INVESTIGATING THE IMPACT OF LIBRARY ANXIETY ON STUDENTS ACADEMIC PERFORMANCE IN FACULTY OF EDUCATION SA'ADU ZUNGUR UNIVERSITY, BAUCHI

ABSTRACT This study explores the impact of library anxiety on students’ academic performance within the Faculty of Education at Sa’adu Zungur University, Bauchi. Library anxiety, characterized by feelings of discomfort, fear, confusion, and helplessness when using library resources, poses a significant barrier to academic success. Given the essential role of academic libraries in providing access to information and supporting student learning, this research seeks to determine how psychological obstacles such as library anxiety affect educational outcomes among future educators. The study employed a descriptive survey design, with a structured questionnaire administered to a sample of 200 undergraduate students drawn from different departments within the Faculty of Education. Data were analyzed using frequency distribution, mean scores, and Pearson’s correlation to assess the relationship between levels of library anxiety and academic performance. Findings reveal that a significant proportion of students in the Faculty of Education experience moderate to high levels of library anxiety, driven by unfamiliarity with library systems, fear of asking for help, and lack of adequate orientation on how to use library resources. Furthermore, the study establishes a negative correlation between high levels of library anxiety and academic performance, indicating that students who experience greater anxiety tend to avoid library use, which ultimately affects their academic achievement. Based on these findings, the study recommends proactive measures such as comprehensive library orientation sessions, integration of information literacy into the education curriculum, and the creation of a more welcoming library environment. These interventions can help reduce library-related fears and empower students with the skills and confidence needed to effectively use library resources for academic excellence.