|dc.description.abstract||This study sought to assess library user-education programmes among undergraduatuate
students in Kenyan Universities with particular reference to University of Nairobi and
Kenyatta University Libraries. The study was prompted by an observation that inspite of
the various orientation programmes designed to enhance use of library resources and
services by Universities, this is yet to be achieved. For example while some of the
students admitted that they were aware of the existence of these programmes, they chose
not to attend to them and some of those who did attend did not seem to have benefited
The specific objectives of the study were to establish students' awareness of user education programmes offered in the University libraries, to determine whether students
who had utilised those programmes are more competent in the use of library services and
resources, and to establish whether there is something wrong about the appropriateness,
timeliness and comprehensiveness of the programme that the students arc taken through.
In terms of methodology, this was a survey in which questionnaires weres administered
on a convenient sample of 110 respondents. Each University was allocated 55
questionnaires. The information that was collected was analyscd using the SPSS
statistical data analysis method.
The major findings of the study were that; most respondents were full-time University
students, the majority of the students who were in the campuses during the orientation
week were aware and actually attended the orientation session and about 50% of the
students attended library guided tours. The majority of those who did not attend the
above two programmes indicated that they were unable to attend because they are
inappropriately timed during the first week of the students arrival in the Universities
when they are busy settling down. They proposed that these programmes take place
when they are settled.
The second major finding was that very few respondents were aware of the existence of
user-education programme in both Universities. The main reason for this was lack of
awareness and publicity. The third finding was that, although they were aware of the
presence of library catalogue, most did not use it because the cards are wrongly filed, the
books represented by the cards were not available on the shelves, the exercise is time
consuming, and they could not differentiate the author from the subject. It was also
established that over 90% of the respondents were aware of the presence of the Library
Skills course and that they attended. The reason why they attended was that this is a
compulsory and examinable course.
The study concluded that Library Skills course attracted the greatest attention. It was
revealed that various serious problems that faced the programmes. These problems
ranged from poor timing, inappropriate and poor subject content. poor teaching methods.
theoretical rather than practical approach to teaching, over-crowding in the lecture
theatres, some incompetent staff, failure to use new technology as well as poor
communication among the students, the library and faculty.
The major recommendations are that library user-education programmes be evaluated
from time to time, that all stakeholders be involved in the implementation of these
pogrammes, that there be consultation among the students, the library and faculty, that
clear channels of communication be established in public Universities and that new
technology be introduced and be available to all.
The study suggested further research in the area of student apathy on use of libraries,
evaluation of the existing programmes and carrying out of user studies to assess the
impact of the programmes.||en