INTRODUCTION
One
of the common resources used in the classroom is the textbook. A textbook is a
collection of knowledge, concepts, and principles of a selected topic or
course. It is usually written by one or more authors, college professors, or
education experts who are authorities in a specific field. A book, in the words
of Morgan (2006) has been defined as the only place in which a student can
examine a fragile thought without breaking it, or explore an explosive idea
without fearing it will go off in your face. It is one of the intellectual
outputs of man which is consumed by all and sundry, without any discrimination
as to race, creed, social or environmental factors. Apart from the core areas,
a textbook contains examples and images usually used to illustrate certain
points or facts where applicable. Adekunle (2020)
stated that the function of a textbook is essentially to guide the teaching and
learning of the curriculum in a particular subject.
Hamilton-Ekeke and Dorgu (2015) reported
that the UNESCO’s programme on local and indigenous
knowledge systems (LINKS) refers to indigenous knowledge as understandings,
skills, and philosophies developed by local communities with long histories and
experiences of interaction with their natural surroundings. Indigenous
knowledge has presented itself as a feasible option for cost-effective and
sustainable development particularly in African countries including Nigeria.
Indigenous knowledge can help to meet the broader objectives of society. It
helps in conserving the environment, developing sustainable agriculture and
ensuring food security, while its protection encourages the maintenance of
traditional practice and lifestyle.
Thus,
books published outside Nigeria are referred to as either international or
foreign books, while indigenous books are books produced by original or native
people and their descendants. In Nigeria, indigenous books are those books
produced by Nigerians for the purpose of imparting knowledge on Nigerian
students. According to Adekunle (2020), indigenous education specifically focuses
on teaching indigenous knowledge, models, methods, and content within formal or
non-formal educational systems. He also noted that most of the textbooks
available in Nigeria for students in both secondary and tertiary institutions
contain more of foreign illustrations than local. The implication of this is
that students may not be familiar with the foreign illustrations a textbook
contain and thereby find it difficult to understand. Moreover, the function of
a textbook is also essentially to guide the teaching and learning of the
curriculum in a particular subject. Against the backdrop of poor teacher
context knowledge, textbooks play a fundamental role in supplementing teachers’
knowledge deficits (Veriana, 2015).
Grenier (1998) is of
the opinion that the growing recognition and use of indigenous education
methods can be a response to the erosion and loss of indigenous knowledge
through the processes of colonialism, globalization, and modernity. Indigenous
communities according to Hamilton-Ekeke & Dorgu, (2015) are
able to reclaim and revalue their languages and traditions, and in so doing,
improve the educational success of indigenous students, thus ensuring their
survival as a culture. Increasingly, there has been a global shift towards
recognizing and understanding indigenous models of education as a viable and
legitimate form of education. Students of all background can benefit from being
exposed to indigenous books, as they can contribute to reducing racism in the
classroom and increase the sense of community in diverse group of students.
They can help facilitate the incorporation of authentic knowledge and
experiences into the classroom.
The
quality, quantity and diversity of books produced by a society are important
indicators of that society’s level of development (Valdehusa,
1985). Therefore, there has been various overview and opinions which recognized
four major advantages of indigenous textbooks in schools. These include,
extending the frontiers of knowledge from one generation to the other, thereby
bringing about continuous intellectual development; enhancing cultural
heritage, environmental friendly and contributing to the country’s economic
growth. This means that indigenous textbooks have the possibility of enhancing
impactful illustrations, used to improve
students’ participation in class and assist teachers’ teaching methods
Whether
these opportunities promote academic performance of students of library and
Information Science in tertiary institutions of learning is a question that
needs to be answered. It is against this backdrop that this study examined the
influence of indigenous books on the academic performance of students of
library and information science in Kwara State
University, Malete.
Statement of the
Problem
The
use of international or foreign textbooks in Nigerian tertiary institutions of
learning is a common sight. Students, as well as teachers in tertiary
institutions not only rely heavily on information from international or foreign
textbooks, but also use Internet information at the expense of indigenous
textbooks (Adekunle, 2020). One pertinent question on
the trend at which indigenous textbooks is eroding in Nigeria is what would be
the effect on intellectual development of the citizens, Nigerian cultural
heritage and students’ familiarity with the nation’s environment.
