1.0 CHAPTER ONE 1.

1 INTRODUCTION Education is widely accepted as a major instrument for promoting socio-economic, political and cultural development in a country. Universities educate future leaders and develop the high-level technical capacities that underpin economic growth and development (Odekunle, 2001). Besides, Ibukun (1997) also posits that the main purpose and relevance of university education is the provision of much needed manpower to accelerate the socio-economic development of the nation. To this effect, university education is regarded as an important instrument of social change and economic development. In this regard, availability of study materials and resources of learning are very cardinal to the provision of high quality education. More so, adequate supply of study materials has significant effects on students performance. Study materials in this regard refer to any education resources and information that students need to effectively utilize in pursuit of their education. In this scenario, study materials refer to books and the internet which among other things ensure ease acquisition of knowledge and learning of skills and moreover successful completion of someones programme of study. However, the rate of development of the study materials has been extremely slow at the University Zambia. This has resulted in problems of availability of adequate study materials to carry out effective teaching and learning in the quest for students to acquire knowledge and skills. Therefore, this research proposal focuses on how students cope with the inadequacy of study materials at the University of Zambia. To this effect, the aim of this study is to investigate the challenges or effects of inadequate study materials at the University of Zambia. 2.0 STATEMENT OF THE PROBLEM 2.1 Problem identification The problem that has been identified is the challenges or effects of inadequate study materials at the University of Zambia. Availability of study materials and resources of learning are very cardinal to the provision of high quality education. More so, adequate supply of study materials has significant effects on students performance. However, the rate of development of the study materials has been extremely slow at
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the University Zambia. This has resulted in problems of availability of adequate study materials to carry out effective teaching and learning in the quest for students to acquire knowledge and skills.

2.2 Nature and magnitude In order to ensure availability of study materials at universities, developed western countries have a tendency of establishing separate libraries, science libraries or distinct areas within the main university libraries and have important library school laboratories for cataloguing, computer use and perhaps reference books (Nwakoby, M. A. 1990). This nonetheless has not been the case in the third world countries especially in African universities and Zambia in particular. This has further been compounded by lack of information regarding what has been published owing to poor sales promotions and distribution techniques which appear to be the major problems that bewilder the African published materials by African University libraries, (Shaw, 1997). More so, problems of availability of adequate study materials or instructional resources to carry out effective teaching, learning and research have been worsened by lack of ease access to certain study materials, equipment and facilities even where the resources are available (Dipeolo, 1975). This thus denies university students chance to access study materials that are cardinal for effective learning and acquisition of knowledge and skills required for national development. Consequently, the quality of academic programmes as well as students performance is dependent upon adequate supply of study materials or instructional aids. In this regard, effective teaching and learning process cannot be guaranteed with inadequate instructional materials. Thus, the availability of the study materials and resources of learning in any kind of training or teaching is not only important but indispensable in learning institutions. To this effect, the significance of the study materials which include facilities such as books, computers and the internet cannot be over emphasized. Besides, the availability of physical facilities such as libraries, laboratories, apparatus, demonstration rooms and other instructional materials is of great importance in the education process as a major contribution to academic achievements among students. Despite the fact that availability of study materials and resources of learning/instructional resources are very cardinal to the provision of high quality education, the rate of development of the study materials has been extremely slow at the University Zambia. This has resulted in problems of availability of adequate study materials to carry out effective teaching and learning in
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the quest for students to acquire knowledge and skills. In the end, inadequate study materials compromise the standards and quality of students who graduate and go into society. Often time, people have referred to some graduates (from UNZA) as being half baked, but a minimal number of people have been able to point out what the cause is. And as such, inadequate study materials are certainly one of the various contributing factors to providing poor quality graduates. Alas, this trend has infiltrated into society and has seriously compromised the quality of professional and policy makers in different fields which is mostly reflected in poor decision making. The University of Zambia whose motto is quality and excellence is the cornerstone of Zambian intellectuals. However, it is painful reality to note that the said quality and excellence suggested can never be fully realized amidst inadequate study materials. This necessitates the need to investigate this topic and ascertain what the real cause is and subsequently come up with mechanisms and strategies to improve the situation of inadequate study materials at the university of Zambia library thereby realizing the dream of producing quality and excellent graduates.

2.1 PROBABLE CAUSES OF THE PROBLEM There are various reasons as to why there are inadequate study materials at the University of Zambia. These include; Over enrolments: Initially, the university of Zambia main library was stocked with various study materials meant to carter for about 1600 students which also correspond with the seating capacity. This was not until 2007 when the seating capacity was increased to 2,500 students. But in recent years due to an increased demand for University education, the University of Zambia has experienced overenrolments thereby outstripping the required number of students to utilize the various study materials, such that in 2009 students year book, there are 12,759 students enrolled at UNZA, however the number of books in the library has been held constant. Theft; Some study materials have been disappearing from the library owing to thefts by students and at times, students have a tendency of removing certain relevant pages from the books in the library.
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Poor Governing Funding; For the University of Zambia to restock the library with modern and equivalent number of books to carter for all students they need proper funding from the government, nonetheless, this has not been the case. Funding has mostly been erratic and inadequate. Government Policies on University Education Government has not taken university education as priority. It only preaches rhetoric on this matter. A greater portion of the national budget is allocated to non productive sectors of the economy such as political matters, debt servicing and on defense and security, instead of priotizing education. Moreover, the University of Zambia Management and its various unions are mostly pre-occupied with other agendas such as worker salary increments and other enrolments rather than engaging government among other things to address the issue of improving on the availability of study materials at UNZA.

