IAFOR Journal of Literature & Librarianship

Volume 12 – Issue 2 – 2023

Awareness and Utilization of E-Resources to Support Academic andResearch Activities
Shahzadi Humbhi
University of Balochistan, Pakistan
Shabbir Tareen
Law & Parliamentary Affairs Department Balochistan, Pakistan
Abdul Raheem
University of Balochistan, Pakistan
Alia Humbhi
Government Inter College Match Balochistan, Pakistan

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Abstract
In the 21st century, the widespread adoption of ICT had a profound influence on every aspectof human life. The impact of modern technology has compelled libraries such as public,
academic, research, and special to actively embrace the integration of new technologies forcost savings in operations and management of collections. In this era, Libraries are frequently
using electronic resources to give teachers and students worldwide improved services for theirresearch and educational activities. Basically, resources are electronic representations of
information that are accessible through electronic systems and computer networks. Therefore,
the current study needs to examine both students and faculty awareness and utilization towards
E-resources. The quantitative research method was used, while using a closed-ended
questionnaire. Moreover, for the collection of data a probability sampling method (random
sampling method) was used. The data was examined using descriptive and inferential statistics
to calculate frequencies and percentages and to discover correlations between variables. The
findings revealed that the majority of the faculty demonstrated familiarity with E-resources,
somehow, students’ familiarity level is low. Several obstacles were also highlighted in thisstudy that prevent teachers and students from effectively using E-resources. Such obstacles
included energy crises, slow speed of internet, and lack of trainings /orientations whileaccessing and utilizing E-resources. Based on the findings, it is recommended that
improvements should be made in the provision of internet facilities, proper power supply andprovide trainings in the institutions, to aware about the use of E-resources. This will encourage
the utilization of E-resources in the institutions.
Keywords: e-resources, awareness, utilization, faculty, students, University of Balochistan

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The continuous advancement of Information and Communication Technology (ICT) is drivinga revolution in the way information is shared and breaking free human endeavor fromgeographical constraints. Information digitalization and print media have brought drasticchanges to all aspects of human experiences. Such electronic sources of information arecommonly referred to as an E-resources, which the libraries are providing to their users fortheir research and academic activities (Alzahrani, 2019; Chanda, 2021).
E-resources are electronic representations of information that are accessible through electronicsystems and computer networks. They encompass various forms of digital content that can beaccessed and utilized by individuals (Bankole & Nasir, 2020; Sharma, 2009). E-resources are
the most recent advancement in ICT and are available in many formats. Such resources
encompass E-books, E-magazines, E-journals, E-learning tutors, E-libraries, and online
assessment tests. Currently, all such formats have become reliable sources of generating andspreading information and are increasingly relied upon in academic settings (Egberongbe,
2011; Kimi & Abidi, 2019).
E-resources are widely used in a variety of fields, including government, industry business,
libraries and education. Due to their enticing qualities, like real-time distribution, primarily
remote access, simplicity of access, content, and flexibility E-resources have grownsignificantly in academic settings. Many academic, commercial, and governmentalorganizations now have electronic sources in their library collection for their users (Ganiyu etal., 2014).
Therefore, awareness regarding E-resources is necessary in this modern age. Awareness canbe defined as the state of knowing something exists or having an understanding of a specificsituation or issue at the present time (Ani & Ahiauzu, 2008). Thus, in the 21st century, having
awareness of E-resources is essential for the progress of both libraries and the education system(Salman et al., 2020). In the present time, it is necessary for faculty and students to be aware
about the importance and use of E-resources. Moreover, the students and faculty do not need
any specialized ICT skills while utilizing E-resources efficiently and effectively for theiracademic and research activities (Balogun, 2008; Das & Maharana,2013; Egberongbe, 2011;
Panneerdas, 2022; Vandana et al., 2023).
E-resources brought easement in research and education; however, the advancement oftechnology has created problems too. Lack of awareness to access E-resources affectedstudents and teachers learning progression. According to Ajuwon (2003) insufficient network
devices, weak internet connections, unavailability of required materials, power failures,complexity in identifying relevant databases, limited or no access to certain data, prevalenceof irrelevant information, and difficulties in filtering search results, lack of IL (Information
Literacy) skill, retrieval of excessive amounts of information and the high cost of providing Eresources through subscriptions have been highlighted as an obstacle in many institutions,while accessing E-resources for academic and research activities (Amir et al., 2020; N. Sharma,
2019; Subaveerapandiyan & Nandhakumar, 2021).

