use of electronic library resources in academic libraries challenges and opportunities a case...
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USE OF ELECTRONIC LIBRARY RESOURCES IN ACADEMIC
LIBRARIES: CHALLENGES AND OPPORTUNITIES: A CASE STUDY
OF KENYA SCHOOL OF LAW LIBRARY - KAREN
BY
NELSON MUTUMA MWIRIGI
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A Research Project submitted to the Kenya Methodist University in
partial fulfillment of the requirements of the Bachelor of Science degree
in Information Science
December 2012
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Declaration I hereby declare that this research project is my original work and has not been
presented for a degree in any other university.
…………………………… ……………………………..
Signature Date
This research project has been submitted for examination with my approval as
university supervisor.
…………………………………. ……………………………..
Signature Date
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Table of Contents
Declaration ..................................................................................................................................... i
ABBREVIATIONS AND ACRONYMS................................................................................. v
CHAPTER ONE ........................................................................................................................... 1
1.0 INTRODUCTION .................................................................................................................. 1
1.1 Background of the Study .................................................................................................. 2
1.2 Statement of the problem .................................................................................................. 3
1.3 Aim and Objectives of the study ..................................................................................... 4
1.4 Research Questions ............................................................................................................ 5
1.5 Significance of the Study ................................................................................................... 5
1.6 Scope .................................................................................................................................... 6
1.7 Limitations of the Study .................................................................................................... 6
1.8 Definition of important terms: ......................................................................................... 7
CHAPTER TWO ........................................................................................................................... 8
2.0 LITERATURE REVIEW ......................................................................................................... 8
2.1 Introduction ........................................................................................................................ 8
2.2 Information Literacy - Technology Literacy .................................................................. 8
2.3 Attitudes ............................................................................................................................ 10
2.4 Development and Current Trends ................................................................................ 10
2.5 Challenges faced .............................................................................................................. 11
2.6 Internet .............................................................................................................................. 12
CHAPTER THREE ..................................................................................................................... 15
3.0 RESEARCH DESIGN AND METHODOLOGY .............................................................. 15
3.1 Aim of the study ............................................................................................................... 15
3.2 Research Design. .............................................................................................................. 15
3.3 Population of the Study .................................................................................................. 16
3.4 Sampling Design .............................................................................................................. 16
3.5 Sampling Methods and Techniques .............................................................................. 17
3.6 Data Collection ................................................................................................................. 17
3.7 Data Analysis and Reporting. ........................................................................................ 18
CHAPTER FOUR ....................................................................................................................... 19
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4.0 DATA PRESENTATION AND ANALYSIS ..................................................................... 19
4.1 Introduction ...................................................................................................................... 19
4.2 Quantitative data analysis .............................................................................................. 19
4.3 Background of data analysis .......................................................................................... 20
4.3.1 The type of Library Patron .......................................................................................... 20
4.3.2 Age of the respondents ................................................................................................ 21
4.3.3 Frequency of Visits to the Library’s Website. ........................................................... 21
4.3.4 The Purpose of Visit to Library Website. ................................................................... 22
4.3.5 Perceived Importance of Electronic Resources In the Library. .............................. 23
4.3.6 Computers Used to Access Electronic Resources ..................................................... 24
4.3.7 Computer Skills ............................................................................................................. 25
4.3.8 Best Electronic Resource in the Library ..................................................................... 26
4.3.9 The biggest Obstacle to Accessing Electronic Resources ........................................ 27
4.3.10 Suggestions on Electronic Resources that the patrons would like added and
other comments regarding Electronic Resources at KSL library. ................................... 28
CHAPTER FIVE ......................................................................................................................... 29
5.0 CONCLUSIONS AND RECOMMENDATIONS ............................................................ 29
5.1 Introduction ...................................................................................................................... 29
5.2 Conclusion. ....................................................................................................................... 29
5.3.0 Recommendations ......................................................................................................... 30
5.3.1 Policy ........................................................................................................................... 30
5.3.3 Information Resources ............................................................................................. 31
5.3.4 Staffing ........................................................................................................................ 32
5.3.5 Access .......................................................................................................................... 32
5.3.6 Training ...................................................................................................................... 32
5.3.7Connectivity ................................................................................................................ 33
5.3.8 Marketing and Public Relations .............................................................................. 33
REFERENCES ............................................................................................................................. 34
APPENDICES ............................................................................................................................. 36
QUESTIONNAIRE ................................................................................................................. 36
WORK PLAN.......................................................................................................................... 39
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BUDGET .................................................................................................................................. 40
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ABBREVIATIONS AND ACRONYMS
1. KSL - Kenya School of Law
2. CLE - Council for Legal Education
3. FLSTAP - Financial Legal Sector Technical Assistance Project
4. ICT - Information Communication Technology
5. ATP - Advocates Training Programme
6. PS - Paralegal Studies
7. MOJNCCA - Ministry of Justice National Cohesion and Constitutional
Affairs
8. CAP - Chapter
9. IFLA - International Federation of Library Associations
10. KLA - Kenya Library Association
11. KLISC - Kenya Library and Information Services Consortium
12. JSTOR - Journal Storage
13. EBSCO - Elton B Stephens Company
14. LAN - Local Area Network
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CHAPTER ONE
1.0 INTRODUCTION
The word Library comes from the latin word “liber” which means book. Therefore, the
library has always been known as a collection of books and other printed media.
(Encyclopaedia Britannica Inc., 1993) Over the years, due to rise of technology, libraries
are now managing and housing more than just books. Technology has penetrated all
areas of life and the use of information and communication technology (ICT) is
commonplace in the 21st century. Libraries use ICT for better service and satisfying
diverse user needs. Libraries have transformed into digital and virtual libraries where
books, journals, and magazines have changed into e-books, e-journals, and e-zines. This
has increased the global dissemination of information. Electronic resources are easily
accessible in remote areas. Electronic resources solve storage problems and control the
flood of information. Print sources are being digitized.
