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The Role of School Libraries in Supporting Inquiry-Based Methods for Teaching Science in Nigerian Schools: Challenges and Possibilities

  • Olabode Olajide ORCID logo EMAIL logo and Sandy Zinn ORCID logo
Published/Copyright: April 26, 2021
Libri
From the journal Libri Volume 71 Issue 2

Abstract

Using a constructivist lens, this study investigated the role of school libraries in supporting an inquiry-based approach for teaching and learning science subjects in senior secondary schools in Ekiti State, Nigeria, the challenges faced and possibilities presented. The significance of this study is based on the importance Nigeria has assigned to science education as a means to achieving national development. A mixed-methods approach was chosen for the study. The population of the study included school librarians, principals, and science teachers in public senior secondary schools as well as staff in the Ministry of Education, Science and Technology concerned with supporting and managing resources for science teaching and learning. Data was collected using questionnaires, interviews, and observation. Quantitative data collected through the questionnaires were analyzed using the SPSS, while qualitative data were transcribed and thematically analyzed. The findings revealed the library resource most frequently available in school libraries for supporting science curriculum implementation is a textbook. Most of the staff in charge of the library had no librarianship qualification. Teacher-centred approaches predominated amongst teachers. The study emphasizes how school libraries are underrated as support for the curriculum. It proffers some far reaching recommendations to position school libraries for better performance.

Keywords: constructivism; inquiry-based learning; school libraries; science subjects; science teachers; secondary schools
Corresponding author: Dr. Olabode Olajide, Principal Librarian, University Library, Federal University Oye-Ekiti, Oye-Ekiti, Nigeria, E-mail:

  1. Suggestions for Further Research: This study only considered public secondary schools in Ekiti State. A comparative study of both public and private schools in Ekiti State will provide more insights into teaching approaches and curriculum implementation in both categories of secondary schools in the state.

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Published Online: 2021-04-26
Published in Print: 2021-06-25

© 2021 Walter de Gruyter GmbH, Berlin/Boston

Articles in the same Issue

  1. Frontmatter
  2. Articles
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  4. Satisfaction and Consumption Emotions of Library Users at a Public University in Mexico: A Case Study
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  7. South African Library and Information Science (LIS) Students’ Perceptions, Motivations and Reasons for Enrolling in the LIS Program
  8. The Role of School Libraries in Supporting Inquiry-Based Methods for Teaching Science in Nigerian Schools: Challenges and Possibilities
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https://doi.org/10.1515/libri-2020-0068
Keywords for this article
constructivism; inquiry-based learning; school libraries; science subjects; science teachers; secondary schools

Articles in the same Issue

  1. Frontmatter
  2. Articles
  3. Librarians’ Perceptions of the Challenges for Researchers in Rwanda and the Potential of Open Scholarship
  4. Satisfaction and Consumption Emotions of Library Users at a Public University in Mexico: A Case Study
  5. Exploring Sub-Saharan Africa’s Communication of COVID-19-Related Health Information on Social Media
  6. Identifying and Evaluating the Critical Success Factors for Academic Information Management and Evaluation Centers: The Case of Iran
  7. South African Library and Information Science (LIS) Students’ Perceptions, Motivations and Reasons for Enrolling in the LIS Program
  8. The Role of School Libraries in Supporting Inquiry-Based Methods for Teaching Science in Nigerian Schools: Challenges and Possibilities
  9. Personal Information Management Behaviors of University Faculty – Aspects of Print versus Electronic
  10. A Distinct Type of Online Group for Customer Knowledge Innovation: The Virtual Product User Community
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