What if AI wrote it: Exploring the perspectives of university teachers toward AI-generated literature by undergraduates in library schools

Objective: To compare the teaching of the pulpectomy in primary teeth among graduate and undergraduate Brazilian dental schools. Material and Methods: From August 2015 to July 2016, an 11-question survey was sent to 44 graduate and 207 undergraduate dental schools. Data obtained were summarized using descriptive statistics. Results: The response rate was higher from graduate (56.8%) than undergraduate (41.1%) courses. Pulpectomy was taught by all participating schools. More than 90% of the undergraduate and graduate courses recommend the use of hand instruments for canals debridement, but the widening of root canals was advised in 69.4% of undergraduate and in 84% of graduate schools. Regarding the irrigatings, 1% sodium hypochlorite as a single irrigating solution was the most taught for both biopulpectomy and necropulpectomy. The iodoform-based Guedes-Pinto paste as the single indication was the preferred root canal filling material in undergraduate schools (30.6%), while the zinc oxide-thickened calcium hydroxide paste as the single option was the most recommended in graduate courses (36%). Endodontic hand file associated with lentulo drill for filling root canals was recommended by most courses. Overall, biopulpectomy was performed in one session, while necropulpectomy led two sessions. Periapical radiograph for diagnosis and final obturation was the most adopted conduct by undergraduate (68.2%) and graduate (72%) schools. Gutta-percha and glass ionomer cement were preferred materials to seal the entrance of the pulp chamber. Conclusion: There was variability in the techniques and materials taught to perform pulpectomy in primary teeth among Brazilian graduate and undergraduate dental schools. Calcium hydroxide paste has been used in similar proportion to iodoform-based paste.

The study focuses on time allocation as correlate of undergraduates’ academic achievement in cataloguing and classification in library schools in Southern Nigeria. Cataloguing and classification courses are expected to be taught theoretically and practically in library schools. The main problem of this study is undergraduates’ poor academic achievement in cataloguing and classification. According to authors, cataloguing and classification are core courses in librarianship. Despite the importance of these courses in the library schools, it is observed that many undergraduates are known to perform poorly in the examinations. Survey research design of correlational type was adopted for this study. Hypothesis tested at 0.05 level of significance was that there was no significant relationship between time allocation and academic achievement of undergraduates in cataloguing in library schools in Southern Nigeria. The 550 final year students and 18 lecturers teaching cataloguing and classification in library schools in Southern Nigeria were purposively selected for the study. Time allocated for teaching and learning cataloguing and classification scale (a = 0.64) and students’ achievement test in cataloguing and classification (a = 0.63) were used to collect data for the study. Descriptive and inferential statistics were used for the data analysis. Results from the study revealed that: there was a significant relationship between time allocation and academic achievement of undergraduates in cataloguing and classification in library schools. Time allocated for teaching cataloguing and classification was inadequate. Academic achievement of the majority of the undergraduates was at average level. The library school management in partnership with the National Universities Commission (NUC) should include separate hour on the time table for practical cataloguing and classification in library schools in Nigeria to enable students to balance theory with practical knowledge. This is necessary to enhance students’ academic achievement in cataloguing and classification. Lecturers’ teaching cataloguing and classification should spend more time in cataloguing practicals to encourage the students to develop interest in cataloguing and classification.

This study aims to examine the collaborative efforts of public and school libraries to implement lifelong learning targets. Using data collected from school and public library staff, head teachers and education officers in Zanzibar, this study seeks to obtain opinions regarding public library support provided to school libraries, types of collaborative programs that public and school libraries engaged in to attain lifelong learning targets, and the effectiveness of library joint programs in promoting lifelong learning opportunities. The study used a cross-sectional design, whereas a mixed approach through the convergence method was used to collect, analyze and interpret data. A non-probability sampling under purposive sampling techniques was applied to select respondents for this study. Primary data was collected through a survey method using a structured standardized questionnaire, face-to-face interviews and focus group discussions. A total of 36 public library staff and 94 school library staff filled out questionnaires. Interviews were conducted with 42 respondents while 18 respondents were involved in focus group discussions. Findings revealed the existence of collaborative efforts between public libraries and school libraries. However, there were neither collaborative plans nor assessment and evaluation strategies, thus, the program’s implementation did not guarantee the effective promotion of lifelong learning opportunities for all. The study recommends that the education authorities should address and prioritize the agenda of lifelong learning by introducing a national-wide library collaboration campaign toward the implementation of SDG 4 targets along with the improvement of public and school libraries’ capacity in terms of staff and resources.