Technology has revolutionized the way libraries operate. Among them, the cost of
materials in soft copy or digital are much cheaper and delivery is almost instant after
payments unlike when one had to wait for months for a printed book to be delivered.
The rapid growth of new technologies has changed the communication process and
reduced the cost of communication for individuals. Electronic information sources can
be seen as the most recent development in information technology and are among the
most powerful tools ever invented in human history. Electronic information sources are
becoming more and more important for the academic community (Adegbore, 2011)
Electronic resources represent an increasingly important component of libraries.
According to International Federation of Library Associations and Institutions,
“Electronic resources” refer to those materials that require computer access, whether
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through a personal computer, mainframe, or handheld mobile device. They may either
be accessed remotely via the Internet or locally. Some of the most frequently
encountered types are: E-journals, E-books, Full-text (aggregated) databases, indexing
and abstracting databases, Reference databases (biographies, dictionaries, directories,
encyclopedias, etc.), Numeric and statistical databases, E-images, E-audio/visual
resources. (IFLA, 2012)
The internet and the universal adoption of the World Wide Web have enabled the
distribution of scholarly communications faster, convenient and more extensively.
Publishing sector increasingly migrates to publishing online and the impact is felt all
over the world, academic institutions being no exception. Subscription to electronic
resources has become a preferred alternative.
Kenya School of law has not been left in the wave and adoption of new technology in
the library in its collection development. For example the school has subscribed to
several databases, journals and e-books. The school’s library also has established and
electronic resource centre for access of the said materials.
This is increasingly gaining recognition and users are getting to accept the online
resources challenges notwithstanding.
1.1 Background of the Study
The Kenya school of Law (KSL) was established in 1963, following the
recommendations of the Lord Denning Commission of Legal Education to the effect
that the country needed practical and professional training for legal practitioners in
addition to basic academic content being offered by various universities.
According to its website, KSL is a public institution – a semi-autonomous state agency
(SAGA) - mandated under the Council of Legal Education Act 16A of the Laws of
Kenya to deal with practical training in the area of law for and on behalf of the
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Government of Kenya. The School is a tertiary institution for Legal Education. The
School’s first programme was the Advocates Training Programme (ATP) undertaken to
train lawyers for admission as advocates of the High Court of Kenya and it remains the
School’s core programme.
The School is further mandated to provide continuous professional development (CPD)
training (Section 6 of the Council of Legal Education Act Cap 16A). The training is
practice- based and intended to enhance legal competencies and skills in the delivery of
legal services. CPD training is targeted at legal professionals engaged in the
administration of justice; legal practitioners in the public and private sector, as well as
other professionals whose duties involve interpretation, administration and
enforcement of law.
The Kenya School of Law Library is as old as the school and has grown from a small
mainly with collections of print nature to the current multi format resource library. The
purpose of the library is to provide services to support the teaching and research needs
of the School faculty and students.
CAP 16A of the laws of Kenya and Legal Notice 170 mandates and requires KSL to have
internet facilities and other online information resources as part of its library collection.
The library until 2006 only housed printed materials such as law reports, journals, and
textbooks. With the establishment of an electronic resource centre in the llibrary with 80
computers, the ERC has continued to be the most visited part of the library.
1.2 Statement of the problem
The migration of knowledge management from purely print materials to hybrid and
electronic resource led the Kenya School of Law library to think in the lines of adopting
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technology not only supplement the already stretched print resources but also to offer
more upto date alternative.
The field of law, which is the core business of the school, is ever dynamic and the print
resources at times become obsolete as soon as they are printed. This led the school to
adopt electronic resources that are updated almost in real time and available to the
users. In tune with the current trend in academic libraries, Kenya School of law library
has invested in Electronic resources as alternatives or supplements to the print materials
available. These include; e-books, electronic journals, cd roms
However, despite the massive investment on the electronic resources, it has been
realized that the resource utilization levels are too low. This has led to overreliance on
the printed materials that are becoming scarce due to increasing student populations.
1.3 Aim and Objectives of the study
The study aimed to investigate the challenges and opportunities of using electronic
resources for academic library a case of Kenya School of Law Library Karen.
Objectives
1. To find out the various electronic resources used at KSL library
2. To understand the level of ICT skills for the KSL students
3. To establish the extent of electronic resource usage at KSL
4. To find out if there exist an ICT and Library policy and their position regarding
electronic resources.
5. To understand the challenges faced in the use of electronic resources
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6. To come up with recommendations to ensure optimal access and utilization of
electronic resources.
1.4 Research Questions
1. What electronic Resources are available at KSL library and do the patrons know
about them?
2. What are the ICT literacy skills of KSL students?
3. What is the current utilization level of the resources?
4. Is there an ICT policy and or Library policy regarding the Electronic Resources?
5. What are the challenges the KSL students face in use of electronic resources?
6. How could the challenges currently being encountered be overcome?
1.5 Significance of the Study
Electronic resources have increasingly become an integral component of library services
at Kenya School of Law Library. This is owing to the increased subscription to online
databases, journals, e-books and provision of internet services in the ERC and through
WIFI access all over the school. This study is important because it is expected to
illuminate the challenges being faced in use of electronic resources are KSL library and
in extension other academic libraries. The main beneficiary of this research will be
Kenya School of Law and other similar academic libraries facing similar or related
challenges. After in-depth understanding of the problems and their origin, will
recommend viable solutions to increase utilization of electronic resources and prevent
from wastage of funds in subscribing for expensive electronic resources that are seldom
used.
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1.6 Scope
The study focused on finding out the utilization and challenges faced in use of
electronic resources at KSL library Karen Campus on Langata South Road.
1.7 Limitations of the Study
Since this study was restricted to one academic library among the many in Kenya, the
extent to which the findings of this study meet the need of all others is the limitation of
this study.
