ABSTRACT
The study was to find out whether students utilize information retrieval devices to access library resources. To achieve this, five specific objectives were proposed with their corresponding research questions and four null hypotheses formulated. Descriptive survey design was employed to guide the study. The population was 11, 004 registered library users, with 550 sample represented 5% of the population. The two sampling techniques adopted were simple stratified proportionate and accidental sampling methods. Questionnaire was used for data collection, which contained 41 items in five clusters, validated by two experts in Library and Information Science and one Measurement and Evaluation specialist in College of Education University of Agriculture, Umudike. The reliability coefficient of the instrument was calculated using Cronbach Alpha Formular which returned at 0.82 alpha coefficient. 550 copies of SURDAL-RQ were administered to students using the libraries. 496 copies of the questionnaire were collated and used for the analysis, which gave 90.2% useable rate. The analysis were done using descriptive statistic of frequency count and mean to answer the research questions, and t-test inferential statistic to test the null hypotheses at 0.05 level of significance. The results revealed that students’ utilization of the identified information retrieval devices in accessing library resources were low, however, the low utilization does not significantly differ based on gender. In addition, the students encounter several challenges while using the retrieval tools which include but not limited to: library staff not helpful, when students encountered any challenge using retrieval tools, Students lacked the knowledge on how to use retrieval devices to access library resources. The conclusion drawn from the findings was that due to lack of knowledge on how to utilise information retrieval devices to access library resources students do not use them. Some of the major recommendations made were, that user education must be made compulsory, where retrieval skill should be emphasized, regular training of library staff should be ensured and computerization of information retrieval devices.
TABLE OF CONTENTS
Title
Page i
Declaration ii
Certification iii
Dedication iv
Acknowledgement v
Table
of Contents vi
List
of Tables ix
List
of Figures x
Abstract xi
CHAPTER 1: INTRODUCTION
1.1 Background of the Study 1
1.2 Statement of the Problem 10
1.3 Purpose
of the Study 11
1.4 Research Questions 12
1.5 Hypotheses 12
1.6 Significance of the Study 13
1.7 Scope
of the Study 13
CHAPTER 2: REVIEW
OF RELATED LITERATURE
2.1 Conceptual Framework 14
2.1.1 Library and university
libraries 14
2.1.2 Library resources and accessibility of
library resources 18
2.1.3 Information retrieval and information
retrieval devices 23
2.2 Theoretical Framework 46
2.2.1 Information Theory by Claude Elwood Shannon
and
Warren Weaver (1848) 46
2.2.2 Theory of Connectionism by Edward Thorndike
(1874 - 1949) 48
2.3 Review of Related Empirical Studies 49
2.4 Summary of Literature Review 69
CHAPTER 3: RESEARCH
METHODS
3.1 Design of the Study 72
3.2 Area of the Study 72
3.3 Population of the Study 75
3.4 Sample and Sampling Technique 75
3.5 Instrument for Data Collection 76
3.6 Validation of the Instrument 77
3.7 Reliability of the Instrument 77
3.8 Method of Data Collection 78
3.9 Method of Data Analysis 79
CHAPTER 4: RESULTS AND DISCUSSION
4.1 Results 80
4.2 Summary of Findings 90
4.3 Discussion of Findings 91
CHAPTER 5: SUMMARY, CONCLUSION AND
RECOMMENDATIONS
5.1 Summary of the Study 98
5.2 Conclusion 101
5.3
Implication of the study 102
5.4
Recommendations 102
5.5
Suggestions for Further Studies
104
References
105
Appendices
120
LIST OF TABLE
4.1 Summary
of frequency count, mean and standard deviation
on Students’ Use of Abstracts to Access
Library Resources 81
4.2 Summary
of t-test analysis on students’ use of abstracts to
access
library resources
82
4.3 Summary
of frequency count, mean and standard deviation on
students’ use of
bibliographies to access library resources 83
4.4 Summary
of t-test analysis on students’ use of bibliographies to
access library
resources 84
4.5 Summary
of frequency count, mean and standard deviation on
students’ use of
catalogues to access library resources
85
4.6 Summary
of t-test analysis on students’ use of catalogues to
access library
resources
86
4.7 Summary
of frequency count, mean and standard deviation on
students’ use of
indexes to access library resources
87
4.8 Summary
of -test analysis on students’ use of indexes to
access library
resources
88
4.9 Summary
of frequency count, mean and standard deviation on
challenges
encountered using IRDs to access library resources 89
LIST OF FIGURES
Pages
2.1 Model
of Shannon and Weaver Information Theory 47
2.2 Modified
model of Shannon and Weaver Information
Theory, as it is
related to the study
47
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO
THE STUDY
Library is a non-profit service organization whose objective is mainly
centered on the provision of informational materials and services for the satisfaction
of its users. These information resources and services constitute one of the
instruments needed for improvement in educational standard. It was in
recognition of this fact, that the Nigerian National Policy on Education
emphasized on the importance of libraries in institutions and the roles in
educational processes in Nigeria, Federal Ministry of Education (2013) thus
states that
“the library
is at the heart of the education enterprise and one of the most important
educational services. Hence institutions shall established functional libraries
in accordance with the established standards and actively promote reading
culture in all the educational institutions. They shall also provide for the
training of librarians, library officers and library assistants for these
services, and shall be part of the curriculum to aid learning activities”
(P.13).
