View
0
Download
0
Category
Preview:
Citation preview
USER SATISFACTION IN A GOVERNMENT LIBRARY: A CASE
STUDY OF THE MINISTRY OF FOREIGN AFFAIRS
IN SAUDI ARABIA
DISSERTATION
Presented to the Graduate Council of the
University of North Texas in Partial
Fulfillment of the Requirements
For the Degree of
DOCTOR OF PHILOSOPHY
By
Jamal Abbas Tameem, B.A., M.S.L.S
Denton, Texas
August, 1991
Tameem, Jamal Abbas, User Satisfaction in a Government
Library: A Case Study of the Ministry of Foreign Affairs in
Saudi Arabia. Doctor of Philosophy (Information Science),
August, 1991, 201 pp., 48 tables, 6 illustrations,
bibliography, 91 titles.
The problem of this study was the lack of knowledge
about user satisfaction with the library services which are
provided at the library of the Ministry of Foreign Affairs
(MFA) in Saudi Arabia. The purposes of the study were two-
fold: (1) to measure, evaluate, and analyze user
satisfaction with the library services provided at the MFA
Library for the employees; and (2) to develop a model for
evaluation of user satisfaction of library services in
government libraries in Saudi Arabia.
The data gathering instrument of this study was
distributed to 425 employees from the MFA in Saudi Arabia.
Usable questionnaires were returned by 280 or 65.88 percent
of the participants and were analyzed using Statistical
Package for the Social Sciences which included the chi-
square test, one-way analysis of variance (ANOVA), Scheffe
test, crosstabulation of each variable, frequency
distribution. Significance was at the .05 level.
The results of the survey showed that the more
education an employee had and the longer the employee had
worked at the Ministry of Foreign Affairs, the more
dissatisfied the employee was with the library's services.
Significant differences were also found depending on the
rank of the employee, the employee's age, the nationality of
the employee, and the country granting the respondent's last
educational degree.
Recommendations are proposed for the Ministry of
Foreign Affairs Library, and a model is presented for the
use of other government libraries in Saudi Arabia. Topics
for further studies on librarianship for government
libraries in Saudi Arabia are also suggested.
USER SATISFACTION IN A GOVERNMENT LIBRARY: A CASE
STUDY OF THE MINISTRY OF FOREIGN AFFAIRS
IN SAUDI ARABIA
DISSERTATION
Presented to the Graduate Council of the
University of North Texas in Partial
Fulfillment of the Requirements
For the Degree of
DOCTOR OF PHILOSOPHY
By
Jamal Abbas Tameem, B.A., M.S.L.S
Denton, Texas
August, 1991
Copyright by
Jamal Abbas Tameem
1991
111
ACKNOWLEDGEMENTS
I express my sincere appreciation to Dr. Ana D.
Cleveland, my major advisor, for her encouragement,
patience, and assistance in developing this study and for
her help throughout my program at the University of North
Texas.
I am also much indebted to the university member on my
dissertation committee, Dr. John P. Eddy, for his kindness,
guidance, and invaluable comments. I expand my appreciation
to the remaining members of my committee—Dr. Donald B.
Cleveland, my major professor when I started my program, Dr.
John B. Corbin, and Dr. Herman L. Totten—-for their support,
helpful suggestions, constructive comments, and encouraging
remarks while I was conducting my study.
Also, I am indebted and grateful to my long-suffering
wife, Dr. Wafa Own, who stood by my side as a truest help-
mate and encouraged me, as well as to my two daughters,
Wajan and Wajd, for their tenderness and love. To them, I
dedicate this work.
Finally, I am grateful to the Ministry of Foreign
Affairs, Saudi Arabia, for giving me an opportunity to
complete my higher education and for the financial support
that I have received during my study.
IV
TABLE OF CONTENTS
Page
ACKNOWLEDGEMENTS iv
LIST OF TABLES viii
LIST OF ILLUSTRATIONS xiii
Chapter
I. INTRODUCTION 1
The Institute of Diplomatic Studies 4
The Ministry of Foreign Affairs Library . . . 6 Statement of the Problem 11 Purpose of the Study 11 Research Questions 12 Significance of the Study 14 Assumptions 15 Limitations of the Study 16 Operational Definition of Terms 16 References for Chapter I 18
II. REVIEW OF RELATED LITERATURE 19
Definitions of Related Terms 20 Methodology of User Studies 21 Models of User Studies 26 Studies of Library Use 29 Studies of User Attitudes 32 Studies of User Satisfaction 37 Summary 41 References for Chapter II 43
III. RESEARCH METHODOLOGY 48
Research Population 48 Instrument 48 Pilot Study 49 Design of the Study 50 Sample Size 52 Procedure for Data Collection . 52 Treatment of the Data 54 Summary 55 References for Chapter III . ] 56
Chapter Page
IV. PRESENTATION AND ANALYSIS OF DATA 57
Card Catalog and User Satisfaction 60 User Guide and User Satisfaction 62 Arrangement of Materials and User
Satisfaction 67 Browsing Section and User Satisfaction . . . 70 Bibliographic Citations and User
Satisfaction 74 Availability of Materials and User
Satisfaction 77 Photocopying Services and User Satisfaction 79 Staff Assistance and User Satisfaction . . . 84 Computer Database and User Satisfaction . . . 86 Library Collection and User Satisfaction . . 88 Library Hours and User Satisfaction 92 Physical Facilities and User Satisfaction . . 93 Library Use In General 95 Other Services 108 Summary 112 References for Chapter IV . . . . 124
V. SUMMARY, FINDINGS, CONCLUSIONS, MODEL, AND RECOMMENDATIONS 125
Summary 125 Findings 126 Conclusions 129 Model for Evaluation of User Satisfaction
of Library Services in Government Libraries in Saudi Arabia 130
Recommendations 134 Recommendations For Future Research 139
APPENDIX
A. Political Map of Saudi Arabia 140
B. Cover Letter and Questionnaire Instrument (in Arabic) 142
C. Cover Letter and Questionnaire (in English) . . 155
D. Cover Letter for Pilot Study 167
E. Cover Letters for Assistance From the Major Professor to the Saudi Arabian Cultural Attache' and the Director General of the IDS
vi
APPENDIX Page
F. Frequency Distribution of the MFA 173
BIBLIOGRAPHY 194
Vll
LIST OF TABLES
Table Page
1. IDS Student Development in Ten Years 1979 -1989 6
2. MFA Library Development in Ten Years 1979 -1989 10
3. Number and Percentage of Usable Responses from the Employees of the Ministry of Foreign Affairs for All Demographic Variables (N = 280) 58
4. Responses Concerning Card Catalog with All Independent Variables (N = 280) (Chi-Square Test) 61
5. Satisfaction of Respondents Concerning Card Catalog with All Independent Variables (One-way ANOVA) 62
6. Differences in Means of Satisfaction with Card Catalog Based on the Employee's Educational Level (Scheffe Test) 63
7. Responses Concerning User Guide with All Independent Variables (N = 280) (Chi-Square Test) 65
8. Satisfaction of Respondents Concerning User Guide with All Independent Variables (One-Way ANOVA) 66
9. Differences in Means of Satisfaction with User Guide Based on the Employee's Educational Levels 67
10. Responses Concerning Arrangement of Materials with All Independent Variables (N = 280) (Chi-Square Test) 68
11. Satisfaction of Respondents Concerning Arrangement of Materials with All Independent Variables (One-Way ANOVA) 69
v m
Table Page
12. Differences in Means of Satisfaction with Arrangement of Materials Based on the Employee's Educational Levels (Scheffe Test) . . 71
13. Responses Concerning Browsing Section with All Independent Variables (N = 280) (Chi-Square Test) 72
14. Satisfaction of Respondents Concerning Browsing Section with All Independent Variables (One-Way ANOVA) 73
15. Differences in Means of Satisfaction with Browsing Section Based on the Employees' Educational Levels (Scheffe Test) 74
16. Responses Concerning Bibliographic Citation with All Independent Variables (N = 280) (Chi-Square Test) 75
17. Satisfaction of Respondents Concerning Bibliographic Citation with All Independent Variables (One-Way ANOVA) 76
18. Differences in Means of Satisfaction with Bibliographic Citation Based on the Employee's Educational Levels (Scheffe Test) 77
