INFORMATION NEEDS AND INFORMATION SEEKING BEHAVIOR OF INTERNATIONAL STUDENTS IN MALAYSIA

HAJAR SAFAHIEH

A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Library and Information Science Faculty of Computer Science and Information Technology University of Malaya 2007

ABSTRACT This study was undertaken to investigate the information needs and information seeking behavior of international students in Malaysia. The study, using questionnaire-based survey method, was conducted on a sample of 204 randomly selected international students from three major public universities in Malaysia, namely University of Malaya, University Putra Malaysia and National University of Malaysia (Universiti Kebangsaan Malaysia). Based on the analysis of the respondents who came from 32 different countries, more than 70% perceived themselves as being computer and Internet literate and having a good level of English language proficiency. Their main information needs were related to their programs of study, their courses, research, university and/or faculty, and finding a job after graduation. The Internet and library were the main channels for obtaining the information; however, the usage of library was infrequent. Among various information sources available to the students, they relied heavily on Internet resources (50%) and books (26.5%), but the usage of electronic resources such as e-journals and databases was very low. A majority (71.6%) of the students faced barriers when attempting to meet their information needs. The main barriers were language related (English and Malay language), reluctance to approach reference stations and professional librarians, and unfamiliarity with the organization and mission of academic library. The length of time spent in Malaysia, proficiency in computer and Internet skills did not relate to students facing barriers in meeting their information needs. Despite the obstacles, more than half (52.1%) of respondents had not received any formal instruction from the library. Generally, 65.7% of students had positive perceptions towards librarians' performance and 57.7% were satisfied with the library. The outcomes of this study will be beneficial to Malaysian academic institutions in serving this group of students to meet their information needs.

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Dedication
Dedicated to My Beloved Mother Poran Safahieh and Brother Alireza Safahieh

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ACKNOWLEDGEMENTS

Praise to Allah for giving me the chance to complete this study. My most sincere appreciation to those who are involved in helping me to make this study a success.

I would like to express my deepest gratitude to my supervisor, Assoc. Prof. Dr. Diljit Singh for his invaluable time, patience and guidance throughout this research. His time, kind and constant encouragements are very much appreciated.

I am also thankful to Professor Zainab Awang Ngah and other lecturers of the Master of Library and Information Science, Faculty of Computer Science and Information Technology, University of Malaya for their academic training.

I am also grateful to the Nippon Foundation for providing me with financial assistance in the latter part of my study. Their support was very helpful to me.

Last, but not least, special thanks to the members of my family, especially my loving mother for her supports and prayers, my brother for his advises and encouragements. May Allah bless you all.

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TABLE OF CONTENTS

ABSTRACT ACKNOWLEDGEMENT TABLE OF CONTENT LIST OF TABLES LIST OF FIGURES CHAPTER ONE: INTRODUCTION 1.1 1.2

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Background 1 Higher Education in Malaysia 6 1.2.1 Malaysian Universities. 7

1.3 1.4 1.5 1.6 1.7 1.8 1.9

Why Students Choose Malaysia............................ 8 Benefits of International Studies for Students 10 Importance of International Students to Malaysia................. 10 Challenges Facing International Students.. 11 Statement of Problem. 13 Objectives of Study.... 14 Research Questions.... 15

1.10 Importance of Study... 15 1.11 Definition of the Terms.. 17 1.12 Limitations of the Study. 18 1.13 Organization of the Study... 18 CHAPTER TWO: REVIEW OF LITERATURE 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 Introduction..... 20 Information Needs.. 21 Information Sources and Channels..... 24 Electronic Information Sources...... 27 Information Use.. 29 Factors Involved in the Meeting of Information Needs.. 31 Barriers to Meeting Information Needs.. 32 Models of Information Seeking Behavior.. 35 Information Seeking Behavior.... 40

2.10 Role of Academic Library and International Students... 43 2.11 Quality of Library Information Services.... 46 v

2.12 Summary..... 49 CHAPTER THREE: METHODOLOGY 3.1 3.2 3.3 3.4 3.5 3.6 3.7 Introduction.... 51 Research Design..... 51 Research Instrument... 52 Pre-Test... 53 Population and Sample... 54 Data Collection... 54 Treatment of the Data..... 55

CHAPTER FOUR: FINDINGS AND DISCUSSION 4.1 4.2 Introduction.... 56 Demographic Characteristics of the Respondents. 57 4.2.1 4.2.2 4.2.3 4.2.4 4.2.5 4.2.6 4.2.7 4.2.8 4.2.9 Respondents University.. 57 Respondents Gender... 58 Respondents Country of Origin.. 58 Number of Years Staying in Malaysia. 60 Respondents Age Group. 61 Respondents Level of Study... 61 Respondents Faculties..... 62 Level of the English Language Proficiency..... 63 Level of the Computer Proficiency.. 64

4.2.10 Level of the Internet Proficiency.. 65 4.3 4.4 4.5 Main Categories of Information Needs...... 65 Main Information Seeking Channels.. 72 Main Information Sources that they Currently Use.. 80 4.5.1 4.6 Preferred Information Sources.. 86

Library Usage Behavior..... 87 4.6.1 4.6.2 4.6.3 Gender and Usage of Library.... 88 Type of Library Use.. 89 Frequency of Library Visits.. 90

4.7

Barriers to Meeting the Information Needs.... 90 4.7.1 Main Barriers to Meeting the Information Needs..... 91 vi

4.7.2 4.7.3

Relationship between Genders and Facing barriers.. 92

4.8

Relationship between Years of Staying in Malaysian and Facingi 93 Barriers. 4.7.4 Relationship between Level of the English Language ProficiencyO94 Facing Barriers. ... 4.7.5 Relationship between Level of the Computer Proficiency and Facing 96 Barriers . 4.7.6 Relationship between Level of the Internet Proficiency and Facingt 97 Barriers. ... Adequacy of Library Information Sources and Services for Meeting thee 98 Information Needs.. 4.8.1 4.8.2 4.8.3 4.8.4 Formal Instruction on Information Skills.. 98 Perception toward the Librarians Performance... 103 Perception toward Adequacy of Library Collections.... 104 Overall Satisfaction with the Library.... 107

4.9

Respondents Suggestion and Comments.. 109

4.10 Summary. 110

CHAPTER FIVE: SUMMARY, RECOMMENDATIONS AND CONCLUSION 5.1 5.2 5.3 Introduction..... 112 Summary of the Study.... 112 Summary and Discussion of Findings ....... 113 5.3.1 5.3.2 5.3.3 5.3.4 5.3.5 5.3.6 5.4 5.5 5.6 5.7 Demographic Characteristics of International Students. . 113 Main Information Needs of International Students .. 113 Main Information Channels.. 115 International Students Main Information Sources.. 116 Barriers to Meeting Information Needs.... 120

Perceptions toward Adequacy of Academic Libraries Sources and 122 Services................................................................................. Recommendations.. 125 Suggestions for Further Research.. 127 Conclusion.. 128 Concluding Statement 129

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APPENDIX A: Cover Letter 130 APPENDIX B: Questionnaire.. 131 APPENDIX C: List of Malaysian Public Universities. 137 BIBLIOGRAPHY. 138

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Table page 1.1 3.1 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10 4.11 4.12 4.13 4.14 4.15 4.16 4.17 4.18 4.19 4.20 4.21 4.22 4.23 4.24 4.25 4.26 4.27 4.28 4.29

LIST OF TABLES

Top 20 Source Countries for International Students in Malaysia... 4 Number of respondents 54

Respondents University 56 Respondents Gender. 57 Respondents Country of Origin 57 Number of Years Staying in Malaysia... 59 Respondents Age Group... 60 Respondents Level of Study. 60 Respondents Faculties... 61 Respondents Main Categories of Information Needs... 65 Respondents Priority of Information Needs. 66 Relationship between Information Needs and Years of Staying in Malaysia... 67 Relationship between Information Needs and Gender.. 68 Relationship between Information Needs and Age Group.... 69 Relationship between Information Needs and Level of Study.. 70 Relationship between Information Needs and University. 71 Respondents Main Information Seeking Channels.. 72 Relationship between Information Channels and Years of Staying in Malaysia 74 Relationship between Information Seeking Channels and Gender 75 Relationship between Information Seeking Channels and Age Groups 76 Relationship between Information Seeking Channels and Level of study. 78 Relationship between Information Channels and University. 79 Respondents Main Information Sources that They Currently Use... 80 Relationship between Information Sources and Age Groups 82 Relationship between Information Sources and Gender 83 Relationship between Information Sources and Level of Study 84 Relationship between Information Sources and University... 85 Respondents Preferred Information Sources 86 Respondents Gender and Usage of Library for Getting the Information Need 88 Respondents Type of Library Use 89 Respondents Frequency of Library Visits 90 ix

4.30 4.31 4.32 4.33 4.34 4.35 4.36 4.37 4.38 4.39 4.40 4.41

Respondents Main Barriers in Meeting their Information Needs. 91 Relationship between Gender and Facing Barriers 93 Relationship between Years of Staying in Malaysia and Facing Barriers. 94 Relationship between Level of English Language Proficiency and Facing Barriers 95 Relationship between Level of Computer Proficiency and Facing Barriers.. 96 Relationship between Level of the Internet Proficiency and Facing Barriers.... 97 Relationship between Attached University and Received Instruction onO 100 Information Skills... Relationship between Gender and Received Instruction 101 Perception toward Adequacy of Library Collections 104 Perception toward Adequacy of IT-Based Sources and Facilities.. 106 Relationship between Universities and Respondents Overall Satisfactioni 108 with the Library.. Respondents Suggestions and Comments. 109

Figure Page 2.1 2.2 4.1 4.2 4.3 4.4 4.5 4.6 4.7

LIST OF FIGURES

A Process Model based on Ellis's 'characteristics by Wilson, (1999)............... 38 Information Search Process Model (Byron and Young, 2000).......................... 39 Level of English Language Proficiency............................................................ 62 Level of Computer Proficiency......................................................................... 63 Level of the Internet Proficiency....................................................................... 64 Received Formal Instruction on Information Skills from the Library............... 99 Perception about Adequacy of Formal Instruction on Information Skills......... 102 Perception toward the Librarians Performance................................................ 103 Overall Satisfaction with the Library................................................................ 107

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CHAPTER ONE INTRODUCTION 1.1. Background It is a common belief that we live in an Information Age. Meeting our needs, from the most basic to the most sophisticated, is information-dependent. In a complex and highly structured world, the need for information is felt at all levels of society, regardless of an individuals location, social condition or intellectual achievement. Over the years, libraries have become organized as information centers. Rapid developments in the information and communication technologies in the last few decades have enabled libraries to transform themselves from storehouses of printed materials into gateways to the world of information, which is evidence of the human need for information.

Haruna and Mabawonku (2001) noted that information needs are diverse and constantly changing. The information need is something not directly observable but has its structures unseen; it exists in the mind of the users. Understanding the information needs of library clientele is necessary for planning and providing high quality library services, as well as to avoid misallocating resources. Understanding users various approaches to seeking information in the new age, characterized by wide-spread and voluminous production and consumption of information, is also important. When librarians and other designers of information services understand users information seeking behavior, they can adjust their services and resources to these patterns, and thus offer better services to the users (Agosto and Hughes-Hassell, 2005).

Developments in information technology and access to the wide range of information resources in the new age have led to an emphasis on life-long learning and increase in desire to pursue higher education (Candy, 2002). School leavers recognize that higher

education results in more job opportunities in future knowledge-based societies, lower rates of unemployment, and, in most cases, a higher salary compared with high school graduates. Not only school leavers are entering colleges and universities, but working adults also entering or returning to higher education. These adults hope to use their higher educational qualification to play a more effective role in their organization or society, to fulfill a personal desire to acquire new knowledge and abilities, or to satisfy the need to develop intellectually (Bloom and Rosovsky, 2001; Immerwahr, 2002)

The need for good higher education often takes students out of their home countries. Due to limited facilities in their own countries, many students pursue their studies abroad. Students also study abroad to acquire a more global perspective, to develop international attitudes, make their resume` more attractive, or to improve their language proficiency. Students also benefit through learning about new customs, holidays, foods, art, music, and politics firsthand. They may also study abroad to advance their studies in specialized areas not available at home. In many developing countries, a foreign degree, especially if obtained from certain countries, is considered more prestigious than a local one (Johnson, 1992; Lacina, 2002).

These students, studying in a country other than their original country, are generally referred to as international students or foreign students. The terms international students or foreign students are used interchangeably in this research.

Malaysia is one of the countries that attracts international students for higher education. The Malaysian government and institutions of higher education are competing with other global competitors for their market share. Countries such as UK, Australia, Canada, Singapore and New Zealand are also striving to attract international students,

especially at the graduate level (Times Higher: the UK International Student Market: Trends and Challenges, 2006). In Malaysia, the institutions make every effort to provide quality education. A wide range of courses are offered. Living costs are generally kept low. English has been made the medium of instruction for postgraduate courses. These factors have resulted in Malaysia becoming an attractive destination for international students from various parts of the world. Fu (2004) reported that the number of international students enrolling in higher education in Malaysia is increasing each year. While the total number of international students was 5,635 in 1996, it rose to 11,733 in the academic year 1998-99. In the year 2003, Malaysia issued 39,577 student visas to international students representing a 9% cent increase from 2002. At the end of 2005, it was estimated that there were about 40,000 foreign students studying in Malaysian public and private higher educational institutes (Clark and Sedgwick, 2005). Furthermore, Malaysian Ministry of Higher Education (MOHE) has set up a target to get 100,000 foreign students to be registered in Malaysia by the year 2010 (Ahmad Nazri, 2005).

While early groups of international students that arrived in Malaysia came from neighboring countries, in recent years the international students have come from nearly 161 different countries, most of whom belong to three main areas of the Indian subcontinent, the Middle East, and the African countries (Alimudin, 2005). Table 1 on the following page shows the international student population in Malaysia in 2004, listed by the 20 most important source countries.

Table 1 Top 20 Source Countries for International Students in Malaysia Rank 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Total Country China Indonesia Thailand Bangladesh Korea Pakistan India Singapore Yemen Iran Maldives Sudan Myanmar Vietnam Oman Sri Lanka Nigeria Somalia Kenya Saudi Arabia Total 9,379 8,653 1,712 1,699 1,660 1,547 1,545 1,390 1,028 699 649 564 527 492 481 462 413 379 299 230 33,808

Source: Department of Immigration, Malaysia (as of 31 December 2004)

The positive contributions of international students to the success and enrichment of colleges and universities are numerous. They usually come to another country with solid to superior academic credentials and contribute significantly to academic excellence of universities. Their presence tends to enrich campus diversity by exposing other graduate and undergraduate students to different cultural and ethnic experiences. Their presence also brings an international perspective and promotes a degree of global awareness on campus (Wang and Frank, 2002).

While efforts are made to make these international students welcome and adapt to the new environment, it cannot be denied that these students face problems. Earlier studies have indicated that the problems include adapting to the new educational and social environment, pressures of staying away from home, financial pressures, language problem, and lack of friends (Australasian Law Teachers' Association, 1995). Other studies that have examined the problems of international students, categorized them into 11 groups: financial aid, placement services, the English language, academic records, health services, socio-personal issues, admissions and selection, living/dining services, orientation services, students activities, and religious services (Michigan International Student Problem Inventory, cited in Galloway and Jenkins, 2005).

Among the problems faced by this culturally heterogeneous group of students are those related to information provision and library services. These international students come from a variety of cultures and have different experiences with libraries in their own countries. Many of them are unfamiliar with the open stacks in libraries, the classification system, and reference materials (Liu, 1993) and some of them have no prior experience with electronic resources in their home countries (Song, 2004). Kohler and Swanson (1988) point out that in some countries, collections are outdated, borrowing policies are restrictive and materials are very old. Elsewhere, libraries only exist in large cities and contain only books and no other type of information is available. Problems with English language cause difficulties in alphabetizing for using periodicals and indexes. Different cultural values prevent some of these students from admitting problems or asking assistance for using libraries and information sources. Ormondroyd (1989) suggests that foreign students be considered as one of user groups in academic libraries since a lack of experience about them will lead to a frustrating encounter for both the librarian and the students.

Although international students face many problems in unfamiliar environments, they are eager and motivated to succeed. Information is an important resource to these students for educational and personal success. Given the critical importance of information in todays world, these students need information for various purposes, and libraries can play an important role in meeting their information needs through their programs, facilities, and services. However, in order to accomplish this task effectively, libraries must first understand the information needs and seeking behavior of this group of students.

It needs to be acknowledged that while international students come from diverse backgrounds and cultures, and may be very different in demographic and educational characteristics, they are sufficiently different from the locals to be treated as a separate entity. Libraries, and university administrators, could benefit from an understanding of the information needs and seeking behavior of this category of students.

1.2 Higher Education in Malaysia Malaysias aim of becoming a developed country by the year 2020 ("Vision 2020") has brought about a wide spectrum of changes to the nation. Among them is the Governments aim to make Malaysia a center of excellence for higher education in the region. Various initiatives have been put forward to realize this aim. These include the revision of Education Act, the enactment of new education related Acts, the establishment of a new Ministry of Higher Education, and the internationalization of higher education (Pang, 2005).

Internationalization is a major trend in higher education. It is a worldwide phenomenon that refers to the specific policies and initiatives of countries, individuals, academic

institutions or systems to deal with global trends. Examples of internationalization include policies relating to recruitment of foreign students, collaboration with academic institutions or systems in other countries, and the establishment of branch campuses abroad (Altbach, 2002). Four reasons have been given in support of the need for the internationalization of higher education: world peace; success in international competition; global knowledge; and global cooperation (Schoorman, 2000).

A great asset of internationalization of higher education is the utilization of international students. Universities are not only competing for international students but also attempting to establish new international partnerships and reassess their approach as new markets enter and campus dynamics shift. However, Malaysia is a newcomer to attracting foreign students, with only 2% of market share, and compared to other competitors such as UK with 19%, Australia 9%, Canada and Singapore 4%, and New Zealand 3% of market share. The country will require new strategies to effectively meet the needs of a wide range of international students (The Times Higher: the UK International Student Market: Trends and Challenges, 2006).

1.2.1 Malaysian Universities The public higher education institutions in Malaysia in 2005 comprised 11 universities, 6 university colleges and 1 international university. Besides public institutions, there were also 518 private colleges, 16 private universities and 4 foreign university branch campuses (Education Guide Malaysia, 2005).

Currently these institutions are striving for internationalization and to compete in attracting foreign students as an important part of Malaysia's aim to be the hub of excellence for higher education in the region. For instance, at the University of Malaya

(UM), the oldest university in the country, one of the goals of the university is to increase the percentage of international students to 30% of the postgraduate student population by 2006 (Institute of Postgraduate Studies, 2006). According to Nik Mustapha (2006), University Putra Malaysia has set its mission to increase its international students intake and aims to reach the target of 3,000 foreign students by 2010. National University of Malaysia (Universiti Kebangsaan Malaysia), another public university, has set one of its goals in the era of globalization to be the national university with an international reach (Abdul Samad et al., 2002).

To meet these goals, Malaysian universities must provide adequate informational and educational support to foreign students. In other words, these students will have an equal chance to succeed in Malaysian universities if the institutions make a real effort to help them. This is to a great extent related to libraries, which aim at providing excellent collections and information services in support of the Universitys mission.

1.3 Why Students Choose Malaysia International students comprise a growing proportion of degree-seeking students in Malaysian universities. A variety of reasons govern overseas students' decision to study in another country, including:

Fierce competition for tertiary places in their home country Poor or overcrowded educational provision in their home country Desire to develop English language skills Desire to develop intercultural understanding, and improve future social and business networks (Hughes, 2001).

For those students who study in Malaysian colleges and universities, there may be other reasons such as: 8

Wide range of study options from Diploma and Degree transfer programs to Post-graduate level with extensive selection of courses.

Foreign University Branch Campuses that operate in Malaysia to enable students to acquire their prestigious university qualifications in a country that has lower living expenses.

Competitive tuition fees and affordable living expenses. Experience in human diversity and harmony, whereby Malaysians of different races and religions live in peace and prosperity with each other.

A stable and sound socioeconomic environment. A geographically safe environment, as Malaysia is situated in a zone free from most natural disasters.

