Library Challenges in Secondary Schools; A Case Study of Mtwara Mikindani
STELLA MARIS MTWARA
UNIVERSITY COLLEGE
(A Constituent College of St. Augustine University
of Tanzania)
Faculty of education and science
Library
Challenges in Secondary Schools; A Case Study of Mtwara Mikindani
A
Research Proposal Submitted to the Faculty Education and science in Partial
Fulfillment Requirements of the Award of Degree of Bachelor of Arts with
Education at Stella Maris Mtwara University College.
BY
JOSEPH
P. KAMBONA
STE/BAED/164032
©December,
2020
CHAPTER
ONE
This chapter presents the background
of the study, statement of the problem, objectives of the study, research
questions, significance of the study, scope of the study, limitation of the
study and definition of the key terms.
The study will base on an assessment on the challenges facing secondary school
library in delivering their services in Mtwara Mikindani.
Etymologically, the first libraries
consisted of archives of the earliest form of writing – the clay tablets in
cuneiform script discovered in temple rooms in Sumer, some dating back to 2600
BC. About an inch thick, tablets came in various shapes and sizes. Mud-like
clay was placed in the wooden frames, and the surface was smoothed for writing
and allowed to dry until damp. After being inscribed, the clay dried in the
sun, or for a harder finish, was baked in a kiln. For storage, tablets could be
stacked on edge, side by side, the contents described by a title written on the
edge that faced out and was readily seen. The first libraries appeared five
thousand years ago in Southwest Asia's Fertile Crescent, an area that ran from
Mesopotamia to the Nile in Africa. Known as the cradle of civilization, the
Fertile Crescent was the birthplace of writing, sometime before 3000 BC (Murray,
Stuart A.P. 2009). These
archives, which mainly consisted of the records of commercial transactions or
inventories, mark the end of prehistory and the start of history
There has been a worldwide need for
the quality education and the use of the libraries in schools and higher
learning institutions such as colleges, polytechnic colleges and universities.
This may be a result of the increasing poor performance of the students in
their examinations from primary schools, secondary schools and universities.
One of the fundamental roles of libraries is the acquisition, organization,
preservation and dissemination of information for easy access. Libraries are
seen as the repository of knowledge and cultural heritage; they hold
information such as books, paints, pictures, audio visual materials both in
print and electronic form. In order for the libraries to meet the growing need
of quality education, concerted efforts should be made towards the diffusion of
information to library clients on the effective utilization of libraries for
the better academic performance. Furthermore, there are many education campaigns
accomplished in Tanzania as an effort to improve the quality of education in
primary and secondary schools. The campaigns are those supported by government
directly and those supported by private sectors. These campaigns include those
of building more classes, adding more desks, chairs, tables and construction of
more toilets and ensuring availability of clean water in schools. Despite of
all those initiatives taken in improving the education quality in Tanzania no
serious campaigns have been taken by the government or private sector to
address the problem of extreme shortage of text books and absence of buildings
designed specifically for school libraries in primary and secondary schools.
UNICEF (2017) reported that while concerns are being raised about students’
literacy skills, resulting in the introduction of specialized literacy
programs, there has been little commitment to preserving one potential literacy
asset i.e. school libraries, their library staff and appropriate information
resources. This implies that the key players in the education sector do not see
the contribution of libraries towards improving the quality of education in the
country. Rapid increase in number of pupils in both secondary and primary
schools in Tanzania since 2011 came with challenges such as extreme shortage in
text books, desks, chairs, tables and water supply (Maghimbi, 2012).Thus, these
challenges need to be addressed simultaneously in order to improve the quality
of education in the Country. Although, the government has started to tackle
some of these challenges no projects have been directed towards the
establishment of well designed school libraries that could accommodate students
of all categories such as the blind, deaf and the physically disabled students. Over
the years libraries in developed countries of the world have been engaged in
collection development and information dissemination (e.g. Smithsonian
Institution‘s Centre for Folklife and Cultural Heritage; New York Public
Library‘s Schomburg Centre for research in Black Culture), however, the
situation has been different with African libraries where there is scarce
information resources, poor use of libraries by both pupils, students, school
teachers and lecturers (Greyling, 2010). The current revolutionary change and
demand for use of libraries for better student performance on African
communities and Tanzania in particular has placed a demand on building school
libraries to improve academic performance. Library resources in both school and
university libraries is quite indispensable in the present information age for
sustainable development. It is therefore, very important for school libraries
in Africa to be at a centre stage in quality education attainment in African
countries. In order to achieve this, there is a need for a coordinated approach
of school libraries management at the national and local levels among
government authorities, non-governmental organizations and librarians to pull
their resources together and formulate a working policy towards empowering
schools to be equipped with libraries for better students’ performance and
hence, quality education in the nation.
