CHAPTER IV DATA ANALYSIS AND...

CHAPTER IV

DATA ANALYSIS AND INTERPRETATIONS

4.1 INTRODUCTION

An attempt has been made in this chapter to analyze and interpret the data

collected from users of University Libraries in Mumbai to determine the impact of

electronic resources.

Awareness, Use and Impact are the three inter-related concepts and these concepts

are normally reported in the social science research and of course, library and information

science is not an exception. Use of library resources (may be printed or electronic

resources or any facility or services) depends upon the extent of awareness among users

and hence use of such resources or facility/ services is possible only if they are well

aware and informed. Optimum use of such library resources, facility and services leads to

have impact on users in enhancing their academic and research output.

Libraries have always been able to calculate the inputs into services (funding,

staff, collections, space, and equipment) and have become increasingly sophisticated in

measuring the outputs of those facilities or services. Measures have also been developed

to assess the quality of library services and the cost-efficiency of the library’s

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performance. But quantity of use and quality of performance do not yet prove that users

benefited from their interaction with a library. Measuring impact or outcome means

going a step further and trying to assess the effect of services on users. Poll and Payne

(2006) demonstrated how libraries can attempt to assess the impact in libraries and

reiterated that the library use and impact is measured by the frequency of use, the range

of reference services used and the range of collections both print and electronic resources

used. Similarly Payne and Conyers (2005) studied the impact of higher education

libraries on learning, teaching, and research by the working group - The Library and

Information Research Group (LIRG) and the Society of College, National, and University

Libraries (SCONUL). In this context, researcher also used these studies as a base to study

the Impact of Electronic Resources on University Libraries and its Users in Mumbai.

The results are analyzed and interpreted based on the data collection from users

and university libraries on the following facets in two parts:

Part I – University Libraries

• Profile of University Libraries and

• Awareness and Provision of ICT Gadgets and E-Resources

Part II – Library Users

• Characteristics of Library Users - indicate independent Variables i.e.

Designation, Gender, Age and qualification. Designation and Gender

(Colley, Gale and Harris, 1994) have been cross-tabulated to determine the

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Impact of E-Resources on Users in order to determine any significant

association.

• Awareness of ICT gadgets and E-Resources

• Use of Internet Facilities and E-Resources

• Impact of E-Resources on Users and Library and Information Centres

4.2 DATA ANALYSIS AND INTERPRETATION

4.2.1 Part I - University Libraries

4.2.1.1 Profile of University Libraries

Table 1: Qualification and IT Knowledge of University Librarians

Sl. No Name of the University Qualification Knowledge of IT

1 Central Institute of Fisheries Education PhD Yes

2 Homibabha National Institute PhD Yes

3 Indira Gandhi Institute of Development Research PhD Yes

4 International Institute for Population Sciences PG Yes

5 Narsee Monjee Institute of Management studies PG Yes

6 Dr. D.Y.Patil Vidyapeet PG Yes

7 Indian Institute of Technology PhD Yes

8 Tata Institute for Fundamental Research PhD Yes

9 Tata Institute of Social Sciences PhD Yes

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10 Bharati Vidyapeet PG Yes

11 SNDT Womens University PhD Yes

12 University of Mumbai PhD Yes

Twelve librarians from various universities in Mumbai were interviewed for this

study. Of these twelve librarians, 9 were doctorates and 4 were post-graduates in Library

& Information Science. All these 12 librarians stated that they have knowledge about

information technology (Table 1).

It is evident from the table 2 that, there has been increase in budget of books and

journals both print and electronic resources among the 12 universities covered in the

study.

Table 2 Budget of the Library

Sl. No

Name of the University

2005-06

(` in Lakhs)

2006-07

(` in Lakhs)

2007-08

(` in Lakhs)

2008-09

(` in Lakhs)

2009-10

(` in Lakhs)

1 Central Institute of Fisheries Education

35,00,000 38,00,000 40,00,000 50,00,000 55,00,000

2 Homi Babha National Institute

8,00,000 10,00,000 15,00,000 20,00,000 25,00,000

3

Indira Gandhi Institute of Development Research

28,00,000 28,00,000 35,00,000 40,00,000 49,00,000

4

International Institute for Population Sciences

25,00,000 33,50,000 40,00,000 45,00,000 57,50,000

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5

Narsee Monjee Institute of Management studies

NA NA NA NA NA

6 Dr. D.Y.Patil Vidyapeet

14,31,774 18,95,116 24,21,782 38,09,273 41,86,739

7 Indian Institute of Technology

8 Tata Institute for Fundamental Research

25,00,000 32,00,000 36,00,000 45,00,000 50,00,000

9 Tata Institute of Social Sciences

31,00,000 37,37,000 56,47,000 60,34,000 64,62,000

10 Bharati Vidyapeet 12,00,000 13,00,000 14,00,000 15,00,000 16,00,000

11 SNDT Womens University

15,55,000 18,55,000 19,55,000 20,35,000 25,35,000

12 University of Mumbai

15,00,000 18,00,000 21,00,000 24,00,000 28,00,000

4.2.1.2 Awareness and Provision of ICT Gadgets and E-Resources

Table 3 deals with the type of information technology software and level of

information technology knowledge by respondents. It is found that most of the librarians

had exposure on MS-DOS, Windows, MS-Word, MS-Power point, and MS-Front page.

The IT software items such as Novell, LINUX, UNIX, MS-Access, Windows NT and

MS-Excel were not known to many of the librarians. Among the librarians who had

exposure on software, most had full extent of knowledge about Windows, MS-Word,

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MS-Power Point, MS-Excel, Windows NTMS-Front Page and MS-DOS, and a few of

librarians had the moderate knowledge. It shows that as the librarians look after the

administrative works and other important communication works for the smooth

functioning of the libraries, they frequently happen to use few IT software such as MS-

Word, MS-Power Point, MS-Excel, Windows NT, MS-Front Page and MS-DOS.

Table 3 Knowledge of IT Software

Subject Full extent Moderate None

Frequency Percent Frequency Percent Frequency Percent

MS-DOS 7 5.83 5 41.7 - -

Windows 8 66.7 4 33.3 - -

Windows NT 7 58.3 4 33.3 1 8.3

UNIX - - 4 33.3 8 66.7

Linux - - 4 33.3 8 66.7

Novell - - 2 16.7 10 83.3

MS-Word 8 66.7 4 33.3 - -

MS-Excel 7 58.3 4 33.3 1 8.3

MS-Power Point

8 66.7 4 33.3 - -

MS-Frontpage 5 41.7 7 58.3 - -

MS-Access - - 5 41.7 7 58.3

Table 4 presents distribution of the librarians by means of acquired IT skills. It

was found that 92 % of the librarians acquire IT skills through colleagues followed by

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workshop, seminar, conference and other courses (83 %) training at private computer

institutes (67 %), through formal education and software package training organized by

suppliers (42 %) and IT training programmes with other universities (8 %). It shows the

interaction with the colleagues those who have exposure on information technology are

more helpful in acquiring IT skills. Attending research workshop, seminar, conference

and short-courses also help the librarian to get acquainted with the IT skills (Table 4).

Table 4 Means of acquired IT Skills

Table 5 provides availability of computer & network facilities in university

libraries of Mumbai. It was found that there were more number of computers in the

How did you acquire IT Skills Yes No

Frequency Percent Frequency Percent

Through formal education 5 41.7 7 58.3

IT training course at the University IT center / Library - - 12 100

Joined IT training programs with other Universities 1 8.3 11 91.7

Training at private computer institutes 8 66.7 4 33.3

Software package training organized by suppliers 5 41.7 7 58.3

Workshop, Seminar, Conference and other courses 10 83.3 2 16.7

From colleagues 11 91.7 1 8.3

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library of Tata Institute of Social Sciences- TISS (65) followed by Indian Institute of

Technology- ITI (42), University of Mumbai (18) International Institute for Population

Sciences- IIPS (14), Tata Institute of Fundamental Research- TIFR (12), Dr. D. Y. Patil

Vidyapeet and Homibabha National Institute- HNI (10), Indira Gandhi Institute of

Development Research- IGIDR (8), Bharati Vidyapeet and SNDT Women’s University

(6), Narsee Mongee Institute of Management Studies- NMIMS and Central Institute of

Fisheries Education- CIFE (5).