Economically sound and socially safe country, with a stable government and very low serious crime rate.

Food paradise with a wide selection from fast food, ethnic cuisines, vegetarian to Muslim-halal meals.

Good transportation systems with modern public facilities and infrastructures. Hassle-free immigration procedures for most countries worldwide (Rafidah, 2006)

1.4 Benefits of International Studies for Students Today, more than ever, with the emphasis on globalization and the continuing focus on global culture, it is critical for the people of the world to learn, understand and respect one another's cultures, languages and beliefs. To succeed in today's global environment, students increasingly need to complement their academic and career learning with the international skills that allow them to understand and work with people from other countries. No two applicants have the same reasons for studying in other countries but it could have common benefits for all students. International higher education would add considerable value to their professional development. It can enhance students careers and prepare them for leadership in their country or another place in the world. Moreover, it can expose them to a variety of perspectives, the latest technology, research, training and arts that are not available in the home country. Education in another country can broaden students horizons and critical thinking skills. It can equip students with communication abilities in more than one language, across cultural and national boundaries that may lead to collaborations with leading international researchers after they return to their country. In other words, study abroad experiences can help promote personal growth, build friendships, create new perspectives, understand other cultures, and develop maturity among participating students (Craig, 1998; Ward, 2001; Dwyer and Peters, 2004).

1.5 Importance of International Students to Malaysia Foreign students are a valued part of the academic life in higher education and their impact is noticeable in different ways. These students play an important role in terms of bringing an international perspective, more diversity to classes as well as a belief in the universal values of education, cultural diversity, and goodwill. International students will help to build a political, economic and cultural bridge between their host and home

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country. Furthermore, these students provide opportunities for domestic students to learn more about the world, not from a textbook, the news, or a globe, but from a person who brings unique experiences to enliven the stale facts and figures and inaccurate stereotypes about people from other lands. This will help leading faculty staff and students to intercultural adaptability, including listening skills and ability to interpret behavior and apply social or experiential learning in different cultural contexts (Zeszotarski, 2001; Keyser, 2005).

At the same time, foreign students contribute to economic development of the host country. For the university, they provide additional revenue, which supports the

academic endeavor. For local communities, expenditures by these students on housing, food, books, etc, provide multiple economic spin-offs. According to Fu (2004), education has became an increasingly important source of income for Malaysia in the recent years. It was estimated that in 2005, international students contributed revenue of RM1.5 billion to the Malaysian economy.

1.6 Challenges Facing International Students Studying or working abroad necessitates a process of adapting or adjusting to the new environment. Due to unfamiliarity and cross-cultural adjustments to the new environment, international students appear to have additional problems beyond those of their local peers. Researchers generally indicate that international students suffer more psychological and social distress than local students (Ward, 2001). Culture shock, different communication styles, social isolation, conditions in the home countries, crosscultural relationships, financial difficulties, immigration laws and accompanying anxiety, employment for self and spouse, stress, and depression are examples of

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problems which international students have to deal with, and all of these condition appear to interfere with their studies (Sarkodie-Mensah, 1998; Wang and Frank, 2002).

The problems can be also seen in libraries, where sharing information, discovering knowledge and educational success is the ultimate goal (Baron and Strout-Dapaz, 2001). Differences in library organization and procedures are common sources of anxiety. Liestman (2000) identified some of the institutional, situational and functional challenges that international students face. These include differing library structures, language barrier and library jargons. He recommends that in order to best serve this unique user group, their perceived and real needs must be determined by academic libraries

Liu (1993) in his study on difficulties of international students from developing countries in using American libraries found the greatest barriers to international students for seeking information were language barriers, not being familiar to library open stacks, self-service, and an unfamiliar classification system. Natowitz (1995) points out that reluctance to ask for help, perceiving libraries as study halls and the dynamics of shyness for assistance are other examples of international students barriers to using the library effectively.

As information is vital for problem solving, decision making and academic success of this group of students, Wang and Frank (2002) noted, information services in libraries that are sensitive to and encompass differences in culturally influenced communication styles are more likely to be responsive to the information needs and interests of international students. They suggest, academic librarians need to be challenged continually to integrate cross-cultural differences into information services so that the

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libraries are able to respond effectively to the information needs of international students and scholars.

1.7 Statement of Problem Since the Malaysian Ministry of Higher Education has set its goal of becoming regional hub for higher learning, universities and colleges have attempted to attract students from other countries. International students are a valued part of the educational system in all countries including Malaysia. They bring a belief in the universal values of education, cultural diversity, and goodwill. Higher education institutions in Malaysia that invite international students must provide the appropriate academic, cultural, personal, and informational support systems to meet the needs of these students. Of these, informational support is one essential provision that the students need for personal and educational success. One of the major sources of information support is libraries. Therefore, the role of libraries and librarians in meeting their information needs is an essential element that needs to be investigated.

Earlier studies, (Liu, 1993; Onwuegbuzie and Jiao, 1997; Baron and Strout-Dapaz, 2001; and Ariyapala and Edzan, 2002) have shown that international students information acquisition may be associated with certain problems, and that they may have a more difficult time than their local peers in utilizing academic library resources and services due to the language barriers, communication problems, different learning styles and cultural backgrounds. This calls for an investigation into library sources and services that enable the international students to meet their information needs effectively.

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In an editorial, Metoyer (2000) also pointed out that the academic library literature is lacking research on the library experiences of a culturally diverse student body. She suggests that there is a great need to find evidence to support the call for increased programs in academic libraries for these groups. Wang and Frank (2002), in their study on cross-cultural communication and implications of effective information services in academic libraries, noted that more attention needs to be focused on the information seeking behaviors, practices, and interests of international students as well as their perceptions toward libraries and available information services

As the number of international students attending institutions of higher education in Malaysia has increased in the recent years, and the number is expected to rise in the future, libraries need to look at ways of responding to the needs of these students However there is relatively little research literature in Malaysia concerning international students information needs and information seeking behavior.

This study attempts to fill these gaps and needs identified above.

1.8 Objectives of the Study This study aimed towards achieving the following objectives: 1. To investigate the information needs and information seeking behaviors of international students in Malaysia. 2. To identify the information channels used by international students. 3. To determine the type of information sources used by international students. 4. To identify the main barriers international students encounter in meeting their information needs. 5. To examine the perceptions regarding the quality of academic library resources and services offered to international students. 14

1.9 Research Questions Based on the statement of the problem discussed earlier, the researcher attempts to answer the following research questions: 1. What are the main information needs and information seeking behavior of international students in Malaysia? 2. What forms of media/ channels do the international students use? 3. What are the main information sources used by the international students? 4. What are the major barriers in meeting their information needs? 5. What are the perceptions of international student about their academic librarys resources and services?

1.10 Importance of Study Malaysia is moving toward internationalization. The Ministry of Higher Education aims to make Malaysia as a hub of excellence in the region. As a result, universities and institutions are striving to provide the best quality of education to attract international students from all over the world. However, it is impossible to imagine any university or college functioning effectively without good library resources and services. In order to provide good resources and services, it is important to identify the information needs of the communities that it serves. However, this process alone cannot work without knowing the ways individuals articulate, seek, evaluate, select, and use the required information, which is commonly known as information-seeking behavior. This study hopes to make a contribution to this area of information seeking behavior.

The determination of information needs and seeking behavior of international students will be a key factor in determining the appropriateness of Malaysian academic libraries sources and services, as well as determination of the success of library staff in meeting

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the needs of this group of users. Further, it would allow the libraries management to make decisions on which services should be reduced and which should be increased to meet the needs of international students. This study hopes to allow better prioritization of services. The findings of this study would also be useful for planning new strategies to serve this group of students in the best possible way.

The results of the study can assist national policy makers to achieve their objectives in making Malaysia a hub of excellence in higher education and attract more international students. Quality libraries are one factor in quality education, and this study could assist Malaysian academic libraries to review their services, activities, facilities and collections for international students. Thus, the data provided through this study can be one source towards quality improvement.

The study also aims to examine the perceptions regarding the quality of academic library resources and services offered to international students. The findings of this study can again be used to improve the quality of resources and services provided, and thereby increase the effectiveness of Malaysian academic libraries.

From the literature review, it appears that there is very little knowledge available on the information needs and seeking behavior of international students in Malaysia. This study will help to fill this gap.

Thus, it can be seen that the findings of this study can potentially make some significant contributions.

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1.11 Definition of the Terms The followings are definitions for terms that are used in this study: Information: Includes data, texts, images, sound, voice codes, microfilm; computer generated microfiche and computer programs, software and databases that convey meaningful facts, ideas, conditions, or knowledge whether tangible or intangible (Njoku, 2004)

Information Need: A gap in a person's knowledge, when experienced at the conscious level as a question, gives rise to a search for an answer. If the need is urgent, the search may be pursued with diligence until the desire is fulfilled (Wilson, 1998).

Information Seeking Behavior: Information seeking behavior is a broad term, encompassing the ways individuals articulate their information needs, seek, evaluate, select, and use information. In other words, information seeking behavior is a purposeful seeking for information as a consequence of a need to satisfy some goal. In the course of seeking, the individual may interact with people, manual information systems, or with computer-based information systems (Wilson, 2000).

Information Use: Information use is a behavior that leads an individual to the use of information in order to meet his or her information needs. Information use is an indicator of information needs, but they are not identical (Meho and Haas, 2001).

Electronic Information Resources: Electronic resources are defined as those resources that users access automatically via a computing network from inside the library or remote from the library. They include Online databases, Electronic journals, E-books, CD-ROMs, and OPAC (Shim et.al., 2001).

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1.12 Limitations of the Study This study was carried out with certain limitations: 1. The study examines the information needs and seeking behavior of international students as a whole, and differences among nationality, programs, majors, are not examined in detail. This aspect is left for further studies. 2. The study was limited to three public universities, University of Malaya, National University of Malaysia (Universiti Kebangsaan Malaysia) and Putra University of Malaysia. While these three universities do not represent all the higher education institutions in Malaysia, they nevertheless have a large number of international students. 3. The subjects for the study were limited to international students drawn from those who were enrolled in Malay Language (Bahasa Melayu) course in Semester 2 of the 2005-2006 academic year. They may not represent all the international students, but since this is a compulsory course for every international student in these universities, it was a representative sample.

1.13 Organization of the Study This report is divided in to five chapters. Chapters 1 has provided a background to the study, the objectives and research questions, importance of the study, limitations, and definitions of important terms. Chapter 2 presents the review of the relevant literature related to the study. Chapter 3 describes and explains the procedures and methodology used in the study. These include the research design, research instrument, and a description of the data collection procedures to facilitate better understanding of how study is carried out. Chapter 4 reports the findings of the study in descriptive form and

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graphical formats. Chapter 5 summarizes, explains and interprets the research findings as a conclusion.

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CHAPTER TWO REVIEW OF LITERATURE 2.1 Introduction The main purpose of this literature review is to find previous studies conducted on information needs and seeking behavior of international students. This was done in order to refine the research area, research questions and objectives.

In locating the relevant information to this topic, several different sources were searched. These included general and specialized bibliographical tools, abstracts, dissertations and online catalogues of library holdings. Electronic resources, such as the Internet, Education Research Information Center (ERIC) indexes, Wilson Web, and Emerald sources were also examined to obtain current information on the topic. Current library science periodicals and monographic literature were also consulted. These periodicals included Library Review, The International Information & Library Review, Information Science, Journal of Academic Librarianship, Research Strategies, Reference Librarian, International Journal of Information Management and other related journals. After reviewing the resources available about information needs and seeking behavior of the international students in Malaysia, it is apparent that the literature about this topic is limited.

The findings from the literature are summarized in the following sections: Information Needs, Information Use, Information Sources and Channels, Factors Involved in the Meeting of Information Needs, Information Seeking Barriers, Information Seeking Models, Information Seeking Behavior, Role of Academic Library and Internationals students and Quality of Library Information Services.

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2.2 Information Needs Information is needed because it affects peoples lives. People need information to obtain answers to specific questions (Nicholas, 2000).

Information needs arise when a person recognizes a gap in his/her state of knowledge and wishes to resolve that anomaly- an anomalous state of knowledge, as one commentator puts it (Belkin and Vickery, 1989). Information represents an ordered reality about the nature of the world people live in. It is a cognitive experience that represents gaps in the current knowledge of information users (Devadason and Lingam, 1997). An information need is inherently subjective and occurs only in the mind of seeker, making all the approaches problematic. A need is a psychological construct, closely related to other constructs such as motivations, beliefs and values. Needs cannot be observed by a researcher or librarian much less by an automated intelligent agent. Only indicators or signs of needs are observable (Borgman, 2000).

The need stage may begin when a person senses that it might be useful to know something that is currently ambiguous for him or her. In some models, the stage begins when a person formulates a statement of an information need. Alternatively, an explicit search statement sometimes is viewed as the starting point for studying information needs (Borgman, 2000).

People essentially need information for five broad functions and. These functions are "(1) the fact- finding function, which provides answer to specific question, (2) the current awareness function, which keeps information up to date; (3) the research function, which investigates a new field in-depth; (4) the briefing function, which

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obtains a back ground understanding of an issue; and (5) the stimulus function, which provides ideas to obtain stimulus" (Nicolas, 2000).

Interest in studying library services to meet the information needs of international students has developed over the last decades, partly due to the increase in numbers of students attending colleges and universities in foreign countries. Studying in a foreign country is challenging for many students, because their cultural-educational background may be different form the local students and university staff (Volet, 1999).These international students need information for a variety of purposes in their studies, including preparing course assignments and project papers (Abdoulay, 2002), but in some cases, the library usage may differ from their home library due to different cultural backgrounds (Curry and Copeman, 2005). Wilson (1997) noted that information needs are influenced by cultural background characteristics, such as emotional, educational, demographic, social or interpersonal, environmental, and economic intervening variables, and by social context in which the need arises.

Several studies have been conducted to examine the information needs of international students. Mackenzie (1995) surveyed the library and information needs of the international students in the Kent State University. He distributed questionnaires as a data collection instrument which were used to elicit demographic and other information regarding these students' use of the library and their particular information needs. The results showed that the greatest number of international students were 26-30 years old, male and studying in graduate program. Many respondents (78.8%) expressed a desire for multicultural materials in the library, such as more current native language books, journals, magazines, and newspapers. Many respondents also indicated that they needed

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useful library instruction because of a general lack of familiarity with online catalogues and other library automation services.

Jackson (2005) conducted a study to determine the library needs of incoming international students in US. A total of 121 respondents at San Jose State University, representing a total 38 countries, were surveyed. The results showed there was a need for providing more information resources in other languages, especially daily newspapers form students home country, (San Jose) area information, and job related information in the university library.

Mohamed (2000) carried out a survey on the information need of foreign women in Malaysia, with special reference to Sudanese community. A questionnaire was used to assess information needs of this community. The findings of study showed that the main information needs of respondents were related to continuing their education, the education of their children, parenting, concerns about their family health, child-care, tackling youth problems and other every day concerns. Other findings of this study revealed that main barrier of foreign woman in meeting their information needs were limitations in the Malay language (Bahasa Melayu) and the English language.

Baron and Strout-Dapaz (2001), in their study on communicating with and empowering international students with a library skill set, suggested that collection development must recognize the information needs of international students, and include materials such as foreign language dictionaries, literature in foreign languages, TOFEL preparation material and foreign-language newspapers and magazines.

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The above findings reveal that international students information needs are diverse and unique. The purpose of an international students information needs assessment is to produce knowledge which the institutional efforts in identification and prioritization of such students' information needs. It is thus considered necessary for Malaysian universities and colleges to examine the information needs of this group in order to effectively meet their needs.

2.3 Information Sources and Channels Information seeking can be done through both formal and informal channels of communication. Formal channels of communication mainly comprise books and journals whereas informal communication includes personal interaction through telephone calls, letters, e-mail, conversations at meetings and conferences, etc (Hart, 1993).

Koss (1996), a Kent State University researcher, studied the information needs and research skills of MBA students in the first summer session of 1996 in order to discover the types of information sources used when researching business topics for class assignments, research, and individual projects. The results of study showed respondents used the library at Kent State University the most, as compared to other libraries. Koss found that despite numerous resources available to the MBA students, they primarily used current periodicals and ABI/Inform. The most prominent finding was related to the fact that the MBA students took their professors advice regarding access to business research tools. However, few academics were aware of the wide variety of research tools, such as Compaq Disclosure, Lexis/Nexis, and information sources which were provided in KSU library. As a result they were not able to recommend them to the students. Based on the findings of the study, Koss made two important

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recommendations: (1) librarians should promote MBA students' searching and seeking behavior skills through library instruction class so that they would be able to better utilize library resources and (2) librarians should work with professors in creating and giving instructional sessions.

Latrobe and Havaner (1997) carried out a survey on information seeking behavior of high school honor students to explore type of information sources and channels they use for both personal and school-related information needs. The sample consisted of 18 students in an eleventh-grade honors math class, and both questionnaires and structured interviews were used to collect data. The results of the study showed that students turn first to peers and teachers as their primary channel for getting information. On the other hand, an investigation by Agosto and Hughes-Hassell (2005) on the information seeking behavior of young adults in Philadelphia, revealed that young adults turned to more abundant resources including telephones, televisions, radio, computers and then people for needed information. It appeared that the most frequently consulted people included friends, family, and school employees The authors concluded that when students have information needs, they turn to television, telephones, computers and videos before turning to print resources such as newspapers, books, and magazines. In fact, books and magazines, still staples of many public and school libraries, were listed at the bottom of their list of resources.

Information channels used by law faculty members of International Islamic University Malaysia (IIUM) were studied by Majid and Kassim (2001). In this survey, the respondents were asked to indicate information channels first consulted by them for getting the needed information. The results showed that 72.9% of the respondents always first consulted their personal collections. Of the 64 respondents, 42.2%

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reported always and 37.5% frequently visited the IIUM library for meeting their information needs. The percentages of respondents always and frequently approaching their colleagues were 19.7% and 32.8% respectively. Majid and Kassim thus found that faculty members preferred to first consult their personal collection for meeting their information needs and then the library and colleagues.

Chikonzo and Aina (2001) conducted a study to determine the information needs and information sources that were used by veterinary students at University of Zimbabwe. One hundred and twenty nine students were surveyed. The findings revealed that writing assignments and studying for tests or examinations were the primary tasks for which they required information. In descending order, the major sources used to meet these information needs were books, videos, lecture notes, the Internet, CD-ROM databases and journals. One unexpected finding was that the students made little use of indexes, abstracts and dissertations. The authors suggested that the library needs to employ a more proactive approach in teaching students how to fully exploit the resources available to them.

Similarly, Majid and Ai (2002) investigated the information needs and information seeking behavior of computer engineering undergraduate students at Nanyang Technological University (NTU), Singapore. The purpose was to investigate the types of information sources used by the students, their preferred information formats, the importance of and reason for using certain information sources, and use of various electronic information sources. A questionnaire was distributed to 200 randomly selected students and 120 completed questionnaires were returned. The study found that printed materials were the most preferred information format among students. The top five most preferred information resources in order of importance were books, lecturers,

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the Internet, friends and manuals. Unexpectedly, the computer engineering students relied heavily on printed sources of information and their use of electronic journals and databases was very low.

Branch (2003) carried out a study on information seeking behavior of nontraditional undergraduates students at New York State University in Albany to survey their use of information sources and impact of information literacy instruction on the usage of information sources. The researcher used a qualitative approach to stress the trustworthiness and transferability of the results rather than verifiability and generalizability. Five participants ranging in age from 28 to 56 were selected for interview. Participants reported the most information sources and channels for home, work and study were as follows: Internet, friends, coworkers, family and professionals. It was found that if they could not meet their information needs through above channels, then they would turn to other sources of information such as newspapers, magazines, television, reports, databases, and libraries. Based on the findings, Branch concluded that all students needed skills to help them be efficient and effective in using the information sources.

2.4 Electronic Information Sources One of the major development in libraries and information services in the last 20 years has been the introduction and spread of electronic information sources (EIS). Progress in information technology has offered todays information seekers different opportunities to access to information resources in an increasing array and format. The commonly available EIS, namely, CD-ROMs, online databases, OPACs, the Internet, and other networked information sources, are competing with, and in some instances

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replacing, the print-based information sources as the primary media for the storage and communication of recorded information content.

