The utilization of libraries, ICTs and human resources at the secondary schools level in Shughnan district
AuthorAslam, Amir Muhammad
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The title of this research was the Utilization of Library, ICTs and Human Resources in the teaching-learning process. Because of that, in this study a mixed method research approach was applied to investigate and identify the available resources through an in depth study as well as through quantifiable data. In addition, the study sought to find out how the accessible resources are exploited and to what extent students understood the usefulness of having such materials in their lessons. For obtaining the data, two different data collection methods were used. The first one was an online interview and the second one was a survey. For the interview, participants were selected based on purposive sampling, which demonstrates the learners were picked up in accordance to their knowledge and capacity. In contrary, for the survey, participants were selected by stratified sampling that shows the informants chose based on some characteristics like Gender, Class and their School’s type. In accordance to the qualitative data, the findings showed three sorts of resources were utilized in the schools: Library, ICTs and human resources. For example, the results displayed the larger number of the students took the advantage of the library materials rather than the ICTs and Human resources. Alongside that, the results expressed, the majority of the students pointed that they utilized the library materials to prepare their assignments. In addition, the qualitative data revealed that, more than half of the students did not have proper access to the ICTs materials. Based on the quantitative data, the findings indicated, about 46.67 % of the teachers strongly agreed that, the library materials were adequate for all the students. Besides that, 43.33 % of the teachers agreed that students had sufficient number of teaching-learning materials. Furthermore, the quantitative findings investigated that about 43.33 % of the teachers did not have access to the computer and the internet.