19. Responses Concerning Availability of Materials with All Independent Variables (N = 280) (Chi-Square Test) 78
20. Satisfaction of Respondents Concerning Availability of Materials with All Independent Variables (One-Way ANOVA) 80
21. Differences in Means of Satisfaction with Availability of Materials Based on the Employee's Educational Levels (Scheffe Test) . . 81
22. Responses Concerning Photocopying Services with All Independent Variables (N = 280) (Chi-Square Test) 82
23. Satisfaction of Respondents Concerning Photocopying Services with All Independent Variables (One-Way ANOVA) 83
IX
Table Page
24. Differences in Means of Satisfaction with Photocopying Services Based on the Employee's Educational Levels (Scheffe Test) 84
25. Responses Concerning Staff Assistance with All Independent Variables (N = 280) (Chi-Square Test) 85
26. Satisfaction of Respondents Concerning Staff Assistance with All Independent Variables (One-way ANOVA) 87
27 Differences in Means of Satisfaction with Staff Assistance Based on the Employee's Educational Levels (Scheffe Test) 88
28. Responses Concerning Computer Database Searching with All Independent Variables (N = 280) (Chi-Square Test) 89
29. Satisfaction of Respondents Concerning Computer Database with All Independent Variables (One-way ANOVA) . . . . 90
30. Satisfaction of Respondents Concerning Library Collection with All Independent Variables (One-way ANOVA) 91
31. Differences in Means of Satisfaction with Library Collection Based on the Employee's Educational Levels (Scheffe Test) 93
32. Satisfaction of Respondents Concerning Library Hours with All Independent Variables (One-way ANOVA) 94
33. Differences in Means of Satisfaction with Library Hours Based on the Employee's Educational Levels (Scheffe Test) 95
34. Satisfaction of Respondents Concerning Physical Facilities with All Independent Variables (One-Way ANOVA) 96
35. Differences in Means of Satisfaction with Physical Facilities Based on the Educational Level of the Employee (Scheffe Test) 97
Table Page
36. Responses Concerning Frequency of Library Use with All Independent Variables (N = 280) (Chi-Square Test) 98
37. Responses Concerning Use of Other Libraries with All Independent Variables (N = 280) (Chi-Square Test) 99
38. Responses Concerning Adequate Materials with All Independent Variables (N = 280) (Chi-Square Test) 100
39. Responses Concerning Adequate Tools with All Independent Variables (N = 280) (Chi-Square Test) 102
40. Responses Concerning Adequate Services with All Independent Variables (N = 280) (Chi-Square Test) 103
41. Responses Concerning Their Sufficient Training with All Independent Variables (N = 280) (Chi-Square Test) 105
42. Responses Concerning Importance of the MFA Library with All Independent Variables (N = 269) (Chi-Square Test) 106
43. Responses Concerning Satisfaction of the MFA Library in General with All Independent Variables (N = 264) (Chi-Square Test) 107
44. Responses Concerning Sending a List of Publications to the MFA Employees with All Independent Variables (N = 280) (Chi-Square Test) 109
45. Responses Concerning Answering Employees' Questions by Phone with All Independent Variables (N = 280) (Chi-Square Test) n o
46. Responses Concerning Sending Materials by Phone Request All Independent Variables (N = 280) (Chi-Square Test) Ill
47. Responses Concerning Using Interlibrary Loan with All Independent Variables (N = 280) (Chi-Square Test)
XI
Table Page
48. Responses Concerning Offering Library Orientation with All Independent Variables (N = 280) (Chi-Square Test) 114
xxi
LIST OF ILLUSTRATIONS
Figure Page
1. Ministries in Saudi Arabia 3
2. The Organization Chart of the Institute of Diplomatic Studies 7
3. The Organizational Chart of the Ministry of Foreign Affairs Library, 1986 9
4. Research Model 13
5. Information Seeking Behavior as Affected by Organizational, Role, and Functional Constraints 27
6. Factors Influencing Needs and Information-Seeking Behavior 28
x m
CHAPTER I
INTRODUCTION
Since the 1950s many studies have been conducted to
measure quantitatively the performance of libraries. The
library, as any other system, grows and becomes a complex
system, and its operations become increasingly complex.
Therefore, the library must operate in a way that the users
find the items of information they need. In the 1990s,
information is packaged in many formats and is available
through a variety of channels. Libraries remain one of the
most important and most economical sources for access to
information. User satisfaction as a criteria for measuring
library effectiveness has not been used for evaluation of
Saudi Arabian government libraries, and it has not been
mentioned in past research.
Saudi Arabia is an Islamic state based on principles
prescribed by the Qur'an, the Holy Book of Islam, and
Shari'ah, Islamic Law and is governed by the King and a
Council of Ministries from the executive and legislative
branches of the government.
Saudi Arabia, as a developing country, is striving to
improve its educational, social, and economic standards. In
the struggle to achieve its goals, it has established
various educational institutions to promote intellectual
growth in the society. Saudi ministries, government
agencies, companies, and research centers have shown
interest in establishing special libraries to serve their
officials. Approximately thirty special libraries have been
founded in Saudi Arabia since the mid-1950s. Some of them
are well-organized, well-equipped, and well-staffed.
There are twenty government ministries in Saudi Arabia
(see figure 1) and almost all of them have established
libraries on their premises. These libraries primarily
collect all the materials related to the needs and interests
of their ministries. Many of these libraries have
established documentation centers serving specialized needs,
such as inquiry services, bibliographical services, and
translation services. These libraries which are attached to
ministries are called "Government Libraries."
In order to produce and improve additional human
resources for use in government sector activities, the
Ministry of Foreign Affairs (MFA) in Saudi Arabia has
established the Institute of Diplomatic Studies (IDS). The
MFA Library serves both MFA employees and IDS students.
The main purposes of this study are: (1) to measure,
evaluate, and analyze user satisfaction with library
services provided by the library of the Ministry of Foreign
Affairs and (2) to develop a model for evaluation of user
KING FAHD CUSTODIAN OF THE TWO HOLY MOSQUES
SutHimi Commindar of Saudi Arabian Arnud Forets Prtitdint of th« Council of Mmisttrs frnttftnt of tN ConwJutivt Council Ctwrmon of tho Supreme Commitut for AdtMmstrttion Htform
PrMKtoflcy of Counot of M« mslen
hwiwr Hit Mipsty the King 1st D«*ity Frtmwr HRH the Crown Prmco 2nd Deputy HRH the Pnnct
S«crot«not G»n«r»J of t>* C 5
1 TS
1
MINISTRY OF FOREIGN AFFAIRS
MINISTRY OF DEFENCE & AVIATION
MINISTRY OF PETROLEUM & MINERAL RESOURCES
MINISTRY OF PUNNING
MINISTRY OF HIGHER EDUCATION
MINISTRY OF EDUCATION
MINISTRY OF PILGRIMAGE &WAQFS
MINISTRY OF COMMERCE
MINISTRY OF INTERIOR
MINISTRY OF JUSTICE
MINISTRY OF INFORMATION
MINISTRY OF FINANCE & NATIONAL ECONOMY
MINISTRY OF COMMUNICATIONS
MINISTRY OF INDUSTRY ft ELECTRICITY
MINISTRY OF HEALTH
MINISTRY OF POST. TEUEPHONE & TELEGRAPH
MINISTRY OF MUNICIPAL & RURAL AFFAIRS
MINISTRY OF AGRICULTURE * WATER
MINISTRY OF PUBLIC WORKS & HOUSING
MINISTRY OF LABOUR & SOCIAL AFFAIRS
Fig. 1. Ministries in Saudi Arabia.
satisfaction of library services in government libraries in
Saudi Arabia.
This study deals with the opinions and attitudes of the
employees of the Ministry of Foreign Affairs toward the
library's services and resources. In order to understand
what the employees' reactions are toward the library
services of the Ministry of Foreign Affairs, historical
background information on both the Ministry of Foreign
Affairs Library and the Institute of Diplomatic Studies is
provided.