In
this line of thought, it is worthy of note that intellectual development would
be impaired unless students are familiar with the contents of the materials
used for the development. It is pathetic to imagine the use of foreign books
that contains only foreign examples to teach Nigerian students where local
examples could be used. Furthermore, researchers, scholars and educators in
Nigeria need to be conscious of the negative effect of preference for international
or foreign textbooks over indigenous textbooks. This is potent enough to wear
down Nigerian cultural heritage. Adekunle (2020)
reiterated that Nigerian students are now more familiar with foreign culture
and this is not only having a deplorable effect on their academic performance
but also contributing to the growth of unemployment. As a result, the focus of
this study is to investigate the influence of indigenous books on the academic
performance of students of library and information science in Kwara State University, Malete.
Objectives of the Study
The
main objective of the study is to examine the influence of indigenous books on the
academic performance of library and information science students in Kwara state university, Malete. The
specific objectives of this study are to:
1. find out the influence of familiar
content expression in indigenous books on the academic performance of library
and information science students;
2. determine the influence of familiar
language of expression in indigenous books on the academic performance of
library and information science students; and
3. find out the influence of familiar
illustrations in indigenous books on the academic performance of library and
information science students.
Research questions
1. does
familiarity with content expression in indigenous books influence academic
performance of students of library and information science in Kwara State University, Malete?
2. does familiar
language of expression in indigenous books improve academic performance of
students of library and information science in Kwara
State University, Malete?
3. does familiar
illustrations in indigenous books improve academic performance of students of
library and information science in Kwara State
University, Malete?
Literature Review
Knowledge according
to Morgan (2006) refers to socially accepted understanding of a subject, which
offers an individual or a group the ability to use it to attain a specific
goal. It is the result of empirical inquiry that solves the problem at hand.
Chika (2019) noted that the term knowledge is often used to refer to a body of
facts and principles accumulated by mankind in the course of time. As mankind
is dispersed across the earth, what is knowledge to a particular group might be
insignificant to another in a different setting. Environmental factors,
language, and biological and cultural dispositions influence what every group
classifies and values as knowledge. He stated further that with military
conquests and economic domination of one society by another, the knowledge
foundation of the domineering power is oftentimes imposed on subjects as valid
knowledge. Essentially, therefore, knowledge is a complex body of several
socially constructed ideas, validated by the dominant intellectual persuasion
at each point in time.
The implication
is that knowledge is always biased because it is produced from a social
perspective of the analyst, thus reflecting his or her inclination towards
certain interests, values, groups, parties, classes, nations, among others
(Jackson & Sorensen, 2003). Students’
academic achievement, according to Grayson (2006), takes into cognizance both quality and quantity
of the internal and external results achieved. It implies that it is not just
the number of graduates of the system that matters but how relevant and
competent the graduates are in meeting the societal needs and aspirations.
Academic performance of a student could be defined as the learning outcomes of
the student. This includes the knowledge, skills and ideas, acquired and
obtained through the course of study within and outside the classroom situation
(Adebayo, 2015). It is the outcome of determination and hard work of the students’
academic pursuit. Pandney (2008) defined academic
achievement as the performance of the pupils in the subjects they study in the
school. This determines the pupils’ status in the class. This gives children an
opportunity to develop their talents, improve their grades and prepare for
future academic challenges. Academic performance refers to a person’s
performance in a given academic area such as reading or language arts,
mathematics, science and other areas of human learning. Academic performance
relates to academic subjects a child studies in school and the skills the child
is expected to master in each (Kathryn, 2010).
Academic
performance refers to excellence in all academic discipline, in a class as well
as extra-curricular activities. It includes excellence in sporting behavior
confidence, communication skills, and others. Steinberger (2015) posited that
academic performance encompasses students’ ability and performance; it is
multidimensional; it is intricately related to human growth and cognitive,
emotional and social physical development; it reflects the whole child; it is
not related to a single instance, but occurs across time and levels, through a
student’s life in public school and into post-secondary years and working life.
Academic performance refers to how well a student is accomplishing his tasks
and studies.
Book is seen as
a catalyst for mental growth and social integration. Book is a medium of mass
communication which propels effective utilization of other media. It is also a
fountain for national integration and development, the grand index of
technology, government, politics, religion, economy, sociology, medicine,
engineering to mention but a few (Ojo, Aganbi & Atewolara-Odule,
2016). The book, as elucidated by Okilagwe (2011), is
a multi-faceted, dynamic product and a monumental asset of every society. The
researcher is of the opinion that, the book is a veritable source of information to the teachers and students, a gold
mine of knowledge for researchers and scholars and a fountain of pleasure and
leisure to general readers. Books are indices of progress, pivots of stability,
catalysts for social development as well as springboards of advancement and
galvanizers to breakthrough.
