1. Introduction

The significance of the School/Faculty libraries to learning cannot be overemphasized. According to (Morrone, 2013) meaningful learning in the information age requires thinking differently about meaningful engagement of students. They opined that Innovation in the curricula, including experimentation with technologies and learning spaces, would be more effective when driven by faculty and student needs, served by integrated support structures. The central library, though very significant, is no longer sufficient to serve the needs and interests of all the Schools/faculties in each University. According to (Ijirigho, 2009), the information explosion induced by Information and Communication technologies poses the challenge of satisfying user expectations. Attempts to satisfy the needs of the users require locating library resources and products to the schools.

Faculty libraries perform several functions. According to (The Portland State University, 2014) The Services rendered by Faculty libraries are classified into three main groups. They are: Requesting & Borrowing of Materials: including activities like opening an account/ renew; check out and Return; departmental delivery; distant users (home delivery); authorized borrowers (proxy request form); inter- library loans and article delivery; offsite collection request and suggest a purchase. The second category of services rendered by the faculty library includes teaching and classroom support. It also involves course reserves request form; persistent links to library content; open educational resources; streaming films & music DVDS for classroom screening; workshops & tours; instruction request; library instruction services; contact your subject librarian.

The last category is the Publishing & Research Support. The services entail; academic publishing; open access & public access; copyright & fair use; data management; PDX scholar services; manage citations; selected works: faculty profiles and faculty Reading Room.

Several research works have been carried out on the significance of libraries. Libraries assist research process by collecting, preserving and making available an array of information resources relevant to their research community. Libraries are very significant to the Faculties in various senses. For instance, a survey carried out in Boston University (BU) showed that libraries contributed significantly to learning in the faculties. It revealed that more than two-third of the faculty access the library’s website weekly or more frequently. A high percentage considers the library’s databases (68%) and e-journals (77%) very important to their work (Boston University Libraries, 2011). Whereas, a study carried out by Hussain and Kumar, (2013) on utilization of information resources and service of the postgraduate students, shows that the majority of the users frequently visit the library almost daily and it was further found that books, newspapers and periodicals are the most used by user. ( Oluwatobi, 2014), findings show that though the postgraduate students in the Adventist university of Africa use library resources, it has low impact on their respective research works. Also, (Onifade et al., 2013) confirmed that postgraduate students in private Universities do not maximize the use of library resources provided for them; and that they prefer the use of internet sources to print resources. Their main purpose of visiting the library was to consult research materials and borrow some materials for home use. The two findings above is contrary to the findings of Nkamnebe et al, (2014) and Daramola, (2012) that the Students of Paul University, Awka, Anambra State and the Federal University of Technology, Akure respectively, were satisfied with the resources available in their university libraries. However, Daramola, (2013) reported gender differences in the use of academic resources in FUTA library. The male gender utilises the e-resources in the University Library much more than the female gender. In respect of Faculty libraries, Israel, (2011) indicated that the faculties in Covenant University, Ota, make use of the library's resources for personal research and classroom teaching. They borrow most of these resources for use outside the library, they also take advantage of the library's media centre to access materials from the internet. However, most of them could not access the electronic databases and materials from the shelves. Also, Korobili, (2006) ) revealed that the majority of the faculty of Technological Educational Institute of Thessaloniki (TEI) use printed sources more than e‐sources but they also use e‐sources quite frequently. Use is mostly of books, websites and printed journals. They indicated that the use of e‐sources is positively influenced by the respondents' perceived usefulness of resources, the convenience of access to the sources and their academic productivity.

According to the study of Olajide and Fabunmi, (2011) on lecturer’s perception of the adequacy of resources and services at the University of Ado-Ekiti Library, they affirmed that the university library was not rendering adequate Internet services, e-mail services, Selective Dissemination of Information (SDI) and Online Public Access Catalogue (OPAC). Thus, they were not satisfied with the services provided by the library. Also, Ifijeh (2011) assessed the Faculty Use of University Library Collection and Services in Covenant University, Ota, Nigeria and concluded that faculty of Covenant University make use of the library's resources for personal research and classroom teaching. Most of the literatures on the utilization of library resources investigated various uses, the types of services rendered and the factors determining their usage. However there is a dearth of knowledge on whether there is any significant difference in the use of Faculty/ school libraries in different institutions and among the students. It is on this basis that the research is carried out to make a comparative analysis of analysis of the utilization of school/faculty library facilities between EKSU faculties and FUTA schools libraries.