In Mtwara Mikindani Municipal there
are different schools such as Sino, Mitengo, St. Aquinas and Alsafa secondary
schools, whereby students from these schools need libraries and information
sources for the betterment of their performance. Therefore, there is a needs to
know more about the challenges facing secondary school libraries in delivering
their services in Mtwara Mikindani.
1.2
Statement of the problem
A
challenge of library in secondary schools is the great challenge to various
academic institutions like secondary schools. In both private and public
secondary schools tends to be the great challenge. In Mtwara Mikindani there
are many schools which are facing with the library challenges, which basically
affects the academic performance of the student and narrowing the ability of
expanding the skills and knowledge of the students in Mtwara Mikindani. In
Tanzania today there is great challenge to the people since people have no
habit of reading despite of having different ways that one can have access to
read different information like computers and cell phones.
In
Tanzania the are many efforts made by the government on distributing the library infrastructures to
the various secondary schools of Tanzania in order to ensure adequate
availability of reading sources such as books, journals basically to enhance
the improvement of the student in reading and to increase academic performance
in the secondary schools. The schools libraries are helping in fulfillment of the
information required. It is much more convenient for students to collect
required reading materials from the school library (Alie 2000).
Students’
expectations and demands of the library were reflected in their library
information usage (Adeyemi 2009). Salisu (1996) argues that the extent at which
students and learners of today are to be creative how they will become informed
and knowledge able they have to be shaped by the usage of the library resources
available within the colleges. Elaturoti (1993) describes that the usefulness
of any college library resource depends on its maximum utilization by students
otherwise it is as good as wasted. That is why Fakomogbon, et al (2012) states that
lack of standard schools library with relevant information resources which
students could use for their studies could be one of the major causes for mass
failure in the schools. The secondary schools library challenge is very great
catastrophe especially in Mtwara Mikindani. Therefore, the researcher of this
study intends to find out the factors that led authority to undermine the roles
of libraries, to assess the challenges facing secondary school libraries and to
seek the solutions that can improve services in secondary school libraries at
Mtwara Mikindani Municipal in Tanzania taking Mikindani as the case of the this
study.
1.3
Objective of the study
The
objective of the study will comprise with general objective and specific
objectives that enables the researcher to formulate questions to the
respondents.
1.3.1
General objective
of the study
The
general purpose of this study is to assess Secondary schools Library challanges
in Mtwara Mikindani.
1.3.2
Specific objectives
The
study has the following specific objectives;
i.
To assess the socio-cultural challenges
that faces secondary schools library in Mtwara Mikindani.
ii.
To find out the technological challenges
that faces secondary schools library Mtwara Mikindan.
iii.
To assess the institutional challenges
faces secondary schools library in Mtwara Mikindani.
1.4
Research questions
i.
What are the socio-cultural challenges
of Library in Mtwara Mikindani secondary schools?
ii. What
are the technological challenges of Library in Mtwara Mikindani secondary
schools?
iii. What
are the economic and political challenges of Library in Mtwara Mikindani
secondary schools?