Table 5: Use of Computer Peripherals in the Library

Name of the University No. of Computers

Server Scanners Printers Types of network

Central Institute of Fisheries Education

5 1 1 3 LAN

Homibabha National Institute

10 2 2 3 LAN

Indira Gandhi Institute of Development Research

8 1 2 3 LAN/

WiFi

International Institute for Population Sciences

14 1 1 2 LAN/

WiFi

Narsee Monjee Institute of Management studies

5 1 1 2 LAN

Dr. D.Y.Patil Vidyapeet

10 1 1 3 LAN

Indian Institute of 42 3 2 5 LAN

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Technology

Tata Institute for Fundamental Research

12 2 2 4 LAN

Tata Institute of Social Sciences

65 2 3 5 LAN/

WiFi

Bharati Vidyapeet 6 1 1 2 LAN

SNDT Womens University

6 1 1 2 LAN

University of Mumbai

18 1 1 3 LAN

The number of servers was found more in IIT (3) followed by TIFR, TISS and

Homibabha National Institute (2) and rest each 1. The number of TISS (3), followed by

TIFR, IGIDR and Homibabha National Institute (2) and rest each 1. The number of

printers was found more in TISS and IIT (5) followed by TIFR (4), University of

Mumbai, HNI, Dr. D. Y. Pati Vidyapeet, Homibabha National Institute and CIFE (3) and

Bharati Vidyapeet and SNDT Women’s University (2). Local Area Network was found

in the libraries of Bharati Vidyapeet, SNDT Women’s University, CIFE, HNI, Dr. D. Y.

Patil Vidyapeet, TIFR, and LAN with wifi was found in the libraries of IIT, IGIDR, IIPS

and TISS (Table 5).

Table 6 shows that access to the national and international databases among

university libraries. It was found that seven librarians had access with DELNET

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databases and 7 with INFLIBNET databases, and two librarians had access to MEDLAR

and WHO.

Table 6 Access to National/International Databases

Name of the Database Yes No


MEDLAR 2 16.6 10 83.4

WHO 2 16.6 10 83.4

DELNET 7 58.3 5 41.7

INFLIBNET 7 58.3 5 41.7

Table 7 : Year of computerization

Name of the University Year of computerization

Central Institute of Fisheries Education 2006

Homibabha National Institute 1996

Indira Gandhi Institute of Development Research 1996

International Institute for Population Sciences 1998

Narsee Monjee Institute of Management studies 2004

Dr. D.Y.Patil Vidyapeet 2008

Indian Institute of Technology 1994

Tata Institute for Fundamental Research 1996

Tata Institute of Social Sciences 2000

Bharati Vidyapeet 2006

SNDT Womens University 2005

University of Mumbai 1996

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The development of the library both in terms of collection and services depends on

the inception of computerization in the library and the type of computer, network and

online databases available. It was found that Indian Institute of Technology Library did

computerization during 1994, which was earlier among all the selected university

libraries in Mumbai, followed by Homibabha National Institute, Indira Gandhi Institute

of Development Research, Tata Institute for Fundamental Research and University of

Mumbai (1996), International Institute for Population Sciences (1998), Tata Institute of

Social Sciences (2000), Narsee Monjee Institute of Management Studies (2004), SNDT

Women’s University (2005), Central Institute of Fisheries Education and Bharati

Vidyapeet (2006), and Dr. D. Y. Patil Vidyapeet (2008) (Table 7).

Table 8 depicts the library software used in universities of Mumbai. It was found

that of the 12 selected libraries, three libraries were found using LIBSYS, 5 libraries were

using SLIM and the rest four libraries are using SOUL.

Table 8: Software Used by the Library

Name of the Software Frequency Percent

LIBSYS 3 58.3

LIBRIS - -

SLIM 5 41.7

LIBRARY - -

SOUL 4 58.3

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Table 9 : E-resources provided to users

Name of the e-resource

Full Extent Moderate None


Library websites 12 100 - - - -

Full text databases 12 100 - - - -

e-journals 12 100 - - - -

e-books 1 8.3 3 25.0 8 66.7

Online reference works

8 66.7 1 8.3 3 25.0

e-mails 12 100 - - - -

Blogs/Portals 6 50.0 1 8.3 5 41.7

CD-Rom Databases 7 58.3 5 41.7 - -

Majority of the librarians found to have library websites, full-text databases, and e-

journals and e-mails (cent percent), whereas, only eight university have online reference

works, 7 libraries having CD-ROM databases, and six has Blogs/portals made available

in the libraries. (Table 9).

Table 10: Access to E-resources consortia

E-resources consortia Yes No


UGC Infonet 8 66.7 4 33.3

INDEST 4 33.3 8 66.7

J-Gates - - 12 100

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Table 10 shows the status of access to e-resource consortia available in their

libraries. It was found that 8 librarians have access to UGC Infonet consortia where the

remaining four libraries have access to INDEST consortia respectively were the available

in their libraries.

Among all the e-resources available in the selected university libraries, Science

Direct, Elsevier were mentioned by most of the librarians (11) followed by JCCC,

Springer link (8), Elsevier science, Emerald (LIS collection), JSTOR (6), Institute for

studies in Industrial Development, Taylor & Francis, Oxford University Press, Institute of

Physics Publishing and Blackwell Publishing (4), and rest (1) Table 11 .

Table 11 E-resources Available in the Libraries

Name of E-resources Yes No


American chemical society 1 8.3 11 91.7

American institute of physics

- - - -

American physical society - - - -

Annual Reviews 6 50.0 6 50.0

Blackwell Publishing 4 33.3 8 66.7

Cambridge University press

2 16.6 10 83.4

Elsevier Science 6 50.0 6 50.0

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Emerald (LIS collection) 5 41.7 7 58.3

Encyclopedia Britannica 11 91.7 1 8.3

Euclid Project 10 83.7 2 16.6

Institute of physics publishing

4 33.3 8 66.7

JSTOR 9 75.0 3 25.0

Nature 2 16.6 10 83.4

Oxford university press 4 33.3 8 66.7

Portland press 1 8.3 11 91.7

Project muse 9 75.0 3 25.0

Royal society of chemistry 1 8.3 11 91.7

Science Online 5 41.7 7 58.3

Springer link 7 58.3 5 41.7

Taylor & Francis 4 33.3 8 66.7

Institute for Studies in Industrial Development 4 33.3 8 66.7

JCCC 7 58.3 5 41.7

Elsevier 9 75.0 3 25.0

Science direct 11 91.7 1 8.3

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4.2.2 Part II - Library Users 4.2.2.1 Characteristics of Library Users

Table 12: Designation of the respondents

Designation Frequency Percentage Faculty 472 21.7

Research Scholars 992 45.6

Students 712 32.7

Total 2176 100

Designation of the respondents covered in the study includes Research Scholars,

Faculty and Students of University Libraries in Mumbai. Table 12 shows the designation

wise distribution of respondents. To some extent less than half of the respondents

covered in the study are Research Scholars 45.6 percent (N=992) and about one third of

respondents are Students 32.7 percent (N=712) and 21.7 percent (N = 472) of the

respondents are Teaching Faculty. Thus the percentage of Research Scholars covered in

the study is more than Students and Teaching Faculty.

Table 13: Gender of the respondents

Gender Frequency percentage Male 1000 46

Female 1176 54

Total 2176 100

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As per the above table 13, out of 2176 respondents 54 percent (N=1176) are

females and 46 percent (N=1000) are males. Thus the percent of females is more than

males.

Table 14: Age of the respondents

Age Frequency Percentage

Below 25 years 1502 69

26-35 years 522 24

Above 35 years 152 7

Total 2176 100

The age of the respondents covered in the study have been grouped into 3

categories, viz., 25 years, 26-35 years and above 35 years. Table 14 shows that nearly

three fourth of the respondents are below 25 years (69 percent, N=1502) followed by the

respondents (24 percent, N=522) of 26-35 years age group and respondents of above 35

age group are 7 percent (N=152). Thus the percentage of respondents below 25 years age

group is more than the 26 and above age groups.

4.2.2.2 Awareness of ICT gadgets and E-Resources

To understand the literacy of computer use among respondents, table no. 15 is

presented. It is found that all the respondents do use computers for their academic

activities. The knowledge of computers is very much required for using electronic

resources and is met by all the respondents under study.

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Table 15: Use of Computers

Use of Computers Frequency percentage

Do use 2176 100

Do not use - -

Total 2176 100

Table 16: Frequency of using Computers

Frequency of use Frequency Percentage Daily 1984 91.2

Twice a Week 64 2.9

Weekly 64 2.9

Fortnightly 16 0.7

Occasionally 48 2.2

Total 2176 100

Table 16 depicts the frequency of using computers. Most of the respondents are

using computer daily (91.2 percent, N=1984) and 2.9 percent (N=64) of respondents use

the computer twice a week and weekly. Very few percent of the respondents use

computers fortnightly (0.7 percent, N=16) and occasionally used are (2.2 percent, N=48).