It is in the same spirit that the National University
Commission (NUC), a body that regulates universities’ educational activities in
Nigeria ensures that universities are only allowed to run programmes that they scored seventy percent
(70%) and above on the quality and quantities of library resources relevant to
those programmes. This policy requires that, all stakeholders on education
provide funds for the library development and training of librarians, library
assistants and other supporting staff. This should be done in recognition of
the fact that library holds the key to national development.
Library has four major types; namely School library,
Academic library, Special library, Public library and National library. School
libraries are those libraries in lower academic level, e.g. nursery and primary
schools, and secondary schools. Academic libraries are those situated and run
by institutions of higher learning. Special library is a library that provides
specialized information resources on particular subject. It serves a targeted
group of users. It serves a specialized and limited clientele. Public library
is a library that serves the interest of the reading public, established and
run by state or local authority. It has two sections; the adult section with
information resources that serve the interest of the adults and children’s
section socking children’s collections. National library is country’s first
repository, has the duty of collecting and preserving the literature of the
nation within and outside the country. Often, it include numerous rare,
valuable or significant works. It rarely allow citizen to borrow books, unlike
other types of libraries, where clientele are allowed to borrow information
resources.
Academic libraries are libraries that are attached to
higher education institutions, which include university libraries. University
libraries serve two complementary purposes; to support the curriculum and the
research of the university faculty and students, and provision of resources and
services to support the learning, teaching and research needs of students,
faculty and staff. In addition, university libraries exist to enhance the
acquisition of knowledge by their clientele through the provision of reading
materials for the purpose of learning and research. Describing university
library, it was stated as the major organ for information and knowledge
dissemination, complementing and supplementing the study, teaching and research
activities of its parent institution (Ajayi, 2010). It has also been identified
that, the academic health, intellectual vitality and effectiveness of any university
depends largely upon the state of and the excellence of its library.
University library has a unique position as a potential educational
force, a gateway to knowledge which provides the necessary conditions and
training for lifelong learning, independent decision- making and development of
the individual’s mind: mentally, politically, socially and otherwise (Ajibero,
in Udofot and Nwachukwu, 2019). To perform this role, the university library
holdings are organized for maximum exploitation by students. The effectiveness
of a university library as an instrument of education is determined by the
success with which it is able to provide the user with information he/she
seeks. The academic strength and weakness of any institution is determined by the
ability of the institution’s library to provide relevant materials as well as
users being able to utilize the library resources which would lead to the
realization of the goals and objectives of the library and the students.
It is the fact that universities are primarily
established to train manpower for the industrial and managerial development of
the nations. The achievement of this intention is highly dependent upon the
provision of information resources. However, it is not enough to provide these resources
without making them available to those that need them. Therefore, university
library should provide access to available library resources and expert
professional support to facilitate effective utilization of these resources as
they are crucial for successful completion of students’ studies.
Library resources are defined as collection of all
text and bibliographic information that can be obtain from the library, and can
be further defined as those information bearing materials which enable
libraries to carry out their objectives (Ordi, 2006). That is, they are raw
materials that provide vital services in the teaching and learning process.