The time available for the research was not enough for a comprehensive study. The
distribution of questionnaires and having them returned also limited the research since
some did not see the importance of the research to them, others feared being victimized
of quoted.
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1.8 Definition of important terms:
Electronic Resources
IFLA defines Electronic Resources as “to those materials that require computer access,
whether through a personal computer, mainframe, or handheld mobile device. They
may either be accessed remotely via the Internet or locally”. Some of the most
frequently encountered types are: E-journals, E-books, Full-text (aggregated) databases,
Indexing and abstracting databases , reference databases (biographies, dictionaries,
directories, encyclopaedias, etc.), Numeric and statistical databases, E-images, E-
audio/visual resources. (IFLA, 2012)
Use of e-resources
This is defined as searching, browsing, examining, and visiting an e-resource and/or
service by a user.
Satisfaction
This refers to the sense of being pleased with results.
Ease of Use is referred to as the extent to which the e-resources is perceived to be user
friendly. These include ease of navigation, training issue and feels of being in control.
Barriers are impediments that obstruct users’ access and/or use of e-resources and/or
services.
Access is a means of approaching, entering, exiting, communicating with, or making
use of in this case electronic resources.
Acquisition is the act of gaining ownership by selection and purchase of materials or
resources. May include acquisition as donations, loan or grants
(IFLA, 2012)
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CHAPTER TWO
2.0 LITERATURE REVIEW
2.1 Introduction
This chapter reviews existing literature on various aspects regarding Electronic
Resources in libraries. Various web pages, publications from different authors, journals,
reports and unpublished materials were consulted. The chapter reviews issues on the
available electronic resources, staffing and preparedness of libraries, ICT skills among
library patrons and other factors that directly or indirectly impact on the access and
utilization of electronic library resources.
2.2 Information Literacy - Technology Literacy
(ALA, 2000) Defines Information literacy as “a set of abilities requiring individuals to
“recognize when information is needed and have the ability to locate, evaluate, and use
effectively the needed information.” (ACRL, 2000)
Information literacy is the backbone of any effective use of information resources.
As (Rockman, 2004) notes, the importance of information literacy is even more
important than ever before due to the increasingly complex world in which we live now
contains an abundance of information choices—print, electronic, image, spatial, sound,
visual, and numeric. The issue is no longer one of not having enough information; it is
just the opposite - too much information, in various formats and not all of equal value.
In a time of more than 17 million Internet sites, three billion Web pages, and more than
a million items in a typical medium-sized academic library, the ability to act confidently
(and not be paralyzed by information overload) is critical to academic success and
personal self-directed learning.
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A key part of information literacy is Technology skills. Information technology skills
enable an individual to use computers, software applications, databases, and other
technologies to achieve a wide variety of academic, work-related, and personal goals.
Information literate individuals necessarily develop some technology skills. (ACRL,
2000)
As (Blandy & Libutti, 1995) quoted in (Obuh, 2009) states, In order to utilize the
growing range of electronic resources, students must acquire and practice the skills
necessary to exploit them. The skills required to maximize the potential of electronic
resources are much greater than those required in searching printed sources. These
skills include knowledge of the structure of the database and the instructions which
must be put into the search engine as well as ways in which instructions are linked with
one another.
To this end, (Blophy, 1993) states that users do not appreciate the skills required to
search these sources stating that they are deceptively easy to use. The ability to find and
retrieve information effectively is a transferable skill useful for future life as well as
enabling the positive and successful use of electronic resources whilst at university. As
Brophy argues, libraries must reach a position where the acquisition of information
skills is acknowledged as one of the key learning objectives for every student entering
university. This will ensure that all the students are able to cope with the information
intensive world.
Olorunfemi (2012) explores information seeking behavior of law students in Nigeria
through literature review. Of interest to this topic, she explores the ICT skills of law
students. This is a way acts as a pointer to the possible issues relating to ICT literacy
that have an impact on access and utilization of electronic library resources. Her study
of law students is relevant in the sense that this research also mainly targets law
students and lecturers. She notes that them being law students, there is little or no
emphasis on ICT skills since their main domain in law. Among other reasons she points
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out are lack of exposure, traditional teaching methods and failure of the law curriculum
to put emphasis on ICT skills for law students. She also attributes poor ICT skills to old
fashioned law lecturers (who are the majority) who themselves lack ICT skills and
therefore do not influence their students in acquiring ICT skills.
(Olorunfemi, 2012)
2.3 Attitudes
According to Bruce Heterick (2002), a research conducted by JSTOR over 60 percent of
the faculty respondents that they are comfortable using electronic resources, they
believe that a variety of electronic resources is important to their research and they
consider electronic databases to be invaluable. In addition, 62 percent expect that they
will become increasingly dependent on electronic journals, databases and abstracting
and indexing databases. However, the importance of these resources varied
significantly by the field or disciplines. (Heterick, 2002)
2.4 Development and Current Trends
Although information in electronic format was created with the ad- vent of the
computer in the 1950s, it was not until the early 1960s that the first database suitable for
searching was developed. MEDLARS was the first on-demand computer-based
information retrieval service, and it was developed primarily for the medical
profession. In 1971, MEDLINE, the online version of MEDLARS, was the first major
online dial-up database search service. In the following year, DIALOG offered the first
public online commercial database. With these first databases, there were no real
acquisition decisions, as they were offered as access services to which libraries could
subscribe. Actual searching of these databases produced charges that many libraries
passed along to users. While the information revolution was clearly underway, it was
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not until after the introduction of the CD-ROM in the mid-1980s those electronic
resources began to have a major impact on selection practices in libraries.