The Institute of Diplomatic Studies
The Institute of Diplomatic Studies (IDS) is housed in
a large building with the Ministry of Foreign Affairs in
Riyadh, the capital of Saudi Arabia. The IDS is a
government institution which provides opportunities and
resources to improve the scholarship and professional skills
of promising Saudi diplomats from the Ministry of Foreign
Affairs of Saudi Arabia. The IDS was established in 1979 to
support Saudi diplomacy by providing Saudi diplomats with
the means to increase their efficiency and to become more
successful (Tameem 1988, 123).
The three general objectives of the IDS are:
to provide the staff of the Foreign Ministry and
those of other government agencies with academic
and training programs which aim at high
scholarship, professional attitudes, and the
development of Saudi career diplomats; to create
an atmosphere conducive to the conduct of research
studies addressing important Arab, Islamic, and
global issues; and to organize and participate in
conferences, seminars, workshops, and meetings
dealing with various aspects of diplomacy and
world affairs (Ministry of Foreign Affairs 1985a,
2) .
The IDS provides an academic full-time program for the
Saudi diplomat which it calls the "Diploma of Diplomatic
Studies." The Ministry of Higher Education in Saudi Arabia
calls this a functional Master of Arts degree (Ministry of
Foreign Affairs 1985b, 25).
In addition, the IDS provides numerous courses for
part-time students such as some of the ministry's employees
and their spouses. The spouses take courses in order to be
able to support their husbands in their diplomatic
activities. According to statistics in 1990, there are 110
persons working at the IDS, including fifty-one faculty
members (Ministry of Foreign Affairs 1990, 105). The number
of employees and their spouses who took courses full-time
and part-time from 1979 to 1989 was 3,322 (see table 1).
The Director General of the IDS supervises all the IDS
activities and reports to the Supreme Council of the IDS.
The IDS consists of four sections under the Director
TABLE 1
IDS STUDENT DEVELOPMENT IN TEN YEARS 1979 - 1989
Full-time Part-time Staff Year Students Students Wives Total
1979-1980 10 60 - 70
1980-1981 15 109 27 151
1981-1982 28 192 40 260
1982-1983 17 105 37 159
1983-1984 9 136 49 194
1984-1985 12 648 52 712
1985-1986 12 352 77 441
1986-1987 15 375 78 468
1987-1988 9 309 68 386
1988-1989 21 369 91 481
Total 148 2,655 519 3,322
General. These sections are administrative affairs,
financial affairs, academic affairs, and general
administration (Ministry of Foreign Affairs 1981, 73) (see
figure 2).
The Ministry of Foreign Affairs Library
The Ministry of Foreign Affairs (MFA) Library (formerly
the IDS Library) started its activities in 1979 in Jeddah.
In 1984, the MFA Library moved to Riyadh, 1047 kilometers
Department of Research
Training Prograis Section
Faculty
Transportation and Maintenance Section
Library Research Section
Oiploea Section
Student Services Section
Departaent of Student Affairs
Financial Affairs Section
Translation and Publications Section
Library and Docmentation Center
Personnel Affairs Section
Office of Director Seneral
Adeinistrative Coeeunications Section
Public Relation Section
Executive Coaaittee
Hives of Diplouts Training Section
Deputy Director.Seneral
Director Seneral
Departaent of Financial and Adeinistrative Affairs
Council of the Institute
Fig. 2. The organization chart of the Institute of Diplomatic Studies.
Source: Ministry of Foreign Affairs.. 1985a. Highlight on the Institute of Diplomatic Studies. (Riyadh, Saudi Arabia: Ministry of Foreign Affairs) 10.
8
(652 miles) from Jeddah (see Appendix A). The
organizational structure of the MFA Library was established
in 1986 to improve and expand library services. The
director supervises all library activities which are in
three divisions: reader services, technical services, and
research and document services (Tameem 1988, 128) (see
figure 3).
The MFA Library employs thirteen full-time staff
members including six professional Saudi librarians. They
provide many services, including reference, circulation,
reserve, bibliographic, computer online, and photocopying.
The MFA Library has three modern floors with many rooms
for study, research, administration, technical services,
collection storage, microfilm, videotapes, meetings, and
computer searching. In addition, there is a theatre which
seats two hundred persons. The total area of the MFA
Library is 2,737 square meters (Ministry of Foreign Affairs
1990, 96).
The MFA Library uses the Dewey Decimal Classification
(DDC) system, using an Arab edition of DDC system based on
the 11th abridged edition of the DDC system in English.
Cataloging is done under the Anglo-American Cataloging Rules
(AACR), using the Arabic edition of the Library of Congress
(LC) subject headings (Tameem 1988, 127).
Document Materials
Reserve Materials
Reference Department
General Director
Serials Department
Acquisition Department
Circulation Department
Library Director
Reader Services Division
Technical Services Division
Research & Document Services Division
Cataloging & Classification Department
Fig. 3. The organizational chart of the Ministry of Foreign Affairs Library, 1986.
Source: Tameem, J. A. 1988. The Institute of Diplomatic Studies (IDS) Library at the Ministry of Foreign Affairs in Saudi Arabia. Aslib Proceedings 40: 128.
The MFA Library maintains an open-stack system which
provides direct access to the book collection and which
facilitates browsing. In 1989, the book collection numbered
approximately 43,269 volumes in Arabic and other languages
and 234 periodical titles, in addition to 9,114 titles of
10
non-print materials (Ministry of Foreign Affairs 1989, 152)
(see table 2).
TABLE 2
MFA LIBRARY DEVELOPMENT IN TEN YEARS 1979 - 1989
Year Book
Volumes Periodical
Titles Library
Area (sq.m.) Library Staff
1979-1980 3,000 95 48 7
1980-1981 7,000 125 69 7
1981-1982 12,000 140 195 7
1982-1983 17,000 162 210 8
1983-1984 32,000 168 210 8
1984-1985 37,000 172 2721 10
1985-1986 39,500 209 2721 12
1986-1987 41,890 226 2721 12
1987-1988 42,790 226 2737 12
1988-1989 43,269 234 2737 13
The MFA Library has access to the computer database
through the Saudi Arabian National Center for Science and
Technology (SANCST). The SANCST provides, without charge,
bibliographic and holding information on all periodicals for
the academic scientific community of the Kingdom of Saudi
Arabia (SANCST 1985, 124).
11
The MFA Library serves a population of approximately
2,000 employees of the Ministry of Foreign Affairs,
including the IDS students and faculty members. The loan
period policy of the library is as follows: two-week period
for general collection, overnight for the most requested
books, and no circulation for reference materials or
periodicals. No fines or charges are imposed for overdue
materials.
Almost 75 percent of the collection in the MFA Library
is in the social sciences which covers the subject areas of
political science, international relations, international
law, economics, communication, and Saudi studies. The other
25 percent covers the humanities and the sciences. There
are 234 periodical subscriptions in Arabic and other foreign
languages and about 84 titles in microfilm (Ministry of
Foreign Affairs 1989, 52).
Statement of the Problem
The problem addressed in this study is the lack of
knowledge concerning user satisfaction with library services
which are provided at the library of the Ministry of Foreign
Affairs in Saudi Arabia. Related to this is the need for a
general evaluation model for the measurement of user
satisfaction of the library services in government libraries
in Saudi Arabia.
12
Purposes of the Study
The purposes of this study are two-fold:
(1) To measure, evaluate, and analyze user satisfaction
of the library services provided at the Ministry of Foreign
Affairs Library for the employees of the MFA in Saudi
Arabia, and
(2) To develop a model for evaluation of user
satisfaction of library services in government libraries in
Saudi Arabia.
To achieve these purposes, the following steps are
necessary: (1) compare the dependent variables (usage,
collection, and services) with the independent variables
(demographic characteristics and organizational variables),
and (2) compare the dependent variables (usage, collection,
and services) with each subsection of the MFA Library's
Instrument (see figure 4).
Research Questions
Based on the purposes of this study the following
research questions are stated.
