This paper presents the findings from a study conducted to assess the impact of library resources on the academic performance of secondary school students in Tanzania, with a case study of Mbeya City. The research employed a survey research design, and both systematic and purposive sampling techniques were used to select 261 participants. Data were collected using closed-ended questionnaires designed with five-point Likert scale items, open-ended questions, interviews, and a document analysis guide. Respondents included teachers, students, heads of schools, school librarians, the Municipal Education Officer (MEO), and relevant office documents, all of whom provided both quantitative and qualitative data. Quantitative data were analysed using frequencies, percentages, and the Pearson correlation coefficient. It was found that, although Mbeya City schools have made progress in establishing library spaces, their educational impact is limited by inadequate facilities, insufficient materials, untrained staff, and poor digital integration. Effective improvement in academic performance requires not just infrastructure and technology but also qualified librarians, relevant resources, and deliberate incorporation of libraries into teaching. The challenges are multifaceted, spanning structural, technological, managerial, and cultural issues. Based on these findings, this study recommends that efforts on staffing, resource equity, infrastructure, community engagement, and digital access can transform secondary school libraries into vibrant educational hubs.
Kabuje et al. (Mon,) studied this question.
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