1.5
Significance of the study
The
study will be helpful to different stakeholders depends on the context they
belong; to the government will help in understanding various challenges such as
inadequate library infrastructures and be able to take necessary measures
towards those challenges again to formulate favourable environment of the
student to develop willingness of attending school libraries.
Also will help scholar to collect various challenges that are commonly present in various school libraries, the scholars will be able to suggest what may be the suitable solutions of which many secondary faces in the school libraries and to help other scholars when wants further readings about the school library.
This study will be helpful to the
society since will help parents and guardians to understand various challenges
in the school libraries and encouraging students to have the desire of reading
various books in the school libraries.
1.6 Scope of the study
Generally, this study bases on the
challenges facing secondary school libraries in delivering their services in
Mtwara Mikindani. The study will be conducted in Mtwara Mikindani secondary
school libraries whereby both private and public secondary schools are to be
used as a case study. The study is to be conducted on four schools of Sino, Mitengo, St. Aquinas and Alsafa
secondary schools. The study has three specific objectives as follows; to
assess the socio-cultural factors that faces secondary schools in library
service deliverance in Mtwara Mikindani, to find out the technological factors
that facing secondary schools in library service deliverance in Mtwara
Mikindani and to assess the institutional challenges facing secondary schools
in library service deliverance in Mtwara Mikindani.
This
study will be conducted in Mtwara Mikindani. The researcher is selecting this
area because of its uniqueness as it contains all possibilities for its schools
to have good libraries. Unlike rural areas where for sure the availability of
library services were too rarely, in an urban area one would expect to see the
attractive environments for students to learn including the use of library
services to especially for students. That being the case the researcher of this
study is purposely selecting the area to assess what is behind the use library
services among secondary school students.
1.7
Definitions of the key terms
Library means
a place and materials where students can spend their time reading and acquire knowledge and skills ready for the high
academic performance (Estabrook, et al, 2016).
2.0 Introduction
Literature review as a
systematic process in research focuses on findings and views of other means of
and scholars or as written summary of a journal articles, books and other
documents which describe the past and current state of the information, organizes
the text into topic and documents needed for a proposed study (Kothari, 2004).
This means that there is nothing new or which has never being discussed before.
This
chapter presented the review of related literatures. It covers the theoretical
as well as empirical review with regard to various perspectives toward the
problem. Also, the chapter presents the research gap identified.
This
study employs the theoretical framework whereby the Self-regulated learning
theory founded by Roy Baumester suggests that “There is a process of anchoring
and Adjusting our performance, both mental and physical in nature, in response
to corrective feedback within our social and physical environment”. The theory
will be used to analyze the important of using and analyzing the problem
associated with public library and the measures toward the problems.
This
study will adopt Self-regulated learning theory (SRLT). The theory of
self-regulatory in learning is passing into several phases; Roy is a social
psychological science who believed in self independency toward the achievement
of something. The Roy made great change in education and other social and
economic achievement. The theory is established between 1960s. Lovett & Meyer (2008) observed comparable
student performance is contributed by instructor-led and self-regulated
learning environments. SRLT is a learning theory which is guided by met
cognition (thinking about one's thinking), strategic action (planning, monitoring,
and evaluating personal progress against a standard), and motivation to learn.
Self-regulated describes a process of taking control of and evaluating one's
own learning and behaviour. Self-regulated learning theory emphasizes autonomy
and control by students who monitors, directs, and regulates actions toward
goals of information acquisition, expanding expertise, and self-improvement
(Lovett & Meyer, 2008).
In
particular, with self-regulated theory, learners are the recognizer of their
academic strengths and weaknesses, and is a repertoire of strategies they
appropriately applied to tackle the day-to-day challenges of academic tasks.
