Knowledge Utilisation in Teaching Effectiveness among Lecturers in Library Schools in Southwest, Nigeria

Abstract

This study examines the influence of knowledge utilisation practices on the teaching effectiveness of lecturers in library schools across Southwest Nigeria. Teaching effectiveness is pivotal to achieving educational objectives, fostering critical thinking, and equipping students with the skills needed for societal progress. However, challenges such as inadequate integration of knowledge utilisation practices, limited adoption of innovative teaching methods, and insufficient institutional support have hindered teaching effectiveness in Nigerian library schools. The study employed a descriptive survey research design, involving 159 lecturers from 17 library schools across the region. Data were collected through a structured questionnaire designed to explore lecturers’ knowledge utilisation practices and their impact on instructional delivery. Descriptive and inferential statistical tools, including regression analysis, were used to analyze the data. The findings revealed that knowledge utilisation practices significantly influence teaching effectiveness. Lecturers who effectively applied knowledge through research, collaboration, and innovative classroom practices demonstrated higher teaching effectiveness. However, barriers such as insufficient resources, limited professional development opportunities, and inadequate infrastructure were identified as constraints to optimal knowledge utilisation. The study concludes that integrating robust knowledge utilisation practices into teaching frameworks is critical for enhancing teaching effectiveness and improving the quality of graduates produced by library schools. Recommendations include increased investment in faculty training, provision of state-of-the-art resources, and the development of policies that encourage knowledge sharing and utilisation among lecturers.