PurposeWaste management is a critical element of the campus sustainability movement in which Nigerian universities are yet to actively participate. The purpose of this study was to investigate prevalent waste management practices and the disposition of undergraduate students in a Nigerian University.Design/methodology/approachData collection involved the use of a questionnaire, focus group discussion and participative observation. Respondents consisted of 840 students drawn from four academic faculties of the university. Descriptive and inferential statistics were used to address the research questions raised to guide the investigation.FindingsIndiscriminate littering, open dumping of waste, weedy and overgrown lawns, proliferation of power generating sets, uncollected refuse sites and defaced walls with postings were the major observed environmental challenges. Open burning of refuse was found to be the single most prevalent way of managing large volumes of waste generated on the university campus. Although the problems were widespread, only 40.5 per cent of the students expressed serious concern for the solid waste practices. Also, while the students were positively disposed to innovative ways of addressing the challenge of waste management in the university, there were significant differences in students’ awareness and disposition according to sex, age, academic level and faculties.Research limitations/implicationsThe implications of the findings for campus-based sustainability education are discussed.Originality/valueThis study is an original research article which interrogated the students’ attitudes to solid waste management in a Nigerian University. It used a combination of both qualitative and quantitative techniques, such as questionnaire, focus group discussion and participative observation.

Background: Thailand continues to face a serious long-term problem developing effective school libraries, particularly in rural small public primary schools. Even though the Thai government has developed school library standards and supports many projects to help all schools establish effective libraries, most rural small public primary schools still struggle to improve their libraries enough to reach even the minimum criteria of the standards (Thailand Knowledge park 2011). Thai government and policy makers appear to overlook the special management, guidelines and standards challenges for libraries in rural small public primary schools. The lack of expenditure in Thailand on research and development of rural small public primary school libraries has led to a minimum of related primary data and studies, giving very little indication of ways to improve the quality of those libraries effectively. Objectives and Methods: This research, which aims to explore principals' perceptions of public primary school libraries, library characteristics and effectiveness, employs a research method using questionnaires to survey 375 school principals in 6 regions in Thailand. Survey part 1 requested basic information about principals, their schools and their school libraries. Survey part 2 asked principals to illustrate the strengths, weaknesses, opportunities and limitations of their school libraries. Survey part 3 was a semantic scale for principals to rate their perceptions about the impact of the school library on students' academic achievement. Both quantitative and qualitative data are used in this research: quantitative data were analysed through 3 analysis techniques including descriptive, cluster and multiple regression; qualitative data were analysed through thematic analysis. Findings: This research found that in general small public primary school libraries lack resources for their collections, physical facilities, and staff. Of the 6 regions surveyed, libraries located in the North and Northeast regions face the greatest lack of resources. Principals participating in this study perceive the necessity for an effective administration, sufficient staff and sufficient library physical facilities to overcome the limitations of their libraries. Most principals understood very well the impact that school libraries have on students' academic achievement, particularly in enhancing students' literacy levels. The research also found that principals aged younger than 51 years tended to have more positive perceptions about this impact of libraries on students' academic achievement. Recommendations: At a policy level, the Thai government should urgently equip the small schools in rural areas with Information and Communications Technology (ITC). It needs to reauthorise and modernise the National Education Act 1999 to mandate the importance of the pedagogical role of school libraries and school librarians. Clear library policies are required for both school libraries in general and for the provision of library services in rural small public primary schools. Moreover, the Thai government should assign the Thai Library Association to develop new national school library standards. The Thai government should also acknowledge the role of parents and local community participation in education development. The Thai government should conduct and support research on existing barriers to developing effective education and learning resources in rural small public primary schools. At a practitioner level, principals, teacher librarians and school library stakeholders are crucial for developing effective libraries. Principals need to know and understand the school library standards and the policy related to learning resources development; they also need to be prepared to convert traditional school libraries into modern libraries by integrating ICT in library administration, collections, services, activities and staff. Importantly, principals need to support teacher librarians and staff, enhancing their knowledge and skills in library and information fields; equally, they need to collaborate with school library stakeholders, in both internal and external school communities, to develop effective libraries and to promote and enhance their capacity. Conclusion: This research identified a much-needed foundation for developing an effective library in rural Thailand. Although principals have an important role in directing and managing change in libraries, collaboration among library stakeholders is also a significant factor leading to the development and enhancement of effective school libraries. In the light of this research, the researcher recommends for the Thai government and school library stakeholders pay more attention to and to prioritise dealing with school library issues. The researcher also expects that this research will help build international cross-cultural understanding beyond the school libraries of small public primary schools in rural Thailand, to developing countries more widely. Such knowledge would be beneficial to the Thai government, and to school library communities and stakeholders, both in Thailand and internationally, to establish and develop effective school libraries that lead to educational success.