(Thornton, 2000)
The introduction of ICT and its continued growth and utilization in information centers
and libraries has resulted in a number of studies. As cited in (Agaba, Mutshewa (2000)
asserts that traditional libraries stored different types of information resources in
different formats in their buildings. Various tools and guides to locate these resources
were available only when a patron physically visited the library. The situation has now
changed. With the advent of computers and telecommunications technologies, libraries
and information services can now provide access to these resources through
workstations such as personal computers (PCs) and terminals that are in patrons'
offices, as well as in the library building
Another emerging trend is that of libraries acquiring electronic resources management
systems. The management of electronic resources relies increasingly on the effective
uses of technology to integrate the processes involved and standardize the ways in
which they are performed.
2.5 Challenges faced
Armstrong (2010) lists some of challenges in accessing electronic resources as access
control, workload and shortage of personnel to assist users, technical support and
security, volatility in coverage of journals titles by resource providers, lack of formal
orientation programme, electricity failure,few resources such as computers, difficulty in
reservation of sources, limited access especially through use of IP authentication, slow
internet connectivity, complexity in searching and overlapping coverage of journals.
(Armstrong I. , 2010)
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2.6 Internet
A communication network called Advanced Research Projects Agency network
(Arpanet) was created in the 1960s and 1970s by the Department of Defence to support
military research and linked some military, research, and academic computer centres.
Recognizing the value of connecting computer centres for all kinds of research, the
university community created its own internetwork in 1981 which was soon called the
Internet. Gradually other networks developed, including NSFNet which connected the
six NSF supercomputer centres in the United States. Soon it began to carry data traffic
between the university Internet sites and thus became the real backbone of today’s
Internet. The Internet is now international and connects all kinds of networks in over
seventy-five countries of the world.
By the early 199Os, individuals at all levels in higher education had begun to have
access to electronic mail. Using Telnet, librarians could search the online catalogs of
many libraries and, by using FTP, electronic information could be transferred from one
site to another. Publishers were also beginning to experiment with different approaches
to publishing journals electronically, and, by 1993, there were more than 3,000 titles
available in electronic formats. However, it was not until the development of the World
Wide Web (WWW) in the mid-1990s that it became clear that another truly
transforming information revolution had begun.
The Web, now a major portion of the Internet, is based on a technology called hypertext,
and it merges this technology with the techniques of information retrieval. Information
can be stored on the Web in any format including text, graphics, sound, and video. Al-
though initially limited by text-only interfaces, with the development of the full
graphical user interface (GUI), this powerful but easy to use information system has
experienced tremendous growth in only a few short years. The advent of the GUI made
computerized library catalogs easier to access and use than ever before, and most
libraries provide users with Internet access to them. For libraries, however, one of the
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most innovative uses of the WWW is to provide access to databases that no longer must
be mounted on central computers or purchased on CD-ROMs. In addition, individuals,
institutions, and businesses everywhere have posted an incredible amount of
information on the Web. And, of course, the Web has provided a tremendous boost to
the development of electronic publications of all types. (Thornton, 2000)
According to Yin Zhang (2001) the Internet and related network technologies have had
great impact on scholarly communities. They are changing the ways in which scholars
seek information, communicate with each other, conduct research, and distribute
research results. There is a growing need to evaluate these impacts and understand
both how scholars use the Internet and what factors affect their use. Because the
Internet is a new means of scholarly communication, existing theories regarding
information use, citation, and evaluation of information and information systems are
now challenged in this electronic environment.
The Internet is a global information network through which a vast amount of
information and opinion is available electronically. This resource expands considerably
the Library’s ability to fulfil its mission. Internet access provides the Library with a
means of delivering to its users electronic resources purchased for the Library’s
collection; Internet access also provides the Library with the ability to connect to sites
that it has determined to meet the selection criteria in the Library’s Materials Selection
Policy.
Access to the Internet, however, allows users to reach sites that are well beyond the
scope of the Library’s collections and the mission of the Library. Some uses of the
Internet may not be legal and/or appropriate for a public library. Library users must
exercise judgment in determining the reliability and appropriateness of the material
they access on the Internet.
Since last couple of years Internet has become a major source for study, research and
development. A statistical analysis of the use of Internet and e-resources has become a
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hot issue in the field of library study. Internet has become the most popular medium of
communication and the basis for personal, economic and political advancement in the
present society (Sethi, 2010)
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CHAPTER THREE
3.0 RESEARCH DESIGN AND METHODOLOGY
This chapter outlines the research design and methodology that will be used to explore
the challenges use of electronic library resources in academic libraries. This study will
focus on Kenya school of law library - Karen
3.1 Aim of the study
The fundamental aim of this study was to identify challenges that face the use of
electronic resources at the Kenya School of Law Library.
In this chapter, the researcher identifies the research design used in the study,
determining the target population and the sampling technique, ides and finally data
analysis and reporting.
The researcher also highlights the possible ethical issues that were encountered during
the research process.
3.2 Research Design.
According to Mugenda and Mugenda (2003), there are different types of research
designs. One is the exploratory research design, where a study is being done for the first
time and where the problem has not been found. Exploratory research helps determine
the best research design, data collection method and selection of subjects. Given its
fundamental nature, exploratory research often concludes that a perceived problem
does not actually exist.
Exploratory research often relies on secondary research such as reviewing available
literature and/or data, or qualitative approaches such as informal discussions with
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consumers, employees, management or competitors, and more formal approaches
through in-depth interviews or case studies. The results of exploratory research are not
usually useful for decision-making by themselves, but they can provide significant
insight into a given situation. Results of qualitative research can give some indication as
to the "why", "how", "when" and "how often” something occurs.
The second is the casual research design which involves control of study variables for
observation purposes and the third is the descriptive research. The purpose of the
descriptive research is to describe a behavior or type of subject, not to look for any
specific relationships, nor to correlate two or more variables. A researcher can acquire a
lot of information through description. However, since the setting is completely natural,
with all variables present, the cause cannot be identified. (Mugenda, 2003)
3.3 Population of the Study
The study was be carried out carried out at Kenya School of law Karen Campus on both
staff and students.