The impact of
book in literacy development cannot be quantifiable
and this is why the degree of development in a nation can be strictly attached
to its degree of literacy which book stimulates. So, a developed society is a
book glued society. A developing society is a less book conscious society.
Therefore, book publishing plays a significant role in the growth of a nation.
Through book publishing, records as well as the academic information and
theories of those education legends like Aristotle, Socrates, and Descartes
would not have been noted for posterity but lost to humanity. Moreover,
publishing is an intellectual and social responsibility for keeping human
activities for posterity. According to Okilagwe (2011),
it is the process of producing for
dissemination; book, films, computer programmes,
records, newspapers, periodicals, discs, bulletin, magazines and other literacy
materials. Thus, publishing is a generic term used to describe the
process of producing literacy and information materials for public utility
(Carter & Pattis, 2001). It becomes meaningfully
focused whenever it is contextualized.
Publishing is a
creative process through which different categories of books are published. It
is a creative imagination of number of functionaries in the publishing house
and those who are fairly distant especially the authors, freelance editors,
designed compositors (typesetters), printers, paper and plate merchants,
readers and a host of others. Therefore, it is appropriate to discuss
publishing as a formidable succession of activities no one of which can by it
be called publishing (Tomomowo-Ayodele, 2018). Altbach and Knight (2007) opined that publishing process
coordinates with various processes needed to nurture from an idea in the mind
of the author to a printed product available for distribution to the relevant
audience. They further described publishing as the heart of coordination of
multimedia of activities to produce books that is dealing with selection,
editing of manuscript, planning and supervising the process of transformation
of the manuscripts into book.
Ayorinde (2017) is of
the opinion that publishing is the intellectual and business procedure of
selecting and arranging to make a book and of promoting its ultimate use. Ogunsola (2005) noticed that publishing plays important
role in the development of a nation and the publishing industry is the engine
process of development of education, literacy, national culture and
dissemination of knowledge which is the basic element in the democratic process
of any nation. In furtherance, Ayorinde (2017) also
defined book publishing as making public - to send forth among the people - the
words and pictures the creative minds have produced, that editors have worked
over, and that printers have reproduced. He further explained it as a
formidable succession of activities no one of which can by itself, be called
publishing. It is only when a manuscript has been transformed into a book and
then distributed to its intended market place, that the process of publishing
is complete.
Okwilagwe (2011) weighs
the impact of indigenous books on students’ academic performance and thus
highlights familiar content expression; language of expression; and
illustrations as the key advantages of indigenous books over foreign books in
imparting knowledge. The United Nations Education, Scientific and Cultural
Organization studied the availability of books around the world and defined a
book as non-periodical printed publication of at least 49 pages excluding cover
page. This definition was broken into five important parts that comes together
to distinguish a book from other media. These are: (i)
a book is printed: It is created using one or more machines rather than written
or painted by hand; (ii) a book is a publication: It is printed in multiple
copies for circulation to more than its creators; (iii) a book comprises at
least 49 pages: The UNESCO definers evidently meant to exclude short documents
that can be called pamphlets, not book; (iv) a book has cover; and (v) a book
is not a periodical: That is, it is not updated under the same title on a
regular basis like magazines and Newspapers (Obalowu,
2020).
Scholars of book
publishing in Nigeria have come up with some of the advantages of indigenous
books. Ayorinde (2017) listed familiar content
expression; language of expression; and illustrations as the advantages of
indigenous books on academic performance of students in Nigeria.
Familiar
Content Expression
The pieces of
information available in indigenous books are accentuated to allow
environmental, economic, political and social factors within the nation to
impart knowledge in the targeted students. Unlike foreign books, the authors of
Nigeria indigenous books utilize local expression in the course of their works
(Chika, 2019). Ayorinde (2017) opined that content
expression of books goes a long way in helping students’ understanding.
Environment and experience of an author is significance to the content of book
(James, 2018). Thus, content expression in a book written in Nigeria will
revolve round Nigerian environmental, economic, political and social factors
and thereby help students’ understanding.
Familiar
Language of Expression
Language, as a
communication system, plays a crucial role in dissemination of information (Jantti & Cox, 2013). Language is an essential tool a
teacher employs to impart knowledge in students. The awareness of the importance
of language to teaching and learning process made Adekunle
(2020) advocate for the use of simple language that students understand in the
classroom. In the same vein, Jato, Ogunniyi and Olubiyo (2014)
asserted that school libraries equipped with indigenous books and educational
resources have positive impact on students’ achievement and thus, school
library provides a quiet, well-lit study place and environment that is
conducive to mental concentration. This is as a result of familiar language in
which the books are written.