The objective of this study is to investigate the capacity of public and school libraries towards the achievement of SDG4. Using data collected from school and public library staff, head teachers and education officers in Zanzibar, the study examined the level of awareness of SDG4 among library staff, library human and physical resources capacity and the effectiveness of library programs in promoting lifelong learning. The study used a cross-sectional design, whereas a mixed approach through a convergence method was used to collect, analyze and interpret data. A non-probability sampling under purposive sampling techniques was applied to select respondents for this study. Primary data was collected through a survey method using a structured standardized questionnaire, face-to-face interviews and focus group discussions. A total of 100 library staff filled out questionnaires. Interviews were conducted with 42 respondents while 18 were involved in focus group discussions. The study revealed that public and school libraries provided common traditional services like book circulation and reference services, but their contribution did not correlate with the efforts needed to promote lifelong learning in the modern era. The libraries were faced with several challenges including inadequate budget and a lack of policy and strategies for the implementation of lifelong learning targets. The study recommends that the education authorities should address and prioritize the agenda of lifelong learning by improving the capacity of public and school libraries, while a national-wide library campaign toward the promotion of lifelong learning should be introduced with the involvement of public and school libraries.

This study aimed to investigate the use and role of information and communication technology (ICT) in the educational system of Iran from the perspective of teachers and students.The population consisted of the teachers (N=310) and students (N=3370) of Islamic Azad University (District 2).However, 85 teachers and 300 students were selected through stratified random cluster sampling.In addition to theoretical studies and literature review, data were collected by questionnaire.The reliability was obtained 0.91 for teachers and 0.86 for students.This was an application-field research.By analyzing data through descriptive and inferential statistics, the results showed that the use of ICT in educational system of Iran had a significant impact on the effective teaching and learning.However, there were challenges for using them.The findings also showed significant differences between the views of teachers and students about the use of ICT.

LIBRARY EDUCATORS and professional librarians would generally agree that in order to qualify as a professional librarian one must receive an M.L.S. degree. The prevailing pattern of library education leading to that first professional degree, at least in the United States, is what is euphemistically referred to as the fifth-year master's. More specifically, this can be described as a master's degree program requiring approximately 36 semester hours (or its equivalent in quarter hours) of graduate level courses in library and informaton sciences. In most library schools full-time students can expect to fulfill the M.L.S. degree requirement in five years of study - four years in undergraduate school and one in a graduate school of library studies. There is some variation in interpretation of these parameters within individual schools. For example, library schools usually permit, and may even encourage, full-time students to extend their graduate study over a period of more than one year; parttime students may take several years to complete their degree. Many library schools also grant credit toward graduation for graduate-level courses in disciplines and courses of study other than library and information science, reducing the number of years required for completion of the M.L.S.