Those students held incremental beliefs about intelligence (as opposed to
entity, or fixed views of intelligence) and attributed their successes or
failures to factors within their control. Finally, students who are
self-regulated believes that opportunities to take on challenging tasks, practiced
their learning, developing a deep understanding of subject matter, and exerting
effort would gave the rise to academic success (Lovett & Meyer, 2008).
In
part, characteristics could help to explain why a self-regulated learner
usually exhibits a high sense of self-efficacy. In educational psychology
literature, researchers will link these characteristics to success in and
beyond school. Self regulated learners are successful because they controlled
their learning environment. That theory will adopt in this study due to the
student’s failure or passing in the CSE examinations. From the theory, if a
student would effectively manipulate the environment around (library service
among other necessities) may help to add the knowledge from different subject
specialists as results the academic success is guaranteed (Lovett & Meyer,
2008).
The
choice of this theory is due to its importance and relevancy as it supports
students in managing their thoughts, behaviours and emotions in order to be
successful in their learning experiences. Again self regulation is essential to
the leaning process because it helps students to create better learning habits
and strengthen their study skills, apply learning strategies to enhance
academic outcomes, monitor their performance and evaluate their academic
progress. Due to that, it is responsibility of educational leaders to be
familiar with factors which influence learner’s ability as to enable them being
self regulated towards opting the strategies that can be useful to identify and
promote self regulated leaning in their classrooms and libraries.
2.2
Related literature review
Erikson (2007) contends that the library is a place where students learn to use technology as a tool to explore the world of knowledge. Learners need to become life-long learners, who can not only find, but also sort and critically use large amounts of information from electronic sources, not all of which are necessarily reliable, useful or up-to-date. This implication for the library collection as well as the school librarian, for both must be ready for a wide range of new and ever-changing technologies.
Bolan, (2009), library collections need to be diverse in terms of subject matter in order to cater for the needs of all learners and to attract existing and new users. In the case of books, this would mean fiction and non-fiction of differing levels, to cater for very able learners as well as those who struggle to read; as well as books in formats attractive to learners, especially non-readers, such as graphic novels, comic books and e-books. Non-book materials in the collection would include magazines, computers, audio-visual items such as audio books, DVDs, music, online resources, digital resources, games in board and electronic formats.
Krashen (2014), done on 15-year-olds in more than 40 countries found that the most important predictor of academic achievement is the amount of time that students spend reading. This indicator is more accurate than economic or social status, and thus has implications for all developing countries, including Tanzania. The study will be concluded that the key to success lay in teaching students how to read, and then having them read as much as possible. The finding of a study reveals that a well-stocked library can balance or can make up for the effects of poverty on reading achievement
Hartzell, (2012), the authority less control budget for the resources and staffing of a library shall overlook school libraries and school librarians as contributors to improving learner achievement because they have not been educated to the library's value.
Waite,
(2009), School library is one the part of the school where collection of books,
periodicals, magazines, and newspapers, films, computers, filmstrip,
videotapes, recording of all types are kept for use by the students and
teachers. The global variety of library information resources is essential to
facilitate the school library fulfill its functions among which are: to
thoroughly provide information resources necessary for the school’s educational
programs and to help in improving and rising the reading skills and learning
habits of students.
ADBG,
(2015), recently Africa has experiences high change in education system from
informal education to formal education which is transforming the continents
into modern form ways of acquiring and transferring of values, skills,
norms, knowledge’s and ideas. This great
change is influencing the new form of preserving information such as libraries.
The school libraries in Africa are still suffering from various challenges
which affect the learning and the development at large. Despite, the challenges
facing the Africa school libraries but the school libraries in Africa still
play the great role in learning and teaching programs such as; school library
help to support the school curriculum by providing up-date information to keep
teachers and students abreast of new development.