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Statement of the Problem
In the current era, an exponential rate of information is produced, and the urgency to ensure
easy access to the information has become a problem for everyone. Before the development of
information and communication technology, several attempts were made to resolve this issue,
the search for alternative media for storing and disseminating information resources began.
Researchers have emphasized that the manual system of searching for information resources
cannot allow multiple users to access the same resources, unlike online services. Therefore, theavailability of E-resources in various formats within the libraries is crucial to meet theacademic and research requirements of both students and faculty members (Adenariwo, 2022).
On this aspect numerous studies were conducted worldwide to investigate the availability,
awareness and utilization of E-resources among the students and faculty (Haleem et al., 2022;
Kuldeep, 2019; Kwafoa et al., 2014; Renwick, 2005; Soni et al., 2018; Yebowaah & Plockey,2017). However, there are very few studies conducted on Pakistan’s perspective, to investigate
the awareness and usability of electronic resources among students and faculty. Whereas, nosuch studies witnessed in respect of Balochistan. Therefore, this study aims to investigate thelevel of awareness and utilization of E-resources among faculty and students at the Universityof Balochistan, which is located in the largest province of Pakistan. It is worth noting that theeducational conditions and ICT facilities in this province are significantly poor as compare toother provinces of the country. Thus, the main objective of this study is to offer acomprehensive understanding of the awareness and utilization of E-resources among faculty
and students at the University of Balochistan, which is the largest university in the province.
Objectives
The objectives of the study conducted at the University of Balochistan were as follows:
1. To assess the level of familiarity with E-resources among faculty and students at the
University of Balochistan.
2. To determine the extent to which E-resources are utilized by students and faculty at the
University of Balochistan.
3. To investigate the challenges faced by faculty and students when utilizing E-resources
for academic and research purposes at the University of Balochistan.
Hypotheses
The hypotheses of the study conducted at the University of Balochistan are as follows:
1. There is no significant relationship between the awareness of E-resources among
faculty and students at the University of Balochistan.
2. There is no significant relationship between the utilization of E-resources among
faculty and students at the University of Balochistan.
3. There is no significant variation in the mean level of challenges faced by faculty andstudents when using E-resources at the University of Balochistan.

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Literature Review
Electronic resources of information, commonly known as information resources, are digitalpublications that can be easily accessed online from any location at any time. Such resources
provide a wide range of information and content that can be accessed and utilized throughelectronic systems and computer networks. According to Obande et al. (2020) E-resources canbe defined as information sources that are encoded and formatted in a manner that enables
reading and processing by a computer’s processor. These resources can be accessed with thehelp of peripheral devices directly connected to the computer, such as a CD-ROM drive, or
remotely through a network like the internet. According to Baskar (2017) any resource
requiring access to a processor or any other electronic device that offers published datacollection for commercialization purposes is referred to as an E-resource. Moreover, electronic
books, journals, reports, academic dissertations, theses, OPACs, and some other computerrelated electronic networks, like E-newsletters, E-newspapers, E-magazines, videos and audio,
among others, are all examples of E-resources (Ganiyu et al., 2014). Moreover, Okunoye(2021) elaborated that E-resources are academic resources, which are being used for teaching,learning, and research activities. Therefore, the understanding about E-resources is necessary
for undergraduates and faculty for their academic development. In their empirical research,
Basho run et al.(2011)investigated the utilization of Electronic Information Services (EIS) in
the libraries of the Indian Institute of Technology (IIT) in Delhi, India. The study revealed thata significant majority of users (95%) were aware of the availability and usage of EIS provided
by the libraries. It was found that only a small number of students were unaware of theutilization of E-resources. The study recommends that if the institution arrange someorientation sessions for those students who are unaware of the utilization of e-resources, they
will be aware about it and it will boost-up their academic activities. Moreover, Egberongbe(2011) examined the use of E-resources and its impact on post-graduate students in Universityof Lagos. The findings revealed that a substantial number of students (71.4%) and researchscholars (78.6%) were well aware of the availability and utilization of E-resources at their
institution. The level of awareness indicated that users possessed knowledge about theavailability of resources and the extent to which they were utilizing them for educational
purposes, which was considered satisfactory. However, it was observed that a no significant
percentage of instructors (28.6%) and research scholars (21.4%) were unaware of the extent of
the E-resources that were available to them. Nonetheless, the high level of awareness andutilization among post-graduates is an encouraging sign of their engagement with e-resources.
The findings of the instant study also describe that if the institutions make some strategy
regarding the awareness of E-resources in their libraries. It will be very beneficial for them
who are still unaware about the extent of the E-resources availability in their libraries.
In his study, Joel (2020) explored the awareness and purpose of electronic information
resources among postgraduate students studying library and information science in Borno
State. The findings indicated that the students in Borno State were well aware of various Eresources, including E-books, E-magazines, E-databases, E-journals, E-mails, E-serials, theses
as well as e-dissertations, WWW, and CD-ROMs. The students actively utilized these E-