Brophy (1993) identified some advantages of networking in helping users to fulfill their information needs. Information can be delivered easily and directly to the users, and the users may re-specify their need until they get the right information. The information is available anytime, whenever needed, and users can select the best information they require and store it as they as they wish.

Compared to traditional print-based sources, EIS provide a number of advantages. They are faster than accessing printed materials, especially for retrospective searching. EIS are straightforward when users use a combination of keywords to search for information. Further, more than one file can be searched at one time, which enables researchers to find more updated information. In addition, electronic information

resources can be printed and searches saved to be repeated later. For those library users with limited time or distance learners, EIS provide ability to access the library resources from outside the library. These advantages contribute to the effective use of library material and facilities (Ray and Day, 1998). On the other hand, Urquhart et al. (2005), in their study on the use of EIS by academic students, disclosed some of the negative features of using EIS, which were reported by students. These included difficulty in finding relevant information, information overload, training needs, time constraints and slowness of the networks.

Baruchson-Arbib and Shor (2002) carried out a study to investigate the use of electronic information sources by college students. A questionnaire was distributed randomly to 270 college students and all of them responded. The results of the survey disclosed that

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almost one third of the respondents did not use EIS, and only a small percentage (14.8%) used EIS several times per week. The main EIS used were the Internet, Aleph catalog and CD-ROM databases, and only 5.9% of the respondents used all the EIS together. The survey also disclosed that prior knowledge in computer use, library instruction, faculty encouragement, and field of academic study were significant factors which increased or decreased the use of EIS among college students. The authors concluded that despite various types of EIS available in the library, not all of these sources were being properly exploited. This suggests that although modern technology has resulted in new resources and services, but it does not equip users with the required skills.

McCreadie and Rice (cited in Kebede, 2002) point out that to utilize effectively the EIS in meeting the information needs, users should meet some requirements. These requirements, from the users point of view basically comprise availability and accessibility of appropriate computer hardware and other related equipment, availability and accessibility of software which include quality and ease of use of interface and retrieval or search engines, and adequate user knowledge and skills in order for users to identify and define their needs in an electronic environment.

2.5 Information Use Information use is the more visible part of the information seeking process. It could be noticed as the information that individuals actually use or consume. Many studies have investigated the factors that affect the selection and use of different information sources by students. These factors include accessibility, availability and ease of use (Branch, 2003; Savolainen, 1995).

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Morrison et al. (1998) studied business students when they were doing group projects which involved making a business decision based on information gathered from a variety of sources. Students reported that time was a key factor in their choice of information resources, leading to the use of business Web sites primarily, followed by full-text databases and Government web sites. It was appeared that traditional library resources such as the card catalog, printed abstracts, indexes, etc., were perceived as difficult, less enjoyable to use, and containing less useful information by business students. These students were more interested in finding practical information than scholarly articles, and they made no attempt to corroborate information found, but accepted all sources as valid and trustworthy. The authors concluded that the faculty members, needs to teach students how to evaluate the quality of information resources.

Young and Seggern (2002) conducted a focus group study among students and faculty members at Idaho University to investigate their information seeking behavior and information use. The study revealed ease of use, reliability, accuracy, currency, availability, and cost were the main criteria for using the information resources. Other terms that student mentioned as being important to them were trust, quality, credibility, validity, and completeness.

In their survey of information seeking of engineering and law students in Ireland (Kerins et al., 2004), found that accessibility was a key factor in the selection of an information channel by student engineers. The physical distance of a resource and opening hours were key factors in library use or lack of use. Speed and ease of use were also important factors for engineering students when selecting an information source. The results of the study showed a preference for channels that require the least effort, such as the Internet. Students viewed the Internet as a speedy, current information

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channel that met initial information needs quickly. With regard to other resources, engineering students considered traditional print resources, such as books, technical handbooks and journals, as key library resources in their research and said they used these sources to validate the information they located on the Internet.

Nicholas (1996) believes that access to information and its use involves identifying what sources and channels exist, where, and in what form. As people can only use what is available, information use is heavily dependent upon provision. Therefore, the information that is accessible or made accessible is more likely to be used by information seekers.

2.6 Factors Involved in the Meeting of Information Needs When a person needs to gather and use information to respond to a problem, meeting of his/her information needs depend on different factors. The main factors are: The kind of job the person does The country/ culture from which they come from The background and personality of the individual and their information threshold Their level of information awareness/ training The gender of the person The age of the person Time availability Access Resource/ costs Information overload (Nicholas, 2000).

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In addition to these factors, convenience of access, habits, reliability (high quality), quick use, and applicability are likely to make the information seeking to be successful and to occur (Dawes and Sampson, 2003).

Allen (1993) carried out a study to examine international students patterns of library use and utilization of collection, services and facilities when attempting to meet their information needs. A questionnaire was designed to collect the data. The sample consisted of 102 female and 263 male students who came from all over the word. The results showed that some library sources and services such as computer databases, interlibrary loans, online catalogues and open stacks were new for the majority of Asian students. The findings of the survey also revealed that those students faced problems with finding the materials and meeting their needs. Allen concluded that due to different background of library using experience many international students do not have appropriate information retrieval skills to take advantages of information services which offered by American academic libraries. She suggested that libraries must make special efforts to extend instructional services to these students to enable them to meet their information needs effectively.

Liestman (2000), in his study on reference services and international adult learners, found cultural background affects how international adult learners communicate and interact with library personnel for meeting their information needs. He pointed out that in some cultures, women are regarded as being neither as important nor as educated as men. Male members of such a cultures, consequently, may not give a female librarian the respect she deserves, or believe her when she answers their questions for needed information.

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2.7 Barriers to Meeting Information Needs In the process of information seeking there are various factors that may interfere in the process and create barriers to meeting the information needs. Theses factors could be personal (e.g. ability), organizational (e.g. priorities) and situational (e.g. lack of time) (Ikoja-Odongo and Ocholla, 2003).

Research by Liu (1993), Onwuegbuzie and Jiao (1997), Baron and Strout-Dapaz (2001) and Ariyapala and Edzan (2002) suggest that international students face challenges in utilizing their academic libraries for meeting their information needs. Barriers and difficulties may be due to unfamiliarity with the organization and mission of academic libraries in the host country, lack of skills with the various information technologies, reluctance to approach reference stations and professional librarians as a result of communication differences, lack of information literacy, and inability to seek, obtain and evaluate information (Wang and Frank, 2002).

A study by Liu (1993) explored the difficulties of students from developing countries, mostly Asian, in using the American libraries. In interviews with 54 foreign students at the University of California, Liu observed international students had problems when they were using American academic libraries to meet their information needs. He found that although foreign students were required to pass a Test of English as a Foreign Language (TOEFL) before being enrolled in universities, their main difficulty was due to the lack of English language proficiency, followed by unfamiliarity with American library systems, and confusion when too many results were retrieved by online information sources.

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Liu and Redfern (1997) conducted a survey of multicultural students at the San Jose State University to examine the level of success and the level of difficulty of library use in meeting the needed information. In this survey, where Asian students comprised the majority of the sample, the authors found that students difficulty level in using the library was related to English proficiency, frequency of library use, and frequency of reference desk inquiry. The results showed that students with English as their primary language were usually more successful in using the library than those with English as a second language. Other results indicated that a fear of asking stupid questions, a belief that their English was not good enough, the inability to understand the answers well, the lack of familiarity with reference desk, and low frequency library use hindered Asian students in locating needed information in the library.

Kumar and Suresh (2000) in their study on strategies for providing effective reference services for international adult learners, pointed out that the barriers in effective utilization of library sources and services by international students were partly due to unclear role of reference librarian, since international students sometimes felt that they may trouble the librarians with their questions. Communication problems, due to the inability of library staff to understand the students and inability to clearly express their information needs because of lack of fluency in the language, vocabulary limitation, and a hesitation or timidity in using the language, also served as barriers.

Brown (2000) centered his research on the types of barriers that international students face and reference librarians. He listed the barriers of services as linguistic, technological and cultural obstacles. Linguistic issues include both the obvious (such as accent, lexicon and syntax) and the not-so-obvious (sociolinguistics, or the social

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settings and interactions of language). Cultural barriers include both those that are general and library-specific.

Similarly, Baron and Strout-Dapaz (2001) focused their research on the difficulties that international students faced in sharing information and discovering knowledge. For this purpose, they mailed surveys to the head of reference services and to the directors of the international student office of 300 academic member libraries of TexShare. Through the survey and follow up research, Baron and Strout-Dapaz supported their hypotheses and determined that same challenges in educational institutions were present in libraries and posed obstacles in the process of meeting the information needs. The major problems were language and communication, cultural adjustment and conforming to educational and library systems. The researchers suggested that libraries must conduct information literacy courses with emphasis on international students' special needs. As international students become more information literate, the problematic issues will be reduced.

Another user survey with emphasis on international students was carried out by Ariyapala and Edzan (2002) at University of Malaya (UM). The study used questionnaires to explore the students ability of using the online catalogue in the UM Library. The findings indicated some of the students do find difficulties in using the online catalogue due to never having used OPAC facilities before, unclear instruction in the OPAC, no guidance given before use, and language difficulties. The authors recommended that librarians must teach the library systems and services through instruction programs and provide printed instructions in English as well as Malay language.

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Thus, the major issues libraries face are how to effectively help international students with these challenges, while increasing comfort levels in the library and reducing library anxiety among them.

2.8 Models of Information Seeking Behavior Information seeking is a purposive acquisition of information as a consequence of an information need from selected information carriers. Information carriers may include a variety of channels, a variety of sources within channels, and a variety of messages contained within these sources (Johnson et al, 2006).

Borgman (2000) defined information seeking as a continuous process, involving active and passive behaviors, and formal and informal communication. She pointed out the cycle of creating, using and seeking information can be viewed as series of stages which people move back and forth, and they may be actively, creating, using and seeking information concurrently. Therefore, information seeking behavior refers to the pattern of response to information need by person or group of persons.

Wilson (1981) noted that information seeking results from the recognition of some need perceived by the user. The behavior may takes several forms such as demanding information from the library or from other people who know. If an individual user could indicate what is needed under specified conditions, his problem might well be on its way toward a solution; therefore, information seeking activities include ways in which people articulate their need for, search for, and use information.

Studies on information needs and seeking are a central part of research in information studies. These studies have been conducted from the 1940s, but the focus was on

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information systems, which, has been called the system-oriented paradigm. In those studies, the aim was to obtain knowledge to support organizational development and administrative decision-making. The approach has however been criticized because of insufficient theories, concepts and research methods, and because it has not taken into consideration the needs of the information seekers (Dervin and Nilan, 1986; Wilson, 1994).

At the end of 1970's and in the beginning of 1980's researchers began to realize that questions on information needs, seeking and use could not be seen only from the systems point of view. As Dervin has pointed out, information seeking is situationally bound and constructed by the individual. Librarians and researchers should, therefore, move away from the system-centered approach to a more user-centered approach (Dervin and Nilan. 1986).

Weiler (2004) observed that first model for study of information-seeking behavior in the general population was developed by James Krikelas in 1983. This model suggested the steps of information seeking as follows: (1) perceiving a need, (2) the search itself, (3) finding the information, and (4) using the information, which results in either satisfaction or dissatisfaction. Based on Krikelas' model, people begin to seek for information when they perceive that the current state of knowledge is less than that needed to deal with some issue (or problem). The process of information seeking ends when that perception no longer exists. However, Weiler believes that this model lacks complexity and flexibility necessary to adequately address the topic.

Ellis et al. (1993), and Ellis and Haugan (1997) attempted to propose and describe the characteristics a general model of information seeking behaviors based on studies of the 37

information seeking patterns of social scientists, research physicists and chemists, engineers and research scientists in an industrial firm. Ellis's elaboration model describes the features of information seeking activities as generic. These features are named and defined as below: Starting: Deciding to undertake the search; Chaining: Following citations backwards and forwards in time; Browsing: Casual, relatively undirected search; Differentiating: Discriminating among potentially relevant items; Monitoring: Regular scanning of sources for items of interest; Extracting: Taking information from sources; Verifying: Identifying potentially useful citations correctly; Ending: Completing the process.

and can be summarized in the diagram below: Browsing

Starting Ending

Chaining

Differentiating

Extracting

Verifying

Monitoring
Figure 2.1 A Process Model based on Ellis's 'characteristics by Wilson, (1999)

Among the researchers, Kuhlthau (1993) conducted empirical research about students' information seeking behavior and developed a general model of the information search process (ISP). The ISP consists of 6 stages, as follows: 1. The initiation stage, when users recognize the need for information and conversely, their lack of knowledge. 2. The selection stage, when users identify and select a general topic. 38

3. The exploration stage, when users orient themselves to the topic in order to form a stand/point of view. 4. The formulation stage, when users select a focus or perspective for the topic. 5. The collection stage, when users gather information related to the focused topic. 6. The presentation stage, when users complete the research and prepare the finalized work.

The stages can be seen in the diagram below:

Stages
Feeling

initiation
uncertainly

Selection
optimism

exploration Formulation
Confusion, frustration, and doubt, Clarity

Collection
Sense of direction/ confidence Specificity

Closure
Relief

Thoughts

Ambiguity Increased interest

Actions

Seeking relevant information

Seeking pertinent information

Figure 2.2 Information Search Process Model (Byron and Young, 2000)

According to this model, Kuhlthau found that after choosing the subject, students tended to proceed immediately to the information collection stage and skipping the refocus exploration stage. They then moved on to the next stage of formulation, which would serve to guide the subsequent search for information. Contrary to this, most students immediately began to collect information, prematurely using strategies such as exhaustive listing of sources or detailed copying of passages. Kuhlthau states, students experience the ISP with interplay of taught, feelings, and actions. Wilson (1999) believes the strength of Ellis' and Kuhlthaus models are that they are based on empirical research and has been tested in subsequent studies. 39

The models of information seeking behavior which currently exist are usually based upon different assumptions. These theoretical models, including both those based on empirical research and reflections of experience, help researchers in examining the information seeking behavior of individuals since it may be very different from what librarians think the users do, and can assist librarians in creating a library and information skills instruction which responds directly to their users needs.

2.9 Information Seeking Behavior Information seeking behavior is a broad term and refers to those actions that an individual takes to articulate, seek, evaluate, select and, finally use the required information for meeting his/ her information needs (Majid and Kassim, 2002).

Liu and Redfern (1997) surveyed the information seeking behavior of multicultural students at San Jose State University. A questionnaire was used for data collection. The findings of the study showed that length of the stay in the guest country was a factor that affected students' information seeking behavior in the reference desk. Liu and Redfern found that those students who had stayed in the guest country for more than sixteen years asked reference questions more frequently than those who have been there for fifteen years or less. They indicated that length of the stay determines the degree to which students from foreign countries feel adapted to the society and, therefore, are comfortable with using libraries and asking reference questions. Liu and Redfern recommended an effective library service to international students and their development of intercultural communication skill among librarians is needed.

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Abdoulay (2002) attempted to investigate the information seeking behavior of international African students at the International Islamic University of Malaysia (IIUM). The overall purpose of the study was to determine students awareness of library service and the most preferred information sources among them. He also investigated the students perceptions toward the library staff. Twenty African students were interviewed. The findings of this survey showed participants were aware of the services available to them in the IIUM library. However, only one respondent appeared to be using interlibrary loan service. Respondents were found to be relying heavily on library books, periodicals, the Internet, and textbooks for course work, projects or research papers. Since many libraries in developing countries lack electronic information resources, nearly all of the African students mentioned, among other factors, that a conducive study environment, an automated system, the use of OPAC, access to the Internet, and the quality of resources or collections, had changed their information seeking behavior.

Jeong (2004) conducted a study on Korean graduate students everyday information seeking behavior in the United States. The results showed that Korean students rarely read local or national newspapers and few watched television. The results also showed that the limited English language skills among Korean students prevented them from interacting with American society, and they gathered their information needs within the ethnic community in settings such as the Korean church. However, fears of communicating in English language prevented some Korean graduate students from receiving important information about daily life and important social services. The language barrier also discouraged students from taking interest in current events and hindered students from traveling outside their universitys city and learning about the area.

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Song (2005) focused his study on the international business student population at the University of Illinois by comparing their information seeking behavior to that of local business students. The questionnaire-based survey was used to investigate if local and international business students had different perceptions and behaviors in assessing the effectiveness of instruction sessions, and using the library and its services. Based on the results from 84 respondents, Song found the library instruction sessions greatly helped international business students in learning library databases and other services. International business students realized that the library databases introduced during instruction sessions could provide valuable information for their specific projects, they became motivated to use library databases and seek assistance from the library more often than before. This demonstrated that library instruction had greater impact on international business students seeking behavior than local business students. Other results showed that local business students were less likely to visit the library but more likely to use electronic library resources from remote locations than international business students. In addition, while local business students perceived the library primarily as a place for research of their projects or career search, a vast number of international business students viewed the library primarily as a place for study. The author concluded that international students perceptions of library services are based on previous experience with library services in their home countries and generally do not change even as they begin studying in the other countries. Their perceptions of library services are mainly shaped by unique pedagogical systems and requirements in their home countries. However, instruction plays a critical role in changing internationals students previous experiences and perceptions. As a result, the library would not be considered as simply as a place to study but also as a provider of relevant information to enhance their learning.

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Fidzani (1998) carried out a study on the information needs and information seeking behavior of graduate students at the University of Botswana. The study aimed to determine the students information requirements and awareness of library services available to them. A close-ended questionnaire used to collect the data from 144 students out of 233 parttime and full-time graduate students registered. The findings of the study indicated there was a heavy reliance on library books, textbooks and journals as sources of information used for course-work. Students primarily relied on scanning the shelves or browsing through journals rather than using the index and abstract databases to locate information. Respondents in the University of Botswana did seek help from university library staff with 40% receiving help from the reference librarian and approximately 32% from the subject librarian. The study revealed that most graduate students in the University of Botswana lacked basic skills on how to use the library services and resources and some of them were not aware the services that library offered them. Based on the findings, Fidzani suggested a more aggressive information marketing strategy should be developed at both subject librarian and departmental level to create awareness among graduate students on the available resources and services and show them the benefits they could derive from using them.

2.10 Role of Academic Library and International Students The academic library is an organization, which serves the educational process as a learning and information centre. Its aim is to support the information needs of all members of academic institution, and play an essential role in support of teaching and learning processes of academic institutions. It is impossible to imagine any university or college functioning effectively without a good library service. The traditional image of

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the library as a quiet place of study, housing mostly print collections, is changing. "In the last decade, academic libraries have faced new and changed demands as a result of: Substantial growth in student numbers and greater diversity of students Changes in teaching and learning methods Requirement for customer-oriented, high quality services Trend towards lifelong learning Development of information technology and communication

All of these factors have changed the nature of libraries to become a means of access to information wherever it is held" (Wildhardt, 2000).

Philosophically, the library community has always committed to serving the information needs of all groups of patrons and providing the best service possible with their means. Kumar and Suresh (2000) indicate that changes such as cultural diversity and increase of international students' enrolment in the universities have created some challenges for todays academic libraries in term of meeting the information needs of its diverse user population. Baron and Strout-Dapaz (2001) believe that the major challenge libraries face is how to effectively help international students while increasing comfort levels in the library and reducing library anxiety.

Through the review of literature, it is clear that international students have different library experiences in their home country that affect their attitude toward the library and utilizing the information sources and services for meeting their information needs. For example, many libraries in developing nations are small and hold outdated books. Public libraries do not exist, and students may be charged a fee to borrow from their college libraries. Books stacks in countries such as Iraq are closed for security reasons; very few Arabic books exist and the few that do are kept more for reservation than for

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use. The concept of library services may be unknown; there may be no reference librarians who instruct in the use of the library. Many libraries are staffed by clerks who merely retrieve books on demand and who would not venture to teach. Often these librarians are not considered professionals and the library administer is frequently a male faculty member with little or no training in the profession. Libraries are often regarded as a place to study, not research, as they are not considered necessary to the educational process. With development and expansion of information technology, modern libraries with IT facilities are still lacking in some developing countries such as African countries, and the majority of students from these nations lack experience in using electronic information resources. (Liestman, 2000; Korolev, 2001; Arko-Cobbah, 2004). These conditions call for designing strategies in academic libraries to provide effective information services that support educational needs of international students.