Thus more than ninety percent of the respondents are using the computers daily.

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Table 17: Ability to use latest Information and Communication Technology (ICT) Gadgets

Ability to use ICT Frequency Percentage

Very good 888 40.8

Good 1256 57.7

Poor 12 1.4

Total 2176 100

Information and Communication Technology: In the modern era, for education,

research and academic activities, awareness and use of Information Communication

Technology is very much essential since most of the information is available in e-format

and particularly with the emergence of Internet.

Table 17 identifies the ability of respondents in the use of ICT. More than half of

the respondents have rated their ability to use ICT as good (57.7 percent, N=1256) and

40.8 percent rated very good (40.8 percent N=888). However, only 1.4 percent of

respondents are found to be not much acquainted with the latest Information and

Communication Technology (ICT) and rated poor.

4.2.3.1 Extent of Awareness about E-Resources and software’s

Information storage and retrieval are core components of library system. With

ICT, various storage media have emerged from floppy disc to DAT drives and NAS

storage systems.

To identify the extent of awareness among the respondents towards storage system

and tools, table no.18 is shown using three rating scales. It is clear from the table that

CD-Rom/RW (63.8 percent, N= 1389) and pen drive (82.9 percent, N=1803) have been

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found to be used by the respondents to full extent. However, only (41.3 percent, N=899)

of respondents are using I-pods to some extent for storing information. On the other

hand, awareness of using Digital Audio Tape (DAT Drive) is possessed by 59.4 percent

of the respondents (N=1293) and Network Attached Storage (NAS) is found to be used

by a very less percentage of respondents, i.e. 14.7 percent. Thus, Pen drives followed by

CD-Rom have been quite popular storage systems among respondents under the study.

Table 18: Awareness and use of Storage Systems

Storage Systems To full extent To some extent None

Freq. Percent Freq. Percent Freq. percent

CD ROM/ RW 1389 63.8 602 27.6 185 8.5

Pen Drives 1803 82.9 275 12.6 98 4.5

I Pods 704 32.4 899 41.3 573 26.3

DAT Drive 474 21.8 409 18.8 1293 59.4

NAS Storage 319 14.7 242 11.1 1615 74.2

The table 19 shows the Awareness of Data Analysis Softwares. From the results it

is inferred that the respondents under study are familiar with SPSS to full extent (38.8

percent) and to some extent (13.4 percent). In contrast to this, majority of the respondents

show that the level of knowledge regarding the other Data Analysis Softwares are nil, viz.

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MLWIN 83.4 percent (N=1815), ATLAS TI 82.7 percent (N=1799), SPECTRUM 78.3

percent, STATA 61.9 percent.

Table 19: Awareness of Data Analysis Softwares

Analysis Softwares

To full extant To some extent None Freq. percent Freq. Percent Freq. Percent

SPSS 844 38.8 292 13.4 1040 47.8

STATA 470 21.6 360 16.6 1346 61.9

ATLAS TI 98 4.5 279 12.8 1799 82.7

SPECTRUM 250 11.4 222 10.2 1704 78.3

MLWIN 69 3.2 292 13.4 1815 83.4

Communication tools

Internet (84.1 percent) and e-mail (86.0 percent) are the two most popular

communication tools used by the respondents to full extent which is shown in table no.

20. On the other hand, nearly fifty percent of the respondents are found to be lacking in

knowledge of video conferencing (46.4 percent, N=1010). This is justified, since the

students and even research scholars do not get the opportunity to use the video

conferencing facility.

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Table 20: Awareness of Communication Tools

Online Databases:

All the Universities in Mumbai are connected with UGC Infonet consortia.

Results show that majority of the respondents have Awareness of UGC infonet to full

extent (73.6 percent, N=1602). Similarly 71.4 percent (N=1553) of the respondents are

found to have full Awareness about Indiastat.com. About one third of the respondents

are having skills of accessing to JSTOR database. Most of the University Libraries are

not subscribing to PROQUEST and Scopus. Hence more than half of the respondents do

not have Awareness about Proquest (71.9 percent) and Scopus (58.7 percent).

Thus UGC Infonet and Indiastat.com are most popularly used databases in the

University Libraries Table 21.

Communication

Tools

To full extant To some extent None

Freq

.

percent Freq

.

percent Freq

.

percent

Internet 1831 84.1 289 13.3 56 2.5

E-mails 1871 86.0 249 11.5 56 2.5

Video conferencing 515 23.7 651 29.9 1010 46.4

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Table 21: Awareness of Online Databases

Online Databases

To full extant To some extent None Freq. percent Freq. Percent Freq. percent

UGC Infonet E-resources

1602 73.6 324 14.9 250 11.4

Indiastat.com 1553 71.4 400 18.4 223 10.3

JSTOR 752 34.6 606 27.8 818 37.6

PROQUEST 195 9.0 417 19.2 1564 71.9

SCOPUS 356 16.4 542 24.9 1278 58.7

4.2.2.3 Use of Internet Facilities and E-Resources

Electronic resources have become indispensable for education and research in the

University setup especially with the prospects of UGC-Infonet Consortia in particular. E-

Resources include e-books, e-journals, e-theses etc.

Table 22 presents access to Internet facilities. It is found from the table that all

the respondents have access to internet facility. Use of computers by the respondents to

have access to the internet facilities was registered as 100 percent, and also the use of

frequency is regular and among other places. Library and computer centre was found

more in use.

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Table 22: Access to Internet facilities

Use of Computers Frequency Percentage Do have access 2176 100

Do not have access - -

Total 2176 100

Table 22, 23 and 24 provides an insight into the access to internet, frequency of

using internet facility. It is found that all the respondents under study have access to

internet facility. Having an access, it is also seen that 90.1 percent of the respondents are

using internet facility on a regular basis and the means of access to majority of the

respondents i.e. 66.2 percent is library and 64 percent is for computer centre. It is also

seen that nearly half of the respondent i.e. 49.6 percent of the respondents have Internet

connection at their homes, which reflects the internet culture among the user community.

Table 23: Frequency of using Internet facilities

Frequency of use Frequency percentage

Regular 1960 90.1

Weekly 152 7.0

Fortnightly 8 0.4

Monthly 56 2.6

Total 2176 100

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Table 24: Means of access to Internet facilities

Means of access Frequency percentage Home 1080 49.6

Computer Centre 1392 64.0

Library 1440 66.2

Department 976 44.9

Cyber Café 680 31.3

Table 25 depicts data regarding the information resources accessed on Internet.

Majority of the respondents covered being faculty, research scholars and students. Most

of the resources accessed is research articles (93.4 percent), followed by research reports

(83.8 percent). The respondents covered being research scholars and also students apart

from faculty, the next information accessed is relatively to fellowship and scholarship

(79.4 percent) and career planning and higher education (78.7 percent), research

abstracts are also accessed on the net by (77.6 percent) of the respondents. Information

that is not accessed by more than half of the respondents (57.4 percent) is software based

information.

Table 25: Information Resources accessed on the Internet

Resources accessed on the

Internet Yes No

Total Frequency Percent Frequency percent

Research Abstracts 1688 77.6 488 22.4 2176 (100%)

Patents and Standards 960 44.1 1216 55.9 2176 (100%)

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Research articles 2032 93.4 144 6.6 2176 (100%)

Research reports 1824 83.8 352 16.2 2176 (100%)

Software based information 928 42.6 1248 57.4 2176

(100%) Placements/ Job

opportunities 1160 53.3 1016 46.7 2176 (100%)

Career Planning/ Higher education 1712 78.7 464 21.3 2176

(100%) Training/

Conferences/Seminars 1680 77.2 496 22.8 2176 (100%)

Fellowship/Scholarship 1728 79.4 448 20.6 2176 (100%)

Project reports (Ongoing/Completed) 1512 69.5 664 30.5 2176

(100%)

Exploratory search 1224 56.3 952 43.8 2176 (100%)

Product profile 1168 53.7 1008 46.3 2176 (100%)

Table 26 shows the extent of awareness of e-resources and ICT facilities in

Mumbai being a metropolitan city and IT hub, 91.3 percent of the respondents are aware

of e-resources and ICT facilities. E-resources have become popular in the university

setup especially with the procuring of UGC Infonet consortia in particular. Added to this,

there is a tremendous change in the publication sector, where in the documents are

available in electronic formats, which will have its impact on the libraries E-resources

including e-libraries, e-books, e-journals, e-theses. Library websites, abstracting

databases, full text database, CD-ROM are the e-resources used for various purposes for

academic and research activities.