1. Is there a significant difference in user
satisfaction among the employees of the Ministry of Foreign
Affairs (MFA) with regard to nationality?
2. Is there a significant difference in user
satisfaction among the employees of the Ministry of Foreign
Affairs with regard to employee's rank?
13
INDEPENDENT VARIABLES DEPENDENT VARIABLES
Demographic Characteristics MFA Library Instrument
Nationality + - -> * J*
Saudi Usage Non-Saudi
Marital status + _ "> 9 Single 10 Married 12 Divorced 13
Last degree received + ~ 9
Less than high school ? Collection
High school diploma U Some college 11 S College degree 14 E
(Bachelor) 15 R Post graduate 16
(post Bachelor)
Country granting degree + - 9
Saudi Arabia Others
Age J- _ 9 * • ^ Services S 18 - 25
P A
26 - 30 17 T 31 - 35 18 I 36 - 40 19 S Over 40 20 F
21 A Years of work + - 9 22 C
1 - 5 23 T 6 - 1 0 24 I
11 - 15 25 0
16 - 20 26 N More then 20 27
28 Organizational Variables 29
O A J u
Employee rank + _ 31 Administrative 32 Diplomatic 33 Others
Fig. 4. Research model.
14
3. Is there a significant difference in user
satisfaction among the employees of the Ministry of Foreign
Affairs with regard to marital status?
4. Is there a significant difference in user
satisfaction among the employees of the Ministry of Foreign
Affairs with regard to the last educational degree received?
5. Is there a significant difference in user
satisfaction among the employees of the Ministry of Foreign
Affairs with regard to the country granting the last
educational degree received?
6. Is there a significant difference in user
satisfaction among the employees of the Ministry of Foreign
Affairs with regard to the employee's age?
7. Is there a significant difference in user
satisfaction among the employees of the Ministry of Foreign
Affairs with regard to years of work at the MFA?
Significance of the Study
There are many user satisfaction studies, but these do
not take into account the cultural and historical context of
Saudi Arabia. This study develops a user study based on the
cultural and historical aspects of Saudi Arabia and develops
a model that can be generalizable to all government
libraries in Saudi Arabia. Also, it calls the attention of
the MFA employees to the many valuable resources of the MFA
Library and identifies the needs of the users. The results
15
of this study should help the managers of the MFA Library
decide which library services and programs should be
provided. These decisions should increase user satisfaction
and should establish priorities for desirable change in the
library's procedures. The study also details the actual
strengths and weaknesses of the MFA Library and its
services. It identifies the limitations or obstacles which
seem to discourage the use of the library. In addition, the
study will be helpful in the organization and planning for
library services in other government sectors.
Assumptions
The following assumptions are made for the purposes of
this study.
1. It is assumed that the sample chosen is
representative of the total population.
2. It is assumed that the rank (administrative,
diplomatic, and others) of MFA employees is subject to
pressures, both positive and negative, which have an effect
on overall library services.
3. It is assumed that the MFA employees who
participate in this study are qualified to give complete and
accurate answers to the questions.
4. It is assumed that respondents reply honestly to
the questionnaire.
16
Limitations of the Study
This study was limited to the employees of the Ministry
of Foreign Affairs in Saudi Arabia. The study used the MFA
Library questionnaire which was developed as the instrument
for measuring user satisfaction of library services at the
MFA Library (see Appendix B for Arabic version and Appendix
C for English version).
Lancaster (1977) states three factors that affect
information services. These factors are service
effectiveness, cost-effectiveness, and cost-benefits. This
study is concerned only with the effectiveness of library
services.
D'Elia and Walsh (1983) mentioned two general
approaches to the measurement of user satisfaction. These
approaches are objective and subjective. This study is
concerned only with the subjective approach in which the
user is the unit of analysis.
Operational Definition of Terms
In order to establish a precise understanding, terms
are defined as they are used in this study.
Satisfied user is any individual at the Ministry of
Foreign Affairs in Saudi Arabia who considers the activities
and sources of the MFA Library to be adequate.
MFA Library Instrument is a research questionnaire
designed for the purpose of measuring the effectiveness of
17
library services within three areas of user satisfaction
(usage, collection, and services).
User is any employee at the Ministry of Foreign Affairs
in Saudi Arabia who comes to the MFA Library for the purpose
of reading, searching, and checking out materials.
Collection is the body of materials in all formats
which exists in the MFA Library.
Services are the performance of all activities in the
MFA Library relating to the collection and organization of
library materials and making information and materials
accessible to the MFA employees.
Demographic characteristics requested from the employee
in the first part of the questionnaire are nationality,
marital status, last educational degree received, country
granting the last educational degree, age, language fluency,
and years of work at the MFA.
Organizational variables requested in the first part of
the questionnaire are the employee's rank (administrative,
diplomatic, and others). This includes all full-time
employees at levels that are not unionized, who provide
leadership for developing recommendations, and who implement
policy and administrative regulation for the Ministry of
Foreign Affairs.
Information resources are all the materials,
individuals, or organizations willing to give information.
References for Chapter I
D'Elia, G., and Walsh, S. 1983. User satisfaction with library services—a measure of public library performance? Library Quarterly 53: 109-133.
Lancaster, F. W. 1977. The measurement and evaluation of library services. Washington, D.C.: Information Resources Press.
Lancaster, F. W. 1988. If vou want to evaluate vour library. Washington, D.C.: Information Resources Press.
Ministry of Foreign Affairs. 1981. Bulletin of the Institute of Diplomatic Studies. Jeddah, Saudi Arabia: Ministry of Foreign Affairs.
Ministry of Foreign Affairs. 1985a. Highlight on the Institute of Diplomatic Studies. Riyadh, Saudi Arabia: Ministry of Foreign Affairs.
Ministry of Foreign Affairs. 1985b. Annual report of the Institute of Diplomatic Studies. 1984-85. Riyadh, Saudi Arabia: Ministry of Foreign Affairs. (In Arabic)
Ministry of Foreign Affairs. 1989. Annual report of the Institute of Diplomatic Studies. 1988-89. Riyadh, Saudi Arabia: Ministry of Foreign Affairs. (In Arabic)
Ministry of Foreign Affairs. 1990. The Institute of Diplomatic Studies in ten years. 1979-1989. Riyadh, Saudi Arabia: Ministry of Foreign Affairs. (In Arabic)
Saudi Arabian National Center for Science and Technology (SANCST). 1985. Interlending and Document Supply 13(4): 123-125.
Tameem, J. A. 1988. The Institute of Diplomatic Studies (IDS) Library at the Ministry of Foreign Affairs in Saudi Arabia. Aslib Proceedings 40: 123-129.
18
CHAPTER II
REVIEW OF RELATED LITERATURE
In order to locate materials relevant to this study, a
literature search was made through many resources. These
included Library Literature from 1960 to 1990, Library
Science Abstracts from 1966 to 1990, Library and Information
Science Abstracts from 1969 to 1990, Annual Review of
Information Science and Technology from 1966 to 1980, and
Dissertation Abstracts International from 1970 to 1990.
As Burns (1978, 5) notes,
The literature of user studies is large and
varied. It ranges in complexity from detailed
research investigations, which model how a user
gathers information, to the most elementary, in
house descriptive studies of a single library.
A considerable amount of literature has been written on
subjects such as information needs, information uses,
information wants, requirements, demands, and information
seeking behavior. Reviewers have found different words used
to describe the same concept and identical terms used to
mean different things. The terms information, use, uses,
users, channel, and source are all used in different ways as
19
20
the concepts of information needs, information seeking
behavior, and information gathering behavior change (Rohde
1986, 50).
The literature review reports research on (1)
definitions of related terms, (2) methodology of user
studies, (3) models of user studies, (4) studies of library
use, (5) studies of user attitude, (6) studies of user
satisfaction, and (7) summary of literature review.
Definitions of Related Terms
The concepts of information, information needs, user,
and satisfaction have various definitions. Ford (1977)
defines the term "information" within library and
information science as "the structure (or order) of any text
which is capable of changing the image structure of a
recipient" (p. 2). Krikelas (1983) defines information as
"any stimulus that reduces uncertainty" (p. 6). A study by
Faibisoff and Ely (1976) proposes an operational definition
that "information is a symbol or set of symbols which has
the potential for meaning" (p. 2).