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resources for their educational activities, highlighting their recognition and utilization of Eresources to support their academic pursuits.
Sharma et al. (2020) conducted a study at Panjab University in Chandigarh to assess theutilization of electronic resources by professors and research scholars. The study also
investigated their motivations, preferred learning styles, and the challenges they faced while
using E-resources. The results indicated a significant level of usage of E-resources, with Ejournals being the most frequently accessed resource. Self-learning was found to be preferredmode of instruction, and search engines were the preferred method of searching for Eresources. The primary purpose of using E-resources was for research purposes, and article
titles were the most preferred search option. Based on these findings, the study recommended
that educational institutions should conduct more training sessions to enhance the utilizationof E-resources among professors and research scholars.
Kaur & Kathuria (2016) found that respondents were well aware of web technologies like
simple downloads and quick searching capabilities, which have made E-resources an essential
component of their studies. Such electronic resources have undoubtedly made research easierby providing convenient access to a vast amount of information. However, despite theconvenience and benefits of E-resources, respondents expressed a preference for both print andelectronic formats to meet their academic needs. The results suggest that while E-resources arevalued for their efficiency and accessibility, respondents still recognize the importance oftraditional print resources and find value in utilizing both formats for their studies.
In Ukachi (2015) study, a strong positive correlation was found between the information
literacy skills of undergraduate students and utilization of E-resources provided by theirlibraries. The finding highlighted the crucial role of information literacy in effectively
accessing and making use of E-resources. Information literacy refers to the ability to locate,evaluate, and use information effectively to address specific information needs. Students who
possess better information literacy skills are more likely to navigate and utilize E-resources totheir advantage.
In their study, Bhat & Mudhol (2014) emphasized the positive attitudes of medical faculty
members and students towards E-resources for study and research. The participants recognized
the value of libraries as gateways for accessing such resources, highlighting the role ofacademic libraries in facilitating access to E-resources. The finding suggested that libraries
play a crucial role in supporting users’ access to academic E-resources and meeting theirinformation needs. Faculty members and students in the medical field expressed a preference
for utilizing E-resources provided by libraries, further underscoring the importance of libraries
in facilitating access to relevant and reliable information sources and pointing to their potential
role in developing literacy skills.
In another study, Ansari (2020) examined the usage and acceptance of electronic libraryservices in universities. The primary objective was to assess faculty of Arts awareness of Elibrary services and their availability. The study employed a questionnaire where respondents

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indicated their level of awareness as “Yes,” “No,” or “To some extent.” The results showedthat a majority of the faculty (57.97%) reported only partial awareness of the E-library’s
existence in their daily life. The findings indicating a lack of comprehensive knowledge about
available services. Notably, the study did not find a significant variation in E-library services
unawareness among different Arts groups. The study recommends that there is need to planawareness programs (IL) for faculty to improve the awareness toward the existence of E-libraryservices in the library. Which will promote the utilization of E-library services among thefaculty members, students and staff in the universities.
The existing literature also highlights several challenges faced by users while utilizing Eresources for their academic requirements. For instance, Habib et al. (2022) conducted anevaluation of medical college libraries in the Multan division, focusing on users’ awareness,
utilization, satisfaction levels, and barriers related to E-resources, as well as gendercharacteristics of respondents. The study revealed that users in the medical colleges werepartially satisfied with the available E-resource facilities in the libraries. The study also
highlighted some major issues that the users face while using E-resources for their academic
activities such as lack of training or orientation, slow internet speed, energy crises/load
shedding, an absence of printing facilities in the institution, limited full-text access to journals,
information overload, and inadequate IT infrastructure. In addition, Famous (2012) in a survey
on the problems and prospects of E-resource usage in Nigerian academic libraries, expressed
the challenges learners faced while utilizing E-resources for their educational activities. The
findings revealed that a significant percentage of learners (57%) experienced difficulties due
to a lack of awareness. A lack of awareness hindered students’ ability to effectively utilize Eresources and to fully benefit from their academic support. Such findings highlight theimportance of addressing awareness issues, such as implementing measures to enhanceawareness and provide necessary training and support for learners in utilizing E-resources
effectively in academic settings. By addressing such challenges, educational institutions can
optimize the usage and effectiveness of E-resources, so they become more efficient in,facilitating a comprehensive learning experience for students. Other researchers have identified
limitations related to E-resource usage. For instance, Adeleke et al. (2017) found that aninterrupted power supply, a lack of search and IT skills as major obstacles that prevented users
from using E-resources. In addition, Lawal & Kannan (2020) identified various challenges
including slow internet speed, difficulty in finding relevant material, information overload,
inefficiency in downloading or viewing pages, outdated computer systems, shortage of ICT
skills, power failures, limited access to business education databases, inadequate user skills for
operating E-resources, expensive internet subscriptions, and poor network systems. Similarly,
Murithi et al. (2020) noted that insufficient network devices, weak internet connections,unavailability of required materials, power failures, complexity in identifying relevant
databases, limited or no access to certain data, prevalence of irrelevant information, anddifficulties in filtering search results were major issues faced when using E-resources. Morerecently, Chanda (2021) study findings highlighted slow internet speed, interrupted electric
supply, unfriendly user interface, deficiencies of computer-related skills, and excess of
information that impacted the use of E-resources. Such limitations prevent users fromharnessing the power of E-resources for their educational activities. To this effect, Bahader et113