3.4 Sampling Design
Sampling is that part of statistical practice concerned with the selection of individual
observations intended to yield some knowledge about a population of concern,
especially for the purposes of statistical inference. Each observation measures one or
more properties of an observable entity enumerated to distinguish objects or
individuals. According to Kothari (2004) a sampling design is the technique or
procedure the researcher will adopt in selecting some sampling units from which
inferences about the populations is drawn. In most cases when carrying out a research it
is necessary to sample the research population. This is because it would be very costly
to and time consuming of gathering data from all elements of a population. In some
cases it would be impossible or dangerous to use whole population, like testing whether
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a database management system is functioning by importing all the data to the new
system. A sample can produce the correct results that could have been obtained if the
whole population was studied.
In this case, the researcher picked 10 lectures out of the about 30 hired by the school and
picked 100 students from the total of 1200 students in the school.
3.5 Sampling Methods and Techniques
There are two methods of sampling, namely; probability sampling method and non-
probability sampling method with each having different sampling techniques. The
researcher used the probability sampling method to ensure that each respondent in the
population will have a chance of being chosen.
3.6 Data Collection
The method of data collection the researcher used includes questionnaires and limited
interviews for the faculty and staff.
Questionnaires were distributed to the selected respondents physically and
electronically by use of survey monkey. The users had to choose which method they
prefer to answer the questionnaire. This acted as a test on the preference of either
electronic or print questionnaire. The print questionnaires were delivered by hand
while the electronic were delivered to their respective emails.
Interviews were conducted on selected lecturer. This was be to capture the nonverbal
expressions and get clear understanding of their understanding and reservations
regarding the use of electronic resources.
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3.7 Data Analysis and Reporting.
The data analysis was both qualitative and quantitative. Qualitative since it involved
conducting interviews with the respondents. Qualitative analysis was used once
questions had been answered and returned questionnaires where by a mass of raw data
collected was systematically organized in a manner that facilitated analysis using the
appropriate data analyzing software. After analysis, the findings were reported based
on the information obtained and recommendations made thereafter
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CHAPTER FOUR
4.0 DATA PRESENTATION AND ANALYSIS
4.1 Introduction
This chapter will present the finds of the collected data, analysis and then presentation
thereof. The process of sorting out the primary data was undertaken and then coded to
allow an in-depth analysis. The raw data that was collected was further converted to a
analysis and measurements which was inform of computing percentages that formed
the basis of conclusion. Further analysis was formed using Microsoft Excel program to
plot and present various tables, graphs and pie charts. At some point, survey monkey
was used to collect the questionnaires and summarize data.
4.2 Quantitative data analysis
Data was analyzed quantitatively and qualitatively.. The data was collected by issuing
100 questionnaires to the students’ respondents while the interview questionnaires
were done for 10 lecturers. The questionnaires were hand delivered to the students and
the interviews conducted on the 10 lecturers on different dates during the research.
Out of the students 100 questionnaires, 79 were completed and returned. This
constitutes 9% of the total number of questionnaires distributed. Of the interviews,
eight were conducted successfully with the two others not being able to allocate time
for the same.
The collected data was statistically analyzed and presentations made in form of pie
charts, tables, graphs and percentage computation.
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4.3 Background of data analysis
The research gathered data regarding the respondents’ background and analyses it to
produce relevant information for enhancing accessibility of information. From the
interviews, the respondent was able to get more than the answers accorded as he was
able to capture the visual, and body language to further emphasize on their answers.
4.3.1 The type of Library Patron
The study sought to establish the type of the patron. This information was important
because it the school runs several programs that bring different kind of users. These
may have different needs. The researcher also wanted to ensure that the research had
representation form the core programs. The results were presented in Table 4.1.
TYPE OF USER FREQUENCY PERCENT
Member of Staff 8 9.2
ATP Student 63 72.4
Paralegal
Student
16 18.4
CPD Guest 0 0
Total 87 100
Table 4.1
Source: Author (2012)
From the analysis above, it is clear that the main respondents, at 72.4 % who may
translate to library users are the ATP students at This is one owing to the fact that their
numbers is bigger that the Paralegal students and staff and guests. This also could be
because the library as well as the institutions main focus and orientation were for the
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Advocates training program. The second group is the Paralegal students and the least
being the members of staff. Notable in this analysis, there were no respondents from the
CPD guests yet during the research period, there were various guests.
4.3.2 Age of the respondents
The researcher sought to find out the age brackets of the respondents. It was necessary
to know the ages of the respondents who participated in the process. The analyses are
presented in table 4.2.
AGE FREQUENCY PERCENT
Below 20 3 3.4
20 - 30 59 67.8
31 – 40 13 14.9
41 – 50 8 9.3
51 – 60 4 4.6
Total 87 100
Table 4.2
Source: Author (2012)
From the analysis of the age brackets of the respondents, it was clear that the largest age
bracket was the group between the ages of 20 years and 30 years. This tells the majority
ages of the student population in the school. This group comprises of 67.8 % followed
by the ages 31 to 40. This means that most of the users are ages 20 to 30 years.
4.3.3 Frequency of Visits to the Library’s Website.
All the electronic resources have links on the library website and blogs. This is why this
question was important as it shows that those who have visited the library website or at
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22
least know of its existence are likely to have used some of the electronic resources like e-
books, journals among others. Analysis is shown in table 4.3
VISITS TO LIBRARY WEBSITE FREQUENCY PERCENTAGE
Everyday 11 12.6
A few times a week 15 17.2
Once Per Week 52 59.8
Less than Once Per Week 5 5.8
Less than Once Per Month 4 4.6
TOTAL 87 100
Table 4.3
Source: Author (2012)
The above analysis shows that the majority of library users visit the library’s website at
least once a week that is at 59.8 percent. The second is the ones who visit a few times a
week at 17.2 percent. Those who visit the library’s website on daily basis are at 12.6
percent.
