarely
used library print information sources. Furthermore, Brown Lund and Walton (2007),
Hemminger et al., (2007) and Wang (2013) indicated that a large number of information
sources are currently existed, however the most dominant are library online databases, e-
publications, Google, open access journals and online institutional repositories. Further, these
studies explained that effective use of information sources are dependent on researchers’ ability
in the use of technology and thus the majority of the researchers are facing manifold barriers
in ISB.
Barriers in information seeking - While seeking information researchers face several
barriers which are defined as obstacles which don’t allow to identify, select, access, evaluate
and utilize the needed information (Ogaba, 2012). The phrase information barrier was first
introduced as intervening variables (Wilson, 1999) due to its nature of hindrance and
facilitation. Wilson (1997) classified information barriers as personal, social/interpersonal and
environmental. It has a negative influence on INB. Information barrier arises when the
difference between ideal and actual access to information exist. Extensive studies are available
on barriers to ISB but are contextually different. In terms of developing countries, Kumar
(2013) reported that lack of access to up-to-date information, obsolete library collection,
untrained library staff and insufficient ICT facilities are the foremost barriers. Lone et al.,
(2017) identified several barriers faced by researchers during information seeking such as the
location of information, price, no access to information, lack of access to online databases and
research publications, lack of information retrieval skills and absence of collaboration between
researchers and library staff. Similarly, Kumar (2013), Chinnasamy (2016) also recognized
several barriers in information seeking. However, the major obstacles included inadequate
knowledge of using OPAC and uncooperative attitude of librarians. Also, Natarajan (2012),
6
Pareek and Rana (2013) and Sani (2017) identified multiple barriers faced by researchers in
seeking the needed information such as librarians’ lack of support and cooperation, irrelevant
library collection, lack of internet and ICT facilities, inadequate library operation hours, lack
of skills in the use of online information sources and library. Singh, Kumar and Khanchandani
(2015) presented several barriers including lack of ICT facilities in library, inadequate library
collection and lack of knowledge of OPAC. According to Marouf and Anwar (2010), obstacles
faced by researchers in information seeking include untrained library staff and lack of searching
techniques. Furthermore, Mairaj and Naseer (2013) found that students are not satisfied with
the library study environment and study space and thus are barriers in information seeking.
Motivators of library usage and ISB- a significant contribution of the library is to facilitate
users’ access to the needed information. To this end, the library organizes and disseminate
information through physical and online channels (Rasul & Singh, 2010). The role of university
libraries is very significant in the fulfilment of information needs and thus have positive
impacts on researchers’ ISB. It has improved the quality of research and provided OPAC,
research spaces, institutional repository, reference materials and training on information
seeking. Moreover, Rasul and Singh (2010) posited that motivators of the use of the library are
explicitly researchers’ satisfaction with library services, collection, contents reliability, quality
of information and training on searching techniques. However, their findings further elaborated
that demotivators such as unawareness about library services and inadequate marketing of
research and information resources have negatively influenced the ISB. According to Hart and
Kleinveldt (2011), researchers use libraries to have access to books, journals, and e-databases.
Moreover, Marija and Kriviena (2013) posited that research and reference services, online
open-access information resources, and research data management are the dominant motivators
towards the use of library and information sources.
According to Hussain and Abalkhail (2013) findings, respondents’ motivating factors
include access to the reference collection, information and research services. On the other hand,
Rowlands, Wright and Jazeel (2008) mentioned that due to the arrival of the Internet and other
technological innovations, the researchers’ seeking behaviours are now dependent on digital
gadgets instead of a physical visit to a library. Likewise, the findings of Law (2009) described
that research scholars preferred google scholar, research Gate, online databases and journals
instead of the library to fulfil their information needs. This study further suggested that the
library should provide relevant and latest research resources to augment its usability. Other
researchers such as Majid et al. (2010), Gabbay and Shoham (2017) and Balog et al. (2018)
found that research students are not satisfied with the current role of the library towards
information seeking and research activities and that is why the library is rarely used for research
purpose as compared with Google and other online research databases. Further, keeping in
view the ISB, library usage and technological influences, Rasul and Singh (2010) and Khan,
Bhatti, Khan, & Ismail (2014) suggested that library should provide up-to-date collection, latest
and accessible information services, research guidelines and activities, awareness about
plagiarism and research-related workshops and seminars. The above literature indicated that
results are contradictory on ISB and the role of the library worldwide. Hence, it is essential to
undertake the present study to examine researchers’ ISB and their insight into the role of the
library.