Hughes (2001) has suggested a useful model for providing effective library and information service to international students. His model international-friendly library is related to creation of a welcoming and supportive environment for overseas students that facilitate their social adjustment and academic progress. Some characteristics of this library are: A well designed and sensitively delivered information literacy program for foreign students that is integrated into a course unit and allows the introduction of concepts such as assignment planning, information searching, and presentation and referencing in a practical context. Since many international students have very limited previous experience of libraries, the information literacy programs should include an explanation of basic library rights and rules (including the concept of borrowing and returning resources).

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Professional staff with ability to overcome the frustration and misgivings caused by language and social differences of foreign students.

According to Hughes, the international-friendly library would play an important role as a contact, information and referral centre for overseas students. It is not just students who benefit in an international-friendly environment, the library staff are also offered exciting professional challenges in exploring and addressing the information and study needs of people from culturally diverse backgrounds. Moreover, any resultant improvements in staff interpersonal skills, and customer service, will benefit the library's entire clientele.

Jackson (2005) recommends that to best serve the needs of incoming international students, libraries must create a partnership with university international programs office, assign a librarian to international student programs and outreach, increase library orientation and outreach efforts to international students, create online tutorials on the library web site for them, create hands-on instruction sessions, and plan professional development for library staff. Jackson believes that by applying these recommendations, libraries will help international students with building confidence, decreasing anxiety levels and meeting their information needs.

Chattoo (2000) recommended, if libraries are not going to take responsibility for helping international students to overcome their frustrations and anxiety in finding their information needs, eventually the guest countries will lose this valuable component of higher education.

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2.11 Quality of Library Information Services High quality of library performance is essential for each library to be useful and survive. Based on various definitions, the term of quality, is taken to mean one of the following: fitness for purpose, fitness for use, conformity to requirements, and absence of defects. The concept of service quality in the library setting could be differ from various point of views, including the personnel performance in service delivery, the strength of a librarys collection, facilities, space and more recently, how well a library meets its customers expectations through the services it provide (Derfert-Wolf et al., 2005) Orr (1973) defines quality of library service as how good a service is, and not necessarily how large or extensive it is. The recipients of a service must experience quality, which may also be a property of the service itself and the client, and not necessarily of the provider. Mowat (1996), with emphasizing on the role of professional librarians in promoting the quality of libraries, states that even the poorest libraries can offer excellent information services to satisfy the library users needs just by high performance of their staff.

Thapisa and Gamini (1999) suggested that quality of the library information services can be recognized by the customers in terms of the prompt delivery, timely and errorfreeness of the service, or it can be seen as relating to the fitness of a service or product to its intended purpose or use, subject to the expectation of the customer, user or public. Quality therefore, must be in conformity with the customers requirements or needs.

Pindlowa (2002) believes that quality of academic libraries must be measured by performance of library staff, adequacy of information sources, facilities and physical situation of the library. Adequacy of these factors would demonstrate that the library is providing high quality of services in the best way and for the right purpose.

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Osman et al. (1998), conducted a survey among the Malaysian libraries to examine what was meant by "quality service" from the librarians perspective. For the question How do you define quality in your library services? respondents gave the following definitions: access to well-developed collections, prompt, efficient and courteous service, fulfillment of users/clients information needs, conductive environment and facilities. Given a list of 16 characteristics but asked to choose five, the respondents selected the following the most frequently: accessibility, courtesy, effectiveness, efficiency, and promptness/timeliness. However, Ho and Crowley (2003) in their focus group study on students perceptions of the Texas A&M University Libraries services, discovered reliability was an important factor for both graduate and undergraduate students when judging about quality of library services.

In the more recent studies, Brophy (2004) (cited in Derfert-Wolf et al., 2005) identified ten quality attributes related to library and information services: performance, features, reliability, conformance (the service meets the agreed standard, including standards and protocols such as XML, Dublin core, Z39.50 etc.), durability, currency of information, serviceability, aesthetics and image, perceived quality, and usability.

Poll (2004), in her study also presented examples of quality from the perspective of the library users which included: Access to information worldwide Delivery of information to the desktop Speed of delivery Good in-library working conditions Responsiveness of staff

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Reliability of information services

She indicates that "not all of these issues may be aspects of quality, but they are important for maintaining quality" (Poll, 2004).

Although there are different approaches to quality in the libraries and information service but the common factor in the several concepts and approaches is the focus of user expectation and needs. Pindlowa (2002) suggested that level of quality cannot be defined once and for all, since both the criteria and evaluation methods, as well as the assessment of the results achieved, may change. This can be caused by various factors, for example technological, political, economic, as well as the ones connected with the community in which and for whom information services work. Therefore determining of the quality of library and information service must be an ongoing process where the client is a key determinant of all the above mentioned.

Song (2004) noted that the increasing enrolment of international students in universities and colleges had brought many challenges to libraries, but such challenges were also opportunities where libraries can demonstrate not only to local but also to international students, thus expanding the impact of value of academic libraries. He recommended that for challenges to become opportunities, librarians should possess in-depth knowledge of information needs and information seeking behavior of international students as well as their use of various library services.

2.12 Summary In summary, it was found that due to different cultural, educational and technological backgrounds, and library-use experiences, international students may have different information needs and information seeking behavior compare to their local peers. As a

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result, they face barriers in meeting their informaiton needs. Therefore, to best serve this unique group of library usres, academic libraries need to give special consideration to their needs and characteristics. This study attempts to add to body of knowledge on the information needs and seeking behavior of international students. The following chapter describes the methodology used in the study.

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CHAPTER THREE METHODOLOGY 3.1 Introduction The purpose of this study was to investigate the information needs and information seeking behavior of international students in Malaysia. This chapter will present details of the

Research Design Research Instrument Pre-test Population and Sample Data Collection Treatment of Data

3.2 Research Design The study employed a survey research method to elicit demographic information about respondents, their information needs and information seeking behavior. According to Covey (2002), a survey is an effective way to gather information about peoples' current behaviors, attitudes, beliefs, and feelings. Finding of the survey research can be generalized to the larger population, of which the sample is supposed to represent.

The study essentially involved the following steps: 1. Analyzing selected literature to gain a better understanding of the subject and to learn about the gaps in knowledge in the subject 2. Identifying research objectives 3. Preparing a preliminary list of research questions 4. Selecting a suitable research method for the purpose of the study 5. Developing the questionnaire as research instrument 51

6. Selecting the sample universities involved in the study 7. Pre-testing the questionnaire, and revising it 8. Distributing the questionnaire to the respondents in the sample 9. Collecting the questionnaire and checking the data for reliability and usability 10. Analyzing the data by coding the responses, tabulating data, performing appropriate statistical computations and interpreting the results.

3.3 Research Instrument Several studies on the related topics were consulted and their instruments were examined. Generally, survey research is conducted by interviews or questionnaires. This study used a questionnaire as the main instrument for the data collection, as many similar studies conducted earlier have also used this method for data collection. The questionnaire was chosen as it is more appropriate for this kind of survey compared to the interview. It enabled the researcher to get responses from a relatively large number of international students across all faculties at University Putra Malaysia, University of Malaya and National University of Malaysia (Universiti Kebangsaan Malaysia) within a short period time. The questionnaire also allowed respondents to answer at their own leisure or free time.

The instrument was in English, as the medium of instruction in most universities at the postgraduate level is English. At the beginning of the questionnaire a brief instruction explaining the purpose of the study was provided. In order to secure honest responses from the respondents, they were promised anonymity and were assured that any information they give about themselves will be treated in complete confidence. The questionnaire was made up of two parts. Part One was structured to elicit the following demographic information about the respondents: their country of origin, their major,

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program of study, age, gender, language, years of staying in Malaysia, perceived level of English language proficiency, perceived level of computer and Internet proficiency. Part Two of the questionnaire, comprising 16 open and close-ended questions, collected data on the information needs and information seeking behavior of the respondents. Questions in this part focused on the following areas: information needs of the respondents, information sources and channels used by respondents, use of academic library, barriers in meeting their information needs, adequacy of library resources and services, and overall satisfaction of respondents towards their academic library. These questions were obtained from similar questionnaires used in other studies, and in some cases adapted to the needs of this study.

The questionnaire required 10-15 minutes to complete. A copy of this research instrument is attached as Appendix B at the end of this dissertation.

3.4 Pre-Test A pre-test was conducted prior to the actual data collection to make sure that the questions fit the purpose of the study and are easy to follow by the respondents. It was done to recognize the difficulties that may confront the researcher when implementing the study.

The pilot study respondents consisted of 12 international students at the University of Malaya. They were requested to seek clarification for any of the items in the questionnaire that were unclear. The result showed that, in general, the 12 international students encountered no difficulty in answering the questions.

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3.5 Population and Sample The population for the study comprises international students at three major public universities in Malaysia. Appendix B provides the list of Malaysian Public Universities. Although there were 17 public universities at the time of this study ( April 2006), only three major Malaysian public universities, viz. University of Malaya (UM), University Putra Malaysia (UPM), and Universiti Kebangsaan Malaysia (UKM) [National University of Malaysia] were chosen for the study, as these universities were considered the most reputable and well-established that aimed to increase their number of international students.

The number of international students at UM, UPM and UKM was 1126, 976 and 1027 respectively. The sample for the study was a sample of convenience, and comprised only international students who were taking the Bahasa Melayu (Malay Language) course in Semester 2 Session 2005-2006 in the three universities, UM, UKM and UPM. In Malaysian universities, international students are required to attend and pass a basic course in Bahasa Melayu. Therefore, it was the most central and accessible place for international students from all levels of programs and majors to get together.

3.6 Data Collection The data was collected in April 2006 during Semester 2, Session 2005-2006. Prior to the start of the data collection, a visit was made to the Office of International Students Affairs in the three universities to secure permission to carry out the study and to identify possible practical procedures in administering the research instrument to the sample. Through this visit, it was clear that all international students are required to attend and pass the Bahasa Melayu class which is held every semester. Therefore, this class was found the most central place to reach the international students.

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Permission was also sought from the Lecturers teaching Bahasa Melayu to distribute the questionnaires at the end of their class. In order to save time and ensure better response rates, the researcher personally attended the Bahasa Melayu classes that were held in different days in three universities, and randomly distributed questionnaires among those international students. Respondents were requested to fill in questionnaire by the following week. In the week after, the researcher again attended the classes and collected the questionnaires. An extra week was also given to those who had not completed the questionnaires. Out of 317 questionnaires given out, 209 completed questionnaires were returned within 2 weeks of distribution (Table 3.1). Table 3.1 Number of respondents
University Number of international students Number of respondents

University of Malaya University Putra Malaysia Universiti Kebangsaan Malaysia Total

1126 976 1027 3129

78 88 43 209

3.7 Treatment of the Data The collected data was coded and fed into the Statistical Package for Social Science (SPSS) version 13.0. Demographic data was tabulated and summarized as percentages and frequencies. Cross-tabulation was mainly used to find out relationship between different variables. The findings are presented in the following chapter under subheadings based on the research questions.

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CHAPTER FOUR FINDINGS AND DISCUSSION 4.1 Introduction This study was designed to assess the information needs and information seeking behavior of international students in Malaysia. To accomplish this objective, the following research questions were used to guide the study: 1. What are the main information needs of international students in Malaysia? 2. What forms of media/ channels do the international students use? 3. What are the main information sources, used by the international students? 4. What are the major barriers in meeting their information needs? 5. What are the perceptions of international student about their academic library resources and services?

This chapter presents and discusses the findings which were obtained through the survey on international students in Malaysia. The findings are classified in six main sections. The first section of the chapter describes the demographic characteristics of the respondents. The second section describes their main information needs. Their main channels or media for seeking the information are described in the third section. The fourth section describes the main information sources that were used by the respondents for meeting their information needs and also library usage behavior. The fifth section identifies the main information seeking barriers that international students face. Finally, their perceptions toward the Malaysian academic library sources and services are presented in the sixth section.

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4.2 Demographic Characteristics of the Respondents Out of the 317 questionnaires distributed, 209 were returned. However, not all the returned questionnaires could be used for data analysis. Five questionnaires were discarded because some key questions were incomplete or unanswered. The final number of the questionnaires used for data analysis was 204, representing a response rate of 64.4%.

The participants of the study were requested to respond to questions about their gender, country of origin, number of years they have been in Malaysia, age, their faculty, level of study, and provide self-assessment about proficiency of the English language, computer and the Internet. This section summarizes the respondents demographic information.

4.2.1 Respondents University Table 4.1 below shows distribution of respondents in the universities. Table 4.1 Respondents University University University of Malaya University Putra Malaysia University Kebangsaan Malaysia Total Frequency Percentage 76 88 40 204 37.3 43.1 19.6 100

The data shows that 43.1% of the respondents were from University Putra Malaysia (UPM), while 37.3% were from University of Malaya (UM), and 19.6% were from University Kebangsaan Malaysia (UKM). The largest numbers of respondents were thus from University Putra Malaysia (UPM).

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4.2.2 Respondents Gender Table 4.2 shows gender of the respondents. Table 4.2 Respondents Gender Gender Male Female Total Frequency Percentage 137 67 204 67.2 32.8 100

It clearly shows the majority of the respondents 67.2% were male and it represents the largest group. The other 32.8% respondents were female.

4.2.3 Respondents Country of Origin The breakdown of the respondents by their country of origin is as follows: Table 4.3 Respondents Country of Origin Country of Origin
Iran Jordan Libya China Iraq Indonesia Yamane Somalia Sudan Palestine Bangladesh Philippines Nigeria Sri Lanka Colombia Kenya Pakistan Algeria Yemen French Germany Ghana

Frequency
70 14 14 11 11 10 10 8 8 7 6 5 4 3 2 2 2 1 1 1 1 1

Percentage
34.3 6.9 6.9 5.4 5.4 4.9 4.9 3.9 3.9 3.4 2.9 2.5 2.0 1.5 1.0 1.0 1.0 0.5 0.5 0.5 0.5 0.5

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Guinea India Korea Maldives Oman Portugal Syria Thailand UAE UK Uzbekistan Zimbabwe

1 1 1 1 1 1 1 1 1 1 1 1

0.5 0.5 0.5 0.5 0.5 0.5 0.5 0.5 0.5 0.5 0.5 0.5

The study revealed that the international students at the three mentioned universities were from various countries. As seen in Table 4.3, a total of 32 countries were represented in the sample. The largest number 34.3 % of students were Iranians. This was corroborated by information obtained from other sources, which indicated that the largest group of international students at University Putra Malaysia was Iranian. It can be seen from the table that the top two countries represented were from the Middle East region, representing 41.2% of the respondents.

As seen in Table 4.3, these countries are scattered throughout the world. However, the majority of the students were from different cultures and from countries that are at various levels of development. From the review of literature, it was noted that many libraries in developing countries are staffed by clerks who merely retrieve books on demand. There may be no reference librarians who instruct in use of the library. Libraries are often regarded as a place to study, not research, as they are not considered necessary to the educational process. Even with rapid development of information technology in recent years, many of these libraries still lack electronic information services. For many of the students, electronic information sources are unknown and because of cultural differences, these students my not be comfortable asking for assistance from library staff about their questions. Therefore, it can be inferred from the distribution of countries that when international students come to Malaysia, they are at 59

various levels of library use and have different experiences with using the information sources and services.

4.2.4 Number of Years Staying in Malaysia Respondents were requested to indicate the total number of years they had been in Malaysia. The respondents answers were then categorized into 4 groups as, shown in Table 4.4. Table 4.4 Number of Years Staying in Malaysia No. of Years Less than 1 year 2-4 years 5-7 years More than 8 years Total Frequency 115 70 14 5 204 Percentage 56.4 34.3 6.9 2.5 100.0

The highest percentage of the students, 56.4%, had been in Malaysia for less than 1 year, while 34.3% had been here for 2 4 years. Thus 90.7% had been here for less than 4 years. Only 2.5% had been here for more than 8 years. This result clearly indicates that most of the respondents were relatively new to this country. This again may influence their familiarity with the library and information services.

4.2.5 Respondents Age Group The distribution of respondents according to their age group is shown in Table 4.5. It can be noticed that the 26 to 35 year age group was the largest group (68.6%), consisting of more than half of the sample. Those below 25 comprised 11.8% only. Thus, the typical international student is an adult learner.

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Table 4.5 Respondents Age Group Age Group Below 25 26-35 36-45 Above 46 Total Frequency 24 140 37 3 204 Percentage 11.8 68.6 18.1 1.5 100.0

4.2.6 Respondents Level of Study The respondents level of study is shown in Table 4.6. The largest group of respondents were those at the Masters level, comprising 62.3% of the respondents, while 35.8% were at the Doctoral level. Only 2.0% respondents were at the bachelor level. Thus, the respondents in the study were predominantly postgraduate students. Table 4.6 Respondents Level of Study Level of Study Bachelors Masters Doctoral Total Frequency 4 127 73 204 Percentage 2.0 62.3 35.8 100.0

Thus, in terms of demographic characteristics, it can be summarized that the respondents were from three universities, with University Putra Malaysia being the largest group. A large number were from the Middle East countries, had been in Malaysia for less than 4 years, were mainly in the 26-35 age group.

4.2.7 Respondents Faculties In terms of field area of the respondents study, there were 18 faculties represented as shown in Table 4.7. 61

Table 4.7 Respondents Faculties Faculties Science Computer Science & Information Technology Engineering Agriculture Languages & Linguistics Medicine Economics & Administration Education Art & Social Science Business & Accountancy Islamic Studies Biotechnology and Bimolecular Sciences Law Built Environment Environment Studies Food Science and Technology Forestry Veterinary Total Frequency 43 33 28 15 13 12 11 9 8 7 6 5 4 2 2 2 2 2 204 Percentage 21.1 16.2 13.7 7.3 6.4 5.9 5.4 4.4 3.9 3.4 2.9 2.5 2.0 1.0 1.0 1.0 1.0 1.0 100

From the table, it can be seen that the highest percentage 21.1% of students were from the Faculty of Science, followed by 16.2% from the Faculty of Computer Science and Information Technology, 13.7% from Faculty of Engineering and 7.3% from Faculty of Agriculture. These alone represented 58.3% of the respondents. Added to Medicine, Biotechnology and Bimolecular Sciences, it can be seen that a majority of the students came from the fields of science and technology.

4.2.8 Level of the English Language Proficiency In the questionnaire, questions 7, 8, and 9 were designed to investigate the level of the English language, Computer and Internet proficiency of the respondents. The respondents were asked to provide self-assessment on their level of the English language, computer and the Internet skill proficiency. The levels of these skills ranged from "very limited" to "excellent". 62

Figure 4.1 Respondents' Level of English Language Proficiency

100 80 60 40
24% 16.7% 44.6%

20 0

11.8% 2.9%

Very limited

Limited

Good

Very Good

Excellent

Figure 4.1 shows that of the 204 a total of 80.4 % respondents assessed their level of English language proficiency as good or better, as compared to only 19.6% who perceived their English language level as limited or very limited. Thus, almost 80% of the students assessed themselves to be having good or better level of English. 4.2.9 Level of the Computer Proficiency Figure 4.2 describes the respondents self- assessment of computer proficiency.

Figure 4.2 Respondents Level of Computer Proficiency

100 80 60
34.8% 35.3%

40
17.6%

20
.5%

11.8%

Very limited

Limited

Good

Very Good

Excellent

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According to their own assessment, a majority of the respondents 87.7% indicated that they have a good or better level of computer proficiency. In contrast, only 12.3% of respondents perceived their level of proficiency as limited or very limited. Thus, almost all the respondents rated their computer proficiency to be good or better. It is not surprising since many of the respondents were from the science and technology based faculties and are somewhat expected to have advanced level of computer literacy.

4.2.10 Level of the Internet Proficiency Figure 4.3 shows the respondents self - assessment on their level of Internet proficiency. Figure 4.3 Respondents Level of Internet Proficiency
100 80 60 40 20
0% 4.9%

36.8%

36.8%

21.6%

0 Very limited Limited Good Very Good Excellent

Based on their own self-assessment a total of 95.2% respondents indicated that they possess a good or better level of Internet using skill, as compared to only 4.9% who claimed that they have limited level. None of the respondents perceived their level as very limited. Again almost the respondents perceived their level of Internet using skill as good or very good, which is not surprising, considering the second largest group of respondents were from faculty of computer science and information technology.