2.2 NATURE AND RELEVANCE OF THE STUDY This study is typically quantitative in nature and conducting this study will publicize the nature of the problem of inadequate study materials, how it affects students and also how this undermines the stance of the University of Zambia taking into account its motto of quality and excellence. With the findings of this study, measures will be put in place to ensure that the University of Zambia is stocked with adequate study materials and an increased access to internet services. 3.0 RESEARCH OBJECTIVES 3.1 General Objectives: To investigate the challenges or effects of inadequate study materials at the University of Zambia 3.2 Specific Objectives

 To investigate which sex is mostly affected by inadequate study materials at the University

of Zambia.
To establish how social economic status affects access to study materials at the University

of Zambia
To establish the relationship between sponsorship and access to study materials at the

University of Zambia.
To investigate which year of study is mostly affected by inadequate study materials at the

University of Zambia.
To establish the impact of busy curricular schedules on access to study materials among

students at the University of Zambia To establish to what extent students access the internet for study materials at the University of Zambia.
To determine the relationship between mode of entry into the University of Zambia

(mature and direct entries) and access to study materials at campus.

To determine which age is mostly affected by the inadequacy of study materials at the

University of Zambia. 4.0 LITERATURE REVIEW Literature review is conducted through two methods. These are the empirical and theoretical perspectives. 4.1 Empirical Review Empirical review allows checking research conducted on the same topic by other researchers so as to familiarize oneself with what other people have found on the same topic under investigation. It identifies gaps in previous researches and also acquaints a researcher with methodologies that other people employed in carrying out their own research. Several researchers have been conducted in relation to problems associated with inadequate study materials in colleges and universities.

In Nigeria, a study was conducted concerning instrumental and research resources for library education. It focused on problems of availability and accessibility of study materials and facilities in six Nigerian library schools (Bozimo, D.; 1985). The study included attention to professional libraries, computers, audiovisual materials, microforms, library science laboratories and demonstration rooms. The findings revealed that most of the schools needed to bridge the gap between their resources and their uses. None had its own microcomputer in operation except for the University of Ibadan which had recently acquired one. The same Ibadan University was also the only university with a separate professional library. It was then suggested that besides improving the situation regarding facilities, the library school needed to establish a journal dedicated to library education, promotion of book publishing, effort to produce new text books and professional literature. These problems where interconnected such that without adequate resources for teaching and research, library educators could not be effective publishing scholars. There was therefore need for improved funding and research grants, improved bibliographical control of library literature, as well as improved communication between libraries, school directors and chief executive of universities, (ibid). In Africa still, Egypt is yet another country whose medical sector of higher education has been facing similar problems that challenged the system of higher learning especially in the last decade. The study in the medical sector included such fields as medicine, pharmacy, dentistry, physical therapy and nursing. Data was collected from different respondents from medical colleges and universities. The respondents were made to respond as to whether the current educational facilities were sufficient in ensuring that there was easy access. 61 per cent of the respondents indicated that the materials where not up to date and that most of the books in the libraries and archives were out of dated and that this was a big challenge in their medical degrees pursuit. 19 percent admitted that there was a big problem of inadequate literature but they indicated that with the internet, they could now have access to modern and up to date information sources that is continuously being posted on the internet. Moreover, 20 percent of the respondent indicated that the stock of books and other materials they had were adequate enough but nonetheless, they still suggested that there was need to have more current books in order to keep abreast with the current trends of affairs in the world, (Gordon, M. 1989).

