Quantitative Analysis of the Relationship between Library Services and Undergraduate Academic Performance in Liberia: Evidence from African Methodist Episcopal University

Abstract

This study examined the impact of library services on the academic achievement of undergraduate students at African Methodist Episcopal University (AMEU) in Monrovia, Liberia. Using a structured questionnaire (N = 82), the study investigated student awareness of library services, usage patterns, perceived academic effects, and access barriers. Results indicated near-universal recognition of the AMEU library (98.8%), with the quiet study environment identified as the most frequently used service (M = 3.84 on a five-point frequency scale), followed by group study areas (M = 3.27), internet/Wi-Fi access (M = 2.80), and textbook lending (M = 2.32). A substantial majority of respondents (91.5%) agreed that library use had contributed to improvements in their academic performance. The most commonly reported barriers were an inadequate number of computers (45.1%), insufficient seating capacity (37.8%), limited and outdated print collections (31.7%), and unreliable internet connectivity (28.0%). The study recommends strategic investment in ICT infrastructure, seating capacity, and print collections to fully realize the library's potential as a catalyst for student academic success at AMEU.