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4.3 Main Categories of Information Needs In the questionnaire, question 10 was designed to investigate the respondents main information needs. Respondents were requested to indicate five main categories of information needs, in order of priority and then number 1, 2, 3, 4, and 5 respectively. The findings are summarized in Table 4.8.

Table4.8 Respondents Main Categories of Information Needs (n=204) Category of Information Needs Information related to program of study Information related to research Information related to the courses they take Information related to university and/or faculty Finding job after graduation Continuing their education after graduation Local information about Malaysia Personal health information Immigration related information Family related information Frequency 158 150 143 127 95 84 58 50 46 44 Percent 77.5 73.5 70.1 62.3 46.6 41.2 28.4 24.5 22.5 21.6

Table 4.8 above clearly shows the respondents frequency of information needs. According to results the most frequently 77.5% cited information need by respondents was concern to their program of study. A lower number 73.5% of respondents expressed their information needs research related followed by 70.1% who sought information on the courses that they took. More than half 62.3% of respondents needed information as about university and/or faculties. Information related to the finding job and continuing education after graduation were needed by 46.6% and 41.2% of respondents respectively. 65

It is established from the findings that students have information needs that relate to their studies. This priority for study related information, can be simply link to their goal for coming to Malaysia. They may not achieve this goal, unless they success in their education. Other information needs that mentioned by a less frequently of respondents, were need for local information about Malaysia, health care, immigration and family affaires. Table 4.9 Respondents Priority of Information Needs Category of Information Needs Information related to program of study Information related to research Information related to university and/or faculty Information related to the courses they take Finding job after graduation Others Total Frequency 52 47 41 26 19 19 204 Percent 25.5 23.0 20.1 12.8 9.3 9.3 100

Table 4.9, shows the respondents' first choice of information needs. Only the Respondents first choices were considered for the above analysis because only the first choice answered by all respondents. It is clear that the first rank 25.5% of the respondents needed information related to their program of study. Information related to the research was marked highest by 23.0%, while information related to university and / or faculties was listed highest by 20.1%. Another 12.8% needed information related to the courses they take and 9.3% marked information related to finding a job after graduation as their top choices.

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Thus, it can be seen that the highest rated information needs were related to their studies, as evident by almost 80% marking information related to program of study, research, university/faculty and courses as their main information need. Similarly, participants of Chikonzo and Ainas (2001) study primarily expressed their information needs as about their study and education.

Table 4.10 Relationship between Information Needs and Years of Staying in Malaysia
The Years of Staying in Malaysia Main Information Needs Their program of study Information related to research Related to university and/or faculty Courses they take Finding job after graduation Others Total
Less than 1year 2 - 4 Years 5 years and Above

Total f 52 47 41 26 19 19 204 % 25.5 23.0 20.1 12.8 9.3 9.3 100

f 24 27 29 15 10 10 115

% 20.8 23.8 25.2 13.0 8.6 8.6 100

f 22 15 10 8 8 7 70

% 31.4 21.5 14.3 11.4 11.4 10 100

f 6 5 2 3 1 2 19

% 31.6 26.2 10.5 15.8 5.3 10.5 100

Table 4.10 above describes the relationship between respondents first choice of information needs and the years that they have been in Malaysia. The findings showed that the largest group of respondents 20.8% who had spent less than 1 year in Malaysia needed information about university / faculty. At the same time the largest percent of the respondents 31.4% who had spent 2-4 years and above 5 years 31.6% in Malaysia said they need information related to their program of study. This data indicate that while those international students who have been in Malaysia for more than 1 year are concerned about their program of study, the new international students are more concerned about the university / faculties information. Information related to research was needed by second rank of three groups of the respondents. The information that

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respondents meant by others, were related to continuing their education, family affairs, local information about Malaysia, personal health and immigration respectively. However, none of respondents who had spent more than 5 year in Malaysia mentioned their needs concerning to the family affairs or personal health. The data suggest that main information needs varied against respondents length of stay in Malaysia. Table 4.11 Relationship between Information Needs and Gender
Gender Main Information Needs Their program of study Information related to research Related to university and/or faculty Courses they take Finding job after graduation Others Male f 36 31 26 15 15 14 137 % 26.3 22.6 19.0 10.9 10.9 10.3 100 f 16 16 15 11 4 5 67 Female % 23.9 23.9 22.3 16.4 6.0 7.5 100 f 52 47 41 26 19 19 204 Total % 25.5 23.0 20.1 12.8 9.3 9.3 100

Total

Table 4.11 above shows the relationship between respondents main information needs and gender. The results indicate that of 78.8% male and 86.5% female respondents placed their main information needs as about their program of study, research, university/faculty and courses, however female respondents had a higher percentage than male respondents. On the other hand, as compare to the 6.0% female respondents a larger percentage 10.9 % of male respondents stressed their main information need related to the finding job. This may because of the responsibility of the men in family financial support. From the results it also observed that none of female respondents expressed their information needs about immigration. The result indicated that gender variation had a role play in information needs of international students.

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Table 4.12 Relationship between Information Needs and Age Group

Age Group Main Information Needs Their program of study Information related to research Related to university and/or faculty Courses they take Finding job after graduation Others Total
Below 25 26-35 Above 35

Total f 52 47 41 26 19 19 204 % 25.5 23.0 20.1 12.8 9.3 9.3 100

f 7 3 3 7 1 3 24

% 29.2 12.5 12.5 29.2 4.2 12.5 100

f 34 30 30 15 16 15 140

% 24.3 21.4 21.4 10.7 11.5 10.7 100

f 11 14 8 4 2 1 40

% 27.5 35.0 20.0 10.0 5.0 2.5 100

The 4.12 above table analysis the relationship between respondents first choice of main information needs and age groups. The results showed that a total number of 58.4% respondents belonging age group of 25 years indicated two needs in the first rank, viz their program of study and courses they take. The respondents belonging age group between 26-35 years 24.3%, their main information needs also was related to their program of study. At the same time, the largest percentage 35 % of respondents of respondents belong age group above 35 years, expressed their main information needs as about the research. The second large number of respondents belonging age group below 25 years 25% and age group between 26-35 years 42.8% rated the information needs as about research and university and/or faculty in the same rank. On the other hand, the second large proportion 27.5% of the respondents belonging above 35 years age group, needed information concerns to their program of study. This indicates that main information needs varied among respondents age groups.

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Table 4.13 Relationship between Information Needs and Level of Study

Study Level Main Information Needs Their program of study Information related to research Related to university and/or faculty Courses they take Finding job after graduation Others Master Doctoral Total

f
32 20 25 23 14 13 127

%
25.2 15.7 19.7 18.1 11.0 10.3 100

f
19 27 16 2 5 4 73

%
26.0 37.0 21.9 2.7 6.9 5.5 100

f
51 47 41 25 19 17 200

%
25.5 23.5 20.5 12.5 9.5 8.5 100

Total

Table 4.13 above shows the relationship between the respondents' main information needs and their level of study. The largest groups of respondents 25.2% studying at Masters level needed information about their program of study as compare to the largest number of respondents 37% at Doctoral level that indicated their main information need as about research. This might be because of the emphasis on research and publishing for students, especially at Doctoral level. While the second large number 19.7% of Masters' level respondents express their main information need related to the university and/or faculties, about 26% of Doctoral level respondents placed the main information need, concerning to their program of study. This suggests that level of study had a role play in the information needs of the respondents.

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Table 4.14 Relationship between Information Needs and University

University Main Information Needs Their program of study Information related to research Related to university and/or faculty Courses they take f 22 12 15 18 2 7 76
UM UKM UPM

Total f 52 47 41 26 19 19 204 % 25.5 23.0 20.1 12.8 9.3 9.3 100

% 29.0 15.8 19.7 23.7 2.6 9.2 100

f 10 6 11 5 5 3 40

% 25.0 15.0 27.5 12.5 12.5 7.5 100

f 20 29 15 3 12 9 88

% 22.7 32.9 17.0 3.5 13.6 10.3 100

Finding job after graduation Others

Total UM-University of Malaya UPM- University Putra Malaysia

UKM- University Kebangsaan Malaysia

Table 4.14 above provides the relationship between respondents information needs and their universities. The large group of respondents 29% belong University of Malaya indicated that they need information as about their program of study and the second number of the respondents indicated their main information need was concerned with the courses they take. At the same time, information needs of respondents from University Kebangsaan Malaysia varied. They expressed their main information needs as about university and/or faculties. On the other hand, the large group 32.9% of respondents belong University Putra Malaysia placed their main information needs as about research. The Information about program of study was needed by the second rank of both respondents belonging University Kebangsaan Malaysia and University Putra Malaysia. It was clear that respondents main information needs varied according to their universities.

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4.4 Main Information Seeking Channels In the questionnaire, question number 11 was designed to investigate the respondents main information seeking channels. Respondents were requested to indicate the top five information seeking channels in the order of their priority and then number 1, 2, 3, 4 and 5 respectively. Table 4.15 Respondents Main Information Seeking Channels Information Seeking Channel Internet Library Friends -local Friends-home country Family members Lectures / Tutors TV News papers Radio Total Frequency 112 41 14 13 8 8 4 3 1 204 Percent 54.9 20.1 6.9 6.3 3.9 3.9 2.0 1.5 0.5 100

Table 4.15 shows the main information channels used by respondents. The results show that respondents use various information channels when seeking for their information needs. Based on their first choice, it can be seen that slightly more than half, 54.9%, of respondents used the Internet for meeting their information needs. Another 20.1% of respondents chose the library as the first channel for getting the information. The other channels, representing approximately 24.5% of the first choices, are as seen in the table above.

72

This result is not surprising, as in the previous section, they had indicated that their main information needs were related to their studies. They thus expect to find studyrelated information from the Internet and the library.

This finding support the Weilers (2004) study who found students will usually go to the Internet first, whether it is for meeting personal, academic or professional information needs. Similarly, Branch (2003) observed that nontraditional students use the Internet as the primary information seeking channel for their information needs such as academic assignments, health problems, and then turn to people such as friends, coworkers, family, and professionals. This suggests that aside from personal perception, issues of time and levels of difficulty in obtaining the information are usually more of concern to the international students than issues of accuracy or they may assume that most information in the Internet is by nature accurate. Table 4.16 Relationship between Information Seeking Channels and Years of Staying in Malaysia
The Years of Staying in Malaysia Main Information Channels Internet Library Friends-local Friends-international Family Members Lecturers/ Tutors TV Newspapers Radio Total
Less than 1year 2 - 4 years Above 5 years

Total f 112 41 14 13 8 8 4 3 1 204 % 54.9 20.1 6.9 6.3 3.9 3.9 2.0 1.5 0.5 100

f 61 24 12 4 5 5 2 2 0 115

% 53.0 20.9 10.4 3.5 4.4 4.4 1.7 1.7 0.0 100

f 39 14 2 8 1 3 2 1 0 70

% 55.7 20 2.9 11.4 1.4 4.3 2.9 1.4 0.0 100

f 12 3 0 1 2 0 0 0 1 19

% 63.2 15.6 0.0 5.3 10.6 0.0 0.0 0.0 5.3 100

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Table 4.16 above shows the analysis the relationship between respondents first choice of information seeking channel and years that had spent in Malaysia. The data show that the highest percentage of three groups of respondents who had spent less than 1 year 53.0%, between 2 to 4 years 55.7% and above 5 years 63.2% in Malaysia, indicated that they first turn to the Internet for meeting information needs. The library was chosen as the main information seeking channel for meeting the information needs by the second large number of three groups of respondents who had been less than 1 year 20.9%, between 2-4 years 20% and above 5 years in Malaysia 15.6%.

It is interesting to note that, although the majority of respondents in each group used the Internet when seeking their information needs, however the usage of the Internet increased with the years that they have spend in the Malaysia. On the other hand, the usage of the library decreased with the years that respondents stay in Malaysia. This result indicates that the respondents length of time spent in Malaysia had a role play in information seeking channels of international students. Table 4.17 Relationship between Information Seeking Channels and Gender
Gender Main Information Channels

Male f %
55.5 21.2 7.3 7.3 4.4 2.2 0.7 1.4 0.0

Female f
36 12 4 3 2 5 3 1 1

Total f 112 41 14 13 8 8 4 3 1 % 54.9 20.1 6.9 6.3 3.9 3.9 2.0 1.5 0.5

%
53.7 17.9 6.0 4.5 3.0 7.4 4.5 1.5 1.5

Internet
Library

76 29 10 10 6 3 1 2 0

Friends-local Friends-international Family members Lecturers/Tutors TV Newspapers Radio

74

Total

137

100

67

100

204

100

Table 4.17 displays the relationship between the respondents first choice of information seeking channels and their gender. It is clearly shows, both genders in this study, exhibit nearly similar behavior with respect to the seeking information channel. The most used information channel for majority of male 55.5% and female 53.7% respondents was the Internet. It seems that both genders have a preference for the channels that are speedy and required least effort or seems to require the least effort such as the Internet. This behavior is similar to respondents of Kerin, Madden and Fulton's (2004) study. Their respondents reported that beside the accessibility as a key factor in selection of information channel by the respondents, they used Internet frequently because of the speed and ease of use in feeding their initial information needs. The second large group of male 21.2% and female 17.9% respondents also chose the library for meeting the information needs. It was noticed, while the third largest group of the male respondents 7.3% relied on both local and international friends for getting their information needs, the third largest proportion of female respondents 7.4% relied on their lectures or tutors. However, this suggests that there were not many differences in respondents' information seeking behavior against their gender.

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Table 4.18 Relationship between Information Seeking Channels and Age

Age Group Main Information Channels
Below 25 26-35 Above 35

Total f 112 41 14 13 8 8 4 3 1 204 % 54.9 20.1 6.9 6.3 3.9 3.9 2.0 1.5 0.5 100

% 70.3 4.3 8.4 8.4 0.0 4.3 4.3 0.0 0.0 100

f 75 28 12 6 7 6 3 2 1 140

% 53.6 20.0 8.6 4.3 5 4.3 2.1 1.4 0.7 100

f 20 12 0 5 1 1 0 1 0 40

% 50.0 30.0 0.0 12.5 2.5 2.5 0.0 2.5 0.0 100

Internet
Library

17 1 2 2 0 1 1 0 0 24

Friends-local Friends-international Family members Lecturers/Tutors TV Newspapers Radio

Total

Table 4.18 describes the relationship between the respondents first choice of information seeking channels and their age group. The result clearly shows that a large majority of respondents 70.3% belong to age group below 25 years, slightly more than half 53.6% of respondents belong age group between 26 - 35 years and half 50% of respondents belong to above 35 years met their information needs through the Internet which was not varied. But the second rank was varied. While the second rank 8.4% of respondents belonging age group below 25 years, either contacted with local friends or home country for getting the information need, the second rank 20% of respondents belonging age group 26-35 years found their information needs through the library. The respondents belong to age group of above 35 years showed the same result.

This result indicates that all respondents age groups have preference on the use of Internet for meeting their information needs. However, comparison between age groups shows, the youngest age groups of respondents had a higher preference for seeking 76

information through the Internet. This is in line with Urquhart et al. (2005) study who found that younger students are more comfortable with using the computer and IT for finding information, while mature students are generally fearful.

On the other hand, in using the library to meet information needs the oldest age group of had a higher percentage 30% than other age group of respondents. The data indicates that information channels varied against respondents' age groups.

Table 4.19 Relationship between Information Seeking Channels and Level of Study
Study Level Main Information Channels Masters Doctoral Total

f
74 20 11 6 5 5 2 3 1 127

%
58.2 15.7 8.7 4.7 3.9 3.9 1.6 2.5 0.8 100

f
36 20 3 7 3 2 2 0 0 73

%
49.3 27.4 4.1 9.5 4.1 2.8 2.8 0.0 0.0 100

f
110 40 14 13 8 7 4 3 1 200

%
55.0 20.0 7.0 6.5 4.0 4.0 2.0 1.5 0.5 100

Internet
Library

Friends-local Friends-international Family members Lecturers/Tutors TV Newspapers Radio Total

Table 4.19 above describes the relationship between respondents' main information channel and their level of study. It clearly shows that the highest percentage of respondents 58.2% studying at Masters level and 49.3% at Doctoral level met their information needs through the Internet. The second largest number of both groups of respondents also found their information needs from the library. However, doctoral respondents 27.4% reported higher level of library usage as compare to the masters' 77

respondents 15.7%. In contrast, Masters' respondents showed higher preference in usage of the Internet. None of respondents at Doctoral level found their information needs through newspaper or radio. The data indicate that the level of study had a role play in seeking information channel of the international students.

Table 4.20 Relationship between Information Seeking Channels and University

University Main Information Channels
UM UKM UPM

Total f 112 41 14 13 8 8 4 3 1 204 % 54.9 20.1 6.9 6.3 3.9 3.9 2.0 1.5 0.5 100

Internet
Library

f 37 23 4 3 1 5 1 2 0 76

% 48.6 30.3 5.2 4.1 1.3 6.6 1.3 2.6 0.0 100

f 22 7 1 4 4 1 0 1 0 40

% 55.0 17.5 2.5 10.0 10.0 2.5 0.0 2.5 0.0 100

f 53 11 9 6 3 2 3 0 1 88

% 60.3 12.5 10.3 6.8 3.4 2.2 3.4 0.0 1.1 100

Friends-local Friends-international Family members Lecturers/Tutors TV Newspapers Radio

Total UM-University of Malaya UPM- University Putra Malaysia

UKM- University Kebangsaan Malaysia

Table 4.20 above provides relationship between respondents' information channels and their university. Majority of three groups of respondents 48.6% belong to University of Malaya, 55.0% University Kebangsaan Malaysia and 60.3% University Putra Malaysia chose Internet as their first information channel. According to the total responses column also shows the same results. The second large percentage of respondents 30.3% attached University of Malaya, 17.5% University Kebangsaan Malaysia and 12.5% University Putra Malaysia indicated that they met their information needs through the library, which was not varied. However, respondents belonging to University of Malaya reported higher level of library usage as compared to the other universities. Information 78

seeking channel was varied among the third rank of the respondents. While 6.6% of respondents from University of Malaya relied on the lecturers and tutors, about 10.3% of respondents from University Putra Malaysia relied on their local friends for meeting the information needs. At the same time, the third rank 10% of respondents belongs University Kebangsaan Malaysia preferred to consult with their family member and international friends. This suggests that there were not many differences in the respondents information seeking channels against their universities.

4.5 Main Information Source that They Currently Use In the questionnaire, question number 12 was designed to investigate the respondents main information sources, which were being used for meeting their information needs at the time of the study. Respondents were asked to indicate the top five information sources in the order of their priority and then number 1, 2, 3, 4 and 5 respectively.

Table 4.21 Respondents Main Information Source that They Currently Use Category of Information Sources Internet resources Books Journals Electronic sources Reference sources Newspapers Magazines Dissertation and theses Total Frequency 102 54 18 12 07 07 03 01 204 Percent 50.0 26.5 8.8 5.9 3.4 3.4 1.4 0.4 100

Table 4.21 shows the main information sources used by the respondents. From the table, it is obvious that half of respondents (50.0%) used Internet as their first information 79

source for meeting their information needs. A second group 26.5% chose books, while the other sources were chosen by the 23.5%, as seen in the table above. This finding is in line with Jones (2002) who discovered college students are heavy users of the Internet compared to the general population. The majority 71% of college students in his study reported they used Internet sources as a major source of information. Fidzani (1996) and George et al. (2006) in their study came up with similar findings. It also supports Karisiddappas (2002) statements who pointed that for the information seekers, the Internet is seen to promote their inquiry and creativity through interaction of various forms of knowledge such as texts, multimedia, graphics, photos, music, videos, sounds, animation etc.

These results indicate that international students first turn to the Internet sources before turning to the printed resources such as books, journals etc.

It is worth also nothing that unexpectedly low usage of the electronic information source such as databases and e-journals was found among the respondents. This is surprising as many of them were from computer science and information technology faculty and their information needs were reported to be related to their studies. The reason could be the lack of their prior experience with the various electronic information sources. As Song (2004) found many international business students in the United States, who were mostly from Asian countries, had no prior experience with various forms of electronic information sources. Hence, despite the fact that they perceived themselves as computer literate, they may lack of effective information retrieval skills. Barretts (2005) study revealed that most of the graduate students researchers learned about searching and using the electronic information resources through colleagues or discovery them by their own.