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Table 26: Awareness of E-Resources and ICT facilities

Use of Computers Frequency percentage Aware 1987 91.3

Not aware 189 9.7

Total 2176 100

According to table 27, (75 percent) of the respondents have awareness and skills

of using email and Internet browsing by 72.4 percent. This is expected from an academic

community comprising of students and research scholars and faculty. 65.8 percent of the

users are also aware of e-journals, but majority of the users are not aware of blogs (63.6

percent). It is also observed that 33.1 percent of respondents are not aware of online

catalogues.

Table 27: Extent of awareness and skills about ICT facilities and e-resources

Awareness about ICT & e-resources

Full extant Moderate None Freq. percent Freq. percent Freq. percent

Library websites 668 61.4 240 22.1 180 16.5

Abstracting & Indexing databases

360 33.1 400 36.8 328 30.1

Full text databases 532 48.9 212 19.5 344 31.6

E-journals 716 65.8 196 18.0 176 16.2

E-book 556 51.1 268 24.6 264 24.3

Online Catalog 308 28.3 420 38.6 360 33.1

Online reference works

492 45.2 320 29.4 276 25.4

Internet browsing 788 72.4 172 15.8 128 11.8

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E-mails 816 75.0 124 11.4 148 13.6

Homepages 692 63.6 228 21.0 168 15.4

Blogs 164 15.1 232 21.3 692 63.6

CD-ROM databases 568 52.2 208 19.1 312 28.7

It is seen from the table 28 that majority of the respondents i.e. above 90 percent

are aware of number of electronic databases like American Physical Society (99.3

percent), American chemical society (97.8 percent), annual reviews (96.0 percent),

JSTOR (94.9 percent), Portland Press (94.1 percent), Project muse (93 percent), Royal

society of chemistry (88.6 percent). At the same time it is also observed that 50.6 percent

of the respondents are not aware of the Oxford University press databases.

Table 28: Awareness of Electronic databases among Respondents

E-databases Yes No

Total Frequency percent Frequency Percent

American chemical society 2128 97.8 48 2.2 2176

American physical society 2160 99.3 16 0.7 2176

Annual Reviews 2088 96.0 88 4.0 2176

Blackwell Publishing 1196 55.0 980 45.0 2176

Cambridge University press 1512 69.5 664 30.5 2176

Elsevier Science 1132 52.0 1044 48.0 2176

Emerald (LIS 560 25.7 1616 74.3 2176

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collection)

Encyclopedia Britannica 1392 64.0 784 36.0 2176

JSTOR 2064 94.9 112 5.1 2176

Nature 1340 61.6 836 38.4 2176

Oxford university press 1076 49.4 1100 50.6 2176

Portland press 2048 94.1 128 5.9 2176

Project muse 2024 93.0 152 7.0 2176

Royal society of chemistry 1928 88.6 248 11.4 2176

Taylor & Francis 1308 60.1 868 39.9 2176

According to table 29, ‘access to e-resources under campus network’, majority of

the users being aware of e-resources access e-resources from the library (71.7 percent)

and only 28.3 percent of respondents access from the department.

Table 29: Access to E-resources under campus Network

E-resources under campus Network Frequency Percent

From the department 616 28.3

In the library 1560 71.7

Total 2176 100.0

174

Table 30 indicates frequency of using e-resources in the library, 34.9 percent of

respondents under the study use e-resources available in the library from 26-50 percent

and 29 percent of the users use e-resources between 51-75%.

Table 30: Frequency of using e-resources in the Library

Percent of using e-resources

Frequency Percentage

Below 25 % 528 24.3

26-50 % 760 34.9

51-75 % 632 29.0

75 % and above 256 11.8

Total 2176 100.0

In table 31, majority of the users being aware of e-resources and having access to

e-resources it is observed that the usage of the e-resources has also increased by 57.4

percent and greatly increased by 36.8 percent.

Table 31: Change in using electronic information resources and services in last 5 years

Change in using electronic resources Frequency percent

Greatly increased 800 36.8

Increased 1248 57.4

Somewhat reduced 128 5.8

Total 2176 100.0

175

Table 32: Preference of Electronic information resources over print sources

Preference of Electronic to Print Frequency percent

Do prefer electronic version 1704 78.3

Do not prefer electronic version 472 21.7

Total 2176 100.0

Table 32 indicates the preference of electronic information resources over print

sources. It is seen that majority of the respondents i.e. 78.3 percent do prefer electronic

version against print version.

It is found from table 33, that majority of the respondents irrespective of the

designation faculty 72.9 percent, research scholars 87.9 percent and students 68.5 percent

prefer electronic information over print materials. As students are more prone to use

books/text books, naturally the percent of preference towards e-material is relatively less

as compared to teaching staff and research scholars. Among teaching faculty 93.3

percent of male and 65.9 percent of female faculty prefer print materials. Majority of

male (82.1 percent) and female (92.6 percent) research scholars prefer electronic

information over print materials. Similarly 77.1 percent of female students prefer

electronic information over print media against 63 percent male students. Application of

T-test to determine the extent of association between designation respondents and

176

preference of electronic information found that null hypothesis is rejected as the p-value

calculated is more than table value.

Table 33 Gender * preference of electronic information over print materials * Designation

Designation

Do you prefer electronic information over print materials Total P-

Value Significance

No Yes

Faculty Gender

Male Count 8 112 120 34.054 0.000 Percent 6.7% 93.3% 100.0%

Female Count 120 232 352 Percent 34.1% 65.9% 100.0%

Total Count 128 344 472 Percent 27.1% 72.9% 100.0%

Research Scholars

Gender Male

Count 80 368 448 25.493 0.000 Percent 17.9% 82.1% 100.0%



Students Gender

Male Count 160 272 432 15.842 0.000 Percent 37.0% 63.0% 100.0%



Table 34 attempts to find out the opinion of the respondents to understand change

in electronic information resources and services in the last 3 years by designation of

177

respondents is revealed. It is evident from the table that irrespective of designation of

respondent, majority of the faculty 88.1 percent, research scholars 95.9 percent and

students 95.6 percent indicated that there is a change in electronic information resources,

and services has greatly increased during last 5 years. Similarly, 94.7 percent male and

97 percent female, research scholars - 94.4 percent male students and 97.2 percent female

students have strongly indicated the change in electronic information resources and

increased services. As per the chi-square p-value calculated for each of the designation

indicates that there is an association between designation of respondents and change in

electronic information resources, and services and thus null hypothesis is rejected at 0.05

level of significance.

Table 34 Gender * Change in electronic information resources and services in last 3 years * Designation of respondents

Designation

Change in electronic information resources and

services in last 3 years Total

P-Value

Significance

Greatly increased Increased Greatly

reduced

Faculty

Gender

Male Count 48 64 8 120 67.371 0.000

Percent 40.0% 53.3% 6.7% 100.0%

Female Count 56 248 48 352

Percent 15.9% 70.5% 13.6% 100.0%

Total Count 104 312 48 472

Percent 22.0% 66.1% 11.9% 100.0%

178

Research Scholars

Gender

Male Count 120 304 24 448 3.733 0.155

Percent 26.8% 67.9% 5.4% 100.0%


Percent 27.9% 69.1% 2.9% 100.0%

Total Count 272 680 40 992

Percent 27.4% 68.5% 4.0% 100.0%

Students

Gender

Male Count 232 176 24 432 18.850 0.000

Percent 53.7% 40.7% 5.6% 100.0%


Percent 68.6% 28.6% 2.9% 100.0%

Total Count 424 256 32 712

Percent 59.6% 36.0% 4.5% 100.0%

Table 35 indicates the use of ICT for academic and research activities for three

consecutive academic years. The maximum used ICT is Internet browsing, which is on

an average above 90 percent, followed by email which is also above 90 percent and full

text database and e-journals are also used largely.

Further supporting the previous (table 33, 34) the present table clearly indicates great

increase in the use of all the ICT facilities which is a clear indication of a positive impact

of ICT on the users.

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Problems and Training program

Table 35 reflects data regarding problems faced in using the Information

Communication Technology (ICT) resources and services. Majority of the respondents

i.e. 75.7 percent feel that non-regularity in updating academic services viz., updating of

question paper bank, lecture notes, seminar papers etc., are the hurdles in using ICT

resources and services in the library. 71.7 percent of respondents expressed that lack of

ICT facility is the major problem in using ICT and an equal percent of the respondents

feel that lack of internet facility in the library is also contributing to the problem in

using the resources in the library.