4.3.4 The Purpose of Visit to Library Website.
The purpose of visit to the library website was necessary because it acts as the map and
link to all the electronic resources in Kenya School of Law Library. Analysis is done in
the chart 4.4 below.
PURPOSE OF VISIT FREQUENCY PERCENTAGE
Finding books and other materials 15 17.1
Read Newspapers and Magazines 2 2.2
Do Research on assignments 7 8
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Download digitized Notes and Past Papers 53 60.6
Interact with the Librarian 8 10
Others 2 2.1
TOTAL 87 100
Table 4.4
Source: Author (2012)
The main reason why library patrons visit the library’s website is to access the digitized
lecture notes, Cases and past papers. These past papers and lecture notes are usually
scanned and uploaded to the website through a free source hosting site called box.
These materials are accessible everywhere as long as there is internet. This is service
that was introduced in the year 2012 and gained momentum with time. The percentage
of respondents that’s main purpose of visit is this are 60.6 percent. The second reason
the patrons visit the library’s website is to access books, journals and links to the
various online resources and databases at 17.1 percent.
The next purpose of the visit is to interact with the librarian at 10 %. This is equally a
newly interactive service where patrons can contact the library staff via twitter, face
book and blog. At 8% is to do research and at 2.2% and 2.1% are to read newspapers
and others respectively.
In the others, some of the reasons listed were to get the contacts of the library staff and
to access the catalog.
The observations above inform the need to provide, manage and regulate the use of
various electronic resources in the library. The library website was noted that it needs
better organization and more regular updates.
4.3.5 Perceived Importance of Electronic Resources In the Library.
The researches posed this question to understand how the patrons regard the various
online resources in the library. The analysis for this is in the table 4.5 below
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PERCEIVED IMPORTANCE
FREQUENCY PERCENTAGE
Not Important 0 0
Somewhat Important 6 7
No Opinion 3 3.4
Important 12 13.8
Very Important 66 75.8
TOTAL 87 100
Table 4.5
Source: Author (2012)
Notable in this analysis if that 96.6 % of the respondents said that the online resources
were important. However, the degree of importance differed. 75.8 % of the respondents
indicated that they think the online resources are very important. 13.8 percent said that
the online resources were important, 7 % said the resources were somewhat important
and the remaining 3.4 % had no opinion. Those with no opinion wrote side notes
indicating that they wouldn’t access the resources or have never accessed so wouldn’t
tell if they were important.
4.3.6 Computers Used to Access Electronic Resources
This question was put to know which computers the students used while in school. This
was important to understand what percentage relied on the school library computers
and that which had their own laptops or and Ipads. Analysis of the same as shown in
table 4.6
COMPUTERS USED MORE
OFTEN IN THE SCHOOL
FREQUENCY PERCENTAGE
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25
Table 4.6
Source: Author (2012)
Of the respondents, 73.6 % use the computers provided by the school while 26.4 use
their own laptops, Ipads or tablets. These statistics are telling because assuming that of
the actual population, which has 1,300 potential patrons, 73.6 % required school
computers, then there is need to increase the current numbers of computers.
4.3.7 Computer Skills
This question was asked to know the level of computer literacy amongst the patrons.
Computer literacy is a key enabler in the usage of online and electronic resources.
(Majid, 1999) States that many studies have suggested that use of electronic information
sources could enhance effectiveness, efficiency, and the quality of education. With this
regard, computer literacy of academia and their ability to quickly access necessary
information can assist them in benefiting from this huge volume of digitised
information. It may help to improve the quality of their instruction and they may also
encourage their students to use these electronic information sources for their
assignments and projects. It is expected that a computer literate faculty member may
also feel more comfortable in using electronic information sources. Under this scenario,
there is a need to study the relationship between the level of computer literacy of library
patrons and their use of electronic information sources. Results of this study would be
useful for libraries such as Kenya School of Law Library to re-orient.
Analysis for the computer skills of patrons is shown in table 4.7
School Computers 64 73.6
Own Computer (Laptop or Ipad) 23 26.4
TOTAL 87 100
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Table 4.7 Source: Author (2012)
The above analysis indicated that the majority of the patrons have basic computer skills
at 78.2 %. This figure is shocking since most of the patrons have been through
university education. Average skills are ranked third at 16.1 %. Those with excellent
skills are at 4.6 % and those without any skill at all at 1.1 %.
4.3.8 Best Electronic Resource in the Library
This question was asked to confirm if the users have used various resources and which
among them was deemed the favorite. Analysis is shown in table 4.8 below.
ELECTRONIC RESOURCE FREQUENCY PERCENTAGE
Access to wide range of Databases and e-books 13 15
Access to Digitized Notes and Past papers 64 73
Magazines e-papers and periodicals 0 0
Communicating real time on twitter, face book and
interactive blog
10 12
TOTAL 87 100
Table 4.8 Source: Author (2012)
COMPUTER SKILLS FREQUENCY PERCENTAGE
Excellent 4 4.6
Average 14 16.1
Basic 68 78.2
No Skills at all 1 1.1
TOTAL 87 100
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The analysis clearly shows that the popular electronic resource in the library is the
Digitized Notes and Past papers at 73% followed by access to online databases and
journals at 15% then Communication via social media (facebook, twitter and blog) at
12%. The digitized notes and social sites being new to the library, the uptake has been
phenomenal.
(Schrier, 2011) Noted that social media is of increasing importance in the following
library aspects; communication, respond to positive / negative feedback, understanding
users better and marketing/advertising.
