Learning readiness of students and its influence on digital library usage in tertiary institutions in Oyo state, Nigeria

Abstract

This study investigates the learning readiness of tertiary institution students in Oyo State, Nigeria, and its influence on digital library usage. It explores the cognitive, emotional, and behavioural preparedness of students necessary for learning and how they influence engagement with digital library resources. Three research objectives were outlined for this study. Multi-stage sampling technique was used to select 380 students from two tertiary institutions in Oyo State. Data were collected using a structured questionnaire, and statistical analysis was conducted to assess students' level of learning readiness, their frequency of digital library usage, and the relationship between the two variables. Descriptive and inferential statistics, including mean scores, correlation and regression models, were applied to analyze the data. The results reveal moderate level of learning readiness among students (weighted mean = 3.25), with strengths in stress management and self-evaluation but weaknesses in time management, adaptability, and critical thinking. Digital library engagement was generally high (weighted mean = 3.10), with students showing confidence in using digital resources but limited access to academic databases. The regression analysis (R = 0.152, p = 0.003) indicates a weak but statistically significant relationship between learning readiness and digital library usage, suggesting that institutional factors such as access to resources and digital literacy training play a greater role in determining library usage than students' individual readiness alone.