East African Journal of Education Studies

Science, Technology, Engineering and Mathematics (STEM) subjects play a critical role in a country’s socio-economic development. Low learning outcomes in Physics mean that students cannot participate positively towards the economic development of the country. Teaching and learning resources including library resources, can help improve students’ learning outcomes. The purpose of this study was to investigate the relationship between the management of library resources and students’ academic achievement in Physics at the Kenya Certificate of Secondary Education (KCSE) examination in Trans Nzoia County, Kenya. The study utilised quantitative methods, specifically descriptive research design, where questionnaires and documentary analysis served as instruments of data collection. The respondents of the study were 268 students, 24 teachers and 24 library assistants. Data was analysed with the help of the Statistical Package for Social Sciences (SPSS). The findings

The respondents of the study were 268 students, 24 teachers and 24 library assistants. Data was analysed with the help of the Statistical Package for Social Sciences (SPSS). The findings were presented using tables, figures, and thematic discussions. The findings of the study indicated that the management of library resources had a statically significant effect on student's academic achievement in Physics. The number of students who sat in the library at once had a statistically significant effect on students' academic performance at KCSE examinations (β=0.616,p<0.05), and the number of reference books a student was able to access in the school library also had a positive effect on students' academic performance (β=0.203, p<0.05). The number of times a student went to the school library in the past week to study Physics without the assistance of the librarian had a significant effect on students' academic performance. (β=0.0.029, p<0.05) while the number of different Physics textbooks that a student was able to access in the library revealed a positive effect on students' academic achievement (β=0.203, p=0.05). Based on the findings of the study, it was concluded that library resources were a significant predictor of student's academic achievement in Physics at the KCSE examination. From the foregoing conclusion, the study recommended that school boards of management and other stakeholders should focus on improving the management of library resources for enhanced students' academic achievement in Physics at the KCSE examination.

INTRODUCTION
Library resources include a collection of books, journals, manuscripts, creative works such as novels and short stories, maps, and other forms of print material. These resources also include audio resources such as CD-ROMS, audio and video tapes, as well as other forms of media resources. Library resources help both teachers and students acquire valuable information that facilitates research and learning activities (Gbemi-Ogunleye, 2016). Thus, the role of library resources in learning institutions is surmountable and is often considered very critical for achieving quality learning outcomes. Whereas the availability of adequate and relevant library resources is important, their management is key to quality learning outcomes.
Research has demonstrated the positive impact of library resources on students' learning outcomes (Soria et al., 2013;Onuoha, 2000). It has also been argued that students who frequently visit the library can access more information compared to their counterparts who do not have the opportunity to visit the library (Bresciani et al., 2012) In a related study on the association of library resources and students' academic achievement, Rodrigues and Mandrekar (2020) found that there was a significant and remarkable relationship between library usage and students' learning outcomes. Thus, there is a need to create awareness among students about resources and facilities that are available in the library so that students can take maximum advantage of the benefits provided by the library.
Providing support to students to access resources in the library could play a significant role in helping students find useful and relevant resources within the library. A couple of factors contribute towards the productive usage of the library. These factors include; proper guidance by library staff on the use of the library resources, a conducive library environment and the opportunity to access the library resources when required (Rodrigues and Mandrekar, 2020). Sterner (2021) contends that school library resources must be accessible to all those who wish to use the resources. But still, there is a need to ensure that a library is managed by well-trained and skilled staff. Library staff can help the reader find relevant resources and may be able to point out additional resources one had not thought about.
However, there are concerns about obstacles to efficient use of library resources. Some of these obstacles include poor management and lack of support to access relevant resources within the library, and inadequate library resources. In addition, some students may not benefit enough from the library because of limited time for the use of the library, and difficulty in accessing the library are among some of the major challenges. Poor management of library resources can potentially affect the effective use of library resources, thus leading to low student learning outcomes. Bimenyimana (2021) suggested that there is a need to develop cooperation between the school management, librarians, and parents so as to acquire adequate library resources.

