C. Comparación de hábitos de estilo de vida, antecedentes
VII. RESUMEN
The questionnaire requested students to indicate whether or not their secondary or high school had a library. According to table 14, 66.33% of the schools attended by the pre- and control group students had a library and 33.67% schools did not have a library. Although many of the schools had libraries, only 33.67% of them had a teacher librarian, while 66.33% did not have a teacher librarian. The percentage of schools that had a teacher librarian correlates with the percentage who received book education, namely 33.67%. What is disturbing is the fact that a low percentage received information literacy skills training (9.18%) compared to 90.82% who did not receive information skills training. This is an indication that the majority of the respondents were not information literate.
Of interest is the fact that the 30.61% students of the pre-group who had a teacher librarian at their school would ask for assistance. While 16 (32.65%) of the control group would do it irrespective of having 18 teacher librarians. One would assume that all students at a school with a teacher librarian present at a library would ask for assistance. The results show that 31 (31.63%) of the 33 (33.67%) of the whole group would do it. The high percentage not asking for assistance correlates with the availability of a teacher- librarian and the teaching of book education.
Table 14 School (secondary) libraries
Pre Control Total
Did your school have a school library?
Yes 31 63.27% Did your school have a library?
Yes 34 69.39% 65 66.33%
No 18 36.73% No 15 30.61% 33 33.67%
Did you have a teacher librarian?
Yes 15 30.61% Did you have a teacher librarian?
Yes 18 36.73% 33 33.67%
No 34 69.39% No 31 63.27% 65 66.33%
Did you receive book education?
Yes 15 30.61% Did you receive book education?
Yes 18 36.73% 33 33.67%
No 34 69.39% No 31 63.27% 65 66.33%
Were you taught any information literacy skills?
Yes 5 10.20% Were you taught any information literacy skills? Yes 4 8.16% 9 9.18% No 44 89.80% No 45 91.84% 89 90.82% For your information needs did you ask for assistance?
Yes 15 30.61% For your
information needs did you ask for assistance?
Yes 16 32.65% 31 31.63%
No 34 69.39% No 33 67.35% 67 68.37%
Figure 6 School libraries facilities of both pre-and control groups
All this results underline the fact why students are underprepared when entering university. This will also influence the answering of the questions in the questionnaire on the information literacy section. This can contribute to low results when students have to answer the questions on library resources and information
0 % 10 % 2 0 % 3 0 % 4 0 % 50 % 6 0 % 70 % 8 0 % 9 0 % 10 0 %
SC H LI B T EA C HER LI B R A R I A N B OOK ED I N F O LI T A SK A SSI ST
Y ES N O
literacy skills education, as only 9 (9.18%) of the 95 students received information literacy education.
With this prior learning in information literacy skills in mind (Sayed, 1998: 76 – 77), both the librarian and lecturer based the main research question and sub-questions on teaching information literacy skills education with the assistance of both the librarian and the lecturer within the students‟ studies.
5.2.7 Public libraries
The questionnaire required students to indicate whether they have a library card. Of the 98 students, 80.61% students had public library cards, and 19.39% students did not have. Of the 19 students without a library card, 8 indicated that they did not have access to a public library as there was no public library and the rest indicated that they did not belong to a public library with no reason given for it. But of the 98 students, 91 (92.86%) read library books, and only 7 (7.14%) students did not read library books. One of the 8 students who did not have access to a library, read library books when visiting family members. The seven students, who did not read, indicated that they did not have library cards or a library.
The questionnaire required from the students to indicate whether they visited the public library. This would indicate if they have access to a public library. Of both groups, 91.84% of the students had visited the public library and 8.16% did not visit a public library. The eight students that did not visit the library came from rural areas and countries where there were no public libraries. These eight students also had no access to a school library.
Table 15 indicated that of the 98 students, 52 students would ask for assistance, and 46 would not ask for assistance.
When students were asked if they used the public library‟s resources, the results showed 58.16% used the library resources and 41.84% not. If 58.16% students are using the public library‟s resources, it is more than half the number of students that is exposed to library resources.
Table 15 Public libraries
Pre Control Total
Do you have a library card?
Yes 38 77.55% Do you have a library card?
Yes 41 83.67% 79 80.61%
If no, why not? No 11 22.45% If no, why not? No 8 16.33% 19 19.39% Do you visit the
public library?
Yes 44 89.80% Do you visit the public library?
Yes 46 93.88% 90 91.84%
No 5 10.20% No 3 6.12% 8 8.16%
Do you read library books?
Yes 44 89.80% Do you read library books?
Yes 47 95.92% 91 92.86%
No 5 10.20% No 2 4.08% 7 7.14%
For your
information needs did you ask for assistance?