Lance, et al ,(2013), the library also promotes the
development of reading skills and encouraged long term planning habits through
reading, listening to and viewing a range of learning materials. Also, relating
with library information resources to students’ learning outcomes and find that
the uses of school library resources are associating significantly with better
learning outcome. Effective school libraries provide additional reading
opportunities for students, which in turn improve reading skills, knowledge,
and writing and clarity of expression, which in turn support student
performance in all other curriculum subjects
UNESCO, (2014) most governments, particularly in poor and developing African countries, are hesitant to pledge themselves through a legislated school library policy to roll out an active and sustainable library and information service for their schools to improve the quality of education.
Baldwin,
(2015), it is equipped with resources that are there to assist with the
teaching and learning needs of the school It is very important for the library
to offer quality library services to help students conduct research, complete
their assignments, and generally improve their information literacy. The
implementation of library programs also aims to equip students with the skills
to succeed in a changing environment, and to provide teachers with access to
relevant curriculum information and professional development materials. The
usefulness of any school library media centre depends on the level of its utilization
by students. The author confirmes that users use the library for many and
varied reasons, among others to prepare for exams, for leisure, recreation, for
serious academic work, to see friends, and so on. He concludes that school
libraries are wasted if they are not properly used by students.
Olden,
(2012) School libraries should have
adequate facilities and equipment if they are to ensure effective service
delivery to users. The facilities necessary for effective service rendering
include accommodation, reading space, tables, chairs, shelving, lighting, as
well as ICTs such as computers to provide access to digital media. The availability
of library facilities
Owoeye,
(2011), a common problem is that during
the planning phase of a school, due consideration is not given to the future
expansion of resources and the growing number of learners. Growing pupil
enrolment eventually leads to overcrowding as most of the libraries are not
built to accommodate a large number at any given time. Overcrowding often leads
to frustration for those students who can only use the school library during
breaks. Those who have to wait outside for a space get even more frustrating,
as sometimes they have to go back to class without receiving any assistance.
Scheirer, (2000:8), much of the recent changes
taking place in the school library are as a result of the new curricula used in
schools and the evolution of ICTs. Today’s children are growing up in a rapidly
changing world, mainly as a result of advances in technology. The rapid changes
brought about by the information age and computers have created the opportunity
and necessity for transformation in the education system, particularly in how
children are taught. For Scheirer (2000:8), there has been a shift from
teachers requesting information on a theme and the librarian choosing books, to
a teacher and teacher-librarian now choosing themes and resources together.
Scheirer goes on to indicate that the biggest change has been in the area of
instruction where previously the teacher-librarian primarily taught library
skills. Today, the teacher librarian should be teaching information access,
processing and research skills. For Scheirer, adds that topical issues such as
problem solving, critical thinking, speaking, writing, reviewing and other
skills can also be taught to learners by TLs. These and other changes pose a
number of challenges to school librarians.
Pigui
(2006) conducts a research in Cameroon’s secondary schools found that most
secondary schools with functioning libraries are managed by a junior teacher
who carries the additional burden of being a TL. It is very rare that schools
in Africa can afford to hire even a partly trains school librarian; therefore
teacher-librarians frequently have little or even no training in running school
libraries. In contrast, William and Wavell (2001) point out those librarians in
schools in the United States of America have to be dually qualified as teachers
and librarians.
UNESCO,
(2015), there should be international institute for communication and
development where on its “ICT Policy for Education in the world where students
should learn more with up-to-date learning materials in their own language, on
the other is insists on the needs of students to visit school libraries more
often so as to improve their scores in different subjects. The library media
programs and student achievement” one notes that research has shown student
achievement is higher when library media specialists collaborate with classroom
teachers to teach information literacy. That is, when teachers and library
media specialists work together to co-plan, co-teach, and co-assess a learning
experience. Library media centers are staffing at higher levels (more
positions, more hours).
Smith,
(2001), the resources are useful more frequently by students and staff and
Library media specialists spent more time collaborating with classroom teachers
to teach information literacy curriculum standards. However , despite the
information noted on the need of having well established library services in
secondary school premises, this study will explore further the pres ence and
utility of such library services in influencing academic performance of
students, in their certificate of secondary education examination (CSEE) in
Tanzania with a specific focus on secondary schools in Mtwara Mikindani.