Krikelas (1983) defines the term "information needs"
within library and information science as the "recognition
of the existence of uncertainty" (p. 8). Also, Zweizig
(1979) describes information needs as "something which
prevents an individual from making progress in a difficult
situation" (p. 240). Dervin, Harlock, Atwood, and Garzona
21
(1980) define it as the "gaps individuals may perceive in
their pictures of the world which they may try to fill with
inputs from messages" (p. 591).
Ford (1977) defines the term "user" as "a recipient who
has perceived an anomaly in his knowledge of the world and
is trying to find messages which are aimed at correcting
that anomaly" (p. 2). Zweizig (1979) defines it as
"representing a shift in focus from the library activity to
the library patron" (p. 4).
Satisfaction is hard to define and, therefore,
extremely hard to measure. According to Tessier, Crouch,
and Atherton (1977), "satisfaction is clearly a state of
mind experienced (or not experienced) by the user" (p. 383).
The Gallup Organization, Inc. (1978) defines satisfaction as
an affective or cognitive state of mind which the user
experiences as a result of his use and subsequent evaluation
of library services.
Methodology of User Studies
Although earlier studies have been criticized for
implementing defective methodology and shallow
conceptualizations, they have provided the groundwork for
subsequent studies. Four main methods of collecting data
are either explicitly or implicitly related to the
information needs of the library user (Goldhor 1972).
22
(1) The survey technique of questionnaires is the most
common device employed in measuring library use and library
use attitudes. Among the most appealing attributes of a
questionnaire is that it allows for easy categorization of
questions and tabulation of results.
(2) The interview method is employed to facilitate
communication face-to-face between the investigator and the
user of the library. This technique allows the researcher
to explain and clarify his questions and allows the user to
amplify his answers. The interview, as a data-gathering
method, is frequently misunderstood. Many people think of
interviewing as asking a person some questions; and, of
course, it is that, but it is not asking just any questions
in any way. The questions for the interview should be
accurately worded and carefully planned. The interview
technique should be used only if it is the most convenient
way by which to gather the information desired because it is
expensive and time-consuming.
(3) The observation method is one way in which to study
use of the library without putting any obvious burden on the
part of the user. Observation could involve following the
user (with his consent) about the library and seeing what,
if any, problems the user comes up against. This could be
unnerving for the user but highly revealing to the observer.
(4) The method for analysis of documentary sources has
two techniques which are citation analysis and content
23
analysis. This method consists briefly of counting the
number and relative frequency of defined elements in the
text of a document or other message. This method of data
collection can obviously be applied to library user records
across a long period of time.
Paisley (1968) states that the lack of sound
conceptualization is due to the failure to consider these
factors:
the full array of information sources that are
available; the uses to which information will be
put? the background, motivation, professional
orientation, and other individual characteristics
of the user; and the social, political, economic
and other systems that powerfully affect the user
and his work (p. 2).
The objective of studying information needs and uses as
expressed by Lipetz (1970) may be (a) the explanation of
observed phenomena of information use or expressed need; (b)
the prediction of instances of information use; or (c) the
control and thereby improvement, of the utilization of
information through manipulation of essential conditions.
The achievement of such objectives must be presented by
certain activities; (d) the description of observed
information use; (e) the definition of convenient and
appropriate concepts for describing and dealing with
information use; and (f) the theorizing of casual and
24
qualitative relationships between information use and
associated factors (Lipetz 1970, 3).
In the early 1970s, a theoretical model for the
scientist's needs for and uses of information were more
necessary than ever. A distinction between users with
different backgrounds was emphasized. Formal and informal
communication systems were studied extensively. Crane
(1971) focuses on social organization in research areas and
the diffusion of information through formal and informal
communication systems, especially on the research front.
Lin and Gravey (1972) summarize the factors affecting
different information needs of scientists and technologists
as the type of work, the discipline within which one is
working, and knowledge of what facilities and/or materials
are available. Martyn (1974) observes that user studies
were not broadening into areas outside science and
technology. Nor were the studies using more refined
sociological techniques or focusing on system-oriented
studies and background research on cognition and behavior.
Crawford (1978) points out that after thirty years of
research, the scope of user's studies has been extended to
include users in a wide variety of disciplines. Among them
are psychology, education, policy-making, and law. Also,
almost everyone's needs are now being surveyed: senior
citizens, urban population, minority groups, as well as
scientists and technicians. He observes that a considerable
25
increase of refinement in conceptualization and methodology
is evident.
Two concepts, information needs and information seeking
behavior, have often been confused in research and writing
(Wilson 1977). There is a difference, and reference to the
kinds of questions to which the two concepts give rise, with
their respective influencing factors, illustrates the
difference. Finding out about information needs involves
asking: Does this person or group need information? Does
he know he needs information? What kind of information does
he need? Finding out about information seeking behavior
involves asking: What does he do about his need? How does
he select information resources? How does he carry out a
research for information?
Whatever the source of information, it will at some
point be used, if only in the sense of being evaluated to
discover its relationship to the user's need. That use may
satisfy or fail to satisfy the need and, in either event,
may also be recognized as being of potential relevance to
the need of another person and, consequently, may be
transferred to that person (Wilson 1981). Investigation
factors influencing information needs or investigation
search strategies is clearly an investigation of information
seeking behavior.
26
Models of User Studies
There are many models for information seeking behavior
which evaluate the effect of library usage. Three such
models are described.
Paisley's (1968) model suggests that it is not possible
to study a user in isolation; account has to be taken of a
whole series of systems and sub-systems of which the user is
the center. Paisley identifies ten systems which affect the
user:
(1) the cultural system,
(2) the political system,
(3) the membership group,
(4) the reference group,
(5) the invisible college,
(6) the formal organization,
(7) the project team,
(8) the individual,
(9) the legal/economic system, and
(10) the information market place.
In Mick's (1980) model the user is not the center of a
number of converging systems but is a part of them. Mick
wants to collect variables relating to behavior which are
not only descriptive but which may be manipulated by
managers. As he wrote, "the reason information innovations
are technology and content driven is because information
behavior studies have failed to provide information which
27
can be used in the design of systems and services" (p. 349)
(see figure 5).
Information Universe
Perceived Information Environment
Information Environment
Organ!gational Constraints
Role Constraints
All Information Relevant to Task
Functional Constraints
Information Available to Perform Task
Fig. 5. Information seeking behavior* as affected by organizational, role, and functional constraints.
Wilson's (1981) model stresses the complexity of the
environment of the user, in particular the understanding of
social research methods and general theories of
communication which are needed to study information seeking
behavior. He discusses the advantages of a multi-
disciplinary approach to information science, a trend which
28
is being recognized by many schools of library and
information science as they alter their curricula to
incorporate multi-disciplinary elements (see figure 6).
Environment
Work Environment
Socio-Cultural Environment
Politico-Economic Environment
Physical Environment
Physiological Meeds
Affective Needs
Cognitive Needs
Work Role
Performance Level
Role
Personal, inter-personal fc environ-
mental barriers
Information Seeking Behaviour
Fig. 6. Factors influencing needs and information-seeking behavior.
Wilson mentions that examination of the literature on
human needs shows that this concept is divided into three
categories: "physiological needs, such as the need for
food, water, shelter, etc.; affective needs, such as the
need for attainment, domination, etc.; and cognitive needs,
such as the need to plan, to learn a skill, etc." (p. 9).
29
Studies of Library Use
Crawford (1978) has estimated that more than 1,000
studies of library use were published prior to 1978.
Bibliographies of use studies include Atkin (1971) with 667
citations, Bates (1971) with 181 citations, Davis and Bailey
(1964) with 438 citations, DeWeese (1967) with 547
citations, and Sellen (1983) with 61 citations. Reviews of
user studies include Ford (1973), Menzel (1960), Paisley
(1965), Weinstock (1966), and Wood (1971). Some of the
citations on user studies were about patrons1 use of school,
college, academic, and public libraries. Of course, there
is much overlapping among these studies.