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al. (2021) expressed that improper and poor IT infrastructure in the university libraries ofPakistan is an alarming situation. The study suggests that government should provide proper
ICT facilities in libraries and train librarians as it will help librarians to guide the users properly
about the use of E-resources.
Research Design
In this study, a structured (quantitative) approach was employed for gathering data and thegathered data from the field was analyzed using both descriptive and inferential statistics.
Population and Sampling
The study targeted the faculty and students of the University of Balochistan. The research
included a total of 400 participants, consisting of undergraduate and postgraduate students, aswell as faculty members from different disciplines of the University. The researchers employeda random sampling technique to ensure an unbiased selection of participants. The distributionof questionnaires was carried out through both in-person interactions and email, allowing forflexibility and convenience for the respondents. There were no limitations based on factors
such as gender, age, discipline, qualifications and experience. This approach aimed to gather arepresentative sample and obtain insights into the awareness and utilization of E-resourcesamong the faculty and students of the University of Balochistan.
Instrument of the Study
The study utilized a survey questionnaire as the primary instrument to assess the awarenessand utilization of E-resources among faculty and students at the University of Balochistan. The
questionnaire consisted of 54 items and was designed to gather information on various aspects
related to E-resource usage. A total of 400 questionnaires were distributed to the participants,
who were instructed to respond to the statements using a 5-point Likert scale and 330
questionnaires were properly filled and returned. The questionnaire was divided into sevensections to cover different areas of interest. Section A focused on the demographic backgroundof the respondents, including gender, age, and discipline. Section B explored the availabilityof E-resources and the respondents’ awareness of these resources. Section C examined theutilization of E-resources and its impact on educational performance for both students andfaculty. Section D investigated the perceived advantages of using E-resources. Section E
explored the purposes of utilizing E-resources to enhance learning. Section F assessed thefrequency of E-resource usage. Section G identify the percentage of faculty and student’s
awareness level. Lastly, Section H identified the challenges faced by participants whenutilizing E-resources. By employing this questionnaire, the study aimed to collectcomprehensive data on awareness, utilization, advantages, purposes, frequency, and challenges
associated with E-resource usage among faculty and students at the University of Balochistan.
The information gathered through the questionnaire would provide valuable insights into thecurrent state of E-resource usage and help identify areas for improvement and intervention.

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Procedure of Data Collection
The data was obtained in 9 weeks through the distributions of 400 questionnaires, 390
questionnaires were returned with 330 being properly filled and considered for the study. The
questionnaires designed in this study are the foundation of the current study. The gathered data
was analyzed using the (SPSS) statistical package for social sciences 23rd version.
Furthermore, sample size was determined by employing Arkin and Colton formula (1963) withan error rate of 5 percent and with 95 percent level of confidence. Equation 1:

𝑁𝑍 ! 𝑃 (1 − 𝑃)𝑛=
𝑁𝑒 ! + 𝑍 ! 𝑃 (1 − 𝑃)Study Limitations
The study encountered unexpected challenges. Due to limited resources and insufficient funds,
this study is limited to University of Balochistan and its sub-campuses located in Quetta. The
current study consumed a good deal of time because of additional challenges. For instance,
while conducting this study University of Balochistan remained closed for four continuous
months. Another problem the researcher faced was the unresponsive behavior of the students
and teachers when recording their views on the questionnaire that left many questionnaires
incomplete and unable to be used in the analysis.

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Results of the Study
Table 1
Respondents’ Profile
Demographical details

Frequency(N=330)Percentage

Male
FemaleGender
210
120

63.6
36.3

Age
20-25
25-30
30-35

50
60
100

15.1
18.1
30.3

50
50
20
Disciplines
100
130
100
Number of Faculty and Students
150
180

15.1
15.1
6

35-40
40-45
45-50
Natural Science
Social Science
Management Sciences
Faculty members
Students

30.3
39.3
30.3
45.4
54.5

Table 1 shows the demographic details of the respondents in the current study. The results
indicate that out of 330 respondents, 220 (63.6%) were male, while 110 (36.3%) were female.
The largest proportion of respondents, 100 (30.3%), fall within the age group of 30-35 years.
Additionally, 60 (18.1%) participants belonged to the age group of 25-30 years, and 20 (6%)
respondents were in the age group of 45-50 years. In terms of discipline, 100 (30.3%)
respondents were from the natural sciences, 130 (39.3%) were from the social sciences, and100 (30.3%) were from the management sciences. Regarding the status of the respondents, 150(45.4%) were faculty members, and 180 (54.5%) were students. These demographic details
provide an overview of the composition of the respondents in the study, considering factors
such as gender, age, discipline, and status.