Library resources are also called library information resources. They are
important for lecturers to prepare their lectures, in order to achieve the set
instructional objective for educational advancement of the students. Students
on the other hand, make use of library resources for the following reasons;
term paper and assignment, verifying fact as well as obtain background
information or about historical development, over a period of time, and then
information gathering for their research works.
The main goal of the university library is for users
to gain access to its abundant wealth of information resources. To achieve this
objective, library resources should be accessible to the students at all right
times in their appropriate formats. Students’ access to library resources
create enabling environment for the use of library resources. It is assumed
that, if information resources are accessible to students in the university
libraries, they should be used for effective study and research. Information
recourses are efficient if they provide relevant, useful and accurate
information that can help users solve their problems (Umar, 2014). Information
is the key that brings about change and improvement to the society, and for
university library to say to be efficient and effective, students must have
access to all the information resources available in the library.
Indeed, access is very important towards utilization
of library resources. It is defined as ability to obtain and make use of
something. It is the permission, liberty to enter or pass to and from a place
or to approach or communicate with person or thing. Also, it is a way or means
of entering or approaching something (Merriam-Webster, 1996 and Hornby, 2010).
In this context access is referred as the way or means that is available for
users (students) to physically get the information resources in their university
libraries, while access to information is described as the ease of locating and
retrieving a piece of information from the storage medium (Yusuf, 2010). In
order words, there are two types of access, namely: physical and bibliographic
access. The former is physically getting the information resources stacked in
the library shelves through provided channels called retrieval devices or
tools, this is where this study base. While the latter is getting the
information needed from the resources. The first access is very important to
the second access, and both are indispensable to information utilization.
Readers tend to use information sources that require
the least efforts to access so as to save time. In providing library services
to students, it is imperative for the librarian to know the information needs
and seeking behaviour of the students, their seeking skills and satisfaction
levels in utilization of library resources.
Hornby (2010) sees utilization as the act of making effective use of
something. Utilization in library parlance can be described as the act of
making effective use of information resources in the library. Furthermore,
utilization can be referred to as the practical and effective use of library
resources which include print and non-print materials. Acquisition seeking
skills is an important contributor to utilization of resources in the library.
This is because the critical issue in each library is utilization. It is when a
library helps clientele to meet his or her information need that it (the
library) encourages the clientele to continue using their resources. Achieving
effective use of the library is more or less dependent on the application of
user education in libraries. Uhegbu (2007) describes utilization as the actual
putting into effective use of acquired information resources in the solution of
a problem or information needs, Uhegbu further explains that utilization is
governed by the goal of available and access to information resources.
The challenge of utilization of information from the
library resources is the accessibility. It is of the opinion that, the mere
availability of library resources do not ensure accessibility (Ekere,
2006). Hence, access to these resources
available in the library is very crucial. It is agreed that, information
resources may be available in the library and even identified bibliographically
as relevant to ones subject of interest, but users may not be able to lay hand
on them, also one may identify citations in indexes, but will not have access
to the sources containing the relevant articles (Okello-Obura & Magara,
2008). So the more accessible information resource is the more likely it is
being used.
The two major functions in the library are ability to
provide information resource and give access to them. Every library’s
objectives, functions, services, and resources (human and material) is geared
towards providing and giving access to information resources with the view to
satisfying the information needs of the library users. It is certain that, the
responsibility of the library is to provide access to the available information
resources. This is to ensure that resources are utilized. A good library is one
which selects, acquires and organizes livingly/enduring collections so as to
meet the needs of information seekers in the required format coupled with
timely access (Agbese, 2009). Hence, the library can be described by its
utility value rather than merely the extent of stock or collection.
One of the fundamental laws of library services is that the resources;
books and non-books, must be well consulted and access to them must saves the
time of the reader (Ranganathan, 1931). Hence, the librarians have to acquire
and provide access to the information stocked in their libraries. This means to
state that, no matter how large stock of a library is, if its services and
resources are not fully utilized, such library will end up as a white elephant
(a failure) (Obseinde, 2012). It has been advised that, every potential user
should know where information resources are in order to access the needed
information easily and quickly (Sloan, 2008).
It is a fact that, we are witnessing an era of
information explosion, but this information explosion will be insignificant, if
information could not be found easily (Nasir, 2018). It is also true that, the
volume of information created, generated and stored are much that without
adequate knowledge of information retrieval methods, the retrieval process for
an information user would be cumbersome and frustrating (Onwuchekwa and Jegede,
2011).