It is clear from the literature above that the studies focused on problems of availability and accessibility of study materials and facilities such as professional libraries, computers, audiovisual materials, microforms and library science laboratories. However, the studies did not indicate the factors that account for the problem of availability and accessibility of adequate study materials. Besides, the sampling framework and methodologies which were used to conduct these studies are not clear and therefore, questionable. The type of study that was conducted is not indicated in the literature. Furthermore, the studies were conducted more than two decades ago and in social contexts which are different from the Zambian context and the UNZA in particular. It is also not mentioned in the research findings as to how students cope with the inadequacy of study materials in their quest for acquisition of knowledge and skills required for social change and economic development. More so, the findings did not reveal the actual challenges or effects of inadequate study materials at the various universities. This makes conducting this study on how students cope with the inadequacy of study materials at the University of Zambia a worthwhile venture. Thus, the research focuses on the challenges or effects of inadequate study materials at the University of Zambia since this has not been addressed in the studies above. 4.2 Theoretical Review There are a number of theories that can be used to explain the problem of inadequacy of study materials in colleges and universities especially at the University of Zambia. Natural selection (Survival of the Fittest) The doctrine of the survival of the fittest derived from Malthus by Herbert Spencer and Charles Darwin. Spencer argued that an access of fertility stimulates greater activity because the more people there are the more ingenuity is required to stay alive. The least intelligent groups and individuals die off., hence the general level of intelligence is bound to rise gradually. Those stimulate improvement in production or greater mental activity is on the rough road to extinction and must ultimately be supplanted by those whom the pressure does not stimulate. The general level of intelligence will rise to the extent that only those with superior intelligence will survive the battle for existence. This beneficial evolution mechanism will be fatally upset once there is government intervention in the form of enactment of poor laws and other social welfare laws are allowed to distort the beneficial process of natural selection, (Coser, L, 1977: 100 101). The government should not intervene or confuse this natural process by providing a lot of study stages
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of development. The theory views problematic social events and conditions as being beyond the control of human actions. Societies accordingly are seen as passing through stages of development that mirror the human life cycle, (ibid). According to this theory, therefore, the problems of inadequate study materials at the University of Zambia can be said to be a stage in the development process of the university. In this regard, the situation of inadequate study materials is actually not a problem but rather a stage in development of the university which would change with passage of time. This theory stresses that the problem of inadequate study materials is not a permanent one, with passage of time; the university will reach a stage where study materials will be readily available. System theory According to the system theory, society is viewed as a system with interrelated parts that work in harmony to maintain equilibrium in the system. According to this theory, any element in the system that appears problematic or dysfunctional is as a result of dysfunctional in some other part of the system. The system theory likens to human body, which for it to function effectively must ensure that all the parts are functional and working for the benefit of the entire body (system). If any part of the body develops a fault, the fault trickles down to the rest of the body. Any change in one part of the system brings about a corresponding change in other parts of the system (Lavern, 1995). According to this theory, pressure of the problem in any part of the system is a signal that there is corresponding change in another part of the system. The system of inadequate study materials at the University of Zambia can be explained as being a result of another part of the system, the system being the University of Zambia. Therefore, the problem of inadequate study materials can be said not be an independent one, rather it is culminating from another problem within the University of Zambia Community system.

Cyclical Theory A cyclical theory views change from a history point of view. According to this theory, societies are seen as rising and then failing or as continuously moving back and forth between stages of
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development. The theory views problematic social events and events as being beyond the control of human actions. Societies accordingly are seen as passing through stages of development that mirror the human life cycle (ibid). According to this theory, therefore, the problem of inadequate study materials at the University of Zambia can be a stage in the development process of the university. In this regard, the situation of inadequate study materials is actually not a problem but rather a stage in the development of the development of the university which would change with passage of life. This stresses that the problems of inadequate study materials is not a permanent one, with passage of time, university will reach a stage where study materials will be available. However, out of these all theories, the systems theory is most relevant in the construction of a theoretical framework. This is because it is viewed as a system with interrelated parts that work together in a system to maintain equilibrium in the system. As a student from the University of Zambia is expected to be a better citizen or to lead and educate others in society, he or she must have proper knowledge. In this sense, a student who has certain goals and aims to lead others and contribute fully to the society, needs materials such as books and internet to expand his or her knowledge in addition to class lessons. If one lacks study materials, then this means that someone is half baked and cannot contribute sufficiently to the society and in the end; they tend to bring underdevelopment because students usually memorize what they learn in class and not what they know. 5.0 Research Hypothesis
Female students are more likely to be affected by inadequacy study materials than male

students at the University of Zambia.

The higher the social economic status of a student the less difficult it is cope with

inadequate study materials at the University of Zambia.

Students on GRZ sponsorship are less affected by inadequate study materials at the

University of Zambia. The busier the students curricular schedule, the more difficult it is to access study materials at the University of Zambia.

 The lower the social economic status, the more difficult it is to access the internet for study materials at the University of Zambia. Mature entry students are less affected by inadequate study materials than the direct entry student at the University of Zambia
The younger the student, the more difficult it is to cope with inadequate study materials at

the University of Zambia. 5.0 Identification and Measurement of Variables Independent Variable Sex Social economic status Sponsorship Year of study Curricular schedule Internet access Mode of entry Age Level of measurement Nominal Ordinal Nominal Ordinal Nominal Nominal Nominal Ratio

1 2 3 4 5 6 7 8

5.1 Conceptual and Operational Definition of Variables Variable Sex Conceptual Definition Gender 2 Social economic status 3 4 Sponsorship Year of study The biological state of being male or female Ones per capita income Ones material possession in the social strata Financial or material support The years one has spent pursuing their program on 5 Curricular Schedule campus. The subjects / courses that is included in a program of study in the University
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Operational Definition What is your sex?

What is your per capita income? Are you rich or poor? Who is your sponsor? What is your year of study? How busy your curricular schedule?

Internet access

The opportunity to use the World wide System of Linked computer network.

Do you have the opportunity to use worldwide linked computer network? How are you enrolled? How old are you? Are you young or old?

7 8

Mode of entry Age

A way of enrolment The number of years that one has lived or existed. A particular period of a persons life

Dependent variables Inadequate study

Conceptual Definition Operational Definition Not having enough Are the study materials sources of knowledge required in pursuing a particular program enough for you to carter for your need? Do you face difficulties in accessing materials in your studies? Do you think that the materials that are in the library and departments are adequate enough to go round all students and ensure easy access?