Statement of the Problem
According to Mogaka (2020), teaching and learning can be more effective with the use of adequate and relevant instructional materials. He emphasises that students who have the opportunity to actively manipulate the available teaching and learning resources have better chances of performing better than their counterparts who have no access to learning resources. Students have consistently performed poorly in Physics at the Kenya Certificate of Secondary Education (KCSE) in Trans Nzoia County. This study sought to examine the effects of library resources as a predictor of students' learning outcomes in Physics at the KCSE examination in Trans Nzoia County, Kenya.

Objectives of the Study
The study was guided by the following specific objectives • Establish the factors that hinder the effective use of library resources in Secondary schools in Trans Nzoia County • To determine the effect of management of library resources on students' academic achievement in Trans Nzoia County

LITERATURE REVIEW
Libraries play an important role in the teaching and learning process. From the library, both teachers and learners can access useful resources in the form of books, journals, manuscripts, newspapers and magazines. Libraries can also provide audio visuals resources that can go a long way in enhancing learning (Ukim, 2012). According to Verma (2015), the role of the academic library is to achieve academic excellence. Verma proceeds to note that an academic institution cannot effectively achieve its mandate if it does not have a functional library. Todd and Carol (2010) stated that library resources enable learners to critically analyse and organise information, problem-solving, and communicate their understanding.
Studies have effectively shown that students who have access to library resources have the potential to achieve better learning outcomes than those who have little or no access to library resources. Other studies established that students' satisfaction with the physical facilities in the libraries was an important predictor of learning outcomes (Kaushamalika, (2023). Carvalho et al. (2020) also showed a positive and significant relationship between the library usage and the students' academic performance and success. Aernyi and Odeh (2017) conducted a study on library services utilisation and students 'academic performance in the Philippines. The study established students' satisfaction with library usage had a positive but moderate correlation with students' academic performance. Ekong and Ogunode (2022), in a study of the usage of library resources among university students in Nigeria, found that library usage played a significant role in postgraduate students' research work. In Uganda, Kabanda (2020) found a weak positive correlation between the organisation of school libraries and student academic performance. However, in Rwanda, Bimenyimana (2021) reported that the availability of library services and their utilisation significantly enhanced the level of academic performance. A study carried out in Nigeria to establish the effect of academic library usage on pre-service teachers' academic achievement found that effective library usage improved preservice teachers' academic achievement irrespective of gender (Eze et al., 2022).
In related studies seeking to establish the association between library resources and students' academic achievement, some studies have shown the factors that hinder library usage, thus impacting negatively on students' academic performance. For instance, Kayode (2017) noted that the low use of library resources was due to a lack of students' awareness. The study alluded that for a learner to acquire good and quality education, it is necessary for him or her to have free access to the materials that can help widen their horizon. These materials should not just be sourced by the individual user, but it is the obligation of the school management to provide auxiliary services, including trained and qualified school library personnel.
In Kenya, Nganga (2020) sought to establish the relationship between library services and students' academic performance. They revealed that there was a positive correlation between library service and students' academic performance. Thuranira et al. (2022), in a study on the influence of teaching and learning resources on academic performance among public primary schools in Laikipia West Sub County, revealed that teaching and learning resources had a positive and significant influence on pupil's performance in public primary schools. Naisianoi et al. (2020) sought to establish how the availability of instructional resources affects students' academic achievement in Gilgil, Kenya.
The study showed that lack of access to teaching and learning resources had a significant negative effect on students' academic achievement. Naisianoi et al. (2020) also established that access to teaching materials was very important in determining students' learning outcomes.