In this era of information explosion, the storage, and
its retrieval to facilitate usage has become challenging such that, library
resources becomes useless if they are not accessible to the users for optimum
utilization. Users have varying interests, and need relevant information to
fulfill these interests. To make the relevant information resources in the
university library available to students, it has devised a number of retrieval
tools. In designing such system, a balance must be attained among speed,
accuracy, cost and effectiveness (Ajibero & Tella, 2007).
It has been strongly noted that, the accessibility and
usability of library resources are dependent upon the utilization of
Information Retrieval Devices (IRDs). This agrees to the statement that, one of
the keys to successfully exploitation of any library resources lies in drawing
up precise information retrieval devices (Okiy, 2009). Information retrieval
device is described as any aiding tool that can facilitate the location of
information resources from the library (Mutshewa, 2008). Again, any system that
is designed to facilitate literature searching activity may legitimately be
called information retrieval devices (Fordjour, Badu and Wiredu, 2010).
Therefore, information retrieval devices are essential in university libraries
to enable students to access information resources, as such they can simply be
described as information resource finding aids or tools that facilitate
retrieval of resources from the library collection.
The central mission of any library is not only to
acquire, organize and preserved, but also provide access to relevant
information ensuring their quick retrieval and satisfactory use. Information
retrieval devices serve these purposes. They serve as a link between a library
resources or collection and users’ information needs. In order to ensure full
access and utilization of information for any purpose, (Herring, 2010) opines
that there is need for viable retrieval devices and knowledge on how they can be
manipulated to secure the needed information resources.
The wealth of information resources in existence in
the university library is tremendous. The retrieval and utilization of these
information resources are very important for the achievement of academic goals
in the university. Therefore, the basic retrieval devices such as Abstracts,
Bibliographies, Catalogues, Indexes, Registers, Online Databases and internet
search engines should be treated with seriousness they deserved, in order to
attract students’ use of information resources in our university libraries.
It has also been noted that, the success and failure
of any information system, depends largely on the organization of its resources
for maximum accessibility. To accomplish this objective, information retrieval
devices must be used to identify what library has in stock for use and also
help to locate any of these resources in the collection. That is why they are
also known as location aids. There are couples of these retrieval devices identified
to be used in our universities’ libraries to access information resources, and
they should not be toiled with. This study identifies the following information
retrieval devices (IRDs) as abstracts, bibliographies, catalogues and indexes.
Abstracts are information retrieval devices that are
used to locate information that is present in varying formats. Abstract is
defined as a terse presentation of the intellectual content of a document. It can be described as the summary of
publication, article or any literary composition accompanied by bibliographic
details for identification of the original document such as books, periodicals,
articles, research reports, speeches, conference proceedings and interviews. It
may be in the original language in which the document was published or it may
be translated from one language to the other. It present all the points made in
the document in the same order as the original material (Nnadozie, 2007 and
Ojedokun, 2007). Abstracts are majorly informative and indicative. They save
time and effort of going through the entire documents, since abstract is the
summary of the original document, and the bibliographic details provides the
user access to the document.
Bibliography is another retrieval device that provides
a systematic listing of information recourses known to have been published in a
given subject and/or by a given author. Bibliography is also a list of
published information and systematic listing of published work of arts and
science, showing common characteristic arranged in a specific order and
containing information such as author, title, place of publication, publisher,
and date of publication (Belanger, 2009 and Britain, 1989). Bibliography
includes all studies relating to the physical and intellectual aspect of book
materials, to the extent that these studies contribute to the understanding of
the history of book (Babalola and Haliso, 2014).
Catalogue as a retrieval device provides students
access to information resources in the library through the access points
provided, such as the author’s name, title of the work, the subject of the
work, imprint, collation, tracing and the class mark that helps to locate the
resource in the library collection. Catalogue is a very important retrieval
device to a library and its users. It is a means by which the library ensures
effective control of the materials so as to aid users get what they need or
require at the time they need it. Without the use of catalogue, it will be
difficult to find a book or a material in the library. Thus catalogues are
necessary, whenever, a collection grows too large to be remembered item by item
(Adabimpe, 2005).
