Abstract
This study investigated the access to and use of information resources for learning activities
by students of Colleges of Education in Kano State, Nigeria. The research was guided by a
positivism paradigm and employed a quantitative approach. A sample of 378 students was
drawn from the target population across three institutions: Sa'adatu Rimi College of
Education, Kumbotso; College of Education, Science and Remedial Studies, Kano; and
Federal College of Education (Technical), Bichi. Data were collected using a structured
questionnaire and analyzed using both descriptive and inferential statistics. Findings
revealed that access to most information resources—particularly online resources and
printed materials such as magazines, journals, dictionaries, and encyclopedias—was
severely limited (mean scores below 2.0). Printed textbooks ( ext{Mean} = 2.01) were the
only resource rated as accessible. Regarding utilization, printed textbooks ( ext{Mean} =
3.79) and online books ( ext{Mean} = 3.00) were the most frequently used resources,
whereas online journals ( ext{Mean} = 1.87) and encyclopedias ( ext{Mean} = 1.94) were
substantially underutilized. Students primarily accessed information resources for course
learning, exam preparation, and completing assignments ( ext{Mean} = 3.33), but rarely
utilized them for broader research ( ext{Mean} = 1.80). The study concluded that overall
resource access is inadequate and usage is largely restricted to a narrow range of materials.
Recommendations include expanding e-library infrastructure, conducting comprehensive
user orientation workshops, and promoting the use of diverse information resources across
academic programs.
Publication Date: 2026-07-31