RESEARCH METHODOLOGY
The study was carried out in Trans-Nzoia County, Kenya. Trans-Nzoia County is located in the western part of Kenya. The county comprises five (5)    The study adopted a correlational research design. A correlational research design investigates relationships between variables without the researcher controlling or manipulating any of them. This design was appropriate since it could establish the strength and/or direction of the relationship between the variables of interest. The target population was 24 public secondary schools, 24 Physics teachers, 24 laboratory technicians and 24 library assistants, and 5460 form three students in Trans Nzoia County. A simple random sampling technique was used to pick the schools and respondents that participated in the study. The respondents included 268 students, 24 teachers and 24 library assistants.
Questionnaires and document analysis schedules were used for data collection. Before the actual study, piloting of the research instruments was conducted in two secondary schools in Uasin Gishu County involving 45 respondents; 2 Physics teachers, 38 students, 2 library assistants and 2 laboratory technicians. The questionnaires were used to collect data regarding the size of the library (How many students would sit in the library at once, the number of times students visited the library in a week, the number of Physics reference books available in the library, number of hours in a week student allocated for private study, whether student found going to the library was helpful and whether student enjoyed going to the library to study physics subject.

Validity of the instruments was carried out by Experts in the Department of Educational
Planning and Management at Kibabii University. The reliability of the instruments was ascertained by the test-retest technique. The test-retest of the questionnaires yielded a Cronbach's alpha coefficient of 0.784 and was considered appropriate for the collection of data during the actual study.
Quantitative data obtained was analysed using Statistical Package for Social Sciences (SPSS). The SPSS was used to generate a data array that was used for subsequent analysis of the data. Both descriptive and inferential statistics were used to analyse quantitative data. Descriptive statistics was used to summarise data in the form of charts, tables, and graphs. Inferential statistics were used to test for the relationship between the dependent and independent variables.

RESULTS AND DISCUSSIONS
This section presents the results and discussions on the challenges hindering the effective use of library resources as well as the effect of management of library resources on students' academic achievement in Physics at the KCSE examination in Transzoia County, Kenya.

Challenges Hindering Effective Use of Library Resources
The first objective sought to establish challenges that hinder the effective use of library resources in Secondary schools in Trans Nzoia County. The findings are shown in Figure 2.

Figure 2 Challenges hindering effective use of library resources in secondary schools
The study sought to establish the challenges hindering the effective use of library resources in secondary schools in Trans Nzoia County. Data collected from school librarians as key respondents and analysed are presented in Figure  2. The findings revealed that the majority of the Other major challenges included a lack of electricity and poor ICT infrastructure. Table 1 shows the variables that were used to address the second objective. How many students can sit in the school library at ago Scale Var4b

Differences in the Performance of Boys' and Girls' Schools
The number of times students went to the school library in the past week to study Physics without the assistance of a school librarian assistant.

Var4c
The number of times students went to the school library in the past week to study Physics with the assistance of a school librarian.

Var4d
Number of hours in a week student allocated for Physics private study Scale Var4e How many different Physics textbooks students were able to find in your school library Scale Var4f Number of Physics reference books student was able to find in your school library.     Table 3 shows the group statistics.  (2022) The results of the analysed data portrayed in Table  3 suggest that the performance of boys' schools in Physics at the KCSE Examination in Tran-Nzoia schools was higher than that of girls; the mean difference was 0.28. Boys' schools had achieved a Mean Score of 5.441, with Std, Dev = 5.4412, while girls had a Mean Score of 5.162, Std. Dev= 5.162. An independent samples t-test was computed to establish whether there was a statically significant difference in the performance of boys' schools and that of girls.

Scale
The hypothesis being tested was; H0=There is no statically significant difference in the performance of boys' schools and that of girls' schools in Physics at the KCSE Examination in Trans-Nzoia County schools.
Levene's test was not statistically significant (F=2.057, p>0.04), displaying homogeneity of the variance on the dependent variable (Phy_Avg). With equal variances assumed, t =1.196 and p>0.0.05, the study rejected the null hypothesis and therefore concluded that there was a statically significant difference in the performance of boys' schools and that of girls' schools with boys exhibiting better performance. Boys' schools had reported a Mean Score of 5.442±1.4233 while girls had a Mean Score of 5.162±1. 50802.