The specific objectives of the study are:

1. To ascertain the products and services available in the Faculties/ Schools library units

2. To ascertain the frequency of utilization of school/ faculty library products and services among the students of the two sister Universities library units

3. To find out if there is any significant difference in the utilization of School/Faculty unit Library products and services between the Students of EKSU and FUTA

2. Materials and Methods

The study was carried out at the School libraries of the Federal University of Technology, Akure (FUTA) and the Faculty Libraries of the Ekiti State University, Ado-Ekiti (EKSU). FUTA is located in Ondo state, Nigeria. It is a Federal University established in 1981, it has seven different schools and forty three academic departments. They are the schools of: Agric. and Agricultural Technology; Science; Engineering and Engineering Tech; Management Technology; Earth and Mineral Science; and Environmental Technology. EKSU was also established in 1981. It has eight different faculties and two Colleges and over fifty departments. The faculties are; the Faculties of Arts, Agricultural Sciences; Education; Law; Management Sciences; Science; Engineering and the Social Sciences. The colleges are the college of Medicine and Post graduate Studies.

All the respondents that use the libraries located in the schools and the faculties constitute the population for the study. All the schools in FUTA and six faculties in EKSU were used for the study. A simple random sampling technique was used to select 10 respondents from each school and faculty. A total of 60 respondents were selected from each university, a sum total of 120 respondents was utilized for the study.

The data was collected through a structured questionnaire, while the data collected was analyzed using frequency counts, percentages, Mean and T-Test.

3. Results and Discussion

3.1. Personal Characteristics of the Respondents

Data in Table 1 shows that most of the respondents from the Federal University of Technology (FUTA) and Ekiti State University (EKSU) respectively were within the age range of 21-25years. The mean ages of the respondents from the two institutions were 23.4 and 24 years respectively. About 62% of the students using the School library in FUTA were males this is contrary to the user of EKSU faculty libraries that is dominated by the female respondents. The findings are in line with Daramola’s, (2016) report that the e-resources in FUTA library are mainly used by male student. However, it contradicts the findings of (Sivathaasan, 2013) that no significant difference exist bewteen personal demographic characteristics of the students of Commerce University of Jaffna, Sri Lanka and the use of library resources. The students from both EKSU and FUTA use the faculty/school libraries much more than the staff. All the respondents from both schools indicated availability of school /faculty library units. This is in conformity with the International standard, of creating faculty/school library units across the faculties in each institution for easy accessibility by the staff and students.

Table 1. Demographic characteristics of the students

3.2. Products and Services Available in the School/Faculty Library Units

Data in Table 2 show the Products and Services available in the school /faculty libraries of FUTA and EKSU library. In the case of FUTA school library units, the most available resources was reading services as indicated by all the respondents, 63.3% indicated the availability of periodicals, this is followed by referral services (36.7%), subject data bases (36.7%)and current awareness services (31.0%). All other products/services recorded low percentages (See table 2).

Table 2. Products and Services available in the school/faculty library units

In EKSU, all the respondents indicated the availability of reading service, (56.7%) indicated the availability of periodical services. Others are referral services and downloading of e resources (55.0%) respectively, current awareness services (41.67%) and internet services (33.33%) All other products/services recorded low percentages.

While comparing the two institutions, it could be inferred that the students that use the school faculty libraries units of both school; the most products/ service available to all the students in both school was the reading services. The others are referral services and periodicals. The subject data bases (online and physical) services downloading current services and internet service are more available to the EKSU students than the FUTA students. This might be due to the availability of virtual library in the College of Medicine of EKSU and the distribution of radios in all the faculties to improve internet connectivity in all the faculties of EKSU. It is noted that the current content listing, translations and data processing were the least among the library products and services available in the school/ faculty libraries units. This might be due to the inability of the students to utilize the resources and the lack of training of library staff on their usage and communicating such to the students. According to Afebende and Ebaje, (2008) the effectiveness of a library does not depend on only its collection/resources and other facilities per se, but also on the success of its exploitation and use. It could be concluded that the students of both Institutions have not made effective use of all the products and services of the faculty/school library units.