6.0 Research Methodology 6.1 Research Design

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The research design that was employed was non intervention design in particular descriptive studies. This is because the study was conducted in uncontrolled and natural environment, the University of Zambia, Great East Road Campus. To this effect, the research focused on full-time students at the University of Zambia, Great East Road Campus of the 2010 academic year, irrespective of sex, age, or year of study. More so, a non experimental research design in the form of descriptive study was used. This is because in this research design, there was no manipulation and control of variables by the researchers. 6.2 Population The group of people from which the study was conducted was the University of Zambia Great East Road Campus and consisted of all students that are currently enrolled and whose names appeared in the year book of the University of Zambia for the year 2010. However, students on part-time or parallel programme and those that are not accommodated were not included. This is because the research team found it difficult to reach those on part-time, parallel programme and nonaccommodated students. 6.3 Sample A sample of one hundred and fifty (150) students was randomly selected from the frame of students which is the 2010 UNZA year book of students comprising 13,000 students. The year book was used since it had the advantage of having no foreign blank elements, being exhaustive, and allowed for easy tracing of respondents through their halls of residence. The number of students which was sampled consisted of those that are accommodated in the various residential halls. 6.4 Justification for the sample size
The sample of 150 respondents was representative to allow for necessary estimation about

the population to be made on the basis of the sample.

The sample size of 150 was small enough to allow for easier data collection and analysis.

6.5 Sampling Method To select the sample of 150 from the population, simple random sampling was employed.
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6.6 Justification of the Sampling Method

Simple random sampling gave each individual in the population an equal and non-zero

chance to be selected. This thus overcame the possibility of biasness.

Furthermore, simple random sampling consumed less time, energy and finances, in view of

inadequate resources. 7.0 Data collection Techniques Self administered questionnaires were employed to collect data from the respondents. Self administered questionnaires consisting of closed-ended questions were used for data collection. 7.1 Justification of Data Collection Techniques
Self administered questionnaires sufficed since the research population was a literate one. Self administered were very easy and a quick method of collecting data.

Enough

time

was given to the respondents in order for them to answer questions conveniently.
In closed-ended questionnaires, subjects were asked the same standardized questions which

made it easier to analyze the data.

The preference for closed-ended questionnaires was due to the desire for quantitative data

which was analyzed statistically using computer software. 7.2 Data Processing Technique To process the data, raw data was fed in the computer and outputs produced in terms of charts, graphs and tables using a statistical Package for Social Sciences (SPSS). 7.3 Data Analysis Technique To analyze raw data, SPSS was employed and the chi square was used in the determination of a relationship between dependent variables and independent variables. 7.4 Justification of Data Analysis Technique

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 Employing such statistical tools as SPSS in analysis was commensurate especially that the

study was quantitative in nature.

SPSS usage made the entire process relatively easier and faster.

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2.0 CHAPTER TWO: PRESENTATION OF BACKGROUND CHARACTERISTICS Table 2.1a

How old were you at your last birthday? Cumulative Frequency Valid 15 - 19 20 - 24 25 - 29 30 - 34 Above 35 No Response Total 5 86 20 13 20 6 150 Percent 3.3 57.3 13.3 8.7 13.3 4.0 100.0 Percent 3.3 60.7 74.0 82.7 96.0 100.0

Figure 2.1b Table 2.1a and figure 2.1b show the age distribution of respondents. The majority of the respondents representing 57.3 % were those in the age group 20 24. The other respondents were in the age groups 15 19, 25 29, 30 34 and above 35 years, and were represented by 3.3%, 13.3 %, 8.7% and 13.3 % respectively. Of the total respondents, 6 representing 4% did not indicate their age. From this distribution, it is clear that most of the respondents

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Table 2.2a
What is your Sex? Cumulative Frequency Valid Male Female Total 104 46 150 Percent 69.3 30.7 100.0 Percent 69.3 100.0

Figure 2.2b

Figure 2.2b and table 2.2a show the sex distribution of respondents. They indicate that of the 150 respondents, 104 were male representing 69.33% while 46 were female representing 30.67%

3.0 CHAPTER THREE: PRESENTATION OF HYPOTHESES Table 3.1

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Do you think the inadequacy of study materials at UNZA affects your academic performance? * How old were you at your last birthday? Cross tabulation How old were you at your last birthday? 15 - 19 Do you think the inadequacy of study materials at UNZA affects your academic performance? Total Count No Count Yes Count 5 100.0% 0 .0% 5 100.0% 20 - 24 78 90.7% 8 9.3% 86 100.0% 25 - 29 20 100.0% 0 .0% 20 100.0% 30 - 34 12 92.3% 1 7.7% 13 100.0% Above 35 16 80.0% 4 20.0% 20 100.0% Non Response 5 83.3% 1 16.7% 6 100.0% Total 136 90.7% 14 9.3% 150 100.0%