Familiar
Illustrations
A drawing, picture,
photograph, or diagram that accompanies and complements a book is meant to
illustrate ideas or concept. Nigerian students may find it difficult to
understand foreign illustrations, while local illustrations may help students’
understanding greatly (Adekunle, 2020). Jantti & Cox, 2013 opined that
many foreign books are written with illustrations that are strange to Nigerian
students. In other way, authors of indigenous books use familiar illustrations
and thereby help to drive home points.
Library
Services and Students’ Academic Performance
Library service
is one of the components of school services and its presence cannot be
undermined. Many professionals have given various definitions of the library
because it is recognized throughout the world as part of academic
establishment. Thus, the definitions of school library were given considering
its importance to the development of education. Yusuf, Zahyah
and Muhajir (2018) defined library as the place which
is purposely located within the school premises, whose function is to collect,
organize, store, retrieve, preserve and disseminate various information to both
teachers and students. The library is a systematically arranged place where
materials in any discipline can be found (Yusuf, Zahyah
& Muhajir, 2018). Strong (2013) described the
school library as the collection of relevant materials that are put in place in
print and other forms which is organized and made available for the users to
have access to it. The library can be likened to a system that is designed for
graphic records and also meant to facilitate reading habits of students.
According to Leo (2016), the library is seen as an important input that
contributes to the development of education. The school library is essential in
primary, secondary and tertiary education. It is also an extension study place
for teachers and students.
Library service
provides a wide range of opportunities for other library users who intend to
conduct research for their studies. Altbach and
Knight (2007) are of the view that the presence of library in school stimulates
students to cultivate the good habit of reading; it provides information and
exposes them to series of learning experiences that are related to classroom
activities. Lending credence to the above, Hassan and Yonah (2018) concurred that
the library is designed to help students in their learning activities. The
library service can be said to be the cornerstone of a good and functional
school system. For school to function and be recognized as a place for teaching
and learning, such school must ensure the provision of a library so as to allow
students to have access to books and other materials in order to enhance their
learning (Tomomowo-Ayodele, 2018).
From the above
definitions and descriptions of the library, it is clear that the school
library is established to serve certain purposes and its establishment is to
serve as a stimulating place to improve the reading culture of both the teacher
and student. Haycock (1995) thus revealed that in schools with good library services
students performed significantly better in reading comprehension and in their
ability to express effectively ideas in relation to their readings. Lonsdale
(2003) in his research
titled “impact of school libraries on student achievements” suggested that
the impact of the school library reduced as students moved through high school.
He proceeded by saying that in schools with good libraries and full time
librarians students performed better at higher levels in reading comprehension
and in knowledge and use of reference materials than students in schools with
minimal or no library service. Lonsdale (2003)
revealed that a strong library program that was adequately staffed resourced and
funded could lead to higher student achievements.
The school library is an important part of elementary, middle
and high school programs without which students would not thrive academically
and invariably find it most difficult to conduct academic research before they
reached college level. Adefarati (2002)
highlighted the aims of school library among them being a source of subject
information Centre and support to the school curriculum. Jato,
Ogunniyi and Olubiyo (2014)
opined that the school library is very important in shaping students habit as
regard reading for leisure, to pass examinations and to obtain information on
different aspects of life. Spinks (2019) stated that research has shown that students 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.
This research study
employed a descriptive survey design using a self-developed instrument. The
researchers used the questionnaire as their instrument. Only 300 level
students from the Department of Library and Information Science, Kwara State University, Malete
were chosen to participate in the study. This is because students in 100 levels
are new intakes, 200 levels are fairly new while 400 level students are on six
months mandatory Student Industrial Work Experience Scheme (SIWES) thus, they were excluded from the study.
The total number of 300 level
students in the Department of Library and Information Science, Kwara State University, Malete
during the 2022/2023 academic session was 320. Three
hundred and twenty (320) copies of questionnaire were administered. The administration was done in a day
immediately after a continuous assessment test for one of the compulsory
courses with the assistance of five research assistants. The
questionnaire was filled and collected immediately from the respondents. Three hundred and twenty (320) copies of questionnaire were
returned and found useable. This represents 100% of the distributed
questionnaires. The first section of the questionnaire elicited information on students’
demographic information. The other sections
elicited information on familiar content expression, language
expression, and illustrations.