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Table 4.22 Relationship between Information Source and Age Group

Age Group Main Information Sources Internet ressources Books Journals Electronic sources Reference sources Newspapers Magazines Dissertation and theses Total
Below 25 26-35 Above 35

Total f 102 54 18 12 7 7 3 1 204 % 50.0 26.5 8.8 5.9 3.4 3.4 1.5 0.5 100

f 14 6 1 3 0 0 0 0 24

% 58.3 25.0 4.2 12.5 0.0 0.0 0.0 0.0 100

f 73 35 10 8 6 5 2 1 140

% 52.1 25.0 7.1 5.7 4.3 3.6 1.4 0.8 100

f 15 13 7 1 1 2 1 0 40

% 37.5 32.5 17.5 2.5 2.5 5.0 2.5 0.0 100

The Table 4.22 above shows the relationship between main information sources and the respondents age groups. The respondents main information source was the Internet resources such as web sites, listserves etc, which was not varied among three age groups. However, as compared to the respondents belonging age group above 35 years 37.5% and between 26- 35 years 52.1%, the youngest respondents age group who were below 25 years, had a higher percentage (58.3%) in using the Internet resources. On the other hand, with regards to use of books which scored by the second large percentage of the three age groups of respondents as their main information source, the oldest age group who were above 35 years had a higher percentage (32.5%) than other ages group. While the third rank of respondents 7.1 % belonging age groups between 26-35 years, and above 35 years 17.5 % found their information needs from journals, the respondents belong to age group below 25 years 12.5% used electronic information sources for needed information. None of respondents who were below 25 age group mentioned reference sources, newspapers, magazines, dissertation and theses as their main 81

information needs. The result suggests that respondents age group was a factor in use of information resources. Table 4.23 Relationship between Information Source and Gender
Gender Main Information Sources Internet ressources Books Journals Electronic resources Reference sources Newspapers Magazines Dissertation and theses Total Male f 66 39 14 6 4 4 3 1 173 % 48.2 28.5 10.2 4.4 2.9 2.9 2.2 0.7 100 f 36 15 4 6 3 3 0 0 67 Female % 53.7 22.4 6.0 8.9 4.5 4.5 0.0 0.0 100 f 102 54 18 12 7 7 3 1 204 Total % 50.0 26.5 8.8 5.9 3.4 3.4 1.5 0.5 100

Table 4.23 above provides relationship between respondents first choice of main information sources and gender. The findings showed that both gender in this study exhibit nearly similar behavior with respect to the main information sources selection. The most used information sources for highest percentage 48.2% of male and female respondents 53.7%, was the Internet resource. It was expected as majority of both genders in the pervious findings reported that they first turned to the Internet for finding information needs. Books also scored as the highest by the second rank 28.5% of male and 22.4% female respondents, which was not varied. However, with regard to other information sources, while the third rank 10.2% of male respondents said they use printed journals, third rank 8.9% of female respondents claimed that they use electronic information sources such as databases, e-journals to meet their information needs. The results suggest there is little difference between respondents' main information sources and gender. 82

Table 4.24 Relationship between Information Source and Level of Study Level of Study
Main Information Sources Internet ressources Books Journals Electronic resources Reference sources Newspapers Magazines Dissertation and theses Master Doctoral Total

f
69 31 8 8 5 3 3 0 127

%
54.3 24.4 6.3 6.3 3.9 2.4 2.4 0.0 100

f
32 22 10 3 1 4 0 1 73

%
43.8 30.1 13.7 4.1 1.4 5.5 0.0 1.4 100

f
101 53 18 11 6 7 3 1 200

%
50.5 26.5 9.0 5.5 3.0 3.5 1.5 0.5 100

Total

Table 4.24 above, describes relationship between respondents main information sources and their level of study. The results indicate that main information resource for majority of respondents 54.3% studying at Masters level and 43.8% at Doctoral level was Internet resources, which was not varied between two groups of respondents. With regard to other information sources, both groups of respondents at Masters level 30.7% and Doctoral level 43.8% considered traditional print resources such as books and journals respectively as key library resources in meeting their information needs. However, respondents at Doctoral level had a higher percentage in using the traditional printed resources as compare to the respondents at Masters level. While, electronic information resources scored 6.3% by the third rank of Masters respondents, it was scored only 4.1% by fourth rank of Doctoral respondents. This finding is surprising as the main information need of Doctoral respondents was published research. It might be due to lack of information retrieval skill among them. The results suggest that the respondents level of study had an affect on their use of information sources.

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Table 4.25 Relationship between Information Source and University

University Main Information Sources Internet ressources Books Journals Electronic resources Reference sources Newspapers Magazines Dissertation and theses Total UM-University of Malaya UPM- University Putra Malaysia f 38 23 3 5 4 2 0 1 76 UM % 50.0 30.3 3.9 6.6 5.3 2.6 0.0 1.3 100 UKM f 16 18 3 0 1 1 1 0 40 % 40.0 45.0 7.5 0.0 2.5 2.5 2.5 0.0 100 UPM f 48 13 12 7 2 4 2 0 88 % 54.5 14.8 13.6 7.9 2.3 4.5 2.3 0.0 100 Total f 102 54 18 12 7 7 3 1 204 % 50.0 26.5 8.8 5.9 3.4 3.4 1.5 0.5 100

UKM- University Kebangsaan Malaysia

Table 4.25 above shows the relationship between respondents main information sources and their attached universities. The results showed that the highest percentage of respondents 50% belong University of Malaya use Internet resources to meet their information needs. The second highest rank 30.3% of this group of respondents indicated that books are main information sources for them. The same result was found for respondents from University Putra Malaysia. At the same time, the largest percentage 45% of respondents from University Kebangsaan Malaysia reported that they first use books for meeting their information needs. Internet resources were the main information sources for the second highest percentage 40% of this group of respondents. It is interesting that none of respondents from University Kebangsaan Malaysia chose electronic information resources as their information sources. It could be due to insufficient training of UKMs library instruction on using the electronic information resources or may lack of marketing on available electronic information

84

sources in the UKMs library. The results suggest that university is a factor in using information sources.

4.5.1 Preferred Information Sources Respondents were asked to indicate five main preferred information sources to find any disparity between preferred information sources and what are available to the respondents. Table 4.26 Respondents Preferred Information Source Category of Preferred Information Sources Internet Books Electronic Resources Journals Newspapers Magazines Reference sources Dissertation and theses Total Frequency 97 48 16 15 11 08 08 01 204 Percent 47.6 23.5 7.8 7.3 5.3 3.9 3.9 0.5 100

The findings in Table 4.26 indicate that the most preferred information source was Internet 47.6% compared to the dissertation and theses 0.5% as the least preferred information sources. Books ranked 23.5% as the second most preferred information source. While only 5.9% of respondents in the Table 4.21 reported that they use electronic information resources as the first source, in Table 4.26 about 7.8 % respondents indicated that they prefer to use electronic information resources as their first source. This suggests that although about 7.8%, which is still low, preferred to use electronic information resources for meeting their information needs, only 5.9% of them

85

utilize these resources. This might be due to lack of skills for effective use of electronic information resources.

4.6 Respondents Library Usage Behavior Libraries are traditionally considered as an important information channel in academic institutions. In the questionnaire, questions number 14, 14a and 14b were designed to investigate the respondents library usage behavior, type of library use and the frequency of library use for meeting the their information needs.

Respondents were asked to indicate whether they normally used the library for meeting their information needs. Of the 204 respondents, a large majority 79.9% indicated that they use the library for getting the needed information. However, 20.1% of respondents reported that they never used the library. It might have been due to lack of time for going to the library. Furthermore, since a great number of the respondents were connected to the Internet and used it as their primary information channel, their expectation of immediate access to information and knowledge resources steadily increased.

4.6.1 Gender and Usage of Library In order to find any relationship between respondents gender and usage of library, a cross tabulation was made between these two variables. In this part, only those respondents who reported using library were included.

86

Table 4.27 Respondents Gender and Usage of Library for Getting the Information Needs (n=163) Gender Male Female Frequency 108 55 Percentage 78.8 82.1

From the results in table 4.27, it was found almost 78.8% of male and 82.1% female respondents indicated that they normally use the library to meet their information. However, as compared to the male respondents, females had slightly a higher percentage in using the library.

The above finding suggests female international students make more regular library use for getting their information needs. To the contrary, Liu and Redfern (1997) in their study on multicultural students did not find gender to be related in library usage behavior.

4.6.2 Type of Library Use Those respondents, who normally used the library for getting the information, were further asked to indicate the type of library they mostly used. Table 4.28 Respondents Type of Library Use Type of library use Main University Library Digital Library Faculty / College library Public Library Total Frequency 142 17 2 2 163 Percent 87.1 10.5 1.2 1.2 100 87

It is evident from table 4.28 that a large majority (87.1%) of those respondents who mentioned that use library for meeting the information needs, considered their main university library as the most used library, while digital library / electronic library scored as the most used by only 10.4%. This result indicates that despite various advantages of digital library such as unlimited access to information resources by users anywhere, any time and any format, variety and a huge quantity of contents and eliminating duplication of money, manpower and material, only a few respondents claimed that they use the digital library. This is in line with Wang and Franks (2002) findings, who noted while electronic information services are increasingly used by many students, international students may be reluctant to use these services. This could be explained by the fact that these students who mostly came from developing countries might not be skilled in utilizing various information technologies or may have no prior experience in using the electronic information resources.

4.6.3 Frequency of Library Visits The respondents were also asked to indicate how often they visit their library to meet their information needs. The frequency of library usage ranged from daily to several times in a semester. Table 4.29 Respondents Frequency of Library Visits Frequency of library use Almost Daily Once/ twice a Week Once /twice a Month Several times a Semester Total Frequency 48 50 25 40 163 Percent 29.4 30.7 15.3 24.5 100.0 88

As can be seen in Table 4.29 out of 163 respondents, a majority of 70.5% of them did not use the library almost daily. Only 29.4% of respondents reported that they use their library daily. This suggests that while respondents consider the university library as the most used library, their usage is rather infrequent.

4.7 Barriers to Meeting the Information Needs In the questionnaire, question number 15 and 15a were designed to investigate whether respondents faced barriers in meeting their information needs and if yes what the natures of the barriers are.

Out of 204 respondents, a considerable number 71.6% they indicated faced barriers in meeting their information needs. Only 28.4% respondents reported that they had never faced barriers in meeting their information needs. This finding is accordance with previous studies conducted by Brown (2000), Baron and Strout-Dapaz (2001), Ariyapala and Edzan (2002) who found that international students faced barrier and/or difficulties in meeting their information needs.

In the following section, the nature of the barriers are represented.

4.7.1 Main Barriers to Meeting the Information needs Table 4.30 describes the nature of the barriers that respondents faced in meeting their information needs.

89

Table 4. 30 Respondents Main Barriers to Meeting their Information Needs Category of Barriers Language barriers Hesitant to approach reference stations and professional librarians Unfamiliarity with the organization and mission of academic library Inadequate knowledge about library system Inability to seek, to obtain, and to evaluate information Inadequate knowledge about using the computer Total Frequency 97 15 13 11 6 4 146 Percent 66.4 10.3 9.0 7.5 4.1 2.7 100

According to the analysis, language barrier was perceived as the main barrier by the majority 66.4 % of respondents. The language barrier included inadequate of proficiency in English language, Malay language (Bahasa Melayu) and in both. Hesitation to approach reference stations and professional librarians was perceived by 10.3% of the respondents as the second highest ranked. Unfamiliarity with the organization and mission of academic library scored 9.0%. Others 7.5% said Inadequate knowledge about library system, and a few 2.7% perceived their main barrier as Inability to seek, to obtain, and to evaluate information. Inadequate knowledge about using the computer scored 2.7%.

This finding is similar to (Liu, 1993) who found although foreign students at American universities are usually required to pass TOEFL before being enrolled in colleges and universities, they lacked adequate English vocabulary, including library terminology to use libraries effectively. This also covers Liestmans (2000) statement in a study on reference service and international adult learners that pointed out the language barrier is

90

the most obvious barrier for international adult learners particularly among those who are new to the host country.

Language barrier may be result from inability of library staff especially reference librarians to understand the students due to lack of good level of the English language proficiency or variation in pronunciation, intonation, and speech patterns. At the same time, the barrier may also result from students inability to clearly express their information needs correctly.

4.7.2 Relationship between Genders and Facing Barriers A cross tabulation was made to find relationship between respondents gender and barriers to information needs.

Table 4.31 Relationship Gender and Facing Barriers to Meeting Information Needs (n=163) Faced Information Needs Barriers f 92 45 137 Gender Male % 67.2 32.8 100 f 54 13 67 Female % 80.6 19.4 100

Yes No Total

The above Table 4.31 showed about 67.3% of male respondents said they faced information barriers in attempting to meet their information needs as compared to 32.8% of those who never faced information seeking barriers. Of the 67 female respondents, 80.6% of them indicated that they had faced barriers as compared to 19.4% who never faced barriers. 91

The foregoing result suggests that female students are more likely to face barriers in meeting their information needs than male students. It could be due to lack of confidence among female international students.

4.7.3 Relationship Between Years of Staying in Malaysia and Facing Barriers Another Cross tabulation was performed to find out if the length of time spent in Malaysia plays a significant role in meeting information needs without facing barriers.

Table 4.32 Relationship between Years of Staying in Malaysia Facing Barriers Information Needs Barriers Years of Staying in Malaysia f Less than 1 year 2-4 years 5-7 years More than 8 years Total 83 50 9 4 146 Total Yes % 72.2 71.4 64.3 80.0 71.6 f 32 20 5 1 58 No % 27.8 28.6 35.7 20.0 28.4 f 115 70 14 5 204 % 56.4 34.3 6.9 2.5 100

As is identified by Table 4.32, the majority 72.2% of those respondents who had been in Malaysia less than 1 year, 71.4% of those in the rage of 2-4 years, 64.3% of those in the range of 5-7 years and 80% of those who had been more than 8 years in Malaysia reported they faced barriers in meeting their information needs.

The result indicates that facing barriers in meeting the information needs did not vary among respondents by the category of length of time spent in Malaysia.

92

4.7.4 Relationship between Level of English Language Proficiency and Facing Barriers It was assumed that the proficiency in the level of English language proficiency might have an impact on success of international students in meeting the information needs. Table 4.32 describes the relationship between the level of English language proficiency and facing barrier in meeting the information needs Table 4.33 Relationship between level of English Language Proficiency and Facing Barriers (n=204) Level of English Language Proficiency Barriers to Information Needs
Very Limited Limited Good Very Good Excellent

f Yes No Total
6 0 6

%
100 0.0 2.9

f
25 9 34

%
73.5 26.5 16.7

f
67 24 91

%
73.6 26.4 44.6

f
41 8 49

%
83.7 16.3 24.0

f
7 17 24

%
29.2 70.8 11.8

A cross tabulation in the Table 4.33, found that 100% of the respondents with very limited English language and 73.3% with limited English language had faced barriers in meeting the information needs, whereas only 29.2% of respondents with excellent language proficiency had faced barriers. This finding suggests English language proficiency is a factor on meeting the information needs of international students.

This result is in accordance with part of study by Liu and Redfern (1997) who found international students with English language as their primary language are usually more successful in using their academic library when meeting their information needs as compared to those whose English language is not their primary language. 93

4.7.5

Relationship between Level of the Computer Proficiency and Facing

Barriers In order to see if any relationship exists between respondents level of computer skills and facing barriers in meeting their information needs, a cross tabulation analysis was conducted between these variables. Table 4.34 Relationship between Level of the Compute Proficiency and Facing Barriers (n=204) Level of Computer Proficiency
Very Limited Limited Good Very Good Excellent

Barriers to Information Needs

f Yes No Total
1 0 1

%
100 0 0.5

f
16 8 24

%
66.7 33.3 11.8

f
52 13 71

%
73.2 26.8 34.8

f
53 19 72

%
73.6 26.4 35.3

f
24 12 36

%
66.7 33.3 17.6

It can be seen from the Table 4.34 that majority of the respondents claimed that they faced barrier when attempting to meet their information needs. It is interesting to note, the same percentage 66.7% of both groups of respondents who had limited and excellent level of computer proficiency reported having information needs barriers. This indicates that there is no relationship between the respondents level of computer proficiency and facing barriers in meeting the information needs.

It suggests although most of the international students perceived their level of computer proficiency as good or very good, they faced barriers in meeting their information needs. It can be concluded that having knowledge about computer does not necessarily leads to information literate individuals to meet their information needs effectively. 94

4.7.6 Relationship between Level of the Internet Skill Proficiency and Facing Barriers A cross tabulation analysis was conducted to check for any pattern to suggest any relationship between the students level of the Internet proficiency and information needs barriers. Table 4.35 Relationship between Level of the Internet Skill Proficiency and Facing Barriers (n=204) Barriers to Information Needs Level of Internet Skill Proficiency
Very Limited Limited Good Very Good Excellent

f Yes No Total
0

%
0

f
8 2

%
80.0 20.0

f 54 20 74

% 73.0 27.0 36.3

f 53 21 74

% 71.6 28.4 36.3

f 31 15 46

% 67.4 32.6 22.2

0 0

0 0.0

10

4.9

From the result of the cross tabulation, Table 4.35 it can be seen that majority of the respondents with the limited level of the Internet skill proficiency 80% and those with excellent level 67.4% reported that they faced barriers in meeting their information needs. This result indicates that there is no relationship between the respondents level of Internet proficiency and facing barriers in meeting their information needs.

It suggests, although most of respondents perceived their level of the Internet skills proficiency as good or very good they faced barriers in meeting their information needs. It seems proficiency in the Internet skill dose not equip international students

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with information retrieval skill which is require for effective meeting their information needs.

4.8

Adequacy of Library Information Sources and Services for Meeting the

Information Needs In the questionnaire, questions 16 to 21 were designed to investigate the adequacy of library information resources and services. A five-point Likert scale was used for recording the responses. Those respondents who used the library for needed information were requested to state whether they had been given any instruction on information skills from their university library. Respondents with positive responses were asked further to provide their self- assessment about adequacy of the instruction on information skills course. The respondents were also requested to provide their perception regarding the performance of the librarians in effective meeting of their information needs, adequacy of their universitys collections, adequacy of librarys IT based sources and facilities, and overall satisfaction toward their university library.

4.8.1 Formal Instruction on Information Skills Academic libraries support the teaching, learning, and research needs of the institution they serve. The libraries are responsible for ensuring maximum use of its information sources and services as well as providing the relevant information skills to benefit their users. In Malaysian academic libraries, although instruction on information skills is different but all of them aim to enable students to meet their information needs effectively. This instruction on information skills may introduce the types of materials in the library such as books, journals, theses and dissertations, conference proceedings and microforms and the methods of searching for these items in the library. Students

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also may be shown how to access and search OPAC and other electronic information resources, such as the online databases, e- books and e-journals for needed information. Figure 4.4 Respondents Received Formal Instruction on Information Skills from the Library(n=163)

47.9% 52.1%

Yes

No

Respondents were asked to indicate whether they had received any instruction on information skills from their academic library in Malaysia. Figure 4.4 clearly shows that of the 163 respondents who normally used the library. A majority of 52.1% indicated they had never received any formal instruction on information skills from their university library. Only 47.9% reported that they had received formal instruction from the library.

