An Assessment of Information Seeking of Undergraduate Students in Hybrid Environment in Tanzania: A case of Institute of Accountancy Arusha.

Mchunguzi, Remigius Renatus (2025) An Assessment of Information Seeking of Undergraduate Students in Hybrid Environment in Tanzania: A case of Institute of Accountancy Arusha. Masters thesis, The Open University of Tanzania.

PDF - Submitted Version Available under License Creative Commons Attribution. Download (21MB)

Abstract

This study was carried out to examine the information-seeking behavior of undergraduate students in a hybrid learning environment, using the Institute of Accountancy Arusha (IAA) in Tanzania as a case study. A mixed research approach, combining both qualitative and quantitative techniques, was employed. The study population comprised 250 undergraduate students, 17 librarians, as well as the Director of Library Services, Director of Information and Communication Technology (ICT), and the Director of Undergraduate Studies, all of whom were interviewed using semi-structured questions. Data collected were analyzed using the Statistical Package for Social Sciences (SPSS) version 20, while qualitative data were analyzed thematically to identify patterns and insights from the participants’ responses. The findings indicate that students at IAA face significant barriers to information-seeking, with poor internet access affecting (35.6%) of respondents and limited technological skills reported by 20.0%. Despite these challenges, students frequently utilize digital resources e-books (23%), journal databases (12%), and Library books (33%) mainly accessed through the institution’s online library portal, which enables remote access to academic materials. The study further revealed that (54%) of students expressed the need for stronger academic support and improved infrastructure to enhance information literacy in the hybrid learning setting. Interview data from institutional directors emphasized ongoing efforts, such as student orientation and information literacy programs, as crucial for building students' capacity to access and evaluate information effectively. This study underscores the importance of understanding students' information-seeking to improve educational outcomes in hybrid learning environments. It recommends that IAA and similar institutions enhance their digital infrastructure, provide training programs to improve digital literacy, and refine academic support systems to meet the evolving needs of students in blended learning contexts. Key words: Information-seeking, hybrid learning, digital literacy, academic support, undergraduate students, Institute of Accountancy Arusha, Tanzania

Actions (login required)

View Item