Research Methodology
This study used exploratory research design to explore researchers’ ISB and significances
of the library towards research. Adopting a quantitative approach, the cross-sectional survey
method was used. The cross-sectional survey method is appropriate for generalization
(Creswell, 2003; Masrek & Hakimjavadi, 2012). Also, it is a low cost, easy and convenient in
7
terms of data collection (Kumar et al., 2013). The unit of analysis and population of the present
study were graduate and postgraduate research students (i.e. Master, MPhil/MS & PhD) of
three different academic faculties namely Arts and Humanities (AH), Social Sciences (SS), and
Management and Information Sciences (MIS) in the University of Peshawar. A convenience
sampling technique was used and a sample of 415 researchers was randomly selected because
of the unavailability of a complete list of target participants at these three faculties. A structured
questionnaire was used as data collection tool because it is simple, cost-effectiveness, easy to
distribute and suitable for the study a large population (Creswell, 2003; Kumar et al., 2013).
Out of 415 distributed questionnaires, only 300 were returned yielding a response rate of 72%.
For the construction of the measurement scale, items on the study constructs were selected
from previously validated instruments. Multiple five-point Likert scales were used to measure
respondents’ responses towards the questions. For the pretesting of data instrument, an expert
panel of three professional authorities was requested to examine its suitability. Since, no
specific and standard size for expert panel exists, thus it is not appropriate to verify the validity
of instrument on smaller sample size. Accordingly, in this study, only face and content
validities were performed by the expert panel. The recommended changes such as the reduction
in the number of questions, rephrasing of questions, correction of typos, and items reshuffling
by the expert panel review were incorporated into the final version of the data instrument. After
that, the instrument was tested in a pilot study on a randomly selected sample of 45 research
students who were excluded from the actual survey. Again, after the pilot study, necessary
changes were integrated into the data instrument. Based on the pilot study the overall scale
reliability indicated a high internal consistency that is Cronbach alpha values were between
0.68 and 0.88. Sekaran and Bougie (2010) recommended 0.60 as the minimum accepted a level
of reliability. Thus, study constructs were then considered appropriate for further analyses. The
reliability values are provided in Table 1. Lastly, for data analyses, SPSS (ver. 20) was utilized.
Table 1
Constructs, items and reliability values
Constructs
α values based on Pilot-Testing
α values based on
Actual Survey
Information need
0.68
0.71
Seeking behaviour
0.87
0.82
Barriers
0.73
0.69
Significances of library
0.88
0.79
Motivators
0.79
0.84
Integrated values
0.79
0.77
Findings
Demographic profiles; The result showed that out of 300 respondents, 65% (n=195) male and
35% (n=105) female respondents participated in the survey. Based on qualification, 80%
(n=239) of the respondents were enrolled in Master program, 18% (n=55) were enrolled in
MPhil/MS program while 2.0% (n=6) were enrolled in PhD program. Faculty-wise data
distribution showed that most of the survey respondents (58%, n=174) belonged to the Faculty
of social science, 22% (n=65) were from the Faculty of Arts and Humanities and 21% (n=61)
were from the Faculty of the Management and information science. Further, results indicated
that 80% (n=241) respondents were in the age range of 20-25 years, followed by 14% (n=42)
in the range of 26-30 years, 3% (n=10) in the range of 31-35 years, 2% (n=5) in range of 36-
40. However, no respondent was above 40 years of age.
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Information needs of the research students: As shown in Table 2, the highest need (42%) of
information regarding the research topic selection of the respondents followed by a literature
review (41%), research proposal (40%), thesis /dissertation and assignment writing (39%),
article writing (36%), and citation management (33%).