Chi-Square Tests Asymp. Sig. (2Value Pearson Chi-Square 5.685 df 5 sided) .338

Table 3.1 seeks to test the hypothesis that the younger the student, the more difficult it is to cope with inadequate study materials at the University of Zambia. The table indicates that of the young students 86 respondents aged 20 24, 78 representing 90.7%, said that they were affected by the inadequacy of study materials at UNZA and only 8 respondents, representing 9.3% of the same age group said they were not affected by the inadequacy of study materials at UNZA. However the table also indicates that of the older (Mature) Students, from the total of 20 respondents aged above 35 years, 16 of them representing 80%, said that they were affected by the inadequacy of study materials at UNZA, while 4 respondents representing 20% said they were not affected by the inadequacy of study materials at UNZA. The table indicates that slightly younger student respondents (90.7%) compared to older student respondents (80%) said that they were affected by the inadequacy of study materials at UNZA. However, the differences are not significant enough to justify the assumption that the younger the student, the more difficult it is to cope with study

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materials at the University of Zambia. This therefore suggests that there is no significant relationship between age and difficulty to cope with inadequate study materials at UNZA. Therefore, the hypothesis that the younger the student the more difficult it is to cope with inadequate study materials at UNZA is rejected. The decision to reject the research hypothesis is supported by the asymptotic significant value of 0.338 which is greater than the probability value of 0.05 suggesting that we should reject the research hypothesis. The conclusion is that the age of a student does not influence his/her difficulty in coping with inadequate study materials at UNZA.

Table 3.2
Do you think the inadequacy of study materials at UNZA affects your academic performance? * What is your Sex? Cross tabulation What is your Sex? Male Do you think the inadequacy Yes of study materials at UNZA affects your academic performance? Total No Count Count 94 89.5% 11 10.5% Count 105 100.0% Female 42 93.3% 3 6.7% 45 100.0% Total 136 90.7% 14 9.3% 150 100.0%

Chi-Square Tests Asymp. Sig. (2Value Pearson Chi-Square .540 df 1 sided) .462

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Table 3.2 seeks to test the hypothesis that female students are more prone to be affected by the inadequacy of study materials than male students at UNZA. The table indicates that of the 46 female respondents, 42 representing 91.3% said that they were affected by the inadequacy of study materials at UNZA and 4 respondents, representing 8.7% said that were not affected by the inadequacy of study materials at UNZA. The table also indicates that of the 104 male respondents, 94 representing 90.4% said that they were affected by the inadequacy of study materials at UNZA and 10 of them representing 9.6% said they were not affected by the inadequacy of study materials at UNZA. The table indicates that slightly more female respondents (91.3%) compared to male respondents (90.4%) said that they were affected by the inadequacy of study materials at UNZA. However, the differences are not significant enough to justify the assumption that female students are more likely to be affected by the inadequacy of study materials than male students at UNZA. This therefore suggests that there is no significant relationship between sex and likelihood to be affected by the inadequacy of study materials at UNZA. Therefore, the hypothesis that female students are more likely to be affected by inadequacy of study materials than male students at UNZA is rejected. The decision to reject the research hypothesis is supported by the asymptotic significant value of 0.858 which is greater than the probability value of 0.05 suggesting that we should reject the research hypothesis. The conclusion is that the sex of a student does not influence the likelihood of more female students to be affected by inadequacy of study materials than male students at UNZA. Table 3.3
Do you think the inadequacy of study materials at UNZA affects your academic performance? * Are you a direct or mature entry student? Cross tabulation Are you a direct or mature entry student? Direct entry Do you think the inadequacy Yes of study materials at UNZA affects your academic performance? Total No Count Count 103 89.6% 12 10.4% Count 115 100.0% Mature entry 33 94.3% 2 5.7% 35 100.0% Total 136 90.7% 14 9.3% 150 100.0%

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Chi-Square Tests Asymp. Sig. (2Value Pearson Chi-Square .707 df 1 sided) .401

Table 3.3 presents the hypothesis that mature entry students are less affected by inadequate materials than direct entry students at UNZA. The table shows that of the 35 mature entry respondents, 33 representing 94.3% said that they were affected by the inadequacy of study materials at UNZA, and 2 representing 5.7% said that they were not affected by the inadequacy of study materials at UNZA. The table also shows that of the 115 direct entry respondents, 103 representing 89.6% said that they were affected by the inadequacy of study materials at UNZA, while 12 representing 10.4% said they were not affected by the inadequacy of study materials at UNZA. However, the differences are not significant enough to justify the assumption that mature entry students are less affected by the inadequacy of study materials than direct entry students at UNZA. The table indicates that slightly a higher percentage of mature entry respondents (94.3%) compared to direct entry respondents (89.6%) said that they were affected by the inadequacy of study materials at UNZA. However, the differences are not significant enough to justify the assumption that mature students are less likely to be affected by the inadequacy of study materials than male students at UNZA. This therefore suggests that there is no significant relationship between entry of students and likelihood to be affected by the inadequacy of study materials at UNZA. We therefore reject the research hypothesis that mature entry students are less affected by inadequate study materials than the direct entry students at the University of Zambia. This decision is in fact supported by the asymptotic significant value of 0.401 which is greater than the probability Value (P Value) of 0.05 indicating that we should reject the research hypothesis. Table 3.4