Table 35: Problems faced in using the ICT resources and services

Problems faced

Extent of problems faced

None Moderate Full extant

Lack of ICT facility

616 28.3 1064 48.9 496 22.8

Lack of Internet facility

616 28.3 888 40.8 672 30.9

Lack of support / cooperation by library staff

776 35.7 640 29.4 760 34.9

Not regular in updating the academic activities

528 24.3 856 39.3 792 36.4

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Library timings are not convenient

728 33.5 760 34.9 688 31.6

Lack of skills in using ICT facilities

904 41.5 784 36.0 488 22.4

As regards need for training for better use of e-resources as seen in the table 36, 64.7

percent of the respondents, in spite of skill, in using and increased usage still feel that

training is essential for better usage of ICT, which indicates use of more ICT which is a

positive impact.

Table 36: Need for training for better use of e-resources

Training required Frequency Percent

Need training 1366 62.7

Do not need training 810 37.3

Total 2176 100.0

In table 37 represents that training provided by the institute accordingly 71.0 percent

of the respondents have says need training while and 29.0 percent respondents have not

received any training.

181

Table 37: Institute provided training/Orientation program

Training provided Frequency Percent

Yes 1544 71.0

No 632 29.0

Total 2176 100.0

4.2.7. Designation of the Respondents Vs Impact of ICT and E-Resources

It is logical that the impact of e-resources varies with respect to different categories

of users, viz., teaching faculty, research scholars and students. The intent of use and

impact of e-resources varies from one to another in consonance with their purpose of

academic and research activities. In order to determine, if the different categories of

designations have made any significant impact or any association to each other, cross

tabulation have been prepared and tabulated. Designation is an independent variable and

it cross tabulate with various attributes of ICT and E-resources available and used by the

respondents. Further, to know the extent of association between two variables and to

test the null hypothesis of the study chi-square test & ANOVA have been computed.

Table 38: Designation Vs. Ability to use ICT Gadgets

Designation Very good Good Poor Total

Teaching Faculty

Count 168 304 0 472

Percent 35.6% 64.4% .0% 100.0%

Research Count 264 720 8 992

182

Scholars Percent 26.6% 72.6% .8% 100.0%

Students Count 456 232 24 712

Percent 64.0% 32.6% 3.3% 100.0%

Total Count 888 1256 32 2176

Percent 40.8% 57.7% 1.4% 100.0%

Pearson Chi-Square - 303.777 Significance - 0.000

It is quite clear from table 38 that, as compared to teaching faculty (35.6 percent) and

research scholars (26.6 percent), students 64 percent have indicated very good ability to

use ICT gadgets for their academic activities. Further 72.6 percent of research scholars

and 64.4 percent of teaching faculty shared their ability to use ICT gadgets as good.

In order to identify association between designation and respondents’ ability to use

ICT gadgets, null hypothesis has been framed that there is no association between

designations versus ability to use ICT gadgets. To test this hypothesis person chi-square

test was applied and the calculated value 303.777 being higher than the table value 0.000

and hence the null hypothesis is rejected.

Awareness with designation:

To know the impact, it is necessary to know the Awareness of the respondents in

the use of electronic resources, since skill in use leads to increased use which will have a

positive impact. The following tables (Table No. 39 to Table No. 43) make an attempt

to identify the Awareness of the respondents in the use of e-resources.

183

The scores pertaining to know the skill about storage system is categorized into low

medium and high scores. Table 39 shows Awareness about storage system with that of

designation of the respondent. More than half of the respondents among teaching faculty

(56.1 percent), research scholars (56.1 percent) and students (53.4 percent) have indicated

medium level of awareness about storage system and there is not much variation among

different designations as far as awareness of storage system is concerned. ANOVA F test

is applied to test the hypothesis. There is no association between designation and

awareness about storage system and as per the results obtained F value (1.061) and

significance (0.346). Null hypothesis is accepted showing no association between two

variables.

Table 39: Designation Vs. Awareness about Storage System

Designation

Awareness about Storage System

Total Low Medium High

Teaching Faculty

Count 58 244 170 472

Percent 11.4% 56.1% 32.5% 100.0%

Research Scholars

Count 113 557 322 992

Percent 11.4% 56.1% 32.5% 100.0%


Percent 13.3% 53.4% 33.3% 100.0%

Total Count 266 1181 729 2176

Percent 12.2% 54.3% 33.5% 100.0%

ANOVA F VALUE - 1.061 Significance 0.346

184

Table 40 - Awareness about Data analysis software system were reported to be low

irrespective of designation of the respondent is presented in table 40. To substantiate the

results of the table ANOVA F-test has been applied and the results obtained reveals that

there is not much difference between designation of respondents and Awareness about

data analysis softwares. Hence, the null hypothesis is accepted as the calculated F-value

0.0487 is less than the table value.

Table 40: Designation Vs. Awareness about Data Analysis Software’s

Designation

Awareness about Data Analysis Software’s


Teaching Faculty

Count 346 102 24 472

Percent 73.3% 21.6% 5.1% 100.0%

Research Scholars

Count 746 183 63 992

Percent 75.2% 18.4% 6.4% 100.0%


Percent 77.4% 17.0% 5.6% 100.0%

Total

Count 1643 406 127 2176

Percent 75.5% 18.7% 5.8% 100.0%


It is quite clear from table 41 that research scholars (61.4 percent), teaching

faculty (65.9 percent) and students (62.1 percent) have indicated high knowledge of

communication tools. This implies that there is not much variation among different

185

types of designation as far as Awareness of communication tools is concerned. The

results also holds good even for medium level of Awareness of communication tools

as depicted in the table. This is true because of internet era, knowledge of

communication tools is essential in an academic environment. As per the ANOVA F-

value and significance reveals that null hypotheses is accepted.

Table 41: Designation Vs. Awareness about Communication Tools

Designation

Awareness about Communication Tools


Research Scholars

Count 37 346 609 992

percent 3.7 % 34.9 % 61.4 % 100.0 %

Teaching Faculty

Count 18 143 311 472

percent 3.8 % 30.3 % 65.9 % 100.0 %


percent 6.0 % 31.9 % 62.1 % 100.0 %

Total Count 98 716 1362 2176

percent 4.5 % 32.9 % 62.6 % 100.0 %


Table 42 presents Awareness about online databases among designation of

respondents. More than half of the respondents i.e. 53 percent of research scholar,

50.2 percent of teaching faculty and 55.2 percent of students have indicated high

level of awareness about online databases. Similarly, around 40 percent of the

186

respondents under study indicated medium level of awareness of online databases.

In the light of UGC infonet consortia and preferring need for latest and relevant

information, the respondents are bound to have knowledge and skill of online

databases and this is clear from the results of the table. There is hardly any

difference between designation of respondents and their awareness about online

databases, the null hypotheses are accepted, based on the ANOVA F-value.

Table 42: Designation Vs. Awareness about Online Databases

Designation

Awareness about Online Databases


Research Scholars

Count 526 401 65 992

percent 53.0 % 40.4 % 6.6 % 100.0 %

Teaching Faculty

Count 237 208 27 472

percent 50.2 % 44.1 % 5.7 % 100.0 %


percent 55.2 % 39.7 % 5.1 % 100.0 %

Total

Count 1156 892 128 2176

percent 53.1 % 41.0 % 5.9 % 100.0 %

ANOVA F VALUE - 0 .947 Significance 0.388

Table 43 reveals that as compared to 93.5 percent of research scholars and 93.3

percent of students, the frequency of using internet by teaching faculty is relatively

low (78 percent). This is because of the fact that younger generation is more inclined

187

to use information technology compared to senior generation. Due to pressure of

academic assignments and administration supervision teaching faculty may not have

the time to use internet as frequently as research scholar and students. To

substantiate the results of the table, chi-square test is applied and results show that

there is an association between designation of respondents and frequency of using

internet. Hence, the null hypothesis is rejected as P-value is higher than the table

value.