An index is listing of subjects or titles or authors
of publications in a systematic order with reference numbers for easy
accessibility or location. Index is explained to be a systematic outline of all
essential subjects, names, concepts, phrases, titles, etc., contained in any
body of literature, which are provided with page references or other location
symbols to facilitate their location within the literary body (Onwuchekwa,
2013). Index is assertion to be an indispensable tool for navigating the
complex reservoirs of information, whether these are contained in a single
volume of text, in several volumes or whether they lie buried in any hundreds
of issues of newspapers, journals, magazines, document or other reports (Lyle,
2009). Index is a very important information retrieval tool as it facilitates
the storage and retrieval of bits of information buried in the sea of human
knowledge, minimizes frustration in information search, provides a picture of
the type and quantity of information available in a given publication and can
be used in evaluating the adequacy of publications (Maxwell, 2003).
However, the importance of information retrieval
devices cannot be over emphasized. They promote access to information resources
organized and stocked in the library for use. Information retrieval devices
were response to the fourth law of library science which states that it saved
the time of the reader (Ranaganathan, 1931). IRDs save the time of the users as
they provide quick and easy access to information resources in the library. In
fact, Ranganathan law of library service constitute sound philosophy of library
services because, they clearly and concisely emphasized librarians and
information scientist’s role of assisting users especially the students to gain
access to information resources by creating a number of retrieval devices for
use.
Since every user seeks quality information resources
from the library, this can only be made easy and quick, if students use
retrieval devices. This agrees with (Ode and Ape, 2013) advice that in the
library, besides making information resources available, this also must easily
be accessed and retrieved by every potential users (students). Consequently,
the demand for effective library services call for the need for efficient
access to these resources, and this is possible through the use of information
retrieval devices.
The librarian can be conceptually found in between two
worlds: world of information provision on one hand, and the world of
information accessibility on the other hand. Librarians as mediators between
users and information resources are expected to design retrieval aids that are
compatible with the needs of the students and their quest to satisfy such
needs. Therefore, effort made at creating retrieval tools is to promote and
make available the accumulation of knowledge. University libraries in Nigeria
including those in South-east, Nigeria should promote students utilization of
retrieval devices to access information resources in their libraries through
orientation, public lectures and course work. As accessibility and usability of
library resources are predicated on the availability and utilization of
retrieval devices in university libraries. This study will be looking at how
students utilize information retrieval devices in accessing library resources
in federal universities libraries in south-east, Nigeria.
1.2 STATEMENT OF
THE PROBLEM
The fundamental aim of university library is to provide timely, accurate,
pertinent and reliable information resources for their clientele at all levels.
Presently, the volumes of information created or generated, acquired and stored
are much that without adequate knowledge of information retrieval methods, the
retrieval process would be cumbersome and frustrating to an information seeking
students. The inability to use retrieval tools to access information resources
in the library can result in time wastage and frustration. Such time wastage
and frustration has the potential of discouraging rather than encouraging
library use. In fact, the relevance of a library lies in the accessibility of
its resources for use. In spite of the
government efforts in equipping university libraries with information
resources, these library resources appear to be inaccessible and underutilized.
Studies had revealed that information retrieval devices are essential in
accessing and retrieval of information in the university library collection. It
has been confirmed that the main purpose of retrieval aid is to provide
accessibility to relevant information resources at the right time to enable
students fill the knowledge gap that they often face (Dhanavandan, Esmail and
Nagarajan, 2012). Students need library resources to solve their academic
problems. Access to them is a problem which often results to students leaving
the library disgusted, thereby, develop negative perception of their
institutions’ libraries (Wilson, 2012).
If students are
not competent to use information retrieval devices, then the aim of accessing
relevant literature in a well-stocked library will be defeated. Considering the
importance of information to students’ academic achievements, if nothing is
done to correct this negative narrative our universities will end up producing
half-baked graduates, which would endanger our national development.
The questions
that calls to mind are: “What could be the cause of this poor access to library
resources by students”? Could it be that students do not utilize these
information retrieval devices that facilitate access in the process of seeking
information from the library collections?
The preliminary survey by the researcher in some
university libraries in South-east, Nigeria revealed that there exist
information retrieval devices such as abstracts, bibliographies, catalogues and
indexes. Perhaps, the problem could be that, students do not utilize them to
locate their choice of information resources, which need to be investigated
Hence, the researcher sets to find out in this study titled “utilization of
information retrieval devices and students’ access to library resources in
federal university libraries in South-east, Nigeria, the extent to which male
and female students differ in the use of retrieval tools.