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Do you think the inadequacy of study materials at UNZA affects your academic performance? * Who is your Sponsor? Cross tabulation Who is your Sponsor? Government Do you think the inadequacy Yes of study materials at UNZA affects your academic performance? Total No Count Count 87 91.6% 8 8.4% Count 95 100.0% Self Sponsored 44 89.8% 5 10.2% 49 100.0% Others 5 83.3% 1 16.7% 6 100.0% Total 136 90.7% 14 9.3% 150 100.0%

Chi-Square Tests Asymp. Sig. (2Value Pearson Chi-Square .519 df 2 sided) .772

Table 3.4 seeks to test the hypothesis that students on Government sponsorship are less affected by inadequate study materials at UNZA. The table shows that of the 95 government sponsored respondents, 87 representing 91.6% said that they were affected by the inadequacy of study materials at UNZA and 8 representing 8.4% said that they were not affected by the inadequacy of study materials at UNZA. The table also shows that of the 49 self sponsored respondents, 44 representing 89.8% said that they were affected by the inadequacy of study materials at UNZA, and 5 representing 10.2% said they were not affected by the inadequacy of study materials at UNZA. However, the differences are not significant enough to justify the assumption that government sponsored students are less affected by the inadequacy of study materials than self sponsored students at UNZA. The table indicates that actually a slightly higher percentage of government sponsored respondents (91.6%) compared to self sponsored respondents (89.8%) said that they were affected by the inadequacy of study materials at UNZA. However, the differences are not significant enough to justify the assumption that government sponsored students are less affected by inadequacy of study materials at the University of Zambia. This therefore suggests that there is no significant relationship between students sponsorship and possibility to be affected by
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the inadequacy of study materials at UNZA. We therefore reject the research hypothesis that government sponsored students are less affected by inadequacy of study materials at the University of Zambia. This decision is in fact supported by the asymptotic significant value of 0.772 which is greater than the probability Value (P Value) of 0.05 indicating that we should reject the research hypothesis.

Table 3.5
Do you think the inadequacy of study materials at UNZA affects your academic performance? * How is your curricular schedule? Cross tabulation How is your curricular schedule? Very Busy Do you think the inadequacy Yes of study materials at UNZA affects your academic performance? Total No Count Count 53 93.0% 4 7.0% Count 57 100.0% Busy 76 88.4% 10 11.6% 86 100.0% Not busy 7 100.0% 0 .0% 7 100.0% Total 136 90.7% 14 9.3% 150 100.0%

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Chi-Square Tests Asymp. Sig. (2Value Pearson Chi-Square 1.617 df 2 sided) .446

Table 3.5 seeks to test the hypothesis that the busier the students curricular schedule, the more difficult it is to access study materials at the University of Zambia. The table shows that of the 57 respondents with very busy curricular schedules, 53 representing 93% said that they were affected by the inadequacy of study materials at UNZA, while 4 representing 7% said that they were not affected by the inadequacy of study materials at UNZA. The table also shows that of the 86 respondents with busy curricular schedule, 76 representing 88.4% said that they were affected by the inadequacy of study materials at UNZA, and 10 representing 11.6% said they were not affected by the inadequacy of study materials at UNZA. The table further shows that of the 7 respondents with not busy curricular schedule, 7 representing 100% said they did think they were affected by the inadequacy of study materials at UNZA. The differences reflecting here are not significant enough to justify the assumption that the busier the students curricular schedule, the more difficult it is to access study materials at the University of Zambia. The table indicates that actually a slightly higher percentage of students with not busy curricular schedule (100%) compared to respondents (93% and 88.4%) with very busy and busy curricular schedule respectively who said they were affected by the inadequacy of study materials at UNZA. However, the differences are not significant enough to justify the assumption that the busier the students curricular schedule, the more difficult it is to access study materials at the University of Zambia. This therefore suggests that there is no significant relationship between students curricular schedule and to be affected by the inadequacy of study materials at UNZA. We therefore reject the research hypothesis that the busier the students curricular schedule, the more difficult it is to access study materials at the University of Zambia. This decision is in fact supported by the asymptotic significant value of 0.446 which is greater than the probability Value (P Value) of 0.05 indicating that we should reject the research hypothesis.

4.0 CHAPTER FOUR: PRESENTATION OF GENERAL FINDINGS

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Table 4.1
Do you think study materials are adequate? Cumulative Frequency Valid Yes No Total 15 135 150 Percent 10.0 90.0 100.0 Percent 10.0 100.0

Figure 4.1

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Table 4.1 and figure 4.1 above were constructed to determine if study materials were adequate. The table indicates that of the 150 respondents, 135 representing 90% answered No, indicating that study materials were not adequate for students at UNZA, and only 15 respondents representing 10% answered Yes, indicating that study materials were adequate for students at UNZA. Table 4.2
If study materials are not adequate, could the Inadequacy of Government Funding be the underlying factors for the Inadequacy of study materials? Cumulative Frequency Valid Yes No Not Applicable Total 122 19 9 150 Percent 81.3 12.7 6.0 100.0 Percent 81.3 94.0 100.0

