Abstract
This study examined the relationship between peer-learning practices and perceived
knowledge retention among Library and Information Science (LIS) distance learners at
the University of Ibadan. A descriptive correlational survey design was adopted. The
study enumerated all 191 undergraduate LIS distance learners, and data were collected
using a validated and reliable structured questionnaire. Descriptive statistics
(frequencies, percentages, means, and standard deviations) were used to answer the
research questions, while Pearson Product Moment Correlation was employed to test
the relationship between the variables. The findings revealed that respondents
exhibited a moderate level of perceived knowledge retention (mean = 2.78), while peerlearning
practices were also utilised at a moderate level (weighted mean = 3.28), with
collaborative learning and social interaction being the most common practices. The
results further showed a moderate positive and statistically significant relationship
between peer-learning practices and perceived knowledge retention (r = 0.58, p < 0.05),
indicating that increased engagement in peer-learning activities enhances learners'
ability to retain academic knowledge. The study concludes that peer-learning practices
are important in promoting knowledge retention among LIS distance learners. It
recommends that distance education providers strengthen structured peer-learning
opportunities through collaborative learning platforms and interactive student
engagement to improve knowledge retention and overall learning outcomes.
Keywords: Peer-learning practices, knowledge retention, collaborative learning,
distance learners, Library and Information Science, University of Ibadan.
Publication Date: 2026-07-31