2.3
Research gap
There are many scholars which conducted the research on library and secondary school library in specific for example Bolan, (2009), conducted a research on library collections need to be diverse in terms of subject, also Krashen (2014), conducted research on importance of library to the academic performance of the students and Hartzell, (2012), looked on the contribution of authority in creating favourable libraries, as a result there is the gap of findings of secondary school library challenges, therefore this research will base on the challenges of secondary school libraries.
RESEARCH
METHODOLOGIES AND DESIGN
This
chapter introduces the research methodologies and research design. According to
Kothari, (2004) define research methodology as a way to systematically solve
the research problem. It may be understood as a science of studying how
research is done scientifically. This chapter entails the research design, area
of the study, target population, sampling procedures, sample size and data
analyzing techniques.
3.1
Research Approach
Refers to the whole design of the
research which includes process of investigating types of data collection and
analysis (Kothari, 2014). This research will use mixed research approach, for
the purpose of having the room for collecting, analyzing and presenting the
data, which are qualitative and quantitative. Qualitative approach will present
the data in words while quantitative approach will pre sent the data in
statistical manner. Both approaches will help the researcher to obtain accurate
data from the field. The researcher will use both mixed approach for assessing
impacts of study habits in academic achievement among secondary school students
in Mtwara Mikindani. Mixed research approach is important to be used in this
study because it provides strengths that offset the weaknesses of both
quantitative and qualitative research data
3.2
Research design
According to Denscombe ( 1998 ),
research design as a systematic planning of research usually includes first,
the formulation of a strategy to resolve a particular question, second the
collection and recording of the evidence , third, the processing and analyzing
of data and their interpretation and fourth, the publication of results.
Orodho, (2006) defined research design as the scheme, outline or plan that is
used to generate answers to the research problem.
Research
design is an arrangement of conditions for collection and analysis of data in a
manner that aims to combine relevance to the research purpose with economy in
procedure (Kothari, 2004). According to Kothari, (104), research design helps
to structure collections, analysis and interpretation of data. According to
Creswell (2005) an exploratory mixed method design requires the researcher to
gather qualitative data at the first stage so as to explore the phenomenon under
study, and then collect quantitative data to explain the relationship found in
the qualitative data. The selection of this design is due to its simplicity to
explain the phenomena and observed activity in a study area. Moreover, this
design is opted to be appropriate for this study as it enables the researcher
to collect extensive, comprehensive and in depth information from teachers and
pupils concerning the availability and use of libraries in secondary schools.
3.3 Area of
study
Kombo
and Tromp (2006) explains that, the selection of the research area have a very
important role to influence the usefulness of information produced. This study will
be conducted at Mtwara Mikindani in Mtwara region. According to Tanzania
peoples and house census of 2012 Mtwara Mikindani have a population of 336,302
and it is one of the five districts of Mtwara region with a total of twenty
administrative wards namely Shangani, Rahaleo Naliendele, Ufukoni, Vigaeni,
Shangani, Chikongola, Rahaleo, Majengo, Ufukoni, Vigaeni, Likombe, Chuno,
Railway, Jangwani, Kisungule, Mtonya, Magengeni, Naliendele, and Mitengo
(NSBP,2012).
The
areas have 163 square kilometers. Factors for selecting this area are due to
its location as it located in urban area with availability of enough secondary
schools to meet the needs of a data collection. The study is interested with
the area as it posses enough secondary schools with libraries while shows to
have poor academic performance to explore why the results of the CSEE in urban
schools resemble with the results of rural secondary schools where library
services are less (NSBP,2012).
3.4
Sample and sampling procedure
The
study employs both probability and non-probability sampling techniques on
selecting sample size to be used on this study.