Table 43: Designation Vs. Frequency of using Internet

Designation Regularly Weekly Fortnightly Monthly Total

Research Scholars

Count 928 24 8 32 992

percent 93.5 % 2.4 % .8 % 3.2 % 100.0 %

Teaching Faculty

Count 368 96 0 8 472

percent 78.0 % 20.3 % .0 % 1.7 % 100.0 %

Students Count 664 32 0 16 712

percent 93.3 % 4.5 % .0 % 2.2 % 100.0 %

Total Count 1960 152 8 56 2176

percent 90.1 % 7.0 % .4 % 2.6 % 100.0 %

Pearson Chi-Square - 179.135 Significance - 0.000

188

Usage of Electronic Resources with designation and gender

In table 44, among the research scholars, irrespective of gender most of the

respondents under study, are aware of library websites to a full extent, on the other hand

66.7 percent of male faculty members are aware of library websites to full extent while

40.9 percent of female faculty is not aware of library websites. In case of students 24.1

percent of male students are not aware of library websites. Except for faculty where in

66.7 percent of male respondents are using library websites, in the other two categories

i.e. research scholar and students, majority of female respondents i.e. 75 percent of

female research scholars and 82.9 percent of female students are making use of library

websites. It is also observed that among female faculty, a mere 29.5 percent each are

using library websites to a full and moderate extent. Application of chi-square test to

determine the extent of association between each category of definition by gender of the

respondents show that there is an association between each designation of respondents by

gender with respect to awareness of library websites as the ‘P’ value calculated is higher

than table value and hence hypothesis is rejected.

Table 44 Gender * Usage of: Library websites * Designation of respondents

Designation Library websites

Total P – Value Significance None Moderate Full

extent

Faculty Gender

Male Count 8 32 80 120 64.475 0.000 Percent 6.7% 26.7% 66.7% 100.0%

Female Count 144 104 104 352 Percent 40.9% 29.5% 29.5% 100.0%

Total Count 152 136 184 472 Percent 32.2% 28.8% 39.0% 100.0%

Research Scholar

Gender Male

Count 32 96 320 448 15.588 0.000 Percent 7.1% 21.4% 71.4% 100.0%


189

Percent 11.8% 13.2% 75.0% 100.0%


Students

Gender Male

Count 104 136 192 432 111.034 0.000 Percent 24.1% 31.5% 44.4% 100.0%

Female

Count 8 40 232 280 Percent 2.9% 14.3% 82.9% 100.0%


As per table 45 abstracting and indexing databases are being used to a full extent

by majority of male research scholars (66 percent) followed by female research scholars

(42.6 percent). It is also observed that 73.3 percent of male faculty are using the

database to a moderate level and half of the female respondents are not using the said

database and only 43.2 percent of female faculty are using this database moderately. One

of the reasons for such usage i.e. non preference of this database to a full extent could be

the availability of e-journals, open access journals and articles on internet, where in full

length articles are available. The p value of the chi-square is higher than the table value

hence hypothesis is rejected.

Table No. 45: Gender * Usage of Abstracting & Indexing databases *

Designation

Designation

Abstracting & Indexing databases

Total P – Value Significance None Moderate Full

extent

Faculty Gender Male

Count 8 88 24 120 74.399 0.000

Percent 6.7% 73.3% 20.0% 100.0%


Percent 50.0% 43.2% 6.8% 100.0%

190

Total Count 184 240 48 472

Percent 39.0% 50.8% 10.2% 100.0%

Research Scholars

Gender Male

Count 64 88 296 448 82.098 0.000

Percent 14.3% 19.6% 66.1% 100.0%


Percent 39.7% 17.6% 42.6% 100.0%

Total Count 280 184 528 992

Percent 28.2% 18.5% 53.2% 100.0%

Students Gender

Male Count 160 160 112 432 110.715 0.000

Percent 37.0% 37.0% 25.9% 100.0%


Percent 11.4% 77.1% 11.4% 100.0%

Total Count 192 376 144 712

Percent 27.0% 52.8% 20.2% 100.0%

Table No. 46 - Regarding the usage of full text database, it is observed from the

table that almost all the male faculty are using full text database to a full extent (73.3

percent) and moderate extent (26.7 percent). In contrast to this, only 27.3 percent of

female faculty are using the database to a full and moderate extent, while 45.3 percent of

the female faculty have not been using the full text database. Among the research

scholars, there is not much difference among the male and female respondents regarding

the use of full text database i.e. 57.1 percent of male research scholars use the database

to a full extent while 51.5 percent of female research scholars use the full text database

to a full extent. As far as students are concerned, being busy in attending classes etc, a

very meager percentage of students i.e., 11.4 percent of female students and 31.5

percent male students are using the full text databases to a full extent. The chi-square P-

value 3.377 for research scholars is less than the table value and hence the hypothesis

191

there is no association between research scholars by gender Vs awareness of full text

database is accepted. The chi-square value for research scholar is less than table value

and hence there is no association between designation and awareness of full text

database is accepted. However the p-value for teaching faculty and students is more

shown in the table which is higher than the table value then the hypothesis is rejected.

Table 46: Gender * Usage of Full text databases * Designation

Designation

Full text databases Total P-

Value Significance None Moderate Full extent

Faculty

Gender

Male Count 0 32 88 120 103.262 0.000

Percent .0% 26.7% 73.3% 100.0%


Percent 45.5% 27.3% 27.3% 100.0%

Total Count 160 128 184 472

Percent 33.9% 27.1% 39.0% 100.0%

Research Scholars

Gender

Male Count 136 56 256 448 3.377 0.185

Percent 30.4% 12.5% 57.1% 100.0%


Percent 35.3% 13.2% 51.5% 100.0%

Total Count 328 128 536 992

Percent 33.1% 12.9% 54.0% 100.0%

Students Gender Male Count 168 136 128 432 153.939 0.000

Percent 38.9% 31.5% 29.6% 100.0%

192


Percent 11.4% 11.4% 77.1% 100.0%

Total Count 200 168 344 712

Percent 28.1% 23.6% 48.3% 100.0%

It is found from table 47 that nearly three fourths of the male faculty (73.3 percent)

is using e-journals to a full extent and 26.7 percent to a moderate extent. However, 34.1

percent of female faculty is using e-journals to a moderate and full extent respectively. It

is also observed that majority of the male research scholars (69.6 percent) and female

research scholars (70.6 percent) are using e-journals to a full extent. On the same lines,

among students, it is found that 91.4 percent of female students are using e-journals to a

full extent against male students (63 percent). Thus, as a whole majority of the

respondents, irrespective of designation, are using e-journals to a full extent. Chi-square

value obtained against each of designation of the respondents with respective use of e-

journals, it is found that p-value calculated is higher than the table value and hence the

null hypotheses is rejected showing an association between designation of respondents

and use of e-journals.

193

Table No.47 : Gender* Usage of E-Journals*Designation

Designation

E-journals Total P-


Faculty

Gender Male Count 0 32 88 120 70.987 0.000

Percent .0% 26.7% 73.3% 100.0%

Female

Count 112 120 120 352

Percent 31.8% 34.1% 34.1% 100.0%

Total Count 112 152 208 472

Percent 23.7% 32.2% 44.1% 100.0%

Research Scholars

Gender

Male Count 88 48 312 448 18.117 0.000

Percent 19.6% 10.7% 69.6% 100.0%


Percent 11.8% 17.6% 70.6% 100.0%

Total Count 152 144 696 992

Percent 15.3% 14.5% 70.2% 100.0%

Students

Gender

Male Count 80 80 272 432 72.935 0.000

Percent 18.5% 18.5% 63.0% 100.0%


Percent 2.9% 5.7% 91.4% 100.0%

Total Count 88 96 528 712

Percent 12.4% 13.5% 74.2% 100.0%

194

From table 48 it is quite clear that majority of the male faculty 66.7 percent are

using e-books to a full extent but on the contrary 36.4 percent of female faculty are not at

all using e-books. More than half of the male research scholars (51.8 percent) are using

e-books to a full extent and 25 percent to a moderate extent. While 41.2 percent of

female research scholars are using e-books to a full extent, 33.8 percent of female

research scholar are not using e-books at all. Among the students, 85.7 percent of female

students are using e-books to a full extent against 51.9 percent of male students. Among

the three types of designation, student respondents are fairly using e-books to a better

extent as compared to research scholars and teaching faculty. This is mainly because

students of younger generation are able to adopt information technology tools quite

quickly compared to other groups. Again, students need books more than teachers and

research scholars, who on the other hand, depend on e-journals and internet. As per the

chi-square values it is found that there is no association between the teaching faculty ,

research scholars and students to that of using e-books is rejected since the p-value

computed is higher than the table value.