Yes 29 59.18% For your
information needs did you ask for assistance?
Yes 23 46.94% 52 53.06%
No 20 40.82% No 26 53.06% 46 46.94%
Did you use the public library‟s resources?
Yes 31 63.27% Did you use the public library‟s resources?
Yes 26 53.06% 57 58.16%
No 18 36.73% No 23 46.94% 41 41.84%
Figure 7 Public libraries
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
library card visit library read lib book ask assist use resources
YES NO
When the students worked on their assignments, it could mean that they had some exposure to library / information resources. Table 15 indicate that 58.16% of the students made use of the library‟s information resources. Being a member of the public library or using the resources, gave students some exposure to the available library resources and asking for assistance. This will also enable students to answer some of the information literacy skills questions in the questionnaire.
If comparing the results it showed that the public libraries and its resources were used more or is more accessible than the school library. Most of the school libraries were not accessible for students in that some school libraries were most of the time closed and that most school libraries closed the same time as the school. This resulted in students not being able to use the school library or the library‟s resources. Students could use the resources of the public library whether they were library members or not and at any time. As seen from results in table 15 of the 98 students 52 (53.06%) students would ask for assistance for their information needs, and 46 (46.94%) would not.
5.2.8 Computers
It was important to get information on how experienced respondents were with regards to the use of computers. It was necessary because computer literacy, or as it is called today, digital academic literacy is part of being information literate. As computers are part of technology it plays a huge role in accessing the online information resources in searching, retrieving and evaluating information and information resources. This is also important as of the questions in the information literacy skills section of the questionnaire relates to computer knowledge or skills of online information resources.
5.2.8.1 Own computer
The questionnaire required from students to indicate whether they had their own computer before arriving at UWC. Table 16 showed that 29 (59.18%) students in the pre-group and 31 (63.27%) in the control group possessed their own computers. In all, sixty students had their own computers while 38 (38.77%) students do not have their own computers. It can be concluded that approximately one third of the incoming CHS students did not have their own computers.
Table 16 Own Computer
Pre Control Total
Yes 29 59.18% Yes 31 63.27% 60 61.23% No 20 40.82% No 18 36.73% 38 38.77%
0% 10% 20% 30% 40%
PARENT FRIEND SCHOOL PUBLIC INTERNET NO ACCESS
PC ACCESS Figure 8 Students with own computers
0% 10% 20% 30% 40% 50% 60% 70% ow n com puter Yes No 5.2.8.2 Computer access
The questionnaire requested students to indicate whether they had other options to getting access to computers. The students were given six options: parent‟s work; friend; school library; public library; Internet café and no access. The results of both tables 16 and 17 indicated that of the 98 students, 38 did not have their own computers, but of the 38 students 35 had other means of getting access to computers, while 3 students did not have access at all to computers.
Table 17 Computer Access
Pre Control Total
Parent‟s work 2 4.08% Parent‟s work 1 2.04% 3 6.12%
Friend 8 16.32% Friend 9 18.37% 17 36.69%
School library 1 2.04% School library 1 2.04% 2 4.08%
Public library 6 12.24% Public library 4 8.16% 10 20.41%
Internet Café 2 4.08% Internet Café 1 2.04% 3 6.12%
No access 1 2.04% No access 2 4.08% 3 6.12%
Figure 9 Computer access for both pre-and controlgroups
5.2.9 Computer literacy
Table 17 above showed that 3 of the 38 students have no access to computers, this could mean that the 3 students could have no or very limited computer literacy skills. The thirty-five students, who had no computers but limited access to computers, could have most of the necessary computer literacy skills.
Students were asked to indicate (table 18 question 8), by marking either the yes or no option on the questionnaire, whether they had access to their own computers prior to arriving at the University of the Western Cape. Computer literacy skills were determined under question 10: 1) Can you save a file/document?; 2) Save to a flashstick?; and 3) Print a Web page? Eighty-seven students (88.78%) indicated that they could do all three activities. The control group had 8 students (16.33%) who would need these computer skills and 3 (6.12%) students from the pre-group. The fact that incoming students do not have their own computers and that only a small percentage have access to a computer correlates with the findings of De Jager & Nassimbeni (2002: 179) and Hart (2000: 78) who indicated that most tertiary students are not computer literate because they were not exposed to computers during their school years.
The three students from the pre-group, who had no computer exposure, will be assisted in the information literacy program. They could be assisted by the researcher as well as the group and will not retard the progress of the program.
If students do not have these basic computer literacy skills it will be difficult during the information literacy skills program when students are taught about the electronic information resources. With respect to the research sub-question regarding the information resources, it will then be a problem for these students to use and understand it.