4.3.9 The biggest Obstacle to Accessing Electronic Resources
This question was asked with the view of getting to know some of the reasons that
uptake of electronic resources is not as good as would be expected. Analysis of the
feedback is shown in table 4.9 below
OBSTACLE FREQUENCY PERCENTAGE
Lack of Enough Computers 12 14
Internet Speeds 68 78
Lack of Assistance by Staff 4 5
Other Reasons 3 3
TOTAL 87 100
Table 4.9 Source: Author (2012)
As hypothesized, there are challenges that lead to underutilization of electronic
resources. The biggest problem in this case is slow internet at 78%, followed by lack of
enough computers at 14%. Lack of assistance by staff came in at 5% whole other
reasons came in at 3%. Some mentioned other reasons are that the patrons are not aware
of the existence of the resources and that there is too much to do to get time for the
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online resources. A very key issue raised to being another obstacle was the
authentication by IP. This was considered as being inflexible.
4.3.10 Suggestions on Electronic Resources that the patrons would like added
and other comments regarding Electronic Resources at KSL library.
This was an open ended question to let the patrons make suggestions on the kind of
resources they would want to see added to the electronic resources collection. The
following are some of the suggestions that came up.
i. The library should enable patrons to access all resources remotely.
ii. The library should increase databases such as Westlaw and Lexis Nexis
Complete library.
iii. The library should freely avail CDs that accompany books for borrowing.
iv. There should be more wireless access points to reduce congestion in the
Electronic Resource Centre.
v. It was noted that regulation of time should be considered to ensure there is
equitable use of computers.
vi. It was noted that the patrons need training on the use of most resources.
vii. The library should offer support services for laptops and iPads even if at a cost.
viii. The electronic resource center was said to be too congested and stuffy.
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CHAPTER FIVE
5.0 CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
This chapter summarizes the findings of the study in relation to the major issues raised
with respect to the data analyzed in the chapter four. This chapter has been presented
in terms of introduction, major findings of the study, recommendations, conclusions,
recommendations and room for further studies.
The study set out to find out on Use of electronic Library Resources in academic
libraries with specific study of Kenya School of Law Library. The study involved the
main patrons of the library including staff and students of the school.
5.2 Conclusion.
From the study, it can be concluded that the Kenya School of Law library, and in
extension, most academic libraries have invested in electronic library resources as an
emerging alternative and supplement to the traditionally known print media. This has
been caused by various factors such as cost, technology and changes in study modes
and the effort to ensure flexibility.
Kenya School of law holds a series of electronic resources. These include; Online
Databases such as Emerald, Lexis Nexis, JTOR among others. The school also avails soft
copy class notes and past papers for several programs. It also has online newspapers.
All these are provided through a link in the library blog www.ksllib.wordpress.com
The school has set up an electronic resource center that currently accommodates eighty
computers. The current population of students is about 1200 while that of members of
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staff and faculty is about 150. Normally the library is open weekdays from 8a.m to
6:30p.m and Saturdays between 9a.m and 1p.m
With the above noted, in addition to the findings of Chapter 4, It is logical to conclude
the following:
1. The Kenya School of has Library has embraced a wide range Electronic
Resources in its library.
2. The school lacks proper internet connectivity for proper utilization of the
resources.
3. Authentication of most electronic databases is through IP.
4. The patrons are not adequately using the resources.
5. The awareness levels of the resources availability are not adequate.
6. There is no library policy or ICT policy that addresses the issue of Electronic
Resources.
7. ICT literacy skills of most patrons are not up to date.
The case of Kenya School of Law however, displays the various challenges in the
utilization of the same. It is in that sense that the following recommendations are made;
5.3.0 Recommendations
5.3.1 Policy
It was clear that the library lacks a library policy or an ICT policy that adequately
addresses the various issues regarding electronic resources. It would be right to
say that the problems being experienced could be traced to lack of a policy.
(Allison, 2010) States that a library that is well organized and well run is one that
generally has a well-written library policy in place. A well-written library policy
is the key to a library that runs smoothly. If library employees make decisions on
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a situational basis, if your current policy is unclear, outdated, or is not enforced
chances are, your library is in chaos. To eliminate some of that chaos, create a
customized library policy that lets library employees know what is expected of
them, patrons what services are available, and what behaviors are, and are not,
acceptable in the library environment.
It is therefore recommended that a library policy should be drafted, discussed
and assimilated as a governing document for the library. The Library policy
covers the following among others; acquisition, selection and circulation of
resources.
5.3.2 Infrastructure
The infrastructure to support Electronic Resources including Computers,
connection cables and switches is a basic requirement for full utilization of
electronic resources. The KSL has provided computers but these are not enough
considering the current population of the patrons. It is therefore recommended
that the number of computers available for patrons should be increased
purposefully. To cut the cost of having to purchase new complete computers,
dumb terminals would be a much cheaper alternative.
There should be an increase of wireless points to allow the patrons to use the
internet and the LAN from other parts of the library. This will a great deal
reduce the congestion of the ERC.
The school should also consider a possibility of cost sharing in assisting students
purchase laptops or buy at subsidized prices.
5.3.3 Information Resources
The current electronic resource collection in the library is commendable.
However, from the findings, it’s clear that a large number of the patrons are
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requesting for more resources. It is recommended that there is established a clear
formula of consultation in arriving at which resources to acquire foe the library.
This should be either annually or a period specified.
5.3.4 Staffing
The Library lacks a staff specifically to assist in the area of electronic resources.
There should be a deliberate effort by the management of the library to request
the relevant department for recruitment of a systems librarian to assist in this
regard. This person should be responsible of; guiding and assisting users in the
ERC, troubleshooting and ensuring that the computers are properly configured
and are able to access the resources, do marketing and training, liaise with the
providers to get the best services and advise the librarian on matters electronic
resources among other duties.
5.3.5 Access
In regard to access of electronic resources, it was noted that almost all resourced
are authenticated via IP address therefore patrons cannot access the same outside
the school. It is recommended that authentication should be possible through
passwords. This is to enable the patrons the flexibility of accessing these
resources from any other location.
In the cases where there are no passwords from the providers, the library should
consider use of software that give virtual LAN like Ex-Proxy or subscribe to
Athens. Athens allows one password for all electronic resources.