3.3. Comparison of the Mean Frequency of Usage of the Products/Resources in the Faculty/School Libraries

Data in Table 3 shows the comparison between the usages of the Products/Resources in the Faculty/School Library units of EKSU and FUTA. Of all the variables in the table, only the means of reading services were significant in both institutions (mean = 3.25 and 3.27 respectively). It shows that the faculty/school library units of EKSU and FUTA are frequently used for reading. The mean of Internet services was significant in EKSU faculty library units. It shows that the students of EKSU frequently use internet services in their faculty library units much more than FUTA students in their school library units. The usage of Internet services in EKSU faculty library units might result from the recent upgrade and improvement of the ICT component of the EKSU University services. All other services scored below the mean. It shows that they are rarely used by the students. It can be deduced that there is a slight difference in the frequency of usage of products and services of the faculty/library units of both institutions. The slight difference was brought about by internet service usage by EKSU students in the library units.

Table 3. Comparison of the Mean Frequency of Usage of the Products/Resources in the Faculty/School Libraries

3.4. The t-test Analysis of the Utilization of Schools/Faculties unit Library Products and Services between the Students of EKSU and FUTA

Data in table 4 suggests that there is no significant difference between the use of periodicals, (t=1, p=0.32), referral services (t=-1.23, p=0.22), downloading services (t=-0.75, p=0.42), current awareness services (t=-0.72, p=0.47), and data processing services (t=-0.75, p=0.38) in FUTA and EKSU school/faculty library unit products and services.

Table 4. The t-test Analysis of the utilization of Schools/Faculties unit Library products and services between the Students of EKSU and FUTA

However, significant difference exists between Subject databases (Online and Physical) t=-2.5, p=0.01) and Internet services (t=-2.50, p=0.04) in the school/faculty library units among FUTA and EKSU students. On the average, FUTA usage of subject database services was 18 points less than EKSU (95% CI-0.33, -0.04). Also, in internet usage, they score 13 points less than EKSU (CI-0.26, -0.00).

4. Summary, Conclusions and Recommendations

4.1. Summary

The study was carried out to make a comparative analysis of the utilization of school/faculty library facilities between EKSU faculties and FUTA schools libraries. A total of 60 respondents were selected from each university, a sum total of 120 respondents was utilized for the study. The data was collected through a structured questionnaire, while the data collected was analyzed using frequency counts, percentages, Mean and T-Test. Results of the findings show that the respondents from the Federal University of Technology (FUTA) and Ekiti State University (EKSU) respectively were within the age range of 21-25years. The students from both EKSU and FUTA use the faculty/school libraries much more than the staff. All the respondents from both schools indicated availability of school /faculty library units. Both male and female students use the faculty/school library units, but there were more males than female using the FUTA libraries units. A few number of staff in both institutions utilized the faculty/school library units. The most products/ service available to all the students in both school was the reading services. The others are referral services and periodicals. The subject databases (online and physical) services, downloading current services and internet service are more available to the EKSU students than the FUTA students. The current content listing translations and data processing were the least among the library products and services available in the school/ faculty libraries units. Only the means of reading services were significant in both institutions. The mean of Internet services was only significant in EKSU faculty library units. The products/ services in EKSU/FUTA Faculty/School services were grossly underutilized by both staff and students. There is no significant difference between the use of periodicals, referral services, downloading services, current awareness services, and data processing services in FUTA and EKSU school/faculty library unit products and services. However, significant difference exists between Subject databases (Online and Physical) t=-2.5, p=0.01) and Internet services (t=-2.50, p=0.04) in the school/faculty library units among FUTA and EKSU students at 5% level of significance. On the average, FUTA usage of subject database services was 18 points less than EKSU (95% CI-0.33, -0.04). Also, in internet usage, they score 13 points less than EKSU (CI-0.26, -0.00).

4.2. Conclusions

The students of both Institutions have not made effective use of all the products and services of the faculty/school library units. The faculty/school library units of EKSU and FUTA are frequently used for reading. The products/ services in EKSU/FUTA Faculty/School services were grossly underutilized by both staff and students. The staffs of both institutions have the same attitude to faculty/school library units as the level of their patronage was very low. Subject data base and Internet services were frequently used by EKSU students when compared to their counterparts’ in FUTA. There is a slight difference in the frequency of usage of products and services of the faculty/library units of both institutions. The slight difference was brought about by internet service usage by EKSU students in the library units.

4.3. Recommendations

The faculty/school libraries were set up to bring library services to the door steps of the staff and students of the University. Since the products and services in the library units were underutilized, there is the need to increase the awareness of both staff and students of both Universities of the availability of the services. Training programmes could be organized periodically to enhance the usage. Internet services should be improved in both institutions to enhance the use of its services and products, particularly in FUTA.