This study investigated Staff development as a motivating factor in job performance among personnel in branch libraries, University of Maiduguri. The study aimed at determining the relationship between staff development programmes and job performance. It was a survey research method involving 47 (professional, paraprofessional and non- professional) staff in 15 branch libraries. The entire population of 47 staff was adopted for the study and so there was no sampling. Questionnaire was the only research instrument used in data collection. Questionnaire was divided into six sections (Demographic variables of respondents, formal education, seminars/Conferences, workshop attendance, and job performance). The instrument also comprises 15 items within the six sections. The 47 copies of questionnaire were administered and retrieved by the researchers. Data were analyzed by descriptive and inferential statistics. Descriptive statistics was used to analyze demographic variables of respondents. While inferential statistic i.e Pearson Product Moment Correlation (PPMC) was used to test the four formulated hypotheses, while Multiple Regression Analysis was used to test one (1) null hypothesis on the joint relationships between staff development programme and job performance at 0.05 level of significance. Response rate showed that out of the forty seven (47) copies of questionnaire administered, 34 (72%) copies were returned and found usable. Majority of the respondents were males while professional staff were the majority of respondents. Hypotheses tested revealed that formal education does not enhance job performance of staff. On the other hand Seminars/conferences and workshop attendance enhances job performance of staff. As the staff development programmes collectively increases, the job performance of staff tends to be higher. Conclusion was that there was indiscipline on the part of staff and that there was no enforcement of discipline by the management despite opportunities for formal education in the university. The increase in opportunities for the various staff development programmes increase higher job performance on the part of staff in branch libraries. Among the recommendations include strict enforcement of discipline on staff and creating opportunities for staff development by the University management. DOI: 10.5901/mjss.2013.v4n5p9

The present trend among firms is to prioritise the cultivation of dedicated employees due to the notable disparity in performance between devoted employees and their counterparts. Devoted personnel exhibit high levels of performance inside a company, hence contributing to the organisation's attainment of a competitive advantage over rival entities. The objective of this study was to examine the correlation between continuance commitment and employee performance of non-academic staff in public universities in the Western Region of Kenya. The research hypothesis suggested that there is no significant relationship between continuance commitment and employee performance of non-academic staff in public universities in the Western Region of Kenya. The study scope was limited to the six (6) Chartered Public Universities in the Western Region of Kenya, namely Maseno, Masinde Muliro, Jaramogi Oginga Odinga, Kisii, Kibabii, and Rongo. The study was underpinned by social exchange theory. Descriptive and correlational research designs were adopted in this study. The target population was comprised of 3,574 non-academic staff currently working at the six (6) Chartered Public Universities in the Western Region of Kenya. The sample size was 97 respondents, determined through Nassiuma’s (2000) formula. Stratified sampling was employed to group the respondents into strata, and simple random sampling was applied to select the respondents. Data was collected through the use of a structured questionnaire. The data collected was analysed using both descriptive and inferential statistics. Descriptive statistics were employed to analyse the demographic information, while inferential statistics were applied to test the relationship between the study variables. The key findings of this study indicated that there exists a significant positive relationship between continuance commitment and employee performance (p = 0.0000<0.05). The study recommended that university management should endeavour to enhance their staff organisational commitment through promoting their personal and career development and creating positive employee relations through organisational support programs.

This paper explores the reading comprehension problems of students attending schools in Nigeria and the role schools libraries play in overcoming the problems.Reading comprehension skill is an important ability to academic success yet most students in Nigeria are not able to master it.Such difficulties tend to be aggravated by the language barriers, lack of vocabulary, lack of awareness of sounds present in words, and social-economic problems.Also, most Nigerian school libraries are underfunded and do not have the resources needed, and it is more challenging to get the reading materials students require.This research concentrates on how school libraries can play their part in facilitating the reading of students against these odds.It puts into consideration the challenges that the Nigerian students continue to experience that are exacerbated by cognitive and environmental variables.Many schools do not have the right teaching tools and learners struggle to decode and read written information.The systematic review methodology allows the study to review the current research on the problem of reading comprehension and the role of libraries in alleviating the problem and enhancing reading abilities.The review considered the publications published between 2019 and 2025 and covered the problem of reading comprehension and the contribution of school libraries in Nigeria.The results indicate that the issue of reading comprehension in the Nigerian schools is mostly caused by Rivers State University Journal of Librarianship, Information and Contemporary Studies (RSU-JOLICS) 2025,Vol.1 (2) DOI: 10.61955/MQEHBT cognitive difficulties, i.e., by lack of phonological awareness and vocabulary, and by socio-economic determinants.School libraries with restricted funding have achieved a lot by providing a collection of reading material, running special classes to assist ineffective readers and encouraging learning to go together.There are also libraries that have implemented digital devices that facilitate the interactions with the students and enhance their reading abilities.The paper has emphasized the significance of school libraries in enhancing reading comprehension among Nigerian students and suggests that more resources be allocated to libraries, librarians train better and that reading strategies needs to be incorporated into the broader education system to enhance the literacy growth of Nigerian students.