The above finding shows that for most of the respondents, who were from different countries and may have different background about library system and various form of information sources, had not taken any formal instruction from their academic library in Malaysia. It is surprising as many of them in the earlier findings, indicated that they faced barriers in meeting their information needs due to unfamiliarity with the organization and mission of their academic library, inadequate knowledge about library

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system, inability to seek, to obtain, and to evaluate information. This is similar to Ariyapala and Edzans (2002) study who found that the majority of foreign postgraduate students in University of Malaya Library (UML) had not received any formal instruction from the library. He suggested it might be due to their lack of proficiency in computer or the English language. Therefore, foreign postgraduate students are not able to understand that program. However, as more than 70% of the respondents in this study assessed their English language and computer proficiency as good or better, the reason could be due to unawareness of international students about the instruction on information skill and its benefits or may be inappropriate time of instruction class for them. Table 4.36 Relationship between Attached University and Received Instruction on Information Skills Received Instruction on Information Skill f Yes No Total 37 26 63 University Total UM % 58.7 41.3 38.7 f 14 20 34 UKM % 41.2 58.8 20.9 f 27 39 66 UPM % 40.9 59.1 40.5 f 78 85 163 % 47.9 52.1 100

UM-University of Malaya UKM- University Kebangsaan Malaysia UPM- University Putra Malaysia

Table 4.36 describes the relationship between receiving the formal information skill instruction and respondents university. It shows, whereas the largest group (59.1%) of Univeristi Putra Malaysia respondents and University Kebangsaan Malaysia respondents 58.8% had never received any formal instruction on information skill from their library, the largest group of University of Malay respondents 58.7% indicated that they had been given formal information skills instruction. 98

This results indicate that the majority of UPM and UKM respondents have not received formal instruction from their academic library. It might be due to inappropriate time of this program in the library for international students.

Table 4.37 Relationship between Gender and Received Instruction Gender Received Instruction on Information skill f Yes No Total 49 59 108 Male % 45.4 54.6 66.3 f 29 26 55 Female % 52.7 47.3 33.7 f 78 85 163 Total % 47.9 52.1 100

Table 4.37 describes the relationship between respondents gender and received formal instruction on information skills. A cross tabulation analysis was made to find a relationship between respondents gender and received instruction on information skills. The result showed about 45.4% of male respondents said they received formal instruction from the library as compared to 54.6% of those who had never been given any formal instruction on information skills. About 52.7% of female respondents indicated that they received formal instruction as compared to 47.3% who had never been given any formal instruction from the library.

From the result of cross tabulation, it was clearly shown that while the majority of female international students attended an instruction class on information skills, the majority of the male students did not receive it. As it was found in the earlier results, female international students are more likely to use the library for meeting their

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information needs; therefore, they are more likely to take formal instruction course on information skills from the library. Figure 4.5 Perception about Adequacy of Formal Instruction on Information Skills (n=163)
100 80 60 40
20.5% 44.9% 23.1%

20 0

7.7% 3.8

Poor

Fair

Good

Very Good

Excellent

Those respondents who indicated they received formal instruction on information skills were further asked to provide their assessment on adequacy of the instruction class on a scale from poor and excellent. Distribution of the ratings is shown in the Figure 4.5 above. A total 71.8% of respondents perceived the instruction as good or better. At the same time, only 28.2% assessed the instruction program as either poor or fair. The findings indicate that almost all respondents who had participated in the instruction on information skills in the library, had a positive perception toward the adequacy of the program.

The disparity between those students with poor and excellent assessment of adequacy of library instruction on information skills may be due to different experiences on library use and library systems, prior computer knowledge and familiarity with information resources of the international students. This suggests the library must consider students knowledge of computer and prior experience of using electronic

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resources and then build customized instructional programs for international students with different degrees of knowledge. This may be difficult to implement in practice but with todays technology systems, which can adapt the learning content and style based on learners profiles, this can be a long-term aim for the instruction.

4.8.2 Perceptions toward the Librarians Performance The respondents in the study were asked to rate the performance of the librarians in effective meeting their information needs. Figure 4.6 Perceptions toward the Librarians Performance (n=163)
100 80 60
43.6%

40
23.9% 19%

20 0

10.4% 3.1

Poor

Fair

Good

Very Good Excellent

Figure 4.6 shows perception of respondents regarding the librarians performance in effective meeting their information needs. From the responses obtained, it was found, most of the respondents 65.7% assessed librarians performance as good or better as compared to 34.3% who rated as either poor or fair.

In general, almost international students had positive perception toward the librarians performance in terms of meeting their information needs. However, a noticeable number of respondents did not assess librarians' role positively. It is probably because 101

of a communication problem, which may occur between international students and academic librarians at reference services.

4.8.3 Perception toward Adequacy of Library Collections The survey asked respondents to rate the adequacy of several library collections in meeting their information needs, based on a Likert scale from 5=very adequate to 1=very inadequate. Table 4.38 Perception toward Adequacy of Library Collection (n=163)
Category of Library Collection Books Journals Newspapers and Magazines Indexes and abstracts Audiovisual materials Reference materials Bibliographic materials Very adequate f % 20 13.1 20 14.5 14 17 5 16 8 12.2 15.2 5.5 12.4 7.5 Adequate f 65 59 35 35 26 42 38 % 42.8 42.8 30.4 31.3 28.6 32.6 35.5 Somewhat adequate f % 37 24.3 37 26.8 44 41 35 43 40 38.3 36.6 38.5 33.3 37.4 Inadequate f 28 19 15 15 18 19 15 % 18.4 13.8 13.0 13.4 19.8 14.7 14.0 Very inadequate f % 2 1.3 3 1.5 7 4 7 9 6 6.1 3.6 7.7 7.0 5.6 Total 152 138 115 112 91 129 107

Based on the results from the Table 4.38, most of the respondents regarded book collections as adequate 42.8% or somewhat adequate 24.3%. However, the number of those respondents who perceived book collections as inadequate or very inadequate 19.7% was more than those who perceived it as very adequate 13.1%. More than half of the respondents 69.6% perceived journals as either adequate 42.8% or somewhat adequate 26.8%. Newspapers and magazines, indexes and abstracts, audio-visual materials, reference and bibliographic materials were considered mostly as somewhat adequate. Among library collections, audio-visual materials ranked as the least adequate.

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Regarding to the number of respondents who provided their assessed on adequacy of various library collections, the results further indicate that the most used library collections were books and journals as compared to the audio-visual materials, bibliographic materials, indexes and abstracts as the least used library collection. This could be as a result of not knowing the value and how to use this resources or not knowing of their existence. This therefore sets a challenge to the information resource providers to play their role in educating the users about value of these resources.

Table 4.39 Perception toward Adequacy of IT- Based Sources and Facilities (n=163)
Very adequate f 31 25 10 35 21 29 % 20.5 18.0 3.9 25.0 15.7 21.5 Some what adequate f 45 43 39 32 39 28 % 29.8 30.9 36.1 22.9 29.1 20.7 Very inadequate f 8 3 5 8 6 8 % 5.3 2.2 4.6 5.7 4.4 5.9 151 139 108 140 134 135

IT-based Sources and Facilities Computers OPAC CD-ROMs Internet Databases E-Journals

Adequate f 44 49 42 50 52 54 % 29.1 35.3 38.9 35.7 38.8 40.0

Inadequate f 23 19 12 15 16 16 % 15.2 13.7 11.1 10.7 11.9 11.9

Total

The respondents perception toward adequacy of IT-based sources and facilities is shown in the Table 4.39. Among several IT-based sources and facilities, e-journals 40% was assessed the most adequate, as compared to the computers 15.2%, which perceived as the most inadequate. This result could be due to the continues increase of user population of computer labs in the libraries while the number of labs and computers remained unchanged. Other sources and facilities such as CD-ROMs, online databases, Internet and OPAC were mostly perceived as adequate. This result 103

indicates that except computers, other IT-based sources and facilities were at satisfactory level for international students.

With regards to the number of the respondents who provided their assessed on adequacy of IT-based sources and facilities, this result further indicates that the least used ITbased information source / facilities was CD-ROMs.

4.8.4 Overall Satisfaction with the Library In order to investigate the respondents satisfaction with the library in terms of meeting information needs, respondents were asked to indicate their overall satisfaction with their academic library. Figure 4.7 Respondents Overall Satisfaction with the Library (n=163)
100 80
53.4%

60
34.4%

40 20
3.1% 4.9%

4.3%

Very dissatisfied

Partially satisfied

Very satisfied

It can be seen from Figure 4.7 slightly more than half 57.7% of respondents expressed their satisfaction with the library in terms of meeting their information needs. However, a total 42.4% of respondents indicated that they are partially satisfied or dissatisfied.

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This suggests that although more than half of respondents acknowledged positively the role of library in meeting their information needs, a considerable number of them did not have positive perception with the library provision of information required by them.

Table 4.40 Relationship between Universities and Respondents Overall Satisfaction with the Library University Overall satisfaction with UPM library f % Very dissatisfied 0 0.0 Dissatisfied Partially satisfied Satisfied Very satisfied Total 3 17 43 3 66 Mean 3.70 SD .632
1= Very dissatisfied 2= Dissatisfied

Total f 4 4 27 26 2 63 3.29 .888

3=Partially satisfied

UM % 6.3 6.3 42.9 41.3 3.2 100

UKM f % 1 2.9 1 12 18 2 34 3.56 .786

4= Satisfied

f 5 8 56 87 7

% 3.1 4.9 34.4 53.4 4.3

4.3 25.8 65.2 4.5 100

2.9 35.3 52.9 5.9 100

163 100 3.51 789

5=Very satisfied

Table 4.40 above describes the respondents satisfaction with the library in terms of meeting their information needs. The results clearly show that while the highest percentage of respondents (65.2%) from University Putra Malaysia and 52.9% from University Kebangsaan Malaysia were satisfied with their academic library, most of the respondents (42.9% ) from University of Malaya were partially satisfied with their library in meeting their information needs. None of the respondents attached to the University Putra Malaysia were very dissatisfied whereas 12.6% of respondents belong University Putra Malaysia and 5.8% respondents from University Kebangsaan Malaysia indicated that they are either dissatisfied or very dissatisfied with their

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libraries. In total, a small percentage (4.3%) of respondents from these three universities were very satisfied with their libraries.

Based on the overall satisfaction of international students with the library in meeting their information needs, the mean score (converting the options to a 5 point scale) for UPM was 3.7, with a standard deviation of 0.632., UM respondents scored a mean of 3.29 with a standard deviation of 0.888, and UKM had a mean of 3.56 and a standard deviation of 0.786. This implies that, overall, the respondents were partially satisfied to satisfied (a value of between 3 and 4 on a 5-point scale) with their library in terms of meeting their information needs. UPMs respondents were the most satisfied group with their academic library than other groups of respondents.

4.9 Respondents Suggestions and Comments Question number 22 asked respondents to provide their suggestions for academic libraries and Malaysian government to meet their information needs better. A total of 64 respondents commented in this section, and their responses are grouped in to the common categories based on synonyms of the responses as shown in Table 4.41 Table 4.41 Respondents Suggestions and Comments Respondents Opinions Library tours and orientation programs Providing signs, boards and announcements in the English language as well as the Malay language Workshops for effective information retrieval As special reference librarian for international students Update books especially in reference services Hand books/ guide books Increase the copies of important text books Audio- visual reference materials for disabled students Increase of library opening hours Total Frequency 15 13 12 9 7 4 2 1 1 64 Percent 23.4 20.3 18.7 14.1 10.9 6.3 3.1 1.6 1.6 100 106

Out of 64 respondents who provided suggestions, 23.4% requested library tours for international students. Some of these students made it clear that the open stack of their academic library was new for them and they had difficulties in locating the needed materials. Another 20.3% suggested providing signs, boards and announcements in English language as well as the Malay language in the library. It is worth noting that the main barrier in meeting the information needs of respondents was also the language barriers. About 18.7% asked for workshops on effective information retrieval. Another 14.1% who were dissatisfied with the librarians performance, suggested a friendly reference librarian, who possesses a good level of the English language proficiency and is aware of the international students problems / difficulties, assigned to them. Others 10.9% asked for updating the library books collection, especially reference materials. The provision of hand books/handouts for using the library service and guide books/maps of the university and local area were suggested by 6.3%. A few (3.1%) who were masters students claimed that their library lacked enough copies of important textbooks. One blind student also asked for the provision of audio reference materials, such as bilingual dictionaries. Another respondent suggested increasing the library opening hours.

4.10 Summary This chapter has presented an analysis of the studys finding and information on its results. The results showed that the main information needs of international students were study related. Internet and library were the most used channels for getting the information. The most popular information sources were the Internet resources and traditional printed sources such as books and journals. However, respondents showed very low usage of electronic information resources. Respondents demographic

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variations were found to have role play in information needed the channels and sources that they used. Although most respondents used the library to meet their information needs, the frequency of library usage was generally low. A majority of respondents reported facing barriers in meeting their information needs. The language (English and Malay) and reluctance to approach reference stations and professional librarians were the main barriers. A relationship was found between proficiency in the English language and success in meeting information needs. The data showed most respondents had not received formal instruction on information skills from the library. Based on overall satisfaction with the library, UPMs respondents were the most satisfied group.

The next chapter presents a summary and discussion of the findings, followed by suggestions and conclusion.

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CHAPTER FIVE SUMMARY, RECOMMENDATIONS AND CONCLUSION 5.1 Introduction This final chapter presents an overview of the research findings in relation to the research objectives identified in chapter one. This chapter is organized into following sections: 1. Summary of the Study 2. Summary and Discussion of Findings 3. Recommendations 4. Recommendations for Further Research 5. Conclusion 6. Concluding Statement

5.2 Summary of the Study This study was conducted to examine information needs and information seeking behavior of international students in Malaysia. From this primary focus, five research questions were generated for the study: 1. What are the main information needs of international students in Malaysia? 2. What forms of media/ channels do the international students use? 3. What are the main information sources used by the international students? 4. What are the major barriers in meeting their information needs? 5. What are the perceptions of international students about adequacy of their academic library resources and services? The literature on information needs and information seeking behavior was examined from past studies especially among students. A 6-page questionnaire was designed and then distributed among the international students at selected Malaysian universities. Out

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of 317 distributed questionnaires 209 were filled out and returned, but only 204 were usable. This gives a response rate of 64.4%. The data obtained from the survey was statistically analyzed using the statistical package for social sciences (SPSS) version13.0 and discussed in chapter3. This chapter present a summery and discussion of the findings and make some recommendation based on the findings.

5.3 Summary and Discussion of Findings 5.3.1 Demographic Characteristics of International students The respondents of this study came from 35 different countries from various parts of the world. Of the 204 respondents 67.2 % were male and 32.8% were female. The largest age group of international students belonged to 25-35 age group. With regards to their program of study, the majority (62.3%) of international students were Masters students. Participants represented 18 faculties and more than half (56.4%) of them had spent less than 1 year in Malaysia. The majority of the respondents also indicated that they had a good proficiency in English language, computer and Internet skills.

5.3.2 Main Information Needs of International Students Based on the results obtained from international students, this study determined five main categories of information needs. According to results the most frequently (77.5%) cited information need by respondents was concern to their program of study. A lower number (73.5%) of respondents expressed their information needs research related followed by (70.1%) who sought information on the courses that they took. More than half (62.3%) of respondents, needed information as about university and/or faculties. About (46.6%) of the respondents stressed their information needs with regard to finding a job.

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This result is in the line with study conducted by Kakai et al (2004) who found that the main information demands that led college students to seek information were those concerned with their studies. The results indicate that main information needs of international students varied with the length of stay in Malaysia. The largest number (25.2%) of respondents, who had been in Malaysia less that one year, placed their first choice of information needs as about university/faculties. At the same time, the highest percentage (31.4%) of respondents who had been in Malaysia between 2-4 years and of more than 5 years (31.6%) stressed their main information needs related to their program of study.

The study determined that respondents belonged to various age groups too, had different information needs. International students in age group below 25 years (29.2%) and age group between 26-35 years (24.3%) needed information related to their program of study. While the age group above 35 years, 35% indicated their information needs was about research. Only the respondents belonging to age group between 29-35 years stressed their information needs concerning the family, personal health and immigration.

Information needs of international students also varied against their level of study. The highest percentage (25.2%) of respondents studying at Masters level needed information concern to their program of study while it was needed for the second highest number (26%) of respondents at doctoral levels. At the same time, the highest percentage (37%) of respondents at doctoral level indicated their main information need as about research. This might be because of the emphasis on research and publishing for these students.

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5.3.3 Main Information Channels The study found that international students used various information channels to satisfy their information needs. The Internet (54.9%) and library (20.1%) were the main used information seeking channels used by respondents. Contact with local/home country friends, consultation with family members and lecturers/tutors were other channels.

The result is similar to the study done by Weiler's (2004) who found students usually go to the Internet first to meet their personal, academic and professional information needs. Metzger et al (2003) noted that one of the most basic uses of the Internet by students is to search for sources and information to complete course assignments. Kerins et al. (2004) also revealed that accessibility was a key factor in the selection of an information channel by engineering students. Their respondents preferred the channels that require the least effort, such as the Internet. For those students, the physical distance from resources and opening hours of the library were key factors in use or lack of use.

It was also found in this study that the length of time spent in Malaysia played a role in seeking information channels by international students. Although a majority of respondents indicated that they first turned to the Internet to fulfill their information needs but those respondents who had been in Malaysia more than 5 years had a higher percentage (63.2%) for using the Internet than other groups who had spent between 2-4 years (55.7%) and less than 1 years (53%) in Malaysia. In contrast, with regard to the seeking the information through the library, this group of respondents had a lower percentage (15.6%) than other groups. This result implies that the role of the library as one of the main information channel for international students would decrease with the

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number years of staying in Malaysia. This also suggests that Internet proficiency increases with length of time in Malaysia.

The results also indicate that age group affected the international students information seeking channels. While the largest number of three age groups of respondents chose the Internet as their main channel when seeking information needs, the youngest age group who were below 25 age group had a higher percentage (70.3%) than other age groups. This is in line with Urquharts et al. (2005) study who found younger students are more comfortable with using the computer and IT for finding and searching information while mature students are generally fearful about using that. On the other hand, for using library as the main information channel, the oldest respondents age group who were above 35 years showed a higher preference (30%) as compared to only (4.3%) of youngest age group of respondents who were below 25 years.

5.3.4 International Students' Main Information Sources The results of this study identified the main information sources to meet international students information needs. Among various information resources, Internet resources (50%) and books (26.5%) topped on the list of information sources which international students used. Journals were the main source for only (8.8%) of respondents.

Jones (2002) and George et al. (2006) discovered college students are heavy users of the Internet resources. Karisiddappa (2002) points out that for the information seekers, the Internet is seen to promote inquiry and creativity through interaction of various forms of knowledge such as texts, multimedia, graphics, photos, music, videos, sounds, animation, etc.

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However, only (5.9%) of international students in this study indicated that they use electronic sources such as databases e-journals, as their main information source. It is surprising as many of them were from computer science and information technology faculty and their information needs reported to be related to their studies.

According to Ray and Day (1998), electronic information resources offer many advantages to the information seekers, which include faster access to the information, especially for retrospective searching, and straightforwardness when users use a combination of keywords to search for information. Further, more than one file can be searched at one time, which enables researchers to find more updated information. However, Urquhart et al. (2005) indicated that the need for training is one of the negative features of electronic information sources. The reason for low usage of the electronic information sources in the current study might be due to lack of their knowledge about electronic information sources. As Song (2004) found many international business students in the United State, who were mostly from Asian countries, had no prior experience with various forms of electronic information sources. Hence, despite the fact that respondents perceived themselves as computer literate, they may lack the effective information retrieval skills to take the advantages of these resources. Barrett (2005) revealed that most of the graduate students researchers learned about searching and using the electronic information resources through colleagues or discovery of them on their own. Ray and Day (1998) also suggested that lack of skills seem to be the main reason for underutilizing of electronic information sources by students. The academic libraries involved in this study might provide information literacy programs, which emphasize effective information retrieval skills for international students.

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Newspapers, reference sources magazines, dissertations and theses were respectively the least popular information sources for international students.

The results of the study indicate that age group had a role to play. While the majority of respondents (58.3%) belonging to age groups below 25 years and between 26-35 years (52.1%) found their information needs from Internet resources, only (37.5%) of respondents belonging age group above 35 years indicated that they use Internet resources to meet their information needs. In contrast, this group of respondents who were above 35 age group had a higher percentage (50%) in using of traditional printed information sources such as books or journals, than other age groups between 25-36 years (32.1%) and below 25 years 29.2%. None of respondents who were below 25 years old, used the references sources, newspapers, magazines, dissertations and theses as their main information sources.

This result is similar to the findings of Perry et al. (1998). Significantly more younger students (ages 2025 years) than older students (ages 26 or older) reported using the Internet to obtain their educational information. Likewise, data of Pew Research Center (2002) indicated that the current generation of college students is quite comfortable with computer use to find and search information because many of them began using computers during early childhood.