1.3
PURPOSE OF THE STUDY
The main purpose of this study was to find out whether students’ utilised
information retrieval devices to access library resources in University
libraries in South-east, Nigeria. To achieve this purpose the following
specific objectives were proposed to guide the study.
1. find out if male and female students differ in the use
abstracts to access library resources in federal university libraries in
South-East, Nigeria.
2. find out whether male and female students differ in the use
bibliographies to access library resources in federal university libraries in
South-East, Nigeria.
3. find out whether male and female students differ in the use
library catalogues to access library resources in federal university libraries
in south-East, Nigeria.
4. find out whether male and female
students differ in the utilise indexes to access library resources in federal
universities libraries in south-East, Nigeria.
5. assess the challenges students encounter while using
information retrieval devices in accessing library resources in federal
university libraries in south-east.
1.4 RESEARCH QUESTIONS
The following research questions
were posed to direct study:
1. What is the level of utilization of abstracts by students in
accessing library resources in federal university libraries in South-East,
Nigeria?
2. What is the level of utilization of
bibliographies by students in accessing library resources in federal university
libraries in south-East, Nigeria?
3 What is the level of utilization of card catalogues by
students in accessing library resources in university libraries in south-East,
Nigeria?
4. What is the level of utilization of
indexes by students in accessing library resources in federal universities
libraries in south-East, Nigeria?
5. What challenges do students encounter
while using information retrieval devices to access library resources in
federal university libraries in south-East, Nigeria?
1.5 HYPOTHESES
The following hypotheses are
formulated to guide the study and were tested at 0.05 level of significance.
Ho1: There is no significant difference between
the mean rating responses of male and female students on the utilization of
abstracts to access library resources in federal university libraries in
south-East, Nigeria.
Ho2: There is no significant difference between
the mean rating responses of male and female students on the utilization of
bibliographies to access library resources in federal university libraries in
south-East, Nigeria.
Ho3: There is no significant difference between
the mean rating responses of male and female students on the utilization of
library catalogues to access library resources in federal university libraries
in south-East, Nigeria.
Ho4: There is no significant difference between
the mean ratings responses of male and female students on the utilization of
indexes to access library resources in federal university libraries in
south-East, Nigeria.
1.6 SIGNIFICANCE OF THE STUDY
It
is the researcher’s expectations that upon completion of the study and
published, the findings would be beneficial and significant to users of library
resources: university students in particular, administrators of libraries,
Library & Information Science Educators, the government, researchers and
general public in more than one ways.
First, the findings from the
research should create awareness to students on the availability of retrieval
devices, its importance, and how they are used in accessing library resources
from the library collection, which would help them to access information
materials at minimum time.
Library administrators would
benefit immensely from this study by applying the recommendations in their
operations, as that would facilitate students’ access to the library resources
and would make the government to see the need to adequately fund and digitize
library resources for easy access.
The findings of the study will
strengthen the librarians’ roles in educating users on the availability and
application of retrieval devices in accessing information from the library
stock. To Library and Information
Science educators the findings from the study will help to enhance the course
content. The research will also serve as a point of inquiring, guide and
reference to both students and researchers who will want to carry out related
studies in similar areas. In all the researcher hopes to publish the findings
of the study with the view to make them available to the relevant stakeholders.
1.7 SCOPE OF THE STUDY
The
study focuses on utilization of information retrieval devices and students
access to library resources in federal universities libraries in South-east,
Nigeria which include; Federal University of Technology Owerri (FUTO) Imo
State; Michael Okpara University of Agriculture Umudike (MOUAU), Umuahia Abia
State; Nnamdi Azikiwe University Awka (UniZik), Anambra State; University of
Nigeria Nsukka (UNN), Enugu State and Alex Ekwueme Federal University, Ndufu
Alike Ikwo Ebonyi State.
It
is also delimited to the following information retrieval devices such as
abstracts, bibliographies, catalogues and indexes as utilized in accessing
library resources, also to assess challenges encountered by students in
utilizing IRDs in accessing library resources, and it is further delimited by
population of all undergraduate and post-graduates students in 2020/2021
session, registered with the libraries of the universities mentioned above and
finally be delimited to male and female students.
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