Abstract
Research productivity among academic staff in Nigerian polytechnics is crucial for
institutional development, while information literacy skills (ILS) are recognized as
essential for effective research, the influence of contextual factors on this relationship is
under-explored. This study examined the moderating role of socioeconomic factors on
the relationship between information literacy skills and research productivity of
academic staff in public polytechnics in Southwest Nigeria. A correlational research
design was adopted, with a sample of 565 academic staff selected through multi-stage
sampling. Data were collected using a structured questionnaire and analyzed using
Pearson's correlation and hierarchical multiple regression. Findings revealed a
significant positive relationship between information literacy skills and research
productivity (r = .182, p < .05). Socio -economic factors collectively contributed
significantly to the model, explaining 20.8% of the variance in research productivity.
Educational qualification (β = 0.250), work experience (β = 0.114), academic status (β =
0.147), and monthly salary (β = 0.106) emerged as significant direct predictors.
Furthermore, gender (β = 0.680), work experience (β = 1.085), and academic status (β =
0.888) significantly moderated the ILS–research productivity relationship. The study
concludes that work experience, and academic ranks impacted the translating of
information literacy skills into tangible research output. Recommendations: It is
recommended that polytechnic management and policymakers implement targeted
interventions, including continuous professional development programs that are
sensitive to staff career stages and gender, and improved remuneration structures to
foster a more productive research culture.
Keywords: Information literacy skills, research productivity, socio-economic factors,
moderation
Publication Date: 2026-07-31