195

Table 48: Gender * Usage of E-book * Designation

Designation

E-book Total P-


Faculty


Percent 13.3% 20.0% 66.7% 100.0%

Female

Count 128 112 112 352

Percent 36.4% 31.8% 31.8% 100.0%

Total Count 144 136 192 472

Percent 30.5% 28.8% 40.7% 100.0%

Research Scholars

Gender

Male Count 104 112 232 448 15.540 0.000

Percent 23.2% 25.0% 51.8% 100.0%

Female Count 184 136 224 544

Percent 33.8% 25.0% 41.2% 100.0%

Total Count 288 248 456 992

Percent 29.0% 25.0% 46.0% 100.0%

Students

Gender

Male Count 88 120 224 432 89.809 0.000

Percent 20.4% 27.8% 51.9% 100.0%


Percent 2.9% 11.4% 85.7% 100.0%

Total Count 96 152 464 712

Percent 13.5% 21.3% 65.2% 100.0%

196

Table 49 - Regarding the usage of online catalogues, it is observed from the table

that nearly 60 percent of the male and female faculty are using online catalogue to a

moderate extent. While 40.9 percent of female faculty are not at all using online

catalogues. In case of research scholars male respondents are using online catalogue to a

full extent (57.1 percent) and on the other hand 47.1 percent of female research scholars

are not at all using online catalogues. It is further observed that 77.1 percent of female

students are using online catalogue to a moderate extent against 40.7 percent of male

students. Online catalogues that provide information about books published and also the

OPAC are used by the users to identify relevant books and suggestion for acquisition and

also for inter library loan requests. Thus from the table it can be inferred that compared

to teaching faculty and students, use of online catalogues is higher among research

scholars. To test the null hypotheses chi-square values obtained from each of the three

designations of respondents is rejected, calculated p-value is higher than the table value.

Table 49: Gender * Usage of Online Catalogue * Designation

Designation

Online Catalogue Total

None Moderate Full extent

Faculty Gender

Male Count 24 72 24 120 81.405 0.000

Percent 20.0% 60.0% 20.0% 100.0%


Percent 40.9% 59.1% .0% 100.0%

Total Count 168 280 24 472

197

Percent 35.6% 59.3% 5.1% 100.0%

Research Scholars

Gender

Male Count 96 96 256 448

Percent 21.4% 21.4% 57.1% 100.0%

Female Count 256 72 216 544 70.920 0.000

Percent 47.1% 13.2% 39.7% 100.0%

Total Count 352 168 472 992

Percent 35.5% 16.9% 47.6% 100.0%

Students

Gender

Male Count 160 176 96 432 90.979 0.000

Percent 37.0% 40.7% 22.2% 100.0%


Percent 14.3% 77.1% 8.6% 100.0%

Total Count 200 392 120 712

Percent 28.1% 55.1% 16.9% 100.0%

Almost all the male faculties are using e-mail to a full extent (93.3 percent)

whereas 31.8 percent of female faculties are not using e-mail facility. However, majority

of the research scholars irrespective of male (89.3 percent) and female (73.5 percent), are

using e-mail to a full extent. Similarly majority of the male students (74.4 percent) and

female students (94.3 percent) are using e-mail to a full extent. Thus, the extent of usage

e-mails is relatively higher in students and research scholar community, compared to

teaching faculty. The results of chi-square test applied to the table reveals that the null

198

hypotheses is rejected showing an association between designation of respondents and

use of email service (Table 50).

Table 50: Gender * Usage of E-mails * Designation

Designation

E-mails Total


Faculty


Percent 6.7% .0% 93.3% 100.0%

Female

Count 112 88 152 352

Percent 31.8% 25.0% 43.2% 100.0%

Total Count 120 88 264 472

Percent 25.4% 18.6% 55.9% 100.0%

Research Scholars

Gender

Male Count 16 32 400 448 40.460 0.000

Percent 3.6% 7.1% 89.3% 100.0%


Percent 11.8% 14.7% 73.5% 100.0%

Total Count 80 112 800 992

Percent 8.1% 11.3% 80.6% 100.0%

Students Gender

Male Count 88 40 304 432 61.155 0.000

Percent 20.4% 9.3% 70.4% 100.0%


Percent 2.9% 2.9% 94.3% 100.0%

199

Total Count 96 48 568 712

Percent 13.5% 6.7% 79.8% 100.0%

From table 51, it is quite clear that majority of the faculty irrespective of male

(73.3 percent) and female (72.7 percent) are not at all using blogs/portals. However 26.7

percent of male faculty has indicated the use of blogs/portals to a full extent. Similarly

58.9 percent of male and 61.8 percent of female research scholars also have indicated of

not using blogs. The same result also applies to 51.9 percent of male students and 77.1

percent of female students. To conclude it is inferred that majority of the respondents,

irrespective of their designation are not using blogs/portals, as blogs/portals are of recent

development in the internet era and its use for academic purpose is yet to be popularized.

Based on the chi-square values it is found that the null hypothesis is rejected in case of

faculty and students expect research scholar.

Table 51: Gender * Usage of Blogs/portals * Designation

Designation

Blogs/portals Total


Faculty

Gender Male Count 88 0 32 120 92.843 0.000 Percent 73.3% .0% 26.7% 100.0%



Research Gender Male Count 264 120 64 448 3.682 0.159

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Scholars Percent 58.9% 26.8% 14.3% 100.0%



Students Gender




Table 52 reveals that all the male faculty are using the CD-Rom databases to a full

extent and on the contrary 47.7 percent of female faculty are not using CD-Rom

databases. More than half of the male research scholar are using CD-Rom databases to a

full extent and 48.5 percent of female research scholar use CD-Rom databases to a full

extent. However, 39.7 percent of female research scholars are not using CD-Rom

databases. In case of students category, 80 percent of the female respondents are using

CD-Rom databases to a full extent against 44.4 percent of male students. However, 31.5

percent of male students have indicated non use of CD-Rom databases. With the advent

of Internet, open access journals etc., the users are depending more on the online

information sources than the CD-Rom databases. Online resources also provide up-to-

date information. This could be the reason behind the reduced use of CD-Rom databases.

To test the null hypotheses for each of the designation, chi-square values obtained reveals

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an association between designation of a respondents and use of CD-Rom databases, the

p-value obtained is higher than the table value. Hence, the null hypotheses are rejected.

Table 52 : Gender * Usage of CD-ROM databases * Designation

Designation

CD-ROM databases Total


Faculty

Gender Male Count 0 0 120 120 218.836 0.000 Percent .0% .0% 100.0% 100.0%



Research Scholars

Gender Male

Count 88 104 256 448 Percent 19.6% 23.2% 57.1% 100.0% 54.764 0.000



Students Gender




Table no 53 shows the purpose of using library websites for research /project work

by designation of respondents. It is noted from the table that majority of the male faculty

(86.7 percent) are using library websites for their research/project purpose where as 38.6

percent of female faculty are using library websites. In case of research scholars

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majority, irrespective of gender (male 76.8 percent and female 72.1 percent) are using

library websites for the purpose of research.

80 percent of the female students are using library websites to a full extent for

research purpose and on the other hand, 38.9 percent of male students are not using

library websites to a greater extent for the purpose of research/project work. To validate

the result of the study, chi-square test applied reveals that p-value calculated for each of

the designation is higher than the table value and hence, the null hypotheses is rejected at

0.05 level of significance.

Table 53: Gender * Purpose-Research/Project: Library websites * Designation

Designation

Purpose-Research/Project: Library websites Total


Faculty

Gender Male Count 0 16 104 120 90.848 0.000 Percent .0% 13.3% 86.7% 100.0%



Research Scholars

Gender Male

Count 16 88 344 448 140.171 0.000 Percent 3.6% 19.6% 76.8% 100.0%



Students Gender Male

Count 168 112 152 432 70.801 0.000 Percent 38.9% 25.9% 35.2% 100.0%


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Percent 8.6% 11.4% 80.0% 100.0%


It is quite clear from the table no. 54 that 86.7 percent of male faculty are using

abstract database to a full extent and on the contrary, half of the female faculty are not

using abstract database for the purpose of research. Among research scholars, more than

half of the male (58.9 percent) and female (66.2 percent) research scholars are using

abstract database for research purpose. But in case of student respondents, 46.3 percent

of male and 77.1 percent female students are not at all using abstract database. This is

true since students do not need abstract and index database expect for the project work

and dissertation, if it is prescribed in the syllabus. To determine the association between

designation of respondents and use of abstract database for research purpose, null

hypotheses applied using chi-square test and results calls for reflection of hypotheses, as

p-value computed is greater than table value. Hence, it is inferred that the extent of use

of abstract database is less in case of students against teaching faculty and research

scholars.

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Table 54: Gender * Purpose-Research/Project: Abstracting databases * Designation

Designation

Purpose-Research/Project: Abstracting databases

Total


Faculty

Gender Male Count 0 16 104 120 138.387 0.000 Percent .0% 13.3% 86.7% 100.0%



Research Scholars

Gender Male

Count 56 128 264 448 108.402 0.000 Percent 12.5% 28.6% 58.9% 100.0%



Students Gender




Table 55 Almost all the male faculty (93.3 percent) are using full text database for

research to a full extent, while 43.2 percent of female faculty are not using full text

databases for research. However, nearly seventy percent of male (67.9 percent) and

female (69.1 percent) research scholars are using full text database to a full extent for

research purpose. In case of students, 44.2 percent of male are not using full text

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database while 85.7 percent of female are using full text data base to a full extent. As per

the chi-square value obtained reveals that the null hypotheses there is no association

between designation of respondents by gender and use of full text database for research

purpose is rejected, as the p-value calculated is greater than the table value.

Table 55: Gender * Purpose-Research/Project: Full text databases * Designation

Designation

Purpose-Research/Project: Full text databases

Total


Faculty Gender




Research Scholars

Gender Male Count 32 112 304 448 75.588 0.000 Percent 7.1% 25.0% 67.9% 100.0%



Students Gender




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This table no. 56 reveals that 93.3 percent of male faculty and also half of the

female faculty are using e-journals for research to a full extent. Similarly 60.7 percent of

male research scholars and 76.5 percent of female research scholars are using e-journals

to a full extent for the purpose of research/project work. On the same lines 66.7, percent

of male and 85.7 percent of female students are using e-journals for their research work.

Thus irrespective of designation, majority of the respondents are using e-journals to a full

extent. The tabulated chi-square value for each of the designation shows that there is a

significant association between designation of respondents and purpose of using e-

journals for research purpose. Thus the null hypotheses is rejected having the p-value

calculated is higher than the table value.

Table 56: Gender * Purpose-Research/Project: E-journals * Designation

Designation

Purpose-Research/Project: E-journals

Total


Faculty Gender

Male Count 0 8 112 120 71.295 0.000 Percent .0% 6.7% 93.3% 100.0%



Research Scholars Gender

Male Count 72 104 272 448 Percent 16.1% 23.2% 60.7% 100.0% 77.392 0.000


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Percent 19.1% 4.4% 76.5% 100.0%


Students Gender




Table 57- Among the faculty, 86.7 percent of the male respondents use e-books to

a full extent where as 40.9 percent of female respondents have indicated non use of e-

books for research purpose. Slightly more than one third of the male and female research

scholars are using e-books for their research/project work. However, 30.4 percent of

male and 50 percent of female research scholars also indicated non use of e-books for

research and academic activities. It is further observed that 91.4 percent of female

students are using e-books to a full extent for academic and project work and so also 42.6

percent of male students. Based on the application of chi-square test, p-value is found to

be higher than the table value for each of the designation at 0.05 level of significance.

Hence, the null hypothesis is rejected.

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Table 57: Gender * Purpose-Research/Project: E-books * Designation

Designation

Purpose-Research/Project: E-books

Total


Faculty Gender

Male Count 16 0 104 120

Percent 13.3% .0% 86.7% 100.0% 85.222 0.000


Percent 40.9% 20.5% 38.6% 100.0%

Total Count 160 72 240 472

Percent 33.9% 15.3% 50.8% 100.0%

Research Scholars

Gender Male

Count 136 152 160 448 Percent 30.4% 33.9% 35.7% 100.0%

Female Count 272 64 208 544 78.895 0.000

Percent 50.0% 11.8% 38.2% 100.0%

Total Count 408 216 368 992

Percent 41.1% 21.8% 37.1% 100.0%

Students Gender

Male Count 176 72 184 432

Percent 40.7% 16.7% 42.6% 100.0%

Female Count 8 16 256 280 176.399 0.000

Percent 2.9% 5.7% 91.4% 100.0%

Total Count 184 88 440 712

Percent 25.8% 12.4% 61.8% 100.0%

Table 58 clearly reveals that 66.7 percent of male and 34.1 percent female faculty

are using CD-Rom database for the purpose of research/project to a full extent. Of the

faculty, 43.2 percent of female clearly indicated non use of CD-Rom database for

research/project. 39.3 percent of male research scholars are found to use CD-Rom

database for research purpose to a moderate extent. Among student respondents,

majority of the female students (80 percent) are using CD-Rom database to a greater

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extent for the purpose of academic/research against male students (55.6 percent). As per

the chi-square test applied to test the null hypotheses of the study reveals that there is an

association between designation of respondents and use of CD-Rom databases for

research project and hence the null hypothesis is rejected.

Table 58 : Gender * Purpose-Research/Project: CD-ROM databases * Designation

Designation

Purpose-Research/Project: CD-ROM databases

Total

None Moderate Full

extent

Faculty Gender

Male Count 24 16 80 120

Percent 20.0% 13.3% 66.7% 100.0%

Female Count 152 80 120 352 39.192 0.000

Percent 43.2% 22.7% 34.1% 100.0%

Total Count 176 96 200 472

Percent 37.3% 20.3% 42.4% 100.0%

Research Scholars

Gender Male

Count 136 136 176 448 Percent 30.4% 30.4% 39.3% 100.0%


Percent 60.3% 16.2% 23.5% 100.0%

Total Count 464 224 304 992 88.855 0.000

Percent 46.8% 22.6% 30.6% 100.0%

Students Gender

Male Count 152 40 240 432

Percent 35.2% 9.3% 55.6% 100.0% 65.047 0.000


Percent 8.6% 11.4% 80.0% 100.0%

Total Count 176 72 464 712

Percent 24.7% 10.1% 65.2% 100.0%

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4.2.2.4 IMPACT OF E-RESOURCES ON USERS AND LIBRARIES

Due to the emergence of National consortia’s like UGC Infonet, INDEST etc., and

also large number of open e-resources, there has been tremendous impact on libraries to

promote use of e-resources either through consortia or open sources or even subscribed e-

resources. This has made a greater impact on libraries to improve their efficiency in

building and providing access to e-resources and also had diminishing trend towards

printed resources. ICT has become invertible tool for academic and research for all the

students, research scholars and teaching faculty. It is noticed that the impact of ICT has

been increasing from year to year in all most all the institutes and they are adopting IT for

effective functioning of their academic and research particularly Internet e-resources. E-

resources are resources in which information is stored electronically and are accessible

through electronic systems and networks. E-resources is a very broad term that includes a

variety of different publishing models, including OPACs, CD-ROMs, online database, e-

journals, e-books, internet resource, print-on-demand (POD), e-mail publishing, wireless

publishing, electronic link and web publishing etc. In order to determine the impact of e-

resources on the academic community surveyed, data collected in this regard has been

tabulated and interpreted to draw the inferences statistically as under:

Librarians adopt new technologies and resources for their merits. The basic

objective of librarians is to provide easy access to voluminous information at a faster rate.

This objective is successfully met by the electronic resources. Thus, table 59 presents the

opinion of librarians regarding benefits of ICT with library work. It was found that the

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benefits of using ICT such as improvement of efficiency of library services, retrieval

efficiently, effective control over entire library system, facilitating resource sharing,

avoiding duplication of work, improving existing services and increasing library

satisfaction have been found to be beneficial to full extent. Almost all the libraries

acknowledging the benefits electronic resources in the libraries is a clear indication of

positive impact of electric resources on the libraries.

Table 59: Benefit of ICT with library work

Benefit of ICT with library work



Improves Efficiency of Library services

12 100 - - - -

Retrieval Efficiency 12 100 - - - -

Up to date information resources

9 75.0 3 25.0 - -

Effective control over entire library system

12 100 - - - -

Facilitate resource sharing 12 100 - - - -

Avoid duplication of work 12 100 - - - -

Improve existing services 12 100 - - - -

Increase user satisfaction 9 75.0 3 25.0 - -

Increase Library satisfaction

12 100 - - - -

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Table 60 indicates factors promoted for ICT development in library. It was found

that the factors which influenced ICT development in the library such as availability of

information sources, quality-based library services, impact of internet technology were

found to be major factors for undergoing Information Communication Technology in the

libraries. However the factors like information growth, time consciousness, and users

demand for IT based have contributed moderately for Information Communication

Technology development in the libraries.

Table 60: Factors promoted ICT development in Library

Factors promoted ICT development in Library


Frequency

Percent

Frequency

Percent

Frequency

Percent

Information growth 9 75.0 3 25.0 - -

Availability of Information sources

12 100 - - - -

Time consciousness 9 75.0 3 25.0 - -

Quality based library services

12 100 - - - -

Impact of Internet technology

12 100 - - - -

Users demand for IT based services

9 75.0 3 25.0 - -

Table 61 shows the extent of impact of various e-resources during the three

academic years (2008-2010) along with pictorial charts for each of the e-resources to

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CHAPTER IV DATA ANALYSIS AND...

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