The study was conducted to examine the influence of Type A behavior on the academic performance of four hundred level students in Akwa Ibom State University. Survey research design was adopted for the study. This type of design enabled the researcher to obtain data directly from the respondents. The population for the study was 1700. Three hundred and twenty-four (324) was the sample size and it was derived using Taro Yamene’s formula for sample size determination. Primary data was employed for the study. The instrument for data collection was a structured questionnaire. Descriptive and inferential statistics were employed in analyzing the collected data. Ordinal Logistic Regression was the inferential statistics. Findings revealed that competitiveness showed a standardized value of 3.246 while organizational support showed a value of 7.298. Based on this finding, it was concluded that type A personality has a positive and significant relationship with the academic performance of 400 level students in Akwa Ibom State University. As a recommendation, the university management should encourage the competitive behaviour of the students by giving rewards to the best academic performing students. Also, the university management should ensure that both the teachers and all staff adhere to the university policies.

The purpose of this paper is to evaluate information literacy (IL) education in library schools in Nigeria, to establish whether they are in line with international and national library and information science (LIS) standards (“library schools” here indicates departments offering LIS qualifications within higher education institutions). The study used document analysis and qualitative methods. First, departmental documents from heads of department and students’ handbooks containing the LIS curriculum were collected from thirty (30) library schools in Nigeria and analyzed. Secondly, lecturers in the department of LIS from the thirteen (13) library schools offering an IL course were engaged in an interview. The study revealed a significant improvement compared to previous studies as 13 out of the 30 Nigerian universities surveyed offered the course “information literacy” as a stand-alone course in the department of LIS. Unfortunately, the study found that majority of the LIS departments do not have IL laboratories for students to acquire practical skills. These findings will provide useful data for stakeholders in the university system such as supervising bodies, university management, heads of department, and library associations and regulatory bodies, assisting them in the creation of policies related to the integration of IL courses into the school system and in enforcing the implementation of these policies.

The long time to obtain a Ph.D. degree has been a source of contention (Skopek et al., 2022), and graduate schools worldwide are working to reduce the long time to degree (Geven et al., 2018). This study examined individual characteristics as predictors of program completion of Ph.D. students at Makerere University. Anchoring in Tinto's Model of persistence, individual characteristics included socioeconomic status (SES), quality of relationship with family, studies-family balance, expectations, self-efficacy, grit, writing, and prior experiences. Using a mixed methods approach, both cross-sectional and phenomenological designs were used to collect data from 104 Ph.D. graduates through self-administered questionnaires while seven participants were interviewed. Data was analysed using descriptive and inferential statistics, while qualitative data used thematic analysis. Descriptive statistics involved the calculation of the mean, while inferential analysis involved using a regression model. Thereafter, data was interpreted using a Joint Display Table. The results revealed that individual characteristics, namely SES and prior experiences, positively and significantly predicted program completion. However, the quality of relationship with family, study-family balance, expectations, self-efficacy, grit, and writing did not. Therefore, some of the findings agree with Tinto's Model while others do not, hence recommending that the management of universities should support Ph.D. students considering their differences in individual characteristics based on their SES and prior experiences. However, management should not prioritise the quality of relationship with family, study-family balance, expectations, self-efficacy, grit, and writing

The goals of the paper are: ( 1) to suggest that library and information science already depend heavily on statistical techniques; (2) to present examples of the need for greater knowledge of statistics, especially inferential statistics, among librarians and information scientists; and (3) to argue that library school students can be taught inferential statistics. In support of (1) and (2) a study of the 1,157 articles published in 1975 in 36 library and information science journals showed that about 45 per cent of the articles made some use of statistics and that about 3 per cent of the articles, concentrated in the leading journals, used inferential statistics. Not only does the latter percentage indicate that authors missed opportunities to make more penetrating analyses of many sets of data, but also it is related to mistakes in the conclusions that some authors draw from their descriptively analyzed data. In support of (3), a description is given of the research methods course at the author's institution, in which students learn inferential statistics with computer assistance.