Table 2
Information needs of the research students (n=300)
Scale items
SD
Disagree
Neutral
Agree
SA
%
%
%
%
%
Research proposal
15
8
9
40
27
Research topic selection
7
8
13
42
30
Article writing
3
13
25
36
23
Thesis /dissertation writing
4
7
19
39
31
Citation management software
6
9
28
33
24
Understanding plagiarism
4
11
25
29
30
Literature review
3
5
15
41
35
Assignments writing
4
8
18
39
31
SD=strongly disagree, SA=strongly agree
Furthermore, Table 3 showed the ISB of research students. Twenty-one items were used
to measure the three dimensions of ISB namely information sources (seven items), information
resources (eight items) and perception about research and information seeking skills (six
items). It was found that most of the respondents (69%) attended workshops for gaining
information, followed by contacting other researchers for research-related information (69%)
and supervisor assistance (68%). Further, 41% of respondents showed disagreement over
getting information from other teaching faculty members, followed by consultation with a
subject librarian (33%) and reference librarian (28%).
The results about the information resources indicated that most of the respondents
(74%) used the internet as their 1
st
choice, followed by online databases (71%), and central
library collection (59%). However, 43% of the respondents showed disagreement over the use
of OPAC for research-related information, followed by using electronic databases (41%) and
electronic journals (41%). For the measurement of the 3
rd
dimension of ISB (i.e. perception
about research and information seeking skills), 61% of the respondents reported that ability of
understanding of copyright issues are extremely important followed by the skills related with
avoiding plagiarism (61%), and information searching (56%). However, results further showed
that 5% of the respondents indicated that skills regarding copyright issues are not important,
followed by the skills related with avoiding plagiarism (6%) and information searching (3%)
respectively.
Next, Table 4 shows that during information seeking a major barrier faced by
respondents was the unavailability of the special study room in the library for research activities
(69%), followed by poor internet speed (67%), poor ICT facilities (59.3%), insufficient number
of information materials (56.7%), the unhelpful attitude of library staff (56.3%), limited
borrowing facilities in the library (55%), poor research services of the library (51%), use of the
manual system in libraries (51%), outdated information resources (50%) and poor organization
of information materials in libraries (49.7%).
9
No.
Scale items
SD
Disagree
Neutral
Agree
SA
%
%
%
%
%
1-Information sources
1
Supervisor assistance
7
5
17
40
28
2
Other researchers help
4
8
19
47
22
3
Reference librarian
8
19
36
15
21
4
Subject librarian
12
22
28
20
19
5
Other teaching faculty
13
28
31
16
11
6
Theses and dissertations
4
6
21
47
22
7
Workshops
5
10
19
44
23
2-Information resources
8
Use of Internet
5
6
15
39
36
9
OPAC
13.0
30
27
15
15
10
Use of HEC digital library
8
21
20
33
18
11
Use of central library
13
11
17
40
19
12
Use of seminar library
9
18
28
35
11
13
Electronic journals
19
22
31
13
15
14
Electronic databases
17
25
27
18
14
15
Online databases
4
8
17
44
27
3- Perceptions about research and information seeking skills
16
Citation styles
26
26
23
15
9
17
Copyright issues
26
35
24
10
5
18
Avoiding plagiarism
30
31
24
9
6
19
Information searching
22
34
24
16
3
20
Use of library catalogue
22
30
25
15
8
21
Reference software
29
24
26
10
10
SD- strongly disagree, SA- strongly agree; frequency of Agree and SA were combined
Table 4
Barriers faced during information seeking (n=300)
Scale items
SD
Disagree
Neutral
Agree
SA
%
%
%
%
%
Limited borrowing facilities in library
8.7
11.0
25.0
32.0
23.3
Insufficient information resources
5.0
13.3
25.0
36.7
20.0
out-to-dated information
5.0
18.7
26.0
27.0
23.3
Manual system in libraries
7.7
17.7
23.0
27.0
24.7
Poor organization of materials
5.0
18.0
27.3
27.0
22.7
Poor research services
5.0
17.7
25.7
26.7
25.0
No special study room
4.3
11.3
15.3
34.7
34.3
Poor internet speed
7.3
10.0
15.0
27.7
40.0
Poor ICT facilities
5.0
12.3
23.3
30.3
29.0
10
Library staff is not helpful
5.7
16.0
22.0
25.0
31.3
SD = strongly disagrees, SA= strongly agree; frequency of Agree and SA were combined
Regarding the perception about significances of the library, the results shown in Table
5 indicated that majority of the respondents (56%) were satisfied with the research services
provided by libraries, followed by an attitude of library staff (55.7%) and training on the use
of research collection (55%). However, 37% of the respondents were strongly dissatisfied with
the awareness programs about plagiarism, followed by support from librarians in research
activities (33%) and significances of the library towards research (29%).