Figure 4.2

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From table 4.2 and figure 4.2, the findings showed that of the 150 respondents, 122, representing 81.3% said that insufficient funding from government could be one of the underlying factors for the inadequacy of study materials for students at UNZA. 19 respondents representing 12.7% said that insufficient funding from government could not be one of the underlying factors for the inadequacy of study materials for students at UNZA. 9 respondents representing 6% did not respond to this question because it was not applicable to them. Table 4.3
If study materials are not adequate, could the Mismanagement of finances at UNZA be the underlying factor for the Inadequacy of the study materials? Cumulative Frequency Valid Yes No Not Applicable Total 97 45 8 150 Percent 64.7 30.0 5.3 100.0 Percent 64.7 94.7 100.0

Figure 4.3
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From table 3.3 and figure 3.3, the findings showed that of the 150 respondents, 97, representing 64.7% said that the mismanagement of finances at UNZA could be one of the underlying factors for the Inadequacy of the study materials for students at UNZA. 45 representing 30% said that mismanagement of finances at UNZA could not be one of the Underlying factor for the inadequacy of study materials for students at UNZA. 8 respondents representing 5.3% did not respond to this question because it was not applicable to them.

Table 4.4

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If study materials are not adequate, could the Stealing of books by students be the underlying factor for the Inadequacy of the study materials? Cumulative Frequency Valid Yes No Not Applicable Total 44 98 8 150 Percent 29.3 65.3 5.3 100.0 Percent 29.3 94.7 100.0

Figure 4.4

From table 4.4 and figure 4.4, the findings showed that of the 150 respondents, 98, representing 65.3% said that stealing of books by students could not be one of the underlying factors for the Inadequacy of the study materials for students at UNZA. 44 representing 29.3% said that the stealing of books by students could be one of the Underlying factor for the inadequacy of study materials for students at UNZA. 8 respondents representing 5.3% did not respond to this question because it was not applicable to them. Table 4.5
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If study materials are not adequate, could the Over enrolment be the underlying factor for the Inadequacy of the study materials Cumulative Frequency Valid Yes No Not Applicable Total 73 69 8 150 Percent 48.7 46.0 5.3 100.0 Percent 48.7 94.7 100.0

Figure 4.5

From table 4.5 and figure 4.5, the findings showed that of the 150 respondents, 73 representing 48.7% said that the Over enrollment of students could be one of the underlying factors for the Inadequacy of the study materials for students at UNZA. 69 representing 46% said that the over enrollment of students could be one of the underlying factors for the inadequacy of study materials for students at UNZA. 8 respondents representing 5.3% did not answer this question because it was not applicable to them.