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Table 2
Level of Awareness of Electronic Resources
SourceYes

No

Frequency Percentage

Frequency

Percentage

Through Library Orientation

80

24.2

250

75.7

Through library staff

60

18.1

270

81.8

Through Faculty

230

69.6

100

30.3

University website

90

27.2

240

72.7

Library Email/circular

80

24.2

250

75.7

Self-Exposure

110

33.3

220

66.6

Through discussions with friends

210

63.6

120

36.3

Through seminars

230

69.6

100

30.3

Table 2 presents the methods through which respondents gained awareness of E-resources. 80(24.2%) of the respondents attained awareness of E-resources through library orientation, with
250 (75.7%) respondents not supporting the above statement. 60 (18.1%) respondents attaining
awareness of E-resources through library staff and 270 (81.8%) did not support the above
statement. In terms of gaining awareness from faculty members, 230 (69.6%) respondents
indicated that they acquired awareness through faculty members, while 100 (30.3%) did notsupport this statement. 90 (27.2%) respondents attained awareness through the university
website and 240 (72.7%) did not agree with this statement. Moreover, 80 (24.2%) respondents
mentioned that they gained awareness through library emails, while 250 (75.7%) disagreed
with this statement.110 (33.3%) attained awareness of E-resources by self-exposure and 220(66.6%) disagreed and that without proper guidance it is very difficult for them to get awarenessof E-resources and their usage. While 210 (63.6%) respondents attained awareness of Eresources though discussions with friends. It is a positive aspect of the academic setting thatwhile sitting with friends the faculty and students utilize their time in a positive way and learn
from each other’s. Such learning behavior is being supported by university via central libraryand provision of spaces for open discussions. Another positive aspect is that 230 (69.6%)
respondents attained awareness of E-resources through seminars. Such types of training
seminars have a positive impact on their educational development.

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Table 3
Respondents of Frequency of Usage of E-Resources
E-Resources

Frequently

Occasionally

Frequency Percentage Frequency Percentage

Never
Frequency Percentage

E-Journals

220

66.6

60

18.1

50

15.1

E- Books

150

45.4

120

36.3

60

18.1

Database

210

63.6

70

21.2

50

15.1

ETDs

150

45.4

110

33.3

70

21.2

E-Research

210

63.6

80

24.2

40

12.1

CDs/DVDs

150

45.4

120

36.3

60

18.1

E-Newspaper

210

63.6

70

21.2

50

15.1

Table 3 presents the frequency of E-resource usage among respondents for their research andacademic activities. The results show that majority of respondents, 220 (66.6%), reported
frequent usage of E-journals for their academic purposes. This was followed by 210 (63.6%)
respondents who frequently used E-research papers and databases, indicating their reliance onthese resources for research-related activities. Similarly, 210 (63.6%) respondents mentionedthat they frequently used E-newspapers for their academic needs. Electronic thesis &dissertations (ETDs) and CDs/DVDs were frequently utilized by 150 (45.4%) respondents who
were using E-resources for their academic and research activities. The findings demonstrate
the significant usage of various E-resources, particularly E-journals, E-research papers anddatabases, E-newspapers, Electronic Thesis & Dissertations (ETDs), and CDs/DVDs,
indicating their importance in supporting academic and research activities.
Table 4
Advantages of Utilizing E-resources
Advantages

Strongly

Agree

Moderately

Agree

Strongly

DisagreeDisagree

F

%

F

%

F

%

F

%

F

%

Time-saving

60

18

180

54.5

50

15

10

3

30

9

Easy to use

10

3

200

60.6

40

12

10

3

70

21.2

More

20

6

190

57.5

30

9

10

3

80

24

30

9

70

21

20

6

80

24

130

39

Informative
Cost saving

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Table 4 presents the respondents’ perceptions regarding the advantages of E-resources in theiracademic and research activities. The results show that the majority of respondents strongly
agreed with the statement that E-resources save their time when they need to complete theiracademic projects, indicating that these resources are efficient that allow for quick access to
information. Similarly, majority of the respondents were agreed that the usage of E-resources
is as easy as accessing print sources, suggesting that they find it convenient to utilize theseresources for their academic and research needs. But some respondents were disagreeing withthe said statement according to them print media is easy to access and reliable. Furthermore,
majority of the respondents were agreed that E-resources were more informative as comparedto other resources available in the library, highlighting the richness and depth of information
available through electronic platforms rather than print form in the current age. But some
respondents were still disagreeing with this statement. According to them still print media ismore informative and easy to access in the library. However, only 39% of the respondents
disagreed with the statement that E-resources were cost-saving, indicating that they perceive
these resources as not necessarily being more economical compared to alternatives.
Table 5
Descriptive Statistics of Respondents for Purposes of Using E- Resources
PurposeYes

