| dc.description.abstract | Electronic resources are revolutionizing global education by providing postgraduate
students with swift access to information, powerful search capabilities, and seamless
citation of scholarly works. These digital tools are not merely enhancing learning; they
are transforming how knowledge is accessed and utilized, ushering in a new era of
academic excellence. However, there is a noticeable research gap regarding the optimal
utilization of these resources, especially among postgraduate students. Hence, the study
aimed to fill this gap by proposing the adoption of the Attention Interest Desire Action
(AIDA) model to enhance electronic resource utilization among postgraduate students
at KeMU and Meru University of Science and Technology (MUST). The purpose of
the study was to assess how the strategic application of the AIDA model can enhance
the utilization of electronic resources, providing both short and long term best-practice
recommendations. The specific objectives were to: assess postgraduate students'
attention towards electronic resource utilization; determine their interest in such
resources; examine their desire for electronic resource utilization; and evaluate their
proactive actions in utilizing electronic resources. The study adopted a mixed-methods
approach with a descriptive survey research design. The target population consisted of
13 library heads of sections and 800 postgraduate students from MUST and KeMU.
Purposive sampling was used to select library head of sections, while stratified and
simple random sampling was employed for postgraduate students, resulting in a total
sample size of 260 postgraduate students and 13 heads of sections. Data was collected
using questionnaires and interview guides. Data quality was ensured through construct,
content, and face validity checks, and reliability was measured using Cronbach's alpha
coefficient. Descriptive statistics such as mean and standard deviation were computed
using SPSS version 26, while inferential statistics assessed the relationship between
variables. Thematic analysis was utilized for open-ended questions and interview data.
The study noted that extensive training programs and major advancements in technical
infrastructure are necessary for the efficient utilization of e-resources. This is supported
by regular training, awareness campaigns, tailored support, improved accessibility, and
sufficient ICT infrastructure. The effective utilization of e-resources was curtailed by
technical issues such as outdated computers and poor internet connectivity, limited IT
illiteracy and financial constraints in some postgraduate students. The study noted that
effective utilization of e-resources among postgraduate students is largely affected by
training, technical infrastructure, and resource management. It requires collaboration
between teachers, students, librarians, and university administration. The study
recommended that, universities should prioritize significant technological
infrastructure upgrades, such as raising internet speed and improving computer
availability. University libraries should incorporate e-resources into the curriculum and
hold frequent training sessions to improve students' e-resource literacy and navigation
abilities. They should also implement policies that integrate e-resources into the
curriculum, offering incentives for high usage, and continuously improving services
based on postgraduate student feedback. The findings implicate on strategies such as
targeted efforts to stimulate curiosity and relevance (Interest), cultivate strong
motivations (Desire), and facilitate proactive engagement (Action) to enhance
electronic resource utilization, ultimately improving academic outcomes and research
capabilities among postgraduate students. | en_US |
