Browsing by Author "Ibrahim Kabi"

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Impact of information literacy on the utilization of LMS in Uganda: A Case study of Soroti University
(African Journal of Library and Information Innovations (AJLII), 2026-07-31) Stephen Econyu; Lujja A. Azizi; Hellen Flavia Atai; Barbra Apolot; Ibrahim Kabi; Emmanuel Emwos Opio
Background: Learning Management Systems (LMS) are essential tools in higher education for supporting teaching, learning, and access to digital resources. However, effective utilization depends on users’ information literacy competencies.. Purpose: This study examined impact of information literacy on LMS utilization at Soroti University. Specifically, it assessed the status of LMS, examined users’ information literacy levels, identified challenges affecting LMS usage, and proposed strategies for improving utilization. Methodology: A cross-sectional descriptive research design using quantitative and qualitative approaches was adopted. Data were collected from 45 respondents, including academic, administrative and support staff, and students selected through stratified random and purposive sampling. Data were collected using closed-ended questionnaires and interview schedules. Quantitative data were analyzed using SPSS, while qualitative data were analyzed thematically using ATLAS.ti. Results: The findings revealed that LMS at Soroti University is operational and accessible, although utilization differs across departments. A strong positive and statistically significant relationship existed between information literacy and LMS utilization (r = .729, p = .000). Regression analysis showed that information literacy explained 53.1% of the variation in LMS utilization (R² = .531). Challenges included limited awareness of LMS functionalities, poor internet connectivity, inadequate technical support, insufficient ICT infrastructure, and continued preference for traditional teaching methods. Conclusion: The study concluded that information literacy significantly influences effective LMS utilization in higher education institutions.. Implications: The findings contribute to understanding factors affecting technology adoption in higher education and highlight the need for continuous digital literacy trainings, improved ICT infrastructure, technical support, and institutional awareness programs to strengthen LMS utilization..
Impact of information literacy on the utilization of LMS in Uganda: A Case study of Soroti University
(African Journal of Library and Information Innovations (AJLII), 2026-07-31) Stephen Econyu; Lujja A. Azizi; Hellen Flavia Atai; Barbra Apolot; Ibrahim Kabi; Emmanuel Emwos Opio
Background: Learning Management Systems (LMS) are essential tools in higher education for supporting teaching, learning, and access to digital resources. However, effective utilization depends on users’ information literacy competencies.. Purpose: This study examined impact of information literacy on LMS utilization at Soroti University. Specifically, it assessed the status of LMS, examined users’ information literacy levels, identified challenges affecting LMS usage, and proposed strategies for improving utilization. Methodology: A cross-sectional descriptive research design using quantitative and qualitative approaches was adopted. Data were collected from 45 respondents, including academic, administrative and support staff, and students selected through stratified random and purposive sampling. Data were collected using closed-ended questionnaires and interview schedules. Quantitative data were analyzed using SPSS, while qualitative data were analyzed thematically using ATLAS.ti. Results: The findings revealed that LMS at Soroti University is operational and accessible, although utilization differs across departments. A strong positive and statistically significant relationship existed between information literacy and LMS utilization (r = .729, p = .000). Regression analysis showed that information literacy explained 53.1% of the variation in LMS utilization (R² = .531). Challenges included limited awareness of LMS functionalities, poor internet connectivity, inadequate technical support, insufficient ICT infrastructure, and continued preference for traditional teaching methods. Conclusion: The study concluded that information literacy significantly influences effective LMS utilization in higher education institutions.. Implications: The findings contribute to understanding factors affecting technology adoption in higher education and highlight the need for continuous digital literacy trainings, improved ICT infrastructure, technical support, and institutional awareness programs to strengthen LMS utilization..
Open knowledge, stress management, and job performance: A Study of library and information science Professionals in Ugandan academic libraries
(African Journal of Library and Information Innovations (AJLII), 2026-07-31) Stephen Econyu; Elisha Ondieki Makori; Christine Nasimiyu Mayende; Dorothy M. Njiraine; Ibrahim Kabi; Emmanuel Emwos Opio; J.R. Ikoja Odongo
Background: Library and Information Science (LIS) professionals in Ugandan academic libraries experience increasing workplace stress caused by heavy workloads, limited institutional support, and rapid technological changes. These challenges negatively affect productivity, job satisfaction, and overall well-being. Open knowledge practices such as open access, open educational resources (OER), and open data have emerged as potential strategies for improving professional collaboration and reducing workplace stress. Purpose: The study examined the relationship between open knowledge practices, stress management, and job performance among LIS professionals in Ugandan academic libraries. Specifically, it explored how stress affects job performance and how engagement in open knowledge practices can help mitigate workplace challenges. Methodology: A quantitative descriptive survey design was adopted, involving 100 LIS professionals, with a 70% response rate. Data were collected using a self-administered semi-structured online questionnaire and analyzed using SPSS. Results: The findings revealed that workplace stress significantly reduces job performance and contributes to burnout among LIS professionals. However, participation in open knowledge practices enhanced collaboration, strengthened professional confidence, improved coping mechanisms, and increased productivity and job satisfaction. Conclusion: The study concluded that open knowledge practices and stress management are closely interconnected in influencing employee performance in academic libraries. Strengthening engagement in open knowledge initiatives can support both staff well-being and professional effectiveness. Implications: The study recommends that academic library management invest in open access infrastructure, continuous professional development, supportive leadership, and mental health support services, to enhance staff well-being, retention, and service delivery in Ugandan academic libraries.