No

Frequency

Percentage

Frequency

Percentage

Learning

250

75

80

24

To update knowledge

210

63.6

120

36.3

Research

300

90

30

9

Writing a Research Article

300

90

30

9

Research Supervision

150

45

180

54

Entertainment

50

15

280

84.8

Preparing Lectures

150

45

180

54

Social Networking

210

63.6

120

36

Writing a Book

100

30

230

69.6

Table 5 shows the usage of E-resources for various purposes among the faculty and studentsof the University of Balochistan. The results demonstrated that the majority of respondents,
300 (90%), utilized E-resources for writing research articles, indicating the significance of
these resources in supporting scholarly publication and academic writing. Limits in information
literacy may therefore negatively impact the generation of research articles, making E-resource
awareness a priority in academic setting. Similarly, 300 (90%) respondents reported that they
are using E-resources for research purposes, reflecting their reliance on these resources togather information and conduct research activities in their institution. Furthermore, 150 (45%)
respondents mentioned using E-resources while supervising their research scholars,
highlighting the role of E-resources in supporting mentorship and guidance in research training
endeavors. Additionally, 250 (75%) respondents utilized E-resources for learning purposes,

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suggesting their use as educational tools to enhance knowledge and understanding. Moreover,150 (45%) respondents reported using E-resources for preparing lectures, indicating their use
as a valuable resource for teaching and instruction purposes. Last, 210 (63.6%) respondents
mentioned they are using E-resources for social networking, highlighting the role of theseresources in facilitating academic and professional connections. Overall, the findings indicatethat students and faculty members at the University of Balochistan are utilizing E-resources forvarious purposes, including research, learning, teaching, and networking, showcasingawareness and effective utilization of such resources.
Table 6Frequency of Usage of Electronic Resources
I use the following

Daily

weeklyMonthly

Occasionally

Never

Research for life

50 (15)

80

(24)

70

(21)

70 (21)

60(18)

Science Direct

50 (15)

50

(15)

60

(18)

80 (24)

90(27)

Academic Search

10 (3)

10

(3)

20

(6)

80 (24)210(63)

APA PsycINFO

20 (6)30(9)40 (12)

40

(12)

200

(60)

Education Research

30 (9)

20

(6)

30

(9)

40

(12)

210

(63)

E-Library: Journals

20(6)30 (9)

30

(9)

30

(9)

220

(66)

Science Tech Connect

10 (3)

20 (6)

10

(3)

10

(3)

280

(84)

Science by McGraw Hill

20 (6)

10 (3)

10

(3)

20

(6)

270

(81)

GALE SCIENCE

10 (3)

10 (3)

10

(3)

20

(6)

280

(84)

EbscoHost

20 (6)

10 (3)

10

(3)

20

(6)

270

(81)

OER

20 (6)

10 (3)

10

(3)

20

(6)

270

(81)

Elsevier

90 (27)80 (24)80 (24)

60

(18)

20

(6)

Emerald insight90 (27)80 (24)80 (24)

60

(18)

20

(6)

Others90 (27)80 (24)80 (24)

60

(18)

20

(6)

electronic resources

Complete

Complete

Astrophysics Data Sys

Digits in parenthesis show percentage.

Table 6 documents the frequency of usage of E-resources by students and faculty at the
University of Balochistan. Regarding Research for Life, the majority of respondents (42%)
reported using it daily, followed by (15%) who used it weekly. Additionally, (24%) used it
once a month, (21%) used it occasionally, and (18%) claimed to have never used it. For Science
Direct, the specific frequencies are not provided in the response. For Elsevier, (27%) of
respondents used it daily, (24%) used it weekly, (18%) used it once a month, (6%) used it
occasionally, and (6%) claimed to have never used it. Similarly, the frequency of usage of
Emerald Insight was rated high by the majority of the respondents. In contrast, other electronic120

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resources such as Academic Search Complete, APA PsycINFO, Education Research Complete,
E-Library: Journals, Science Tech Connect, Science by McGraw Hill, Gale Science
Astrophysics Data Sys, EbscoHost, and OER (Open Educational Resources) were reported tohave low frequencies of usage by students and faculty at the University of Balochistan. Basedon the above information, it can be concluded that the frequency of utilizing E-resources by
students and faculty members at the University of Balochistan is moderate. Notably, certain
resources like Research for Life, Science Direct, Elsevier, and Emerald Insight are used more
frequently compared to other electronic resources.
Table 7
Challenges Faced while Using E-Resources
Challenges
Energy Crisis/Load shedding
Low speed of Internet
Lack of training/ orientation to access and utilize E-resources
Lack of Printing facility
Low speed of Internet
Lack of Information literacy instructions
Non-availability of full-text access to most journals
Lack of awareness of E-resources
Lack of Access to Internet facility
Information overload
Inadequate IT infrastructure of the InstituteFrequency

