Subjective Norms and Perceived Behavioral Control as determinant of Library Resources Use

Abstract

In secondary school, school libraries continue to play a central role in knowledge acquisition, literacy development, and academic performance. The study investigated how subjective norms and perceived behavioral control influence library use among senior secondary school students in selected private schools in Ido Local Government Area, Ibadan. The research adopted a descriptive correlational survey design involving 409 students, from which 200 were selected through stratified random sampling. A structured questionnaire was used for data collection, and the results were analyzed using descriptive and inferential statistics with SPSS. A total of 200 copies of the questionnaire were administered to private secondary students in five schools in Ibadan, Oyo State. A total of 198 copies were returned and valid for analysis, giving a response rate of 99%. Findings revealed that perceived behavioral control plays a notable role in library usage, as many students reported difficulty accessing needed resources, which discouraged future use. Subjective norms were also influential: parental pressure and peer influence significantly shaped students’ decisions to visit the library. Many respondents indicated they used the library because their parents insisted, while others preferred library visits only when friends were present. Learning purposes, particularly the use of textbooks, were the primary drivers of library use.

Correlation and regression analyses showed that subjective norms were the strongest predictor of library use. The study recommends creating designated library periods, improving resource availability, and conducting orientation programmes to enhance students’ reading culture and academic performance.