In addition, Woods (1965) published a summary of major
use studies which provides a basis for evaluating and
comparing the findings of use studies which were conducted
from 1930 to 1964. The Annual Review of Information Science
and Technology from 1966 to 1980 included a chapter and
review under the title "Information Needs and Uses."
Powell (1988) published a paper in which he argues that
user studies and performance measures provide two major
approaches to evaluating the effectiveness of library
services. In the paper he presents an overview of the
literature and examines the goals and approaches in user
studies. The author concludes that libraries should be most
concerned with measuring their ultimate product, performance
or effectiveness based on user data such as satisfaction.
30
He also concluded that a real need exists for libraries to
be accountable for the effectiveness of their services.
Taglicozzo and Kochen (1970) conducted a study at the
Ann Arbor Public Library and three university libraries.
The purpose of their study was to test the ability of the
users of these libraries and to measure their performance at
the card catalog. The researchers found that the user
performance at the card catalog resulted in failure; in
other words, the card of the desired item was in the
catalog, but the user failed to find it. Other factors are
not included in this study such as circulation performance
and library operation performance.
Another similar survey was conducted by Whitlatch and
Kieffer (1978) at San Jose State University Library,
California. The purpose of their study was to determine the
reasons why users were not finding desired information or
materials. The authors mention six factors which are user
citation skills, user skills at the catalog, circulation
policy, user skills at the shelves, collection development
program, and library operations. The researchers found that
the user catalog skills and the circulation interference
were the most influential. They suggest that the loan
period be reconsidered, that an orientation program be
offered to the user, and that librarians be encouraged to
circulate among users to offer help to anyone needing it.
31
Palais (1980) conducted a study at Arizona State
University Library. The purpose of this study was to
measure the success or failure of the library's user to
locate desired materials. The author reports on five
factors: acquisition performance, catalog user performance,
circulation performance, library operation performance, and
user performance. Palais found that both the library
operation performance measure and the user performance
measure were the poorest, 85.7 percent and 86.9 percent
respectively, as compared to an acquisition measure of 94.5
percent, catalog user measure of 93.1 percent, and
circulation measure of 92.2 percent.
A study conducted by Harrell (1988) focuses on the use
of an academic library by university students at the
University of Texas in Arlington. The study contributes to
that area of library administration by focusing on nine
factors thought to be associated with student use of
academic libraries. The researcher found that two of the
nine factors significantly related to the number of items
borrowed during a semester. Recommendations for future
study are made, and replications are recommended using two
or more academic institutions of similar size and
educational mission.
32
Studies of User Attitudes
The Survey Research Center (1961) conducted a study of
faculty attitudes toward library services at the University
of Michigan. The purpose of this study was to ascertain the
use of the university library system by faculty members,
their opinions about the collections, services, and
facilities, and their ideas about the future development of
the library. The study found that the lower ranks
(assistant professors, lecturers, instructors) depend more
on the library for their work and are less satisfied with the
book collection and library services than the higher ranks.
A study was conducted by Slater (1970) at a British
university on the attitude of students toward the library as
well as selected aspects of library use. The study found
that student attitudes toward the library improved over the
three year period from 1962 to 1965 and that the efficiency
of library use reflected some decline. The result of this
work found that female students used the card catalog more
than male students and male students asked for help from
library staffs more than females. The satisfaction of the
female with library services is higher than the male's
satisfaction.
Another study, conducted by Allen (1970) investigated
the attitude and library use among students and faculty
members in three selected community colleges within
Illinois. The researcher indicates that full-time students
33
use the library more than part-time students and that the
faculty educational level and courses taught seem not to
have a significant impact on use or attitude toward the
library. The author reports several variables which affect
the use of the community college library such as the age and
the geographical location of the institution, the attitude
of the faculty and students, and the internal climate of the
institution.
Burns and Hasty (1975) conducted a descriptive study of
the library user at Colorado State University and his
relationship to the services offered by that institution.
The goal of this investigation was to examine in detail only
the science reference desk to see if it performed in a
satisfactory manner. There was no evidence of any
widespread dissatisfaction to what was being offered at this
service point. The attitude toward these services was a
positive one of acceptance. In conclusion, the study did
not accomplish all its goals, nor was it uniformly
successful in those it did attain. It did measure in a
useful fashion student and faculty responses to selected
services offered by the library.
Eliott (1977) conducted a study on the attitudes toward
and use of one university library by undergraduates.
Frequency of use, satisfaction with library services, and
antecedent library instruction were the factors considered.
The findings indicate the highest correlation between
34
frequency of visits to the library and use of the building
as a place to study.
Ashoor (1978) conducted a survey on the users'
attitudes toward the resources and services of three
university libraries in Saudi Arabia. The purpose of this
study was to evaluate library resources and services through
faculty and student opinions toward these resources and
services. The researcher found that the faculty and
students view library resources and services as being
inadequate to meet their needs. Users face numerous
problems which tend to prevent the library user from
satisfying his needs for library services. Ashoor found
that more than 50 percent of the students reported that they
had never used any type of library before coming to the
university, and 40 percent of the students indicated that
they only use the library to study their own textbooks (p.
133). He also found that the library staff members have a
lack of training on modern librarianship so they are not
capable of meeting the needs of the library users. He makes
recommendations for further studies on librarianship in
Saudi Arabia.
Powell (1984) examined the relationship between
personality and frequency of library use. The subject of
this study included a sample of college students, and some
correlation was found between certain personality types,
locus of control, and frequency of use in the public
35
library. The researcher recommends further study of this
relationship.
The purpose of Drake's (1985) study was to identify the
users and non-users of an academic library among students in
a representative college of business administration and to
identify selected factors to the user and attitudes toward
the library and librarians. Data were collected by means of
a guestionnaire administrated to a sample of all business
majors at one university. Thirteen analytical variables
were investigated. The researcher found that libraries need
to apply improved marketing technigues to increase use of
their services and resources.
Wai and Saul (1989) conducted a survey on the faculty
attitudes regarding library facilities and services at the
library of the University of Idaho. The purpose of their
study was to determine faculty perceptions of how their
research and teaching needs are being met by the library's
collection and services. A total of 796 guestionnaires were
sent to both on-campus and off-campus faculty members. Four
hundred and forty-eight on-campus and 103 off-campus
guestionnaires were completed and usable for the study. The
researchers found that 82 percent of the on-campus faculty
members who responded were either very or somewhat satisfied
with the library in general. About two-thirds of the
faculty felt very or somewhat satisfied with the library in
meeting their research needs. Also, 131 faculty felt
36
somewhat or very dissatisfied. Ten percent of the faculty
felt they were able to find over 80 percent of the resources
they needed from the library. Faculty members wrote
comments for improvement of the library facilities and
services.
Kahtani (1990) conducted a descriptive study of twenty-
five research studies and information center libraries in
Saudi Arabia. The purposes of this study were to evaluate
the current status of twenty-five research libraries in
Saudi Arabia, to develop an overall plan for these
libraries, and to consider the possibility of cooperation
between these libraries. A total of 170 from 204
distributed questionnaires were analyzed using a
triangulation method. The study provides data on each
library, including educational level of the library staff,
nationality, and salaries; types of users; source of
financial support; annual budget; cataloging and
classification systems used; types of building facilities;
types of library equipment and systems used; and all types
of library holdings. The researcher found that users are
divided into five categories: employees, faculty, training
employees, researchers, and visitors. The users totaled
6,566, and 80 percent (5,191) of the users were employees.
The researcher addresses the major problems that face the
development of these libraries and makes recommendations for
further studies.
37
Studies of User Satisfaction
The term "user satisfaction" has been accepted and used
by the profession for the measure of the library's
performance. According to D'Elia and Walsh (1983), there
are two general approaches to the measurement of user
satisfaction. These approaches are the:
(1) Objective approach. The library is the unit of
analysis, and the proportion of items that the library can
supply upon demand is the measurement of satisfaction.
Studies of this type of measurement include Abduljalii
(1985), Ajlan (1985), Buckland (1972), Rashid (1985), Rzasa
and Baker (1972), and Wessel (1968).