Percentage

330
210
200
200
200
200
150
150
150
100
100

100
63
60
60
60
60
45
45
45
30
30

Table 7 highlights the challenges faced by respondents while utilizing E-resources for theiracademic and research activities. The results indicate that the respondents identified several
challenges. The most frequently mentioned challenges were the energy crisis/load shedding
confronted by 100% respondents, low speed of internet faced by more than half 63%
respondents, lack of training/orientation to access and utilize E-resources, lack of printing
facility, low speed of internet and lack of information literacy instruction with each challenge
being mentioned by 60% respondents. Other challenges mentioned by the respondents include
information overload, inadequate IT infrastructure in the institute, unavailability of the latest
computers in computer labs, lack of access to internet facility, non-availability of full-text
access to most of the valuable journals, and lack of IT instructions. Each of the challenges waspointed out by 60% respondents in the study. Overall, the results highlight that respondents
face various challenges while utilizing E-resources, particularly in terms of training, internet
speed, printing facilities, and energy availability. Apart from infrastructure issues, literacy
instructions and lack of training feature highly on the issues faced, meaning that even with an
improvement in infrastructure, academic members would not be able to make full use of anavailable E-resource service that was reliable. Additionally, issues such as information
overload, inadequate IT infrastructure, and lack of access to resources and instructions

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contribute to the challenges faced. These findings emphasize the need for addressing thesechallenges and implementing measures to enhance the usability and accessibility of Eresources for respondents at the University of Balochistan.
Table 8
Faculty and Students Awareness and Utilization Level
Statement

Faculty

Percentage

Students

Percentage

Awareness
Utilization

120
130

80
86

80
90

44
50

Table 8 highlights the level of awareness and utilization by faculty and students. The data in
relation to awareness and utilization of E-resources by the students and faculty show thedifference as the faculty have the more awareness and utilization of E-resources than students
having, the difference score of responses of both the faculty and students i.e. faculty awareness(80%) and students (44%). Moreover, utilization level among faculty is (86%) and students(50%).
Table 9Mean Differences in E-Resources Awareness, Usage and Barriers
E-Resources

Faculty

Students

Mean

SD

Mean

SD

t-stats (df=330)
P-value

Awareness

1.6502.727361.5644.69833

1.082

.270

Usage

1.6630.762591.6409.81208.249.802

Challenges

3.2184.576593.1952.56047.366.713

P-value (P>0.05).

Hypothesis H1: The analysis of the data suggests a significant relationship between awarenessand electronic resources among faculty and students of the University of Balochistan. The
significant value (P=.270) is greater than the predefined significance level (p-value >0.05).
Therefore, the null hypothesis (Ho) stating that there is no significant relationship between
awareness and electronic resources is rejected. The alternative hypothesis (Ha) stating that
there is a significant relationship between awareness and electronic resources among faculty
and students is accepted. Hypothesis H2: The findings of the study indicate a significant
relationship between utilization and electronic resources among faculty and students of the
University of Balochistan. The significant value (P=.802) is greater than the predefined
significance level (P>0.05). Thus, the null hypothesis (Ho) stating that there is no significant
relationship between utilization and electronic resources is rejected, and the alternative122

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hypothesis (Ha) stating that there is a significant relationship between utilization and electronic
resources is accepted. Hypothesis H3: The results demonstrate a no statistically significant
mean variation in the challenges faced by faculty and students while using electronic resourcesat the University of Balochistan. The statistical value (P=.713) is greater than the predefined
significance level (P>0.05). Therefore, the alternative hypothesis (Ha) is rejected and null
hypothesis is accepted. The variation in relation to the awareness and utilization of E-resources
are somewhat have no significant due the challenges the faculty and students are facing while
utilizing E-resources for their research and academic activities. As in Balochistan province the
ICT facilities are not sufficient and satisfactory. The internet and electricity facility is notavailable in some arears of the province. Therefore, the awareness and utilization level is notthat much good that much in other provinces of the country. Although the facilities are limited
but the faculty and students are trying their best to in-teach themselves with technology andcompete with other institutions of the country.
Discussion
The discussion of the study highlights several key findings regarding the awareness, utilization,and challenges faced by students and faculty of the University of Balochistan. Firstly, thefinding showed that even with the limited resources, the students and faculty of the Universityof Balochistan are aware of the importance and utilization of E-resources. As we know
Balochistan is the largest province of the country, but by the means of resources its condition
is worse. Although the other provinces of the country are also facing challenges while utilizing
E-resources in their library. But Balochistan University faculty and students are optimistic. The
faculty of Balochistan University trying their best to in-tech their students with modern
technologies. This finding aligns with similar studies conducted by Humbhi et al. (2022) andHumbhi & Tareen (2021) which found that awareness and utilization of E-resources areprevalent in academic institutions. Although the respondents in this study do not have fullaccess to all types of E-resources, they still make use of available resources for research andacademic purposes. The findings also reveal that the respondents primarily utilize E-journals,
E-research papers, E-databases, and E-newspapers for their educational activities. This reflects
the understanding among students and academics about the benefits and convenience ofutilizing E-resources for obtaining up-to-date and comprehensive information. Similar studies
conducted by Okunoye (2021) and Pawar (2016) have also highlighted the advantages of Eresources in terms of faster browsing, comprehensive information coverage, and efficient
retrieval of information. Moreover, the findings show that the respondents utilize E-resources
not only for personal capacity building but also for writing research articles and supervisingresearch scholars. The findings of the study demonstrate the significance of E-resources infacilitating academic activities research projects and scholarly activities. These findings are
consistent with studies conducted by Akuffo & Budu (2019) as well as Sharma (2019) whichemphasize the growing popularity and integration of E-resources in academic institutions
worldwide. However, the study also identifies challenges faced by students and faculty inutilizing E-resources. The major obstacles include energy crisis/load shedding, low internet
speed, and a lack of training or orientation to access and use E-resources. These challenges
hinder the seamless utilization of E-resources for academic development. Similar studies