Table 5
Significances of the Library
Scale items
Strongly
dissatisfied
(%)
Dissatisfied
(%)
Neutral (%)
Satisfied
(%)
Strongly
Satisfied
(%)
Significant in research
15.7
13.7
25.3
26.3
19.0
Library Research services
07.0
17.0
20.0
35.3
20.7
Infor. about the research services
06.3
13.3
26.7
33.3
20.3
Researchers training
09.0
11.0
25.0
31.7
23.3
Help in research activities
16.3
16.7
18.3
26.7
22.0
Attitude of library staff
07.3
16.7
20.3
35.0
20.7
Searching of information
06.7
15.7
26.7
31.0
19.7
Awareness about plagiarism
17.7
19.3
22.3
25.
15.3
Satisfied over all research activities
15.3
09.3
26.7
29.7
19.0
Furthermore, Table 6 explore factors motivating the use of libraries among the research
students to fulfil their information needs. The results found that most of the respondents
believed that ‘library is a place of learning and research activities’ (71.7%), followed by the
library is a ‘place for obtaining reliable information’ (66.4%) and ‘library plays a major role in
the projects and research activities’ (65%). However, 23.3% of the research students strongly
disagreed with the quality of library awareness program about plagiarism, followed by support
provided by the library in the research activities (18.3%) and help provided by libraries in
information seeking (16.4%).
Table 6
Factors motivating the use of libraries
Scale items
SD
(%)
Disagree
(%)
Neutral
(%)
Agree
(%)
SA
(%)
Major role in research
7.7
8.3
19.0
38.7
26.3
Learning and research gateway
3.3
9.0
16.0
47.0
24.7
Reliable information
3.7
9.3
20.7
40.7
25.7
Efficient in research
4.3
14.0
26.3
36.0
19.3
Searching of information
4.7
11.7
22.3
37.3
24.0
Awareness about plagiarism
8.0
15.3
28.0
33.0
15.7
Writing and publishing of research
6.3
10.0
26.7
35.3
21.7
Discussion
11
This study has reported that the level of information needs of the research students is very
high. These results supported the findings of Shuhidan et al. (2019) which stated that student’s
information needs are mostly related to the literature review. Since the literature review is an
integral facet of a research project, it is suggested to educate research students about different
aspects of the literature review including process, types, techniques and other relevant features.
The findings also indicated that research students need information are related to the selected
research problem. These findings supported the results of Premsmit (1990) who stated that
researchers’ information needs are related to the problem selection. Thus, it is equally
important to instruct the research students on the procedure of selecting a research topic. An
interesting aspect of this study is that research students are neutral about information needs in
terms of research journals, article writing, citation management software and understanding of
plagiarism. This situation needs immediate attention of the authorities to create awareness
about the consequences of plagiarism and benefits of article writing.
Since results showed several important areas where researchers have high to moderate
level of information needs. Their information needs are not surprising because at university
level researchers understand the value and significance of the information. Therefore, research
supervisors, librarians and other faculty members are suggested to extend collaborate in these
areas to effectively fulfil researchers’ information needs. It may further ensure successful
completion of the research projects, access to accurate information and possibly to cover the
gap in the acquired information related to their area of research. Similarly, the results revealed
that the ISB of the research students is not uniform. These findings are parallel with the findings
of Majid et al. (2010) and Wang (2013) which reported that researchers use different sources
of information retrieved from different sources. To bring homogeneity in information needs
with the intention to enhance the quality of library services, it is suggested to organize different
training sessions on information retrieval and different searching strategies. This study further
indicated that the Internet is the primary source for researchers including browsing of research
articles, journals and other research-related information. It implies that the trend of use of
electronic resources is higher than print materials. To enhance ISB, it is suggested to provide
high-speed internet facility to the research students.
Likewise, findings of this study established that during information seeking research
students are facing several barriers. For example, unavailability of a special research study
room in their libraries and respective academic departments. These results supported the
findings of Mairaj and Naseer (2013) which specified that students in Pakistan are facing the
issue of absence of research rooms in their libraries. It is deduced that a proper research
environment is required. In this regard, librarians should provide special accommodations for
researchers in libraries to facilitate the successful completion of their research projects.