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CHAPTER FIVE: DISCUSSION OF THE FINDINGS. Originally, the inadequacy of study materials and resources for learning students at the University of Zambia has attracted a lot of concern from students and they have expressed their different feelings and expressions. Its effects and consequences have been wide and immense as shown in Table 2.1 where 136 respondents representing 90.7% of the total 150 respondents indicated having been affected by the inadequacy of study materials at UNZA while only 14 of the total respondents representing 9.3% responded as not having been affected by the inadequacy of study materials at UNZA. In relation to our findings Dipeolo, J. O (1975) notes that, we have problems of availability of adequate resources to carry out effective teaching and research and that even where the resources are available, empirical evidence has shown that this does not necessarily guarantee access to them. In our research both the sex of our respondents agreed that they where affected by the inadequacy of study materials at UNZA. This is represented in Table 2.2 where we have 90.4% and 91.3% of males and females respectively who said they were affected by the inadequacy of study materials at UNZA. One of our objectives in this research was to test the hypothesis that students on Government sponsorship are less affected by inadequate study materials at UNZA. From the findings in table 2.4, it can be seen that of the 150 total number of respondents, 95 of whom were government sponsored students, 87 representing 91.6% agreed that they were affected by the inadequacy of study materials at UNZA, while only 8 respondents representing 8.4% denied that they were not affected by the inadequacy of study materials at UNZA. The table also shows that of the 49 self sponsored respondents, 44 representing 89.8% accepted to the notion that they were affected by the inadequacy of study materials at UNZA and only 5 of the self sponsored respondents representing 10.2% declined not to have been affected by the inadequacy of study materials at UNZA. This shows that both government and self sponsored students are affected by the Inadequacy of study materials at UNZA. Another objective we had was to test the hypothesis that the busier the students curricular schedule, the more difficult it is to access study materials at the University of Zambia. Our finding was that of the 57 respondents with very busy curricular schedules, 53 representing 93% said they
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were affected by the inadequacy of study materials at UNZA and 4 representing 7% said they were not affected by the inadequacy of study materials at UNZA. The table also shows that of the 86 respondents with busy curricular schedule, 76 representing 88.4% said they did think they were affected by the inadequacy of study materials at UNZA, while 10 representing 11.6% said they were not affected by the inadequacy of study materials at UNZA. The table further shows that of the 7 respondents with not busy curricular schedule, representing 100% said they were affected by the inadequacy of study materials at UNZA. The differences reflecting here are not significant enough to justify the assumption that the busier the students curricular schedule, the more difficult it is to access study materials at the University of Zambia. The table indicates that actually a slightly higher percentage of students with not busy curricular schedule (100%) compared to respondents (93% and 88.4%) with very busy and busy curricular schedule respectively who said that they were affected by the inadequacy of study materials at UNZA. In our findings, the insufficient of government funding was found to be one of the major factors underlining the inadequacy of study materials. This is represented in table 3.2 and figure 3.2, were the findings showed that of the 150 respondents, 122, representing 81.3% said that the insufficient funding from government could be one of the underlying factors for the inadequacy of study materials for students at UNZA. While only 19 representing 12.7% said that insufficient funding from government could not be one of the underlying factors for the inadequacy of study materials for students at UNZA. Considering the operations of UNZA, being a Public Learning Institution it relies completely on the funding of the government of Zambia through the Ministry of education to manage its costs. However the institution has continued to be underfunded by government and this has highly negatively affected the institution to gather the adequate study material and resources for the Students and Lecturers at large. The library at UNZA which is the main organ of the Institution to facilitate UNZA with study material has the majority of its collection out dated and in shortage of personnel and facilities such as computers to facilitate adequate study materials. Our findings are in relation to the study that was conducted in Nigeria concerning instrumental and research resources for library education. It focused on problems of availability and accessibility of study materials and facilities in six Nigerian library schools (Bozimo, 1985). The survey included attention to professional libraries, computers, audiovisual materials, microforms, library science laboratories and demonstration rooms. The findings revealed that most of the schools needed to bridge the gap between their resources and their uses. None had its own microcomputer in
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operation except for the University of Ibadan which had recently acquired one. The same Ibadan University was also the only university with a separate professional library. Though this survey may have been conducted in the 1980s, the same trends continue to reflect today and while there may be other factors to this problem. Government has not done much in terms of funding the University of Zambia. Regarding the mismanagement of finances at UNZA, from our findings it shows that UNZA management has also greatly contributed to the inadequacy of study materials at UNZA. This is represented in table 3.3 and figure 3.3 where the findings showed that of the 150 respondents, 97, representing 64.7% accepted that the mismanagement of finances at UNZA could be one of the underlying factors for the Inadequacy of the study materials for students at UNZA. While only 45 respondents representing 30% refused that mismanagement of finances at UNZA could not be one of the underlying factors for the inadequacy of study materials for students at UNZA. However, the majority of the respondents refuted the notion that the Inadequacy of study materials was due to the factor of students stealing books at UNZA. This is represented in table 3.4 and figure 3.4, where our findings showed that of the 150 respondents, 98, representing 65.3% refuted the notion that Stealing of books by students could not be one of the underlying factors for the Inadequacy of the study materials for students at UNZA. While only 44 respondents representing 39.3% accepted the notion that the Stealing of books by students could be one of the underlying factors for the inadequacy of study materials for students at UNZA.

LIMITATIONS OF THE STUDY

A few respondents were not cooperative when answering questions, hence, making data analysis difficult especially in cases were respondents decided not to answer.

Difficulties in accessing computers, especially those installed with SPSS for data entry and analysis were experienced.

Re-administering of questionnaires had to be undertaken due to some respondents not being available and others had exchanged rooms.

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There was limited time in which to conduct the research carefully and also to effectively master the Statistical Package for Social Sciences (SPSS).

CONCLUSION Considering the findings of the study, it is evident that students are highly affected by the inadequate of studying materials at the University of Zambia. Much of the effects of this, is that many students have not been able to perform well in their academic programs and much more is that students have failed to acquire the needed Knowledge to enable them contribute positively to society. A number of factors have been found in the study which have attributed to the inadequacy of study materials at UNZA. It can therefore be said that, from our findings the inadequacy of study materials could be as a result of Government not providing the needed funding and support to the University of Zambia. The other factor could be that UNZA management has not well accounted or has highly mismanaged funds which are supposed to be used to make study materials adequate. To a lesser extent, it has been found that over enrollment of students to the institution may have contributed to the inadequacy of study materials to students at UNZA. The effects are not limited to Age, Sex, entry of student or curricular schedule of students to mention jus a few.

BIBLIOGRAPHY
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Coser, L. A. (1977) Masters of Sociological Thought: 2nd Ed. Harcourt Brace and Company. New York Dipeolo, J. O. (9175): Problems of Acquiring African published materials: the experience. Of African University Libraries; University of the Life press, Nigeria Doris, Bozimo (1985): Towards Relevant Literature for Library Science Education in Proceeding of Second National Conference on Library Education: Ahmadu Bello University, Zaria. Gordon, M. (1989): Deficiencies of Scientific Information Access and Output in Less Developed Countries; Journal of the American Society for Information Science 240 252. Kelly, M. J. (1999): The Origins and Development of Education in Zambia: Image Publishers Limited , Lusaka. La Verne, J. (1995): Sociology: The Study of Human Relationships; Holt, Rineholt and Winston, New York. Nwakoby, M a. (1990): Physical Facilities and Resources for Education in Librarianship in Nigeria; Journal of Education for Library and Information Science. Shaw, S. W. M., T. and Kantor, P. (1977): Causes and Dynamics of User Frustration in an Academic Library; college and Research Libraries.

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