Investigating information literacy skills perception and practices among medical and non-medical first-year students at a Nigerian university

Abstract

Background: The study appraised the perceived information literacy proficiency of first-year students enrolled in the faculties of Basic Medical Sciences, Clinical Sciences, and pure Sciences at the University of Medical Sciences (UNIMED) in Ondo City, Nigeria.

Method: Employing a correlational descriptive survey methodology, 120 students were proportionately selected from the first-year students’ population in the three faculties surveyed. The response rate was 84%. Data for the study was collected using a questionnaire sectioned into four or five-point Likert scales. For the data analysis, the responses were rated 4, 3, 2, and 1 points or 5, 4, 3, 2 and 1, respectively, depending on the questionnaire section.

Results: Based on our rubric, the students reported average-level information literacy skills and high-level internet navigation skills. The ability to utilise information effectively had the highest rating (x = 2.9/4.0), while the ability to access information was the lowest (x = 2.7/4.0). The students also reported Google (x = 4.1/5.0), subject textbooks, and peers as the most frequently utilised information sources, while academic sources such as journal databases (x = 2.3/5.0), library catalogues, and librarians were the least used. No statistically significant distinctions were observed in the information literacy capabilities of first-year students from the three faculties or secondary school backgrounds.

Conclusion: To promote acquiring information literacy skills for academic success and lifelong learning, this study emphasises the necessity for increased awareness and training on the effective usage of scholarly sources among first-year students in Nigerian universities.