The Utilisation of Library Resources and Academic Performance
Whilst this study is useful and justifies the need to pay attention to female students and provide them with support to enhance their performance in Physics and science-related subjects, there is a need to explore how library resources can be utilised to offer support to students to improve their performance. Taking cognisance of this gap, the study used the Pearson correlation coefficient to determine whether there was any statistically significant relationship between the management of library resources and students' academic achievement in Physics at KCSE in Trans Nzoia County. The results are presented in Table 4. Table 4 show that, on average, schools that participated in the study had a library sitting capacity of 71 students (Mean =70.15, SD=48.60). The results suggest that there was a strong positive relationship between variable 4a (Number of students who can sit in the school library at ago) and students' academic achievement in Physics at KCSE examinations (r =0.866, p=0.05). These findings suggest that having a larger sitting capacity in the school library is associated with better academic performance among students.

The findings presented in
The findings of the study are supported by previous studies whose findings indicated a significant remarkable relationship between library usage and students' academic performance (Alhabi and Middleton, 2012;Bimenyimana, 2021). However, the findings departed from Sterner (2021), who found that the number of library visits and library space satisfaction was negatively associated with the student's examination performance.  (2022) The findings presented in Table 4 suggested a fairly moderate positive correlation between the number of times a student went to the school library in the past week to study Physics without the assistance of the librarian (Varl 4b) and student academic achievement at KCSE Examination (r= 0.549, p<0.05). Otherwise, there was a weak correlation between those who were assisted by the librarian (Var4c) and students' academic achievement at KCSE examinations in Physics (r= 0.342, p<0.05). From the findings presented in Table 4, it was deduced that students who accessed the school library to study Physics without the assistance of the librarian tended to perform better than those who were assisted by the librarian. However, this finding was unexpected since one would ordinarily have expected that assistance from the school librarian was expected to improve the students' library usage. The multiple linear regression (MLR) model was then used to establish the effects of the independent variables on the outcome variable.

As shown in
The results of the MLR model are presented in Table 5.
According to the MLR results displayed in Table  5, the number of students who can sit in the school library at once (var4a) had a statistically significant effect on students' academic performance at KCSE examinations (β=0.616, p<0.05). This meant that as the number of students who could sit in the library increased by one unit, students' academic performance tended to improve by an index of 0.616. These findings agree with Onuoha (2021), who found that library capacity had a positive effect on student's academic achievement. The study found that the number of students who went to the school library in the past week to study Physics without the assistance of the librarian had a positive effect on students' academic performance. However, the effect was not statistically significant (β=0.029, p<0.431). In addition, 4d (Number of hours allocated for Physics private study) had a negative effect on students' academic achievement (β=-0.019, p=0.001). As for variable 4e (The number of different Physics textbooks a student was able to access in the school library), there was a positive effect on students' academic performance (β=0.203, p<0.05). Therefore, there was evidence to suggest that a greater number of different Physics textbooks was associated with improved students' academic performance. This is confirmed by the findings of Rodrigues & Mandrekar (2020). who revealed a positive correlation between the availability and usage of a variety of library resources and students' academic performance.
Other variables that had no statistically significant effects were variables 4i (I find it easy to go to the library) and 4j (For me going to the library is quite helpful) [(β=0.003, p<0.919) and (β=0.027, p<0.345)] respectively.

CONCLUSION
Based on the findings of the study, it was concluded that library resources play an important role in enhancing students' academic achievement. Library resources were found to positively predict students' academic achievement in Physics at the KCSE examination. These findings gave the impression that the management of library resources influenced students' academic achievement in Physics at KCSE. Therefore, there is a need to ensure that school library resources are managed well under and that students had access to the library resources.

Recommendations
From the foregoing conclusion, the study recommended that school boards of management and other stakeholders should focus on improving the management of library resources for enhanced students' academic achievement in Physics at KCSE examination.