The result of the comparison between respondents showed that universities were a factor in the preferred information sources. It was found while 50% of respondents from University of Malaya and 54% from University Putra Malaysia relied on the Internet resources to fulfill their information needs, only 40% of the students from University Kebangsaan Malaysia relied on the Internet. Conversely, 45% (the highest group) of

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respondents from University Kebangsaan Malaysia used books for needed information, while it was lower from the other universities. It was also noticed that while the third rank of respondents from UM and fourth rank of UPM respondents considered electronic information sources as their main sources, none of UKM respondents used these resources. This may be because of insufficient computers or the lack of an instruction program on use of electronic information sources in their library. This suggests a need for redesigning the infrastructure and the instructional program for this group of library users.

Other findings of the study showed that majority of international students (79.9%) normally used the library to get their information needs. However, 20.1% claimed that they never used it. The results also showed that between two genders, female respondents (82.1%) were more likely to go to the library when seeking for information needs.

With regard to the type of library that internationals students used a vast majority (87.1%) of them considered the main university library as the most used type of library for finding meeting information needs. However, only (29.4%) of them used their main library daily. This implies that although many of the respondents considered the main university library as the most used library, their usage is rather infrequent.

The digital / electronic library was the most used library for only (10.5%) of the respondents. Rath (2006) pointes out, digital libraries in information age offer various opportunities to the users. These are unlimited access to information resources by users anywhere, any time and any format, variety and huge quantity of contents and eliminating duplication of money, manpower and material. The international students

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need to be motivated in utilizing the digital library by introducing the benefits and advantages of this type of library through instructional programs in the library.

5.3.5 Barriers to Meeting Information Needs This survey revealed that the majority of international students (71.6%) encountered various barriers in meeting their information needs. Respondents indicated that the language barrier which includes the English language and Malay language, hesitation to approach reference stations and professional librarians, unfamiliarity with the organization and mission of their academic library, inadequate knowledge about the library system, and inability to seek, obtain, and evaluate information were the main obstacles in meeting their information needs. Few students perceived inadequacy of their knowledge about using the computer to be the main barrier.

This finding correlates with Liestmans (2000) statement in a study on reference service and international adult learners that pointed out that language was the most obvious barrier for international adult learners particularly among those who are new to the host country. Baron and Strout-Dapaz's (2001) survey, found language/communication problems, adjusting to new educational /library system, and general cultural adjustments are three major challenges for international students. They suggested that a solid library skills set with special emphasize on international students would help these students to become more information literate and overcome the problematic issues.

This survey found that female respondents were more likely to face barriers when attempting to meet their information needs. The results indicate that while (32.8%) of male international students said they never faced barriers in meeting their information needs, only 19.4% of female students had met their information needs with no barriers.

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It was found that facing barriers was not varied against international students by category of length of years spent in Malaysia. The results showed that the majority of respondent s(72.2%) who had been in Malaysia less than 1 year and almost all respondents (80%) who had spent more than 8 years in Malaysia, encountered various obstacles in meeting their information needs.

Allen (1993) also found no relationship between length of time that international students had spent in United States with having difficulty on use of online catalogue for searching. This suggests that having spent a long period of time in the Malaysia, does not necessarily guarantee that international students will not face barriers in meeting their information needs.

The study revealed that respondents proficiency in the English language was a factor in meeting their information needs. Based on the results (100%) of those students with very limited proficiency in the English language and (73.3%) with limited proficiency indicated that they encountered barriers in meeting their information needs; this dropped to 29.2% of those with excellent proficiency in English language. This implies international students with excellent level of English proficiency are more likely to meet their information needs effectively.

Liu and Redfern (1997) found that international students with English language as their primary language are usually more successful in using their academic library when meeting their information needs as compared to those for whom the English language is not their primary language.

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Although a majority of international students had good knowledge about computers and the Internet, most of them reported that they encountered barriers when attempting to meet their information needs. This suggests that proficiencies in computer or Internet skills do not necessarily equip international students with information retrieval skills, which are required for effective meeting information needs.

5.3.6 Perceptions toward Adequacy of Academic Librarys Resources and Services Based on the results obtained from international students, it was found that despite instructional program on information skills which was offered by academic libraries to the users, a majority of respondents (52.1%) had not received this instruction from the library.

Similarly, other studies conducted by Baruchson-Arbib and Shor (2002) and Callinan (2005) revealed a low uptake of library instruction by college students. BaruchsonArbib and Shor suggested the reasons for the low uptake were that library instruction was not compulsory, and a lack of awareness about the important role of library instruction in effective use of electronic information resources by students. The possible reasons in the current study might be a lack of awareness about this program by the library or the inappropriate timing of this program for international students.

According to Kamhi-Stein and Stein (1998) library instruction for international students should add to existing knowledge; create scaffolds by breaking tasks into subtasks; should be course-related and supported by content faculty; be relevant to students need and content need; should integrate search strategy training, and should be hands-on.

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A difference was found in participation in the instructional program between three universities involved in this study. While the largest percentage of international students belonging to the University Putra Malaysia and University Kebangsaan Malaysia, had not attended in the instructional program offered by their library, almost all students belonging to University of Malaya had received instruction. The result also showed that a higher percentage of female international students had received the instruction course in the library than male students.

The result of perception toward adequacy of the formal instructional program indicate that (71.8%) of respondents who had attended this program in the library rated it as

good or better. In a similar study conducted by Branch (2003) among nontraditional students, it was reported that information literacy instruction was a positive, confidence building experience for the participants. The instruction helped those students to find accurate, objective, current and authoritative information for their papers and projects.

The result on the overall satisfaction with the performance of academic librarians in effective meeting international students information needs indicated that 65.7% respondents had a positive perception toward the librarian roles. However, 34.3% of respondents did not assess the librarians' role positively. It may because of communication problem, which may occur between international students and librarians at reference services. This suggests that academic librarians need to be aware of challenges these students face, especially those related to the language and communication problem. Kumar and Suresh (2000) also recommend that it is important for librarians to understand the cultural difference of international students, recognize the obstacles that encountered and be prepared to provide efficient library instructional programs that enables them to achieve their dream of academic success.

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In terms of respondents' perception toward the adequacy of library collections, book collections and journals were mostly rated as adequate. However, other information resources such as newspapers, magazines, indexes and abstracts, references and bibliographic materials are considered as somewhat adequate by respondents. The least adequate was audio-visual materials.

The result of the survey showed among the IT-based sources and facilities available to the respondents, e-journals were perceived as the most adequate. On the other hand, computers facilities assessed as the most inadequate. This result could be due to the continuos increase of user population in the computer labs while the number of labs and computers remained unchanged. Other sources and facilities such as CD-ROMs, Databases, Internet connection, and OPAC were mostly perceived as adequate.

It was found that slightly more than half (57.7%) of respondents expressed their satisfaction with the library in terms of meeting their information needs. However, a total (42.4%) of respondents indicated that they are partially satisfied or dissatisfied. This suggests that although more than half of respondents acknowledged positively the role of library in meeting their information needs, a considerable number of them did not have a positive perception.

Based on the overall satisfaction of international students with the library in terms of effective meeting information needs, a mean score 3.51 with a standard deviation of 0.789 showed international students are partially satisfied with the library. Singh's (2000) study revealed similar results. Most of his respondents in University of Malaya indicated that they fairly satisfied with UM main library. However, among three

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universities involved in this study, respondents belonging to University Putra Malaysia with a mean score of 3.70 were the most satisfied with their academic library.

Out of 64 respondents who provided their suggestions for more effective meeting of information needs of international students in Malaysia, 23.4% recommended library tours and orientation programs, while 20.3% suggested the libraries provide signs and announcements in English language as well as Malay language. Other respondents stressed their need for workshops on information retrieval, friendly and patient reference librarians to be able communicate with them effectively, updated reference books, increase of text book copies in the library collection, audio-visual material for special disabilities such as blind international students, and an increase of library opening hours.

5.4 Recommendations The following recommendations are based on the findings of this study: 5.4.1 This study found that the main information needs of international students were concerned with their program of study, research and university/ faculties. This suggests a present focus on their needs by an integration of the students programs and course related requirements into the library instructional program.

5.4.2 The majority of the international students showed a reliance on the Internet resources for meeting their information needs that were mostly related to their study. This raises important concerns about the nature of information obtained by students and their ability to evaluate the Internet information effectively. This suggests all of them need to be provided isntructions to help them be efficient and effective searchers, and enable them to critically evaluate Internet information resources.

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5.4.3 The results clearly showed the low usage of electronic information resources among international students. They may not be able to access these resources if they lack the information retrieval skills. Special instruction courses on electronic information sources are needed that consider international students prior knowledge about these resources to train and encourage the usage of EISs for information searching. It is also recommended reassessing the current academic library's programs and formal instructions on information skills or information literacy for this group of library users.

5.4.4 The majority of the international students indicated that the main information barrier is the language problem. These students may be timid about using the English language or revealing their different speech patterns. Therefore, at least one reference librarian should be assigned to this group of students to help them build confidence with language by being patient and positive. Librarians should also be encouraged to learn one or more foreign languages so as to be able to converse with them.

5.4.5 The findings showed that many internationals students underutilize some of information source such as audio-visual materials, bibliographic materials, indexes abstracts and CD-ROMs. A marketing strategy is needed to ensure the maximum use of these sources in the library.

5.4.6 The perceptions of international students toward the adequacy of library sources and services highlighted the areas which need improvement. However, the evaluation of library quality sources and services must be ongoing process and can not be defined once and for all.

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5.5 Suggestions for Further Research There is a limited amount of studies done on the information needs and seeking behavior of international students in Malaysia. The findings of this research can provide a stating point for more studies to gain a deeper understanding of other aspects of their information needs, barriers and perceptions toward academic libraries. The following studies are recommended: 5.5.1 A comparison of the information needs and seeking behavior across characteristics This study did not attempt to compare the information needs and seeking behavior of international students with different nationalities, languages, faculties and majors. Therefore, researchers can do comparative studies on the information needs and information seeking behavior of different nationalities, faculties and majors.

5.5.2 A study on other universities and colleges The only three public universities were involved in this study. As a result, the findings can not be generalized to those international students studying in the privet universities and colleges. Further research should be done on the needs and barriers of those students and investigate their perceptions toward the adequacy of their libraries.

5.5.3 Factors affecting use of information sources The results indicated that usage of digital library and electronic information sources are very low among international students. The researcher recommends, further studies should examine the factors that motivate and encourage the usage of these information sources among international students.

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5.5.4 Factors affecting following of library instruction classes The findings of the study showed that many of international students did not take advantage of available library instruction on information skill. Further research is necessary to determine the reasons of this uptake by international students. In the openended question, they identified a need for library tour and orientation programs or workshops on information retrieval.

5.6 Conclusion The findings showed that main information needs of international students are related to their programs of study, research, university and/or faculty, courses, and finding a job after graduation. The Internet and academic library are the main channels for obtaining this information. However, international students use the library infrequently. Among various information sources, which are available to these students, they rely heavily on the Internet resources and traditional printed books, but the usage of electronic resources such as e-journals and databases are very low. The study revealed that majority of these students faced barriers when attempting to meet their information needs. Their main barriers are related to the English and Malay language, reluctance to approach reference stations and professional librarians, and unfamiliarity with the organization and mission of academic library. Despite the obstacles, many of international students do not take the advantage of instructional program offered by their academic libraries. For the majority of the students, traditional printed books and journal collections are adequate. However, other information resources such as newspapers, magazines, indexes and abstracts, references and bibliographic materials are considered as somewhat adequate. Among IT-based sources and facilities which are available, e-journals are the most adequate. On the other hand, computer facilities are assessed as the most inadequate.

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5.7 Concluding Statement The study highlighted some information on the international students information needs, information seeking channels and sources, library usage behavior, the nature of barriers they encountered in meeting information needs and their perception toward adequacy of library information sources and services, which are currently available to them in Malaysian academic libraries. The findings will be useful in providing better library and information services to this group of students. The results also will assist instructors of information skills or information literacy courses and librarians in planning effective instructional programs that will be lead to lower anxiety levels among international students and enable them to overcome barriers in meeting their information needs, whether language-based, knowledge-based or psychological in nature.

The study hopes that university libraries and university administrators will take note of the findings, and strive towards meeting the information needs of international students. The outcome of meeting the information needs of international students can be mutually beneficial to both the institutions and to the students.

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APPENDIX A COVER LETTER Faculty of Computer Science and Information Technology University of Malaya Kuala Lumpur Malaysia

Dear International Student

Information Needs and Information Seeking Behavior of International Students in Malaysia.

As a partial fulfillment for the degree of Masters in Library and Information Science, I am conducting a study on "information needs and information seeking behavior of international students in Malaysia". The purpose of this research are to investigate the main information need, channels and sources of international student, their library usage behavior, barriers that they face and their overall satisfaction about their University library in Malaysia.

Your assistance is highly essential and important to ensure the success of this study. All answers you give will be kept confidential and will be used only for this research.

Thank you for your time and cooperation.

Sincerely yours

_________________________________ Hajar Safahieh hsafahieh@yahoo.com

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APPENDIX B: QUESTIONNAIRE

INFORMATION NEEDS AND SEEKING BEHAVIOR OF INTERNATIONAL STUDENTS IN MALAYSIA

The purpose of this survey is to find out more about the information needs and information seeking behavior of international students in Malaysia. We would like to learn more about the types of information you need, how you find information, barriers you face and overall your satisfaction about your University library . Your participation in this study is important so that appropriate recommendation can be made to the authorities. Instructions Please answer the questions that follow by writing in the space provided or placing a check mark ( ) in the appropriate box. Please note there are no right or wrong answers, and your honest responses will help to provide better insights on information needs of international students. The information you provide will be kept confidential and will not be used beyond the purpose of the study.

A. Your Profile 1. Which country do you come from? 2. Where are you currently studying? a. Name of university b. Faculty c. Level of study: Bachelors Master Doctoral Others

d. Your major / area of specialization .. 3. What is your age category? 4. Your gender Below 25 Male 26 35 Female 36 -45 Above 46

5. What language do you primarily use to communicate with friends and family? (indicate one main language only) 6. How long have you been in Malaysia? years

7. How would you describe your level of English? Very limited Limited Good

Very good

Excellent

8. How would you describe your level of computer proficiency (e.g. ability to use MSWord, copy files, etc.)? Very limited Limited Good Very good Excellent 9. How would you describe your level of Internet proficiency (e.g. ability to use e-mail, search for information on the web, etc.)? Very limited Limited Good Very good Excellent

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B. Your Information Needs 10. What are the main categories of your information needs? (Please choose the top 5 categories on a priority basis, and number them 1,2,3,4,5, with 1 being the top priority information needed) Information related to university and/or faculty (e.g. places, etc.) Information related to my program of study Information related to the courses I take (e.g. course assignments, project papers) Information related to research Finding a job after graduation Continuing my education after graduation Family related information Personal health information Immigration related information Local information (e.g. how to apply for driving license, other information about Malaysia or Kuala Lumpur, etc.) Other types of information (please state ...)

C. Your Information Seeking Behavior 11. What are the main sources where you get your information needs? (Please choose the top 5 sources on a priority basis, and number them 1,2,3,4,5, with 1 being the main information source)

Library Radio Newspapers TV Family members

Friends Local Friends Home country/ International Lecturers/Tutors Internet

Others (please state..)

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12.

In general, what types of materials do you currently use for meeting your information needs? (Please choose the top 5 types on a priority basis, and number them 1,2,3,4,5 with 1 being the most frequently used material) Books Journals Newspapers Magazines Reference sources Dissertations and theses Electronic resources (e.g. databases, etc.) Internet (e.g. WWW, listservs, blogs, etc.)

Other types of materials (please state .......) 13. In general, what types of materials do you prefer to use for meeting your information needs? (Please choose the top 5 types on a priority basis, and number them 1,2,3,4,5 with 1 being the most frequently used material) Books Journals Newspapers Magazines Reference sources Dissertations and theses Electronic resources (e.g. databases, etc.) Internet (e.g. WWW, listservs, blogs, etc.)

Other types of materials (please state ........)

D. Role of Library in Meeting Your Information Needs 14. Do you normally use the library for getting your information needs? Yes (answer questions 14a and 14b) No (go to question 15)

14a. What type of library do you use mostly? (Please mark one only) Main University library College/Hostel Libraries Public library Digital library

Others (Please Specify.......)

14b. How often do you use the library? Almost daily Once or twice a month Once or twice a week Several times a semester

Others (Please Specify.. .....)

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E. Barriers to Meeting Information Needs 15. Have you ever encountered with barriers in meeting your information needs? Yes No

15a. If yes, what kinds of barriers you encountered in meeting your information needs? (Please choose on a priority basis, and number them 1,2,3,4,5 respectively) English Language barrier Malay Language Both

Unfamiliarity with the organization and mission of academic library Hesitant to approach reference stations and professional librarians Inadequate your knowledge about library system Inadequate knowledge about using the computer Inability to seek, to obtain and to evaluate information Others (please specify)

F. Adequacy of Library Resource and Services

(Answer this section if you use the library in meeting your information needs. If you dont use, please leave this section and go to the section G) 16. Have you received any formal instruction in information skills from library? Yes No

16a. If yes, how would you assess the adequacy of this class? Excellent Fair Very Good Poor Good

17. What is your opinion regarding the performance of the librarians in meeting your information needs? Excellent Fair Very Good Poor Good

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18. How would you rate the adequacy of your University Librarys Collections in meeting your information needs?(5=very adequate to 1=very inadequate)

Very Adequate Somewhat adequate adequate

Inadequate

Very Never inadequate used

Books Journals

......... .........

......... ......... ......... ......... ......... ......... .........

......... ......... ......... ......... ......... ......... .........

......... ......... ......... ......... ......... ......... .........

......... ......... ......... ......... ......... ......... .........

......... ......... ......... ......... ......... ......... .........

Newspapers and Magazines ......... Indexes and Abstracts resources ........ Audio-Visual Reference Materials Bibliographies Materials ......... ......... .........

19. How you rate the adequacy of your university librarys IT-based sources and facilities?

Very Adequate Somewhat adequate adequate

Inadequate

Very Never inadequate used

Computer facilities ......... (e.g. numbers of computers, etc.) Online Public Access Catalogue......... (OPAC) CD ROMS ......... Internet(e. g. Connection) ........ Databases E- Journals ........ .........

......... ......... ......... ......... ......... .........

......... ......... ......... ......... ......... .........

......... ......... ......... ......... ......... .........

......... ......... ......... ......... ......... .........

......... ......... ......... ......... ......... .........

20. What is your overall satisfaction towards your University Library? Very Satisfied Dissatisfied Satisfied
Very Dissatisfied

Partially Satisfied

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G. Suggestions for Meeting the Information Needs of International Students 22. What suggestions do you have for the universities and for the Malaysian Government (and its departments) on how the information needs foreign students like yourself can be better met. a. For the university b. For the Malaysian Government and its departments

Thank you very much for your time and effort in completing this questionnaire. Your time and comments are very much appreciated. Please return the form to the person who gave you, as soon as you have completed it.

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APPENDIX C Malaysian Public Universities (As at 2006)

No 1 2 3

Malaysian Public Universities Universiti Malaya (UM) Universiti Malaysia Sabah (UMS) Universiti Malaysia Sarawak (UNIMAS) Universiti Sains Malaysia (USM) Universiti Teknologi Malaysia (UTM) Universiti Kebangsaan Malaysia (UKM) Universiti Putra Malaysia (UPM) Universiti Teknologi MARA (UiTM) Universiti Pendidikan Sultan Idris (UPSI) International Islamic University Malaysia (IIU) Kolej Universiti Teknikal Kebangsaan Malaysia (KUTKM) Kolej Universiti Kejuruteraan Utara Malaysia (KUKUM) Kolej Universiti Teknologi Tun Hussein Onn (KUiTTHO) Kolej Universiti Sains & Teknologi Malaysia (KUSTEM) Kolej Universiti Islam Malaysia (KUIM) Universiti Malaya (UM) Universiti Malaysia Sabah (UMS)

4
5 6 7 8 9 10 11 12 13 14 15 16 17

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