(2) Subjective approach. The user is the unit of
analysis, and the user's opinions of how well the library
has performed in satisfying his demands is the measurement
of satisfaction. Studies of this type of measurement
include Chwe (1978), D'Elia and Walsh (1983), Gallup
Organization, Inc. (1978), and Tessier, Crouch, and Atherton
(1977) .
A survey of user satisfaction with library services at
Romsey County Public Library was conducted by D'Elia and
Walsh (1983). The purpose of this study was to evaluate the
performance of various services within a library and to
measure a given library's overall level of performance and
to compare these levels of performance with those reported
for other libraries. The data of this study were designed
38
to be collected from patrons by means of a self-
administrated questionnaire. The study reported the
relationship between the library grade scale, the user
satisfaction scale, the demographic characteristics of the
users, and the users' evaluation of the specific services
within the library. The study characterized the construct,
user satisfaction, with three uses as descriptive,
diagnostic, and behavioral. The authors concluded that
user behavior is enigmatic and maybe too complex to gauge
library performance except for analysis of specific
services. This study demonstrates the complex nature of
user behavior.
Determination of book availability is one of the
recommended methods for measuring library effectiveness. In
other words, the library provides books or documents to
library users according to their needs. Abduljalil (1985),
Ajlan (1985), and Rashid (1985) conducted studies for
doctoral dissertations on book availability. These types of
studies use an objective approach in which the library is
the unit of analysis. The authors of these studies used
questionnaires as the method for collecting the data to
determine user satisfaction in getting the titles which the
user wanted. The results of these studies were analyzed
utilizing a branching technique developed by Kantor (1976)
which measures the various factors affecting book
availability in terms of user satisfaction. The most
39
important finding from these studies is that this type of
analysis to determine library effectiveness can be used as a
practical decision aid in managing basic library service.
The studies recommend and suggest various measures that can
be helpful for improving library services in terms of user
satisfaction.
Another similar study by Tessier, Crouch, and Atherton
(1977) defines three measures of user satisfaction with
computer-based literature searches. The authors postulated
that at least four aspects of computer based retrieval
situations contribute as a whole: the service, the output,
the library as a whole, and the interaction with library
personnel. The researchers suggest that there are
additional focuses of user satisfaction and that observation
of the user is a rich source of data that should be tapped.
The authors state, "we need to measure all the different
aspects of user satisfaction and we need to use all
available methods to measure user satisfaction" (p. 388).
Auster (1983) studied user satisfaction in the areas of
online reference services. The author reviews the online
negotiation interview and user satisfaction. The objective
of the online search is to fill the information needs of the
user so that he is satisfied with the result. The
researcher points out that the online search process in
libraries is barely a decade old and that understanding of
it is still expanding and deepening.
40
A related study conducted by Hilchey and Hurych (1985)
evaluates user satisfaction with an online reference service
in Founders Memorial Library at Northern Illinois
University. The method for data collection was a
questionnaire. The results of the study found that most
users are satisfied with the service and some improvements
could be made by helping users understand the search
strategies. Some suggestions are presented for improvement
of the service and the user evaluation form.
An important study was conducted by Ashoor and Khurshid
(1987) on the user's reactions to the online catalog at the
University of Petroleum and Minerals library in Saudi
Arabia. The purpose of this survey was to identify user
attitudes toward the online catalog, search patterns, and
levels of satisfaction. Data were collected by a
questionnaire based on a previous questionnaire developed by
the Council on Library Resources (CLR) which is
comprehensive and standardized and available to any library
wishing to evaluate its online catalog. The researchers
modified the original version of the CLR questionnaire to
include only thirty questions because the objective of this
study was limited. They then translated the questions into
Arabic. They found that satisfaction with searches was high
even without an instructional program. Also, 83 percent of
users found their search either very or somewhat
41
satisfactory. They made suggestions for improvement of the
Online Public Access Catalog.
Summary
A review of the literature on library users, library
users' attitudes, and satisfaction experienced by library
users revealed that user satisfaction has two approaches for
measurement: objective and subjective. The purpose of
studying user satisfaction is to obtain from the library
users their opinions about a library's performance. User
satisfaction is considered to be an important construct in
the development of models of user behavior.
User satisfaction is influenced by a variety of
aspects; therefore, all aspects should be included in any
investigation to give a clear picture of the performance of
the library and its users. There are four aspects of
satisfaction on which the user can focus: (1) The user
experiences satisfaction with the use of the library and its
activities. (2) The user is satisfied or dissatisfied with
a particular service because of his view of a library as a
whole. (3) The user satisfaction or dissatisfaction may
result from the way in which the service is operated. (4)
The user interacts positively or negatively with the library
staff.
The survey is the primary tool used in assessing the
deep sense of feeling which the users have about library
42
services. Attitude surveys are a systematic way of finding
out what users are feeling and thinking about library
services. Although there is an imperfect link between
attitudes and behavior, much can be learned through the use
of attitude surveys about the individual in the work
setting.
References for Chapter II
Abduljalii, M. F. 1985. Book availability and user satisfaction in school libraries: A case study of Shaker Heights senior hiah school and Cleveland Height. Ph.D. diss., Case Western Reserve University.
Ajlan, A. M. 1985. The effectiveness of two academic libraries in Saudi Arabia; An enouirv into the main factors affecting their services. Ph.D. diss., Case Western Reserve University.
Allen, K. W. 1970. An Investigation of student and faculty attitudes and their utilization of the community college library in three selected colleges within Illinois. Ph.D. diss., Southern Illinois University.
Allen, T. J. 1969. Information needs and users. Annual Review of Information Science and Technology 4: 3-29.
Ashoor, M. S. 1978. A survey of user's attitudes toward the resources and services of three university libraries in Saudi Arabia. Ph.D. diss., University of Pittsburgh.
Ashoor, M. S., and Khurshid, Z. 1987. User reactions to the online catalog at the University of Petroleum and Minerals Library. Journal of Academic Librarianship 13: 221-225.
Atkin, P. 1971. Bibliography of use surveys of public and academic libraries. 1950-November. 1970. London: Library and Information Bulletin, The Library Association.
Auster, E. 1983. User satisfaction with the online negotiation interview: Contemporary concern in traditional perspective. RQ 23: 47-59.
Bates, M. J. 1971. User studies: A review of librarians and information scientists. Arlington, Virginia: Educational Resource Information Center.
Buckland, M. K. 1972. An operations research study of a variable loan and duplication policy at University of Lancaster. Library Quarterly 42: 97-106.
43
44
Burns, R. W. 1978. Library use and a performance measure: Its background and rationale. Journal of Academic Librarianship 4: 4-11.
Burns, R. W., and Hasty, R. W. 1975. A survey of user attitudes toward selected services offered bv Colorado State University libraries. University of Illinois, Graduate School of Library Science.
Chwe, S. S. 1978. A model Instrument for user-rating of library service. California Librarian 39: 47-55.
Crane, D. 1971. Information needs and uses. Annual Review of Information Science and Technology 6: 3-39.
Crawford, S. 1978. Information needs and uses. Annual Review of Information Science and Technology 13: 61-82.
Davis, R. A., and Bailey, C. A. 1964. Bibliography of user studies. Philadelphia: Drexel University.
D'Elia, G., and Walsh, S. 1983. User satisfaction with library services—a measure of public library performance? Library Quarterly 53: 109-133.
Dervin, B., Harlock, S., Atwood, R., and Garzona, C. 1980. The human side of information: An exploration in a health communication context. Communication Yearbook 4: 591-608.
DeWeese, L. C. 1967. A bibliography of library use studies. A statistical study of book use. Lafayette: Purdue University, 1-45.
Drake, B. S. 1985. Relationship of selected factors to the use of and attitude toward the library by students in a college of business administration. Ph.D. diss., University of North Texas.
Elliot, L. G. 1977. A study of use bv undergraduates of one university library. Ph.D. diss., Florida State University.
Faibisoff, S. G., and Ely, D. P. 1976. Information and information needs. Information Reports and Bibliographies 5: 2-16.