5.3.6 Training
Computer skills are critical on usage of electronic resources. The earlier
assumption that post graduate students are full computer literate was
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invalidated in this study. Therefore, it is highly recommended that the library, or
the school at large, conducts crush programs on ICT skills preferably whenever
there is a new intake or as regular as the management may deem necessary.
5.3.7Connectivity
The lack of reliable internet connection was noted as a big problem. Patrons
cannot utilize the online resources as needed. This is because most of them rely
on internet connection. It is recommended that the school increases its
bandwidth or preferably have its dedicated bandwidth for internet connection.
5.3.8 Marketing and Public Relations
(Kotler, 2003) Clearly quotes Dr. Stewart Henderson saying "doing business
without advertising is like winking at a girl in the dark. You know what you are
doing, but nobody else does."
This is true for most libraries especially academic libraries. They do not market
with the assumption that everyone knows or should know what they offer. This
is not true.
It is therefore recommended that an aggressive marketing through posters,
emails and notices should be mounted. This will increase the patrons’ awareness
of the availability of resources such as online resources.
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REFERENCES
1. ACRL. (2000). Information Literacy Competency Standards for Higher Education.
Chicago: America Library Association.
2. Adegbore, A. M. (2011). University Faculty Use of Electronic Resources: A
Review of the Recent Literature. PNLA Quarterly, the official publication of the
Pacific Northwest Library , 1-11.
3. Allison, K. (2010, June 5). Library Policies Definition. Retrieved November 26, 2012,
from E - HOW : http://www.ehow.com/about_6509331_library-policies-
definition.html
4. Armstrong, A. (n.d.). Electronic Resources Access: Issues and Resolutions in Two
Academic Libraries. Virginia Polytechnic Journal.
5. Armstrong, I. (2010). Electronic Resources Access: Issues and Resolutions in two
Academic Libraries. Virginia Polytechnique, 19-28.
6. Encyclopaedia Britannica Inc. (1993). The New Encyclopedia Britannica Volume 22.
Chicago: Encyclopedia Britannica .
7. Heterick, B. (2002). E-Content: Faculty Attitudes Towards Electronic Resources.
EDUCAUSE Review , 10-11.
8. IFLA. (2012). Key Issues for e-Resource Collection Development: A Guide for Libraries.
IFLA.
BIS-1-1600-1/2010
35
9. Kotler, P. (2003). Marketing Insights from A to Z. New Jersey: John Wiley & Sons.
10. Majid, S. (1999). Computer literacy and use of electronic informationc sources by
academics: A case study of International Islamic University Malaysia. Asian
Libraries, 100 - 111.
11. Mugenda, O. M. (2003). Research Methods: Quantitative & Qualitative Approaches.
Nairobi: African Centre for Technology Studies.
12. Olorunfemi, D. Y. (2012). Information Seeking Behavior of Law Students in a
Developing Country: A Literature Review. SCECSAL XXth . Nairobi: Kenya
Library Association.
13. Schrier, R. A. (2011, July 1). Digital Librarianship & Social Media: the Digital
Library as Conversation Facilitator. D - Lib Magazine, pp. 26 - 33.
14. Sethi, B. B. (2010). Use of internet and e-resources by the students of business
management: A survey of P. G. students of business administration, Sambalpur
University, India. International Journal of Library and Information Science, 45-53.
15. Thornton, G. A. (2000). Impact of Electronic Resources on Collection
Development, the Roles of Librarians, and Library Consortia. LIBRARY
TRENDS, 842 - 856 .
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APPENDICES
QUESTIONNAIRE
My name is Nelson Mutuma Mwirigi. I am a student in my final year at Kenya
Methodist University. I am taking a Bachelor’s Degree in Information Science.
As part of my course work, I am carrying out a research on Use of Electronic Library
Resources in Academic Libraries: Challenges and Opportunities: A Case Study of
Kenya School of Law Library – Karen.
This questionnaire is to help establish the various aspects of the said area.
All the information given will be treated with confidentiality and be used for the
purposes of the study only. Thank you
1. Please state what statement best describes you
I am a member of staff
I am an ATP student
I am a Paralegal Studies Student
I am a CPD guest
2. Age
Below 20
20 – 30
31 – 40
41 – 49
Above 50
3. On average, I visit the library’s website (Please select one)
Everyday
A few times a week
Once per week
Less than once per week
Less than once per month
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Never Visited
4. When I visit the library’s website, I mostly use it to:
Find books and other materials
Read Newspapers and magazines
Do research on assignments
Download the digitized Notes and Past Papers
Interact with Librarian (questions & suggestions )
Other (specify) ______________________________________
5. How important is it that the KSL library provides online resources to help you?
Not Important
Somewhat Important
No Opinion
Important
Very Important
6. Which computers do you use more often while is School?
The School’s Computers
My Own Computer (Laptop or I pad)
7. How would you rate your computer skills?
Excellent
Average
Very basic
No skills at all
8. What is the best resource that the library offers through the computers or
website?
Access to wide range of databases and journals and e-books
Access to digitized notes and past papers
Magazines and epapers
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38
Communicate through twitter, facebook and the interactive blog
9. What would you rate as the biggest obstacle to accessing electronic resources at
KSL Library?
Slow Internet
Lack of enough computers
Lack of assistance from staff
Any Other reason (State)_________________________________
10. What else would you really like KSL library to offer?
Please state _____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
11. Any other comment regarding Electronic library resources at Kenya School of
Law Library
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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39
WORK PLAN
TASK Sept
2012
Oct
2012
Nov
2012
Dec
2012
Defense of Concept
Paper
Presenting Research
Proposal
Data Collection
Data Analysis
Preparation of Final
Research Report
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40
BUDGET
ITEM COST
1. Stationery Ksh. 2400
2. Airtime Ksh. 1500
3. Clerical Services Ksh. 4000
4. Travel Expenses Ksh. 600
5. Miscellaneous Ksh. 850
Total Ksh. 9350