The results of this study also validated that research students in the study context faced the
barrier of poor internet speed in their libraries and at respective departments. This has further
generated the issue of access to online research databases and journals. These results have
supported multiple studies in the past such as Mairaj and Naseer (2013) which indicated that
research students are facing the barrier of slow Internet-speed speed that creates the issue to
access to online scholarly research publication. To manage this issue a high-speed internet
connection in libraries and all academic departments of the University of Peshawar should be
provided. Likewise, this study also reported that the majority of the research students have
come across the barrier of poor ICT facilities that hinder researchers’ access the needed
information. These findings supported the results of Sani (2017) which presented that
university students in the developing countries are facing the issue of poor ICT facilities that
impede their research productivity and negatively impact the quality of their research outcome.
12
Regarding the research students’ perception about the significances of libraries, the
findings of this study showed that research students understand the significant role of libraries
towards research. In this regard students also indicated that they are satisfied with the existing
services of the libraries. However, it has been suggested that librarians’ role should be more
relevant and contemporary. These results are similar with findings of Hussain and Abalkhail,
(2013) which stated that researchers are adequately satisfied with the status of the library
services but moderately satisfied with librarians’ ICT skills and the methods of delivering
information and research services. Besides, the findings showed that many research students
are neutral in response to their perception of the significance of libraries. This situation needs
immediate attention of the university authorities, teaching faculty, supervisors and librarians to
augment ISB and ensure the quality of research quality.
Lastly, this study identified that research students are motivated towards the use of the
library because it is a more effective source of information and a place for effective learning
and successful completion of research projects. Equally, research students perceived the library
as a reliable place for access to reliable online scholarly publications. These findings supported
several studies in the past such as Rasul and Singh (2010) and Kumar (2013) which described
that research students perceive the library as a learning place which provides reliable
information. Based on the findings it is deduced that librarians should ensure the library as a
learning and research entre. Also, librarians should provide pertinent information services for
the research students including facilities to enhance information seeking skills, access to the
different databases and research journals, current awareness services, printing and photocopy
services, scanning and reference services.
Conclusion
This study investigated the ISB of the research students at the University of Peshawar
in terms of information needs, seeking behaviours, barriers faced during information seeking,
significances of the libraries towards research and factors motivating toward the use of
libraries. The ISB of the research students at the University of Peshawar was found motivated
by their academic and research needs. Majority of the research students’ information needs are
related to the research problem identification, access to the current literature and writing of
articles, proposal and thesis or dissertation. However, several research students are unaware of
the information and research services provided by their libraries. To fulfil their information
needs, the research students in the university of Peshawar have used different type of sources
and resources including workshops, online research databases, supervisor assistance, contact
with other researchers and teaching faculty, electronic journals, OPAC, central and seminar
libraries and HEC digital library. However, the findings established that the internet and online
databases were the most preferred information resources among the research students. It
implies that the trend of use of electronic resources is higher than conventional resources.
Besides these, findings also affirmed that research students are satisfied with the contributions
of the libraries and attitude of librarians towards the fulfilling of information needs of the
research students. These research students perceived libraries as a significant place for
information retrieval and fulfilling of research and information needs. The research students
indicated that library research services and training programs arranged by the librarians are
very productive. Regarding barriers in access to the needed information, research students
reported several challenges. These research students were not adequately satisfied with the
environment of their libraries due to the absence of separate study/research room and unable
to perform research activities properly. Also, the research students pointed out that the poor
speed of the internet and ICT facilities in the libraries and departments are the big barriers.
13
Despite these problems, the research students are still motivated towards the use of libraries
and perceive them a productive place for research.
Recommendations and future research
The findings of this study inform university librarians, policymakers and related
authorities about multiple issues affecting the ISB of the research students. Accordingly, the
following recommendations are noteworthy:
• the university authorities should provide special study rooms for the researchers in
libraries.
• awareness about these important aspects of the research and access to the needed
information is required;
• high internet speed in all departments and libraries should be provided.
• study on the effect of information seeking behaviours on the quality of research
productivity should be conducted;
• study on the awareness and use of online research databases among the research
students should be carried out.
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Corresponding Author: Dr. Amjid Khan, Lecturer Department of LIS, Allama Iqbal Open
University, Islamabad [Pakistan]. Email: am[email protected]