Ford, G. 1973. Progress in documentation: Research in user behavior in university libraries. Journal of Documentation 29: 85-106.
45
Ford, G. 1977. User studies; An introductory guide and selected bibliography. England: University of Sheffield, Center of Research Studies.
Gallup Organization, Inc. 1978. Book reading and library usage: A study of habits and perceptions. Princeton, N.J.: Gallup Organization, Inc.
Goldhor, H. 1972. An introduction to scientific research in librarianship. Urbana, Illinois: University of Illinois, Graduate School of Library Science.
Harrell, C. B. 1988. The use of an academic library bv university students. Ph.D. diss., University of North Texas.
Hilchey, S. E., and Hurych, J. M. 1985. User satisfaction or user acceptance? Statistical evaluation of an online reference service. RQ 24: 452-459.
Kahtani, A. S. M. 1990. Plans for establishing and developing the social research studies and information center libraries in Saudi Arabia. Ph.D. diss., University of North Texas.
Kantor, P. B. 1976. The library as an information utility in the university context: Evolution and measurement of service. Journal of the American Society for Information Science 27: 100-112.
Krikelas, J. 1983. Information seeking behavior: Pattern and concepts. Drexel Library Quarterly 19: 5-20.
Lin, N., and Gravey, U. S. 1972. Information needs and uses. Annual Review of Information Science and Technology 7: 5-37.
Lipetz, B. 1970. Information needs and uses. Annual Review of Information Science and Technology 5: 3-32.
Martyn, T. 1974. Information needs and uses. Annual Review of Information Science and Technology 9: 3-23.
Menzel, H. 1960. Review of studies in the flow of information among scientists. New York: Colombia University, Bureau of Applied Social Research.
Mick, C. K. 1980. Towards usable user studies. Journal of American Society for Information Science 25: 345-356.
46
Paisley, W. J. 1965. The flow of (behavioral! science information: A review of the research literature. Stanford, CA: Stanford University.
Paisley, W. J. 1968. Information needs and uses. Annual Review of Information Science and Technology 3: 1-30.
Palais, E. S. 1980. Availability analysis report. In User survey and evaluation of library services. Washington, D.C.: ALA, 73-82.
Powell, R. R. 1984. Library use and personality: The relationship between locus of control and frequency of use. Library and Information Science Research 6: 179-190.
Powell, R. R. 1988. The relationship of library user studies to performance measures: A review of the literature. Urbana, IL: University of Illinois, Graduate School of Library and Information Science.
Rashid, H. F. 1985. Factors affecting user satisfaction in a medical library and a comparison with other types of libraries. Ph.D. diss., Case Western Reserve University.
Rohde, N. F. 1986. Information needs. Advances in Librarianship 14: 49-73.
Rzasa, P. V., and Baker, N. R. 1972. Measures of effectiveness for a university library. Journal for Information Society for Information Science 23: 248-253.
Sellen, M. K. 1983. Surveys and use studies: An annotated bibliography of recent studies of interest to the academic library administrator. Journal of Library Administration 4: 71-85.
Slater, M. 1970. Users and library survey. British Librarianship and Information Science 6: 12-25.
Stone, S. 1982. Humanities scholar: Information needs and uses. Journal of Documentation 38: 292-313.
Survey Research Center. 1961. Faculty appraisal of a university library. Ann Arbor, Michigan: The University of Michigan Press.
47
Taglicozzo, R., and Kochen, M. 1970. Information seeking behavior. Information Storage and Retrieval 6: 363-381.
Tessier, J., Crouch, W., and Atherton, P. 1977. New measures of user satisfaction with computer based literature searches. Special Libraries 68: 383-389.
Wai, L., and Saul, J. M. 1989. The University of Idaho library: What do you think? A survey of faculty-attitudes regarding library facilities and services. Moscow, Idaho: University of Idaho.
Weinstock, M. J. 1966. User practices based on a review of user studies. A recommended design for the United States Medical Library and Information System. Washington, D.C.: Herner and Co., 19-75.
Wessel, C. J. 1968. Criteria for evaluating technical library effectiveness. Aslib Proceedings 20: 455-481.
Whitlatch, J. B., and Kieffer, K. 1978. Service at San Jose State University: Survey of document availability. Journal of Academic Librarianship 4: 196-199.
Wilson, T. D. 1977. The investigation of information use and users' needs as a basis for training programs. International Forum Information Documentation 24: 25-27.
Wilson, T. D. 1981. On user studies and information needs. Journal of Documentation 37: 3-15.
Wood, D. N. 1971. User studies: A review of the literature from 1966 to 1970. Aslib Proceedings 23: 11-23.
Woods, W. E. 1965. Factors influencing student library use: An analysis of students. Master's thesis, University of Chicago.
Zweizig, D. L. 1979. The informing function of adult services in public libraries. RQ 18: 240-244.
CHAPTER III
RESEARCH METHODOLOGY
The purpose of this chapter is to describe the
methodology followed in conducting this study. The chapter
describes the procedures employed in the construction of the
questionnaire for use in the research, the procedures used
for the collection of the data, and the analysis of the
data.
Research Population
This study was limited to the employees of the Ministry
of Foreign Affairs (MFA) in Saudi Arabia. The population
included persons in administrative positions, diplomatic
positions, and all other positions. The study excluded
library staff in the Ministry of Foreign Affairs. All staff
spouses were excluded because the MFA community consists of
males only; females do not have access to the MFA Library by
themselves.
Instrument
Prior to the actual development and testing of the
instrument, a thorough search of the literature was made for
examples of the use of surveys to provide data similar to
those needed here. An opinion survey questionnaire was
48
49
developed for this study based on the Association of
Research Libraries (1976, 1981, 1988), User Surveys and
Evaluation of Library Services. Kits 24, 71, and 148.
The Ministry of Foreign Affairs Library's questionnaire
uses the subjective approach in which the user is the unit
of analysis. It asks for opinions from the user on how well
the library has performed in satisfying his demands. This
is the measurement of satisfaction.
The questionnaire (see Appendix B) was prepared in
Arabic; an English translation (see Appendix C) was
available to those respondents who desired one. The
instructions specify the purpose of the study and ask for
participation. The questions address these three areas:
information on the users, information on library usage and
the library collection, and information on library services.
Pilot Study
A pilot study was conducted to judge the validity of
the questionnaire. On January 5, 1991, the researcher went
to Riyadh, Saudi Arabia. Twenty individuals were chosen at
random from the MFA employees to pretest the questionnaire.
These individuals differed in educational level, country
granting last degree, job position, age, nationality,
marital status, and years of work at the MFA. They received
the cover letter (see Appendix D for the English
translation) and a copy of the questionnaire asking for
50
cooperation in the pretest (see Appendix B). Seventeen
questionnaires were returned. The sample population was
specifically asked for comments and suggestions. As a
result of the pilot study, several questions were revised to
make the meanings more understandable. The employees in the
pilot study completed the questionnaires within fifteen
minutes.
Design of the Study
The design of this study is to test the means of groups
against the overall sample. This involved using the Scheffe
test of multiple comparison on group means.
The demographic (independent) variables are the
following:
1. Employee's nationality,
2. Employee's marital status,
3. Last educational degree received by the employee,
4. Country granting the employee's last educational
degree,
5. Employee's age,
6. Years of work at the Ministry of Foreign Affairs by
the employee, and
7. Employee's rank.
Each of these independent variables was tested against
the dependent variables. The dependent variables are the
following:
51
1. Usage,
2. Collection, and
3. Services.
The independent variables for nationality were Saudi or
non-Saudi. The independent variables for marital status
were single, married, or divorced. The independent
variables for last educational degree received were less
than high school, high school diploma, some college, college
degree (bachelor), or post graduate (post bachelor). The
independent variables for country granting the last
educational degree were Saudi Arabia or others. The
independent variables for age were 18-25, 26-30, 31-35, 36-
40, or over 40. Independent variables for years of work
were 1-5, 6-10, 11-15, 16-20, and more than 20. The
independent variables for employee's rank were
administrative, diplomatic, and others.
The portