Exploring factors shaping library engagement and satisfaction: A study of students with visual impairment in South-Eastern Nigeria

Abstract

Libraries in Nigeria have long struggled to adequately serve the information needs of visually impaired individuals, particularly those who are literate. Despite this, scholarly research addressing these issues in South-Eastern Nigeria is lacking, highlighting the urgency of investigating predictors of user satisfaction among visually impaired students in SLMCs. The research design utilizes a survey methodology across four states in South-Eastern Nigeria, encompassing a total population of 95 individuals. Data collection involves administering questionnaires to visually impaired students and SLMC personnel, followed by comprehensive data analysis using descriptive and inferential statistical techniques. Findings reveal a positive correlation between information needs, library accessibility, and user satisfaction, while library services and media-format availability did not significantly influence user satisfaction. Impediments to user satisfaction include inadequacy of media formats, contents, outdated materials, lack of equipment, and recording studios. Addressing these challenges is crucial to improving library engagement and user satisfaction among visually impaired students in South-Eastern Nigeria, ultimately fostering more inclusive and supportive educational environments.

Keywords:

• Library engagement
• media-Format accessibility
• satisfaction factors
• school library services
• user satisfaction
• visual impairment

Problem statement

Existing literature suggests that libraries in Nigeria inadequately address the information needs of visually impaired individuals, particularly the few literate ones. Despite the global encouragement for libraries to serve as vital hubs for self-development, self-actualization, and lifelong learning, School Library Media Resource Centers in Nigeria, in particular, have fallen short in meeting the needs of visually impaired students. Past research highlights the lack of proper infrastructure, standards, and policy guidance in these centers, portraying them as shabby, rudimentary, and poorly coordinated.

The provision of accessible media formats for visually impaired students in school library media resource centers is significantly unequal, casting doubt on the centers’ readiness to cater to the information needs of this demographic. There is a legitimate concern that dissatisfaction among visually impaired students regarding the neglect of their information needs by these centers may lead to apathy and reluctance in utilizing library resources.

The potential consequences of this discontent include hindrances to self-development, academic success, goal attainment, and social integration. Moreover, the absence of scholarly research addressing this issue in South-Eastern Nigeria further accentuates the urgency of investigating the predictors of user satisfaction among visually impaired students in school library media centers. This study aims to contribute to bridging this gap in knowledge and understanding.

Significance of the study

The significance of this study lies in its potential to inform the administrators of Special Learning Media Centers (SLMCs) catering to the information needs of secondary school students with visual impairments in South-Eastern Nigeria. By providing access to comprehensive data, the study facilitates evidence-based policy formulation aimed at enhancing the quality and effectiveness of information services within these institutions.

Furthermore, the study is poised to offer empirical insights into the current state of library services, media-format availability, and accessibility for secondary school students with visual impairments in South-Eastern Nigeria. Such empirical evidence is invaluable for all stakeholders involved in delivering library and information services to this demographic, empowering them to address any identified deficiencies and bolster service provision.

Additionally, the study’s findings are anticipated to catalyze the development and implementation of a National Policy specifically tailored to the provision of library and information services for secondary school students with visual impairments across Nigeria. The absence of such a policy framework presently contributes to reported inadequacies in service quality, lack of standards, and national coordination in library service delivery for this demographic.

Finally, the insights gleaned from the study are expected to inspire librarians and information professionals serving secondary school students with visual impairments to elevate the quality of services, media formats, and accessibility provisions. This, in turn, fosters a positive attitude toward library utilization among these students and cultivates overall user satisfaction within the community.

Theoretical framework

This study deals with library services, media-formats and accessibility as predictors of library use and user-satisfaction among secondary school students with visual impairment in South-Eastern Nigeria. A critical aspect of the study is the uninhibited access to all library services and media-formats for the visually impaired persons. The two theories considered appropriate for this study are, the user-satisfaction theory and the universal design and access theory.

The theory of user-satisfaction by Brophy (2006a) asserts that “an obvious way to judge the fit of a service with user requirements and purposes is to check whether users who have come into contact with the service went away satisfied.” The theory avers that the term quality in relation to service should be seen as “conformance to requirements” or “fitness for purpose,” and which provides a very useful basis for assessing the quality of a library or information service. The author suggested basic questions associated with quality are: “Does this service fit with the requirements of the user?” and “Does this service enable the users to fulfill their purposes in using it?”

The theory outlined the attributes of user-satisfaction as: Performance (concerned with confirming that a library service meets its most basic purpose, such as making information sources available on demand); Features (aspects of service which appeal to users but are beyond the essential core performance attributes otherwise called “delight factors”); Reliability (this means availability of service, which avoids problems of epileptic performance); Conformance (whether the service meets the agreed standard); Durability (related to the sustainability of the information or library service over a period of time); Currency of information (how up to date the information is when it is retrieved); Serviceability (the level of help available during, for example, information retrieval, or otherwise at the point of need. The availability and usefulness of instructions and prompts throughout an online service, perhaps with context sensitive help); Esthetics and image (the appearance of the physical library and of web-based or other electronic services on it); Perceived quality (the user’s view of the service as a whole and the information retrieved from it, often formed in discussions with other potential users); and, Usability (the ease with which users can access library services, which is particularly relevant, though not limited to, electronic services).

The universal design and access theory was proposed by Herriot (2006). The theory posits seven characteristics that make designs for libraries universally accessible, which are: equitable use; flexibility in use; simple and intuitive use; perceptible information; tolerance for error; low physical effort; and, size and space for approach and use. According to him, the universal design starts with a focus on inclusion for all users, and envisages that the overall usability of an environment or product is increased without adding unnecessarily to redesign cost. In his view, a universal design approach avoids the pitfalls of implementing segregated accessibility features that are often viewed as “special” and that within library service environment, using a universal design approach allows for the greatest level of flexibility.

The universal design approach presents a broad-based framework for providing an inclusive, non-segregated library service, which takes care of the needs of all library patrons. The theory addresses the independent variables in the study—library services, media-formats availability and accessibility. It pre-supposes that from inception, the library takes into consideration the provision of the kind of services that effectively takes care of the needs of persons with visual impairment. Universality thus entails a library service that is flexible to accommodate varied interests of all users, and has a good tolerance for error from all users, particularly the visually impaired persons. It is on this note that the library service is considered as equitable.

The characteristics of simple and intuitive use and perceptible information contained in the theory, relate to the provision of information to the visually impaired persons with the appropriate media-formats. The literature indicates that when media-formats appropriate in serving the needs of the persons with visual impairment are used, their perception of information is made faster, easier and generally intuitive for them since their sense adaptation, as a consequence of loss of sight, is tailored toward the perception of information through alternative formats to print.

The characteristics of equitable use, flexibility in use, low physical effort size and space for approach and use addresses the third independent variable which is accessibility. Accessibility to the information resources, equipment and locations within the library housing needed resources and/or services must be guaranteed for the persons with visual impairment. This is because their right to have uninhibited access to any needed service or resource must be upheld in the provisions made by the library, in order to ensure that the principle of universality is practiced.

Methodology

The research design of this study is based on the survey methodology proves to be fitting for research concerning human populations, particularly when participants are dispersed geographically or are numerous, requiring sampling to adequately represent the entire population. This study, spanning four states in South-Eastern Nigeria. The study encompasses a total population of 95 individuals, comprising 84 students with visual impairment enrolled in the selected secondary schools and 11 School Library Media Center (SLMC) personnel responsible for catering to the needs of these students. After a comprehensive field survey conducted by the researcher, eleven secondary schools were purposively chosen for inclusion in the study. These schools were identified based on their population of visually impaired students and the presence of library services tailored to their needs. Notably, Queen of the Rosary College in Onitsha, Anambra State, despite having visually impaired students, was excluded from the study due to confirmation from the Principal that the school does not offer any library services for this demographic. Similarly, Holy Ghost College in Owerri, Imo State, was omitted from the study as the visually impaired students had graduated by the time of the re-conducted survey and data collection. The detailed breakdown of the study population, as determined through the researcher’s re-conducted survey, is presented in Table 1, along with the respective sources of the population data.

Table 1. List of selected institutions, population of students with visual impairment and source of population data.

S/no	Institutions	Population	Source of data
1	College of the Immaculate Conception Enugu, Enugu State	5	Vice Principal Academic
2	Girls Secondary School, Ngwo, Enugu State	7	Vice Principal
3	Queens College, Enugu, Enugu State	5	Principal
4	Federal Government College, Enugu, Enugu State	4	Principal
5	Special Education Center for the Blind, Afaraukwu-Umuahia, Abia State	29	Principal
6	Government College Umuahia, Abia State	7	Vice Principal Academic
7	Christ the King College, Onitsha, Anambra State	5	Principal
8	Dennis Memorial Grammar School (DMGS) Onitsha, Anambra State	6	Principal
9	Holy Rosary College Umuahia, Abia State	5	Principal
10	Mbaise Boys Secondary School, Mbaise, Imo State	7	Principal
11	Orlu Girls Secondary School (Morning Star), Orlu, Imo State	4	Vice Principal

N = 84.

The researchers deemed the population as readily accessible and thus opted for a total enumeration sampling approach. The study employed a sample size comprising 95 respondents, consisting of 84 students with visual impairment and 11 personnel from school library media resource centers.

The primary data collection tool employed in this research comprised two distinct sets of questionnaires, namely Questionnaires A and B. Questionnaire A, titled “Students With Visual Impairment Questionnaire” (SWVIQ), was administered to gather responses from secondary school students with visual impairment enrolled in the participating schools. Conversely, Questionnaire B, identified as “School Library Media Center Personnel Questionnaire” (SLMCPQ), was administered to solicit responses from the personnel overseeing sections dedicated to students with visual impairment within the school library media resource centers.

The data collection process commenced with the administration of Questionnaire A, the Sight and Well-being Visual Impairment Questionnaire (SWVIQ), in Braille format to visually impaired respondents. This task was carried out by the researcher in collaboration with three trained Research Assistants. Special education teachers provided valuable assistance in facilitating the data collection process within the school settings. During the data collection sessions, visually impaired students were guided to input their responses either by typing directly or by providing their answers in Braille. For those who were unable to type, their responses in Braille were transcribed into the ink-print version of the questionnaire. The transcription process was conducted by the researcher, with support from a braille specialist at Government College, Umuahia, ensuring accuracy and consistency in the data capture process. Simultaneously, Questionnaire B, the School Library Media Center Perception Questionnaire (SLMCPQ), was distributed to the librarians of the selected institutions. This questionnaire sought insights into the perceptions and experiences of the librarians regarding the library services provided. The completion of Questionnaire B by the librarians was facilitated over a period of three weeks, allowing sufficient time for comprehensive responses to be provided.

The study employed a comprehensive approach to data analysis, integrating both descriptive and inferential statistical techniques. Descriptive statistics, including frequency distributions, percentages, means, and standard deviations, were utilized to summarize and explore the collected data. Additionally, inferential statistics such as Pearson correlation and regression analysis were employed to examine relationships and test hypotheses. The Statistical Package for the Social Sciences (SPSS) software was utilized as a tool to facilitate the analysis process, ensuring accuracy and efficiency in deriving meaningful insights from the dataset. Specifically, Pearson correlation was utilized to assess the degree of association between variables, while regression analysis was employed to explore predictive relationships among key study variables. This methodological framework allowed for a rigorous and systematic examination of the research questions, enabling the generation of robust findings and conclusions.

Research questions

The following research questions were posed for the purpose of achieving the objectives of this study:

1. What is the relative influence of information needs, library services, media formats availability and accessibility on library use by the students with visual impairment?

2. What is the relative influence of information needs, library services, media format availability and accessibility, on user-satisfaction among the students with visual impairment?

3. What are the impediments to user-satisfaction among the students with visual impairment in the school library media centers?

Research Question 1: What is the relative influence of information needs, library services, media formats availability and accessibility on library use by the students with visual impairment?

The results of the multiple regression analysis, as presented in Table 2, shed light on the relative impact of information needs, library services, media format availability, and accessibility on library use among students with visual impairment. Notably, the analysis reveals that media-format availability does not exert a significant influence on library use among secondary school students with visual impairment in South-Eastern Nigeria (Beta = −0.186, t = 1.993, p > 0.05).

Table 2. Relative influence of information needs, library services, media format availability and accessibility on library use.

Model	Unstandardized coefficient		Standardized coefficients	F	Sig
	B	Std. Error	Beta
Constant	1.457	.905		1.609	.114
Information needs	1.650	.112	.314	2.633	.011
Library service provision	.295	.035	.288	3.024	.004
Library service accessibility	.105	.470	.429	3.510	.001
Media format availability	−.293	.147	−.186	1.993	.052

Conversely, the analysis highlights a significant relative influence of information needs (Beta = 0.314, t = 2.633, p < 0.05), library service provision (Beta = 0.288, t = 3.024, p < 0.05), and accessibility (Beta = 0.429, t = 3.510, p < 0.05) on library use among students with visual impairment. These findings underscore the importance of addressing information needs, enhancing library service provision, and improving accessibility to facilitate greater utilization of library resources by students with visual impairment.

Research Question 2: What is the relative influence of information needs, library services, media format availability and accessibility, on user-satisfaction among the students with visual impairment?

Table 3 shows the summary of relative influence of information needs, library services, media format availability and accessibility on user-satisfaction of the students with visual impairment.

Table 3. Relative influence of information needs, library services, media-format availability and accessibility on user-satisfaction of the students with visual impairment.

Model	Unstandardized coefficient		Standardized coefficients	T	Sig
	B	Std. Error	Beta
Constant	30.147	.322		.456	.650
Information needs	1.666	.179	.666	9.297	.000
Library services	.103	.040	.181	2.579	.013
Library accessibility	.057	.012	.265	4.659	.000
Media-formats availability	.058	.054	.059	1.073	.289

The results presented in Table 2 indicate a significant influence of certain factors on the satisfaction levels of secondary school students with visual impairment. Specifically, there was a notable influence of information needs (Beta = 0.666, t = 9.297, p < 0.05) and the accessibility of the library (Beta = 0.265, t = 4.659, p < 0.05) on user satisfaction. However, the study did not find a significant influence of library services (Beta = 0.181, t = 2.579, p > 0.05) and media format (Beta = 0.059, t = 1.073, p > 0.05) on user satisfaction among these students. Consequently, it can be deduced that the information needs of students with visual impairment, along with library accessibility, play pivotal roles in shaping the extent of user satisfaction, whereas library services and media format exhibit lesser influence in this regard.

Research question 3: What are the impediments to effective library use and user-satisfaction among the students with visual impairment in the school library media resource centers?

Table 4 presents a comprehensive overview of the impediments to library use among respondents, with various factors contributing significantly to the challenges faced. These include the unavailability of needed media formats (X = 0.79, SD = 0.420), insufficient content within media formats (X = 0.70, SD = 0.451), presence of outdated media formats (X = 0.69, SD = 0.469), lack of equipment for media format utilization (X = 0.69, SD = 0.450), difficulties in accessing media formats (X = 0.59, SD = 0.469), malfunctioning equipment for media format utilization (X = 0.52, SD = 0.504), and absence of a recording studio (X = 0.52, SD = 0.504).

Table 4. Impediments to library use and user-satisfaction.

Impediments	Frequency	Percentage (%)	Mean	SD
Unavailability of needed media formats	42	77.8	0.78	0.420
Content of media formats	39	72.2	0.70	0.451
Outdated media formats	37	68.5	0.69	0.469
Unavailability of equipment for media format use	32	59.3	0.69	0.450
Inaccessibility of the media formats	28	51.9	0.59	0.469
Dysfunctional equipment for media format use	28	51.9	0.52	0.504
Lack of recording studio	28	51.9	0.52	0.504
Atmosphere in the library not conducive	17	31.5	0.31	0.469
Inaccessibility of locations within the library	9	16.7	0.17	0.376
Unfriendliness attitude of the library staff	8	14.8	0.15	0.359
Amount of time spent waiting for needed service	28	51.9	0.01	0.000
Borrowing privileges not guaranteed	31	57.4	0.00	0.000
Limited library opening hours	–		0.00	0.000

These findings underscore the critical nature of these factors as significant barriers to both library use and user satisfaction among visually impaired students. The presence of these impediments highlights the pressing need for interventions aimed at addressing the availability, accessibility, and functionality of media formats and related equipment within library settings to enhance the overall experience and utility of library resources for visually impaired individuals.

Hypotheses

Two null hypotheses were tested in this study at 0.05 level of significance:

H0₁ Information needs, library services, media-format availability and accessibility do not predict use of the school library by secondary school students with visual impairment

H0₂ Information needs, library services, media-format availability and accessibility do not predict user-satisfaction of the students with visual impairment.

Hypotheses testing

H₀₁: Information needs, library services, media-formats availability and accessibility, do not predict use of the school library by the students with visual impairment

Table 5 shows the model summary of the level of information needs, library services, media format availability and accessibility, prediction of library use by the students with visual impairment.

Table 5. Model summary of level of information needs, library services, media-format availability and accessibility, prediction of library use.

Model	R	R Square	Adjusted R Square	Std. Error of the Estimate
1	.701	.491	.482	1.299
2	.750	.562	.545	1.217
3	.773	.598	.574	1.177

Predictors: (Constant), information needs.

Predictors: (Constant), information needs, accessibility to library service.

Predictors: (Constant), information needs, accessibility to library service, library service provision.

Dependent Variable: Library use.

Table 5 illustrates the significant predictors of library use among students with visual impairment, considering variables such as information needs, library service provision, library service accessibility, and media format availability. The analysis indicates that information needs, library service accessibility, and library service provision emerge as key predictors of library use in this context.

Specifically, information needs emerged as the most influential predictor, explaining 49.1% of the total variance in library use among visually impaired students. Following closely, library service accessibility contributed 7.1% to the total variance, and when combined with information needs, these two factors accounted for 56.3% of the total variance in library use. Finally, library service provision accounted for 3.4% of the total variance, yet when considered alongside information needs and library service accessibility, these factors collectively explained 59.8% of the total variance in library use among visually impaired students.

These findings underscore the importance of addressing information needs, enhancing library service accessibility, and improving library service provision to effectively promote library use among secondary school students with visual impairment in the South Eastern region of Nigeria.

H₀₂: Information needs, library services, media-format availability andaccessibility do not predict students with visual impairment satisfaction with library service.

Table 6 shows the model summary of information needs, library services, media format availability and accessibility, prediction of students with visual impairment satisfaction with library service.

Table 6. Model summary of information needs, library services, media-format availability and accessibility, prediction of satisfaction with library service.

Model	R	R Square	Adjusted R Square	Std. Error of the Estimate
1	.892	.795	.791	.506
2	.922	.850	.843	.439
3	.935	.874	.866	.405

Predictors: (Constant), information needs.

Predictors: (Constant), information needs, accessibility to library service.

Predictors: (Constant), information needs, library service accessibility, library service provision.

Based on the analysis of independent variables predicting user satisfaction among secondary school students with visual impairments, Table 6 demonstrates that satisfaction with information needs is the most significant predictor, accounting for 79.5% of the variance in student satisfaction with the library. Following closely is library accessibility, which contributes 5.5% to the overall variance in student satisfaction. Conversely, library services emerged as the least influential predictor, explaining only 2.4% of the total variance in student satisfaction. These findings suggest that the extent to which the school library addresses the information needs of visually impaired secondary school students significantly impacts their satisfaction levels.

Discussion

Relationship existing among information needs, library services, accessibility, media-format availability, user-satisfaction and library use among the students with visual impairment

The discussion elucidated the relationships among information needs, library services, media-format availability, user satisfaction, and library use among visually impaired students. While certain factors such as information needs and library accessibility positively impacted library engagement and satisfaction, challenges related to media-format availability and library services were observed. These findings underscore the importance of addressing infrastructure shortcomings and enhancing service quality to optimize library experiences for visually impaired students (Ashraf, et al. 2016).

The findings of the study suggest a positive relationship between user satisfaction, information needs, library services, accessibility, and media-format availability with library use among students with visual impairment. This aligns with the research conducted by Dwivedi, Kapoor, Williams, and Williams (2013), who explored the factors influencing system use and user satisfaction in RFID-enabled libraries. Dwivedi et al. found that system quality, use, and user satisfaction positively influenced users’ attitudes toward library services. This study contributes to the existing body of literature by providing empirical evidence of the factors that impact library use among students with visual impairment. While Dwivedi et al.'s findings support the notion that user satisfaction and system quality are crucial determinants of library service utilization, the present study expands on this by including additional variables such as information needs, accessibility, and media-format availability. Moreover, the partial contrast observed in the findings suggests that while certain factors may have consistent effects across different library contexts, there are also unique considerations specific to populations with visual impairment. Understanding these nuanced dynamics is essential for designing tailored library interventions that effectively meet the needs of diverse user groups. By incorporating both similarities and distinctions from previous research, the current study enhances our understanding of the complex interplay between user satisfaction, service quality, and library utilization among individuals with visual impairment. This holistic perspective is critical for informing the development of inclusive library policies and practices that promote equitable access to information for all members of society.

The findings regarding the weak positive relationship between media-format availability and library use in this study stand in contrast to previous research, particularly the studies by Dwivedi et al. (2013) and Martensen and Gronholdt (2003). Dwivedi et al. (2013) highlighted the positive role of library collections in determining user satisfaction, suggesting that a rich array of media formats contributes to overall library quality. Similarly, Martensen and Gronholdt (2003) found evidence that library collections play a positive role in improving users’ perceived quality, satisfaction, and loyalty.

Additionally, the study by Soon, Lim & Gaur (2023) sheds further light on the impact of resource availability on library use, particularly for individuals with visual impairments. In the Soon, Lim & Gaur’s (2023) findings suggest that access to resources, facilitated by vision services in the UK, contributed to increased library use among this population. This finding further underscores the importance of media-format availability in influencing library utilization.

However, the current study’s findings diverge from these previous findings, suggesting a possible discrepancy in the relationship between media-format availability and library use. One possible explanation for this difference could be that the high reported use of school libraries by students in this study may reflect their personal determination to succeed academically, regardless of the adequacy of media formats available. It is possible that students may prioritize access to any available resources in their pursuit of educational goals, even if those resources are limited in scope or format.

Moreover, it is also plausible that students in this study may have been satisfied with the state of media-format availability in their school libraries, despite any shortcomings noted by researchers. This discrepancy between perceived satisfaction and objective assessments of media-format availability highlights the complex interplay between user perceptions and actual resource availability in influencing library use.

While previous research suggests a positive relationship between media-format availability and library use, the findings of this study present a nuanced perspective. The discrepancy observed in the current study underscores the need for further research to explore the factors influencing library utilization among diverse populations, taking into account both objective measures of resource availability and user perceptions.

Influence of information needs, library services, media-formats availability and accessibility on user-satisfaction among the students with visual impairment

The findings of this study reveal a notable correlation between information needs and library accessibility, both of which significantly impact the user satisfaction of students. These results align with the perspectives of scholars such as Alqudah, & Khasawneh, (2024), Tristan (2003), Chua (2004), and Smith (1999), who emphasize the importance of user satisfaction as contingent upon effective library programs that prioritize user engagement. Additionally, Nkiko and Ilo (2006) emphasize the integral role of user satisfaction in the intricate organization of libraries, echoing Bassey’s (2006) assertion that user satisfaction is intricately linked to well-stocked libraries staffed by qualified professionals. These insights underscore the necessity of addressing these factors within School Library Media Centers (SLMCs) to ensure the optimal satisfaction of visually impaired students.

In contrast, it is surprising to note that neither library services nor media-format availability demonstrated a significant influence on user satisfaction. This finding diverges from the expectations outlined by scholars like Umukoro, & Tiamiyu, (2017) and Ugwu (2009), who argue that proficient library services, coupled with knowledgeable staff, contribute substantially to user satisfaction. The discrepancy may stem from the students’ perception of what constitutes quality service within SLMCs and the adequacy of media formats available for their use. Further investigation is warranted to elucidate this potentially anomalous state of knowledge among students regarding their satisfaction with SLMC services and media-format availability.

Impediments to user-satisfaction among the students with visual impairment

The study sought to verify the impediments to user satisfaction among the students with visual impairment with their school libraries. Findings reveal that inadequacy of media-formats, contents of media-formats, out-dated media-formats, and inadequacy of equipment for media-format use and lack of recording studio were major impediments to user satisfaction among the students conforming with Mairaj and Naseer (2013) whose study on the PIC library in the Punjab province of Pakistan show that adequate collections was closely associated with the users’ perceptions of library effectiveness and the quality proved very effective in satisfying the users. Majid, Anwar and Eisenschitz (2001) in a study conducted in Malaysia discovered that user satisfaction had a positive relationship with the users’ assessment of the adequacy of various library materials, availability of assistance from library staff, and adequacy of library physical facilities in conformity with the findings of this study.

Ahmed & Naveed (2020) state that information materials for blind and partially sighted students must be accessible for their studies in the context of their disability. For instance, a proposal was made in Korea by Lee, Nam and Nam (2013) for the creation of modified cataloguing rules and standards to alleviate the problems of access to the collections of libraries for persons with visual impairment, which starts from the point of item location. Findings from a study conducted in the UK on visually impaired pupils’ reading preferences by Arter and Layton (2000) suggest that some of their outstanding needs related to reading might be met if they were able to discover more about availability of resources through the use of adapted technology to access the Internet and other databases.

The result of this study revealing various shortcomings in the provisions made in school libraries in South Eastern Nigeria aligns with the findings of Bae, Jeong, Shim and Kwak (2007) that “the information environment for the print-disabled is unusually undeveloped in South Korea, and therefore extensive improvement is urgently required,” and corroborates the views of Atinmo (2012) and Brazier (2007) that the problem is universal as it affects all countries from the poorest to the richest.

The implications of the study underscore the importance of addressing critical factors such as information needs, accessibility, and infrastructure deficiencies to improve library engagement and user satisfaction among visually impaired students in South-Eastern Nigeria. By addressing these challenges and implementing targeted interventions, schools and libraries can create more inclusive and supportive environments that cater to the diverse needs of visually impaired students, ultimately enhancing their educational experiences and outcomes (Lourens & Swartz, 2016).

Implications of the study

Research question 1: Relative influence on library use

The analysis revealed crucial insights into the factors influencing library use among students with visual impairment. While media-format availability did not significantly impact library use, other variables such as information needs, library service provision, and accessibility exhibited significant effects. Specifically, information needs, library service provision, and accessibility were identified as key determinants of library utilization among visually impaired students in South-Eastern Nigeria. This underscores the importance of addressing these factors to enhance library engagement and maximize the benefits of library resources for this demographic.

Research question 2: Relative influence on user satisfaction

The examination of factors influencing user satisfaction among visually impaired students highlighted the significant role of information needs and library accessibility. These variables emerged as strong predictors of user satisfaction, emphasizing the importance of meeting students’ informational requirements and ensuring easy access to library services. However, library services and media-format availability did not exhibit significant influences on user satisfaction, indicating potential areas for improvement in enhancing overall user experiences within library settings.

Research question 3: Impediments to library use and user satisfaction

The identification of impediments to library use and user satisfaction shed light on critical areas requiring attention in school library media resource centers (SLMCs). Key barriers included the inadequacy of needed media formats, outdated materials, and insufficient equipment for media format use. Additionally, the lack of recording studios and unfriendly library atmospheres were identified as significant challenges. These findings underscore the importance of addressing infrastructure deficiencies, updating resources, and enhancing the overall environment within SLMCs to improve accessibility and user satisfaction among visually impaired students.

Hypotheses testing

The hypotheses testing provided valuable insights into the predictive factors of library use and user satisfaction among visually impaired students. The results indicated that information needs, library service accessibility, and provision significantly influenced library use, while information needs and accessibility were strong predictors of user satisfaction. These findings highlight the critical role of addressing information needs and ensuring accessibility in enhancing both library engagement and user satisfaction among visually impaired students.

Conclusion

The research findings shed light on critical aspects influencing library use and user satisfaction among secondary school students with visual impairment in South-Eastern Nigeria. Through rigorous statistical analysis, several key insights have emerged.

Firstly, concerning the research question on the relative influence of information needs, library services, media format availability, and accessibility on library use, the study revealed compelling results. Information needs, library service provision, and accessibility were found to significantly impact library use among visually impaired students. Interestingly, while media format availability did not exhibit a significant influence on library use, the other factors proved crucial determinants.

Moving on to the investigation of the relative influence of these factors on user satisfaction, a nuanced understanding emerged. Information needs and library accessibility emerged as significant predictors of user satisfaction among visually impaired students. Conversely, library services and media format availability did not demonstrate a significant influence on user satisfaction. This highlights the complex interplay between various factors and user satisfaction, suggesting the need for tailored interventions to address specific needs effectively.

Moreover, the study identified several impediments to effective library use and user satisfaction among visually impaired students. Key challenges included the inadequacy of media formats, outdated materials, insufficient equipment, and the lack of a conducive atmosphere in libraries. These findings underscore the importance of addressing infrastructural deficiencies and improving resource accessibility to enhance user satisfaction and promote inclusive education.

The study contributes valuable insights into the dynamics of library use and user satisfaction among visually impaired students in South-Eastern Nigeria. By highlighting the significance of information needs, service provision, and accessibility, as well as identifying key impediments, the research provides a roadmap for enhancing library services and fostering a more inclusive learning environment. However, further research is warranted to explore additional factors influencing user satisfaction and devise targeted interventions to address existing challenges comprehensively.

Recommendations

Based on the findings from the study, the following recommendations are proposed:

• Infrastructure Improvement: Efforts should be made to improve the infrastructure of School Library Media Resource Centers, particularly in terms of accessibility and availability of media formats for visually impaired students. This includes ensuring the provision of appropriate equipment and facilities to support the use of ICT tools and assistive technologies.

• Policy Development: There is a need for the development of comprehensive policies and guidelines that address the specific information needs of visually impaired students in school library media centers. These policies should outline standards for the provision of accessible media formats, equipment, and facilities, as well as guidelines for staff training and support.

• Collaboration and Partnerships: Collaboration between schools, libraries, government agencies, and relevant stakeholders is essential for addressing the challenges faced by visually impaired students in accessing information resources. Partnerships with organizations specializing in assistive technologies and accessibility services can help improve the availability and usability of media formats for visually impaired students.

• Awareness and Sensitization: There is a need for increased awareness and sensitization campaigns aimed at promoting the importance of inclusive education and accessibility in school library media centers. These campaigns should target both educators and students to foster a culture of inclusivity and support for visually impaired individuals.

• Research and Development: Further research is needed to explore innovative approaches and technologies for enhancing the accessibility and usability of information resources for visually impaired students. This should also include research on the development of new media formats, assistive technologies, and digital learning platforms tailored to the needs of visually impaired learners.

Disclosure statement

No potential conflict of interest was reported by the author(s).