The study will use both probability and non-probability. In, probability sampling: With the use of probability
sampling a simple randomly sampling is used, while non-probability sampling
purposive sampling is used (Wiersma 2013). Simple randomly sampling are adopted to select total number 37
students, 8 are teachers, 4 are librarians teachers and the other 1 is
DEO. Under this, all the subset of
individuals (sample) are to be chosen from a larger group randomly and entirely
by chance, such that each individual are having the same probability of being chosen at any stage during the sampling
process. Also study will use a Non
probability sampling. On this study
uses specifically a purposive
sampling technique to select a total 5, 1 DEO and 4 to be selected
secondary schools librarians this make 5 respondents who will be obtained
through purposively sampling.
3.5
Sample size
According to Tendon, (2012) defined the sample size as
the number of items to be selected from the universe to constitute a sample.
The study will involve 50 respondents who will provide information’s under the
study. The descriptions of the respondents are follows; About 37 respondents are
secondary school students, 8 teachers, 4 school librarians, 1 DEO
3.6 Data
collection techniques
Data collection techniques these refer to the
different techniques and various processes of gathering specific information
aiming at providing facts (Tendon, 2012). According to Tendon, (2012) no single technique or
instrument may be considered to be adequate in collecting valid and reliable
data. Therefore, to obtain adequate and reliable information for the topic
under study different methods are to be adopted, the researcher will use
different data collection techniques. These are interviews and questionnaires.
3.6.1 Interview
According
to Kothari (2004) interviews involve a set of questions that are intending to
collect information through oral or verbal communication in a face-to-face
contact between the researcher and respondents. The researcher will use
personal interviews where by face-to-face interactions with the respondents are
enabling the researcher to elicit responses from librarians’ teachers and DEO in the district. From them
data on the participation and challenges towards contribution for standards of
teaching are obtained. This made possible by the use of unstructured interview
schedules prepared by the researcher. According to Kombo & Tromp (2006)
unstructured interview bases on the use of an interview guide, which is a list
of questions or topics to be covered by the interview. During the fieldwork,
the researcher establishes rapport with the respondents. Arrangements made on
the dates and venues for the interviews. It will be agreed that about 45
minutes will be spent with each respondent during the session. The advantages
of this technique, unstructured interviews allowed for a depth of feeling that
as certain the provision of opportunities to probe and expand the interviewees’
responses.
3.6.2
Questionnaires
According
to Wiersma (2013) a questionnaire is a carefully designed instrument that
consists of questions and statements (written, typed or printed) for the
purpose of collecting data direct from respondents. The questions entails in a
questionnaire may either be closing ended or open ended. Open ended questions
allow freedom of responses in the respondent’s own words. Close ended questions
limit the respondents’ freedom of response. For the purpose of this study a
combination of both close ended and open ended questionnaire are to be prepared
by the researcher under directives of the supervisors. Basically, the use of
questionnaires have an advantage of providing the respondents adequate time to
reflect on the questions that will be asked, and consult relevant documents
before providing the required data (Wiersma, 2013). During the fieldwork the
researcher are consulted some respondents face to face in order to seek their
consent to fill the questionnaires. The instruments thus, collected information
from teachers and students about the challenges facing secondary school
libraries in delivering their services in Mtwara Mikindani. Finally information
on questionnaires that have been filled by the respondents collected.
3.7 Data
analysis plans
According
to Bluman (1995) define data analysis as the process of brings order, structure
and meaning to the mass of information to be collected. The study will generate
qualitatively though to some extent quantitatively are taking to report
different elements or information. Qualitative data collected through
interviews and questionnaires are to be subjected to content analysis.
According to Cohen et al., (2007) content analysis is a research technique for
making replicable and valid inferences from the meaningful matter to the
contexts of their use. Therefore, its use enables the researcher to summarize
data from the field and report them as findings. This is done by coding the
obtained data and categorizing them into themes for the purpose of creating
meaningful units of analysis that is appeared in terms of words, phrases and
sentences.
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