Table 18 Computer literacy skills
Pre Control Total
Can you save a file/doc?
Yes 46 93.88% Can you save a file/doc? Yes 41 83.67% 87 88.78% No 3 6.12% No 8 16.33% 11 11.22% Save to a flashstick? Yes 46 93.88% Save to a flashstick? Yes 41 83.67% 87 88.78% No 3 6.12% No 8 16.33% 11 11.22% Print a Web page/doc?
Yes 46 93.88% Print a Web page/doc?
Yes 41 83.67% 87 88.78%
No 3 6.12% No 8 16.33% 11 11.22%
Figure 10 Computer literacy skills
75% 80% 85% 90% 95% save a file / doc save to flashstick print w eb page/ doc Pre Control
Students were asked (questions 10.4; 10.5; and 10.6) whether they use e-mail; access the WWW; and locate information resources on the Internet. The pre-group used the email (93.88%); WWW (93.88%); and the Internet information resources (93.88%) slightly more than the control group (83.67% respectively). From both groups 11 students were not familiar with searching the WWW when they registered as students at the University of the Western Cape.
Table 19 Use of e-mail; WWW; and Internet resources
Pre Control Total
Do you use email? Yes 46 93.88% Do you use email?
Yes 41 83.67% 80 81.63%
No 3 6.12% No 8 16.33% 18 18.37%
Do you use the WWW?
Yes 46 93.88% Do you use the WWW? Yes 41 83.67% 87 88.78% No 3 6.12% No 8 16.33% 11 11.22% Locate information resources on Web page?
Yes 46 93.88% Locate information resources on Web page? Yes 41 83.67% 87 88.78% No 3 6.12% No 8 16.33% 11 11.22%
Figure 11 Use of e-mail; WWW; Internet resources; and use English on Internet 75% 80% 85% 90% 95% 100%
e-m ail WWW Internet resources
English on Internet
Pre Control
It can be presumed that students with their own computers or those that have access to computers and Internet will probably experiment with e-mailing and surfing the Internet and that only 11 students (11.22%) from both groups may experience computer skills and Internet navigation problems.
Table 20 Use of English and Internet
Pre Control Total
Do you use English when using Internet?
Yes 48 97.96% Do you use English when using Internet?
Yes 47 95.92% 95 96.94%
No 1 2.04% No 2 4.08% 3 3.06%
Of the 98 students 95 indicated that they have experience in using English when using the Internet and 3 not (figure 11). Of the 98 students 70 students: 37 (75.51%) from the pre-group and 33 (67.35%) from the control group do have English as their home language. With the exception of the 3 students, the rest of the respondents from both groups were students with different mother tongue languages, but are familiar with searching the Internet in English and students who had English as a second language but they all understood how to search the Internet in English. The one student (2.04%) from China could have a problem to search the Internet in English as he came to UWC to improve his English language skills. In China the Chinese language is used online and not English. For the other two students it could be because they do not have access to computers and the Internet.
5.2.10 Conclusion
After analyzing the data gathered from the biographic section: school library access,
profile of incoming CHS students in Physiotherapy 1 and Occupational Therapy 1 at UWC emerged out of the questionnaire:
There were more females (76.54%) than males (23.46%) doing Physiotherapy 1 and Occupational therapy 1. The age of the incoming CHS UWC student ranged from 18 to 29 years old, with an average age of 23 years and 6 months.
English was the mother tongue language for the majority students 71.43%; followed by Afrikaans (12.24%) then Xhosa (8.16%). But students could understand English even if it was a second or third language.
The majority of the students 74.49% came from the Western Cape and 16.22% came from the Eastern Cape. Only 8.16% came from African countries outside South Africa and one (2.04%) from outside Africa.
Of the students (66.33%) attended secondary schools where the library is managed by a teacher librarian (33.67%) received book education (33.67%) and information literacy skills training (9.18%). The respondents used the public library more than the school library. The reason might be that they had more access to the public library and its resources. The schools might have a school library but it was not always accessible to students especially after school closure and not all school libraries had a librarian. The majority of the students (80.61%) were members of the public library.
Two thirds (61.23%) of the students owned a computer and 88.78% were familiar in using the Internet. The majority of students had English as their mother tongue and as their second or third language they used English to search the Internet (96.94%) with (3.06%) of students having problems searching the Internet in English. As the majority of the students were fluent in English, it is a factor that influences the information literacy of the students. Being able to be computer literate (save/download/print); email; WWW; locate Internet resources and understanding it all in English will play a huge role in their information literacy training. All the mentioned factors will contribute to the search strategy in the online databases.