Data
Analysis and Discussion
Table 1: Demographic information
of respondents
|
Gender
|
Frequency
|
Percentage (%)
|
|
Male
|
113
|
35.3
|
|
Female
|
207
|
64.7
|
|
Total
|
320
|
100.0
|
Table 1
revealed that 113(35.3%) of the total respondents were male while 207 (64.7%)
were female. This indicates that both genders were fairly
represented in the study except that
majority of the respondents were female.
Table
2:
Distribution of respondents by age
|
Age
|
Frequency
|
Percentage (%)
|
|
15 – 20
|
110
|
34.4
|
|
21 – 25
|
158
|
49.4
|
|
26 – 30
|
49
|
15.3
|
|
31 and above
|
3
|
0.9
|
|
Total
|
320
|
100.0
|
Table 2 showed that 110 (34.4%) of the respondents
were between 15-20 years,
158 (49.4%) were between 21-25 years,
49 (15.3%) of the respondents were between 26-30 years, while 3 (0.9%)
respondents were in the age range of 31 years and above. This implies that more
respondents between the ages of 21-25 years participated in this study and that
majority of the respondents are still in their active years.
Research
question 3:
Does a familiar illustration in
indigenous books improve academic performance of the students of library and
information science in Kwara State University, Malete?
Table
5 revealed the respondents opinions that unlike foreign books, indigenous books
contain familiar illustration in form of examples and diagrams with the highest
mean (
= 3.59, SD = 0.73). Besides, the respondents
reacted that familiar diagrams make reading of indigenous books interesting
with ( = 3.25, SD = 0.86). In the same vein, the
respondents responded that local examples in indigenous books aid their understanding
of the content with ( = 3.24, SD = 0.77) and also resolved that
familiar illustrations in indigenous books improve their academic performance
with ( = 3.02, SD = 0.90). The average mean and
standard deviation is ( = 3.28, SD = 0.82).
SUMMARY OF FINDINGS
The result of the findings showed
that majority of
the students are familiar with
content expression in indigenous books, which simplifies the book, makes
reading interesting, and improves students’ academic performance. This is in line with the research findings in a related study by Ayorinde
(2017). The researcher stated that content expression of books goes a long way
in helping students’ understanding. James (2018) also
supports this view by stating that the environment and experience of an author is
significant to the content of book, while Chika (2019) agreed that unlike
foreign books, the authors of Nigeria indigenous books utilize local expression
in the course of their works.
Besides, the findings also showed
that a large percentage of the students are familiar with language of expression in indigenous
books, which simplifies the book, makes reading of the books interesting, and
improves their academic performance.This finding is in line
with the research findings in a related study by Adekunle
(2020) where he advocated for the use of simple language that students
understand in the classroom. Jato, Ogunniyi and Olubiyo (2018) also
support this view by stating that school libraries equipped with indigenous
books and educational resources have positive impact on students’ achievement
while Ayobola (2020) agreed that language, as a
communication system, plays a crucial role in dissemination of information.
Furthermore, the result of the
findings also showed that a large proportion of the students are familiar with illustrations in indigenous
books in form of examples and diagrams, which simplify the book, make reading
interesting, and improve academic performance. This
is in congruence with the research findings of Yusuf, Zahyah and Muhajir (2018). The
researchers stated that a drawing, picture, photograph,
or diagram that accompanies and complements a book is meant to illustrate ideas
or concept. Adekunle (2020) also supports this view
by stating that Nigerian students may find it difficult to understand foreign
illustration, while local illustration may help students’ understanding
greatly, while Ayobola (2020)
agreed that many foreign books are written with illustrations that are strange
to Nigerian students.
CONCLUSION
Learning is a natural
instinct and success in learning something new is tied to human feelings of
self-worth. Research findings consistently show that learners benefit from
using familiar content expression, familiar language of expression and familiar
illustrations in indigenous books in education. Using familiar language will
make a speaker more comfortable, this will improve audience perceptions of the
speech.
Therefore, the study
concludes that familiar content expression, familiar language of expression and
familiar illustrations in indigenous books
simplify the book, enhance understanding of the contents and influence academic
performance of library and information science students of Kwara
State University, Malete.
Recommendations
Based on the
findings of this study, the following recommendations were made:
1.
Authors of indigenous books should make use of content expression
that the students are familiar with.
2.
The institution should endeavor
to equip academic libraries with indigenous books that are written with the language
that students are familiar with.
3.
The authors of
indigenous books should adopt the use of local illustrations, familiar examples and diagrams.
The three recommendations
above would simplify the book, make reading interesting, and improve students’
academic performance.
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