Browsing by Author "Nkiko, C."

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Community-focused selective dissemination of information services for empowering women through information provision and utilization: center for learning resources as a catalyst for social change
(2015) Nkiko, C.; Iroaganachi, M. A.
With the rapidity of transformation of the modern society to a knowledge economy, as well as the ever increasing deployment of ICT for retrieval and management of knowledge by libraries, global solutions are now available for hitherto localized and seemingly intractable problems. As laudable as this scenario of a flat world which provides information for virtually any issue of human concern, in unimaginable dimension, may seem, there still exists the need to bridge the yawning gap in women’s information access and utilization in Nigeria. It is against this background that the study surveyed and show-cased practical outreach undertaken by the Centre for Learning Resources (Covenant University Library) in addressing particular information needs of women within its environs. The paper highlighted community impact initiatives, workshops, and research targeted at ameliorating specific deficiencies associated with women through the instrumentality of information access and library services. The study extrapolated from the unique experiences of the Centre for Learning Resources, Covenant University to construct a model for modern libraries in developing countries for evolving as agent of reconstruction of their immediate geo-polity. It identified constraints of libraries in community services. The paper concluded that libraries should traverse traditional roles to embrace challenges presented by their peculiar setting in order to maintain continuous relevance
Health, information, perception and demographic variables as correlate of gender equality in science technology engineering and math (Stem) education in South-West Nigeria
(2017) Iroaganachi, M. A.; Nkiko, C.; Eni, A.
Background: With the level of efforts and interventions by researchers and organizations around the world towards gender equality in Science Technology Engineering and Math (STEM), the number of women participation is still very low. UNESCO Institute for Statistics (2015) revealed that female representation is only about 30% of the total population in STEM while in Africa it is about 17% ( Ekine, 2013). This statistics, raises the question of what could be responsible for the resistant disparity? Could it be that girls at the foundational level do not have adequate career information about STEM and all it entails? What are their perceptions of Mathematics and sciences, are there some demographic issues? There is need to discover what the real causes of gender disparity in mathematics and sciences are from the junior secondary school, a period that precedes the choice subjects that form student’s career paths. This will provide an empirical basis for effectively bridging the gender gap in STEM in Nigeria thereby building and releasing the necessary latent human resources to sustain development and compete in the global economy as well as ensuring inclusivity of girls and women. Ekine (2013) affirmed that a country’s ability to secure good health, fight diseases, protect the environment, produce food for its people, and develop new industries and technologies is dependent on the scientific knowledge and skills of its people. Consequently, more women are needed in STEM to be active participants in scientific development particularly in health related issues, application and decision-making thus, ensuring that scientific initiatives are implemented to adequately address the needs and preferences of both sexes especially those of women. It is against this background that the study seeks to investigate Health, Information, Perception and Demographic variables as correlate of gender equality in STEM education in South-West Nigeria. On the long run, findings from a study such as this would highlight specific deficiencies associated with attracting and retaining girls in Mathematics and Science and proffer solutions to the problems.
Impact analysis of e-Databases’ job relevance, output quality and result demonstrability on faculty research motivation
(Emerald Publishing Limited, 2022) Izuagbe, R.; Olawoyin, O. R.; Nkiko, C.; Ilo, P. I.; Yusuf, F.; Iroaganachi, M.; Ilogho, J.; Ifijeh, G. I.
The purpose of the study is to ascertain whether or not faculty members would be motivated to use e-Databases for research considering the impact of the Technology Acceptance Model2 (TAM2) cognitive instrumental processes of job relevance, output quality and result demonstrability. Design/methodology/approach – The survey research design was applied. The selection of samples was based on a multistage sampling technique involving; purposive, simple/systematic random and total enumeration procedures. Five colleges and departments each were selected from the three universities that provided the setting for the conduct of this study, out of which a sample of 135 was drawn from the total population of 209. The questionnaire method was used for data gathering. Ninety-five percent return rate of the administered instrument was observed. Descriptive and inferential statistical tools were employed for data analyses. Findings – Job relevance, output quality and result demonstrability are motivators of faculty use of e-Databases for research with result demonstrability wielding the strongest influence. Use of e-Databases for research is based on the usefulness level perceived of them. Faculty are highly predisposed to using the technology for research with the chances of getting published in reputable journal outlets ranked highest among other factors that influence faculty use of e-Databases. Originality/value – The conceptualization of TAM2 cognitive instrumental processes as system characteristics and motivators of e-Databases use among faculty towards research engagement advances the understanding of intention to use e-Databases for research.
Performance assessment model for academic libraries: the Covenant University Library example
(CSIR-National Institute of Science Communication and Policy Research (CSIR-NIScPR) in New Delhi, India, 2016-03) Iroaganachi, M. A.; Nkiko, C.
The study explores performance assessment models in academic libraries and show-cases the practical experiences at the Covenant University Library. The paper which is based on an observational study of the researchers’ daily work experiences and review of literature identified constraints to performance assessment in academic libraries and has attempted to give solutions. The paper concludes that academic libraries should overcome constraints and imbibe the culture of performance assessment that involves a continuous and periodic process of fine-tuning critical management and functional processes, either reactively or proactively through deliberately designed parameters (indicators). It extrapolated from the unique experiences of the Centre for Learning Resources, Covenant University to construct a model (Lib-PERFQUAL) for libraries around the world. This is a model that comprises all indicators necessary to maintain continuous relevance and achieve utmost efficiency.