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conducted by Adenariwo (2022) and Jacob (2018) have also highlighted such challenges.
Addressing infrastructure issues and providing adequate support and training can enhance theeffective utilization of E-resources. Additionally, the findings of the study indicate that there
is a significant difference between faculty and students in terms of awareness and utilization ofE-resources in University of Balochistan. Both the faculty and students are facing similar
challenges while utilizing E-resources for their academic and research activities. However, thelevel of awareness and utilization of E-resources is not similar between faculty and students.
The faculty awareness and utilization level is higher than students. Nevertheless, both of themneed more trainings and orientations regarding the utilization of E-resources. It will boost-up
their academic and research activities.
Conclusion
The study aimed to investigate the awareness and utilization of E-resources among students
and faculty at the University of Balochistan. The findings indicate that with the limited
resources both students and faculty have a good understanding of the importance and utilizationof E-resources. They heavily rely on E-resources for various academic activities such as
searching, retrieving, communicating, and conducting research. E-resources play a crucial rolein accessing reliable, timely, and relevant information, thus improving their research output.
However, the study also revealed that the University of Balochistan face challenges in termsof the none availability and accessibility of ICT equipment in the library and computer labs.
The accessibility of E-resources in the library is comparatively limited compared to institutionsin other provinces of the county. Despite the limitations, the library professionals at the
University of Balochistan are making efforts to help users with the available resources. The
study also identified several obstacles faced by faculty and students while accessing and using
E-resources. These include energy crisis/load shedding, low internet speed, and a lack oftraining or orientation on how to effectively utilize E-resources. Inadequate IT infrastructure
within the institute further adds to these challenges. To address these issues, the study suggeststhat the University of Balochistan should organize additional training programs to enhanceusers’ ICT skills and knowledge in utilizing E-resources. Hiring experts with ICT skills canalso contribute to improving the accessibility and utilization of E-resources. Additionally,seeking user feedback and considering their opinions in subscribing to new E-journals can help
the academic growth of faculty and students all over the country.
Recommendations
The study suggests that institutions use more innovative marketing techniques to let people
know about and raise awareness of the availability of E-resources. The University of
Balochistan should provide additional funds for subscribing to more E-resources. Without
sufficient funding, libraries cannot provide all subject materials. The price of E-journals isrising daily, and current issues are more expensive than older issues. Researchers are required
to cite current studies. Whereas, having current copies of journals in the libraries of a thirdworld country like Pakistan is impossible; therefore, it is good to subscribe to more E-journals,
E-books, and E-databases in order to satisfy all of the faculty and students’ needs. The higher

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authorities of the institution and the library should offer high-speed internet access for quick
access and effective retrieval of E-resources. Furthermore, the higher authorities andgovernment should provide proper electricity and artificial means of electricity facilities to all
institutions of the provinces. Another positive strategy the library professionals and IT
professionals of the university should be given skill-oriented training for their capacity building.
They, in turn, provide orientation to users (faculty and students), and the higher authorities
should issue notifications from time to time about available resources and about new arrivals
for the successful retrieval and use of E-resources.

Acknowledgement
The authors acknowledge the support of Ms Subia Ramzan and Mr Muhammad Ilyas for theirvaluable and constructive suggestions during the planning and development of this researchwork. Their willingness to give us time so generously has been greatly appreciated. Mr
Muhammad Ilyas as a research expert removed the errors that were found in the questionnaireand he also helped us in the formatting of the research article. Moreover, we greatly appreciate
the help from Mr Abdullah Agha, Chief librarian of the University of Balochistan and his teamfor their help in offering me the resources to run the project. We are also grateful for theinsightful comments offered by the anonymous peer reviewers at Books & Texts. The
generosity and expertise of everyone have improved this study in innumerable ways and saved
us from many errors; those that inevitably remain are entirely our responsibility.

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Corresponding author: Shahzadi Humbhi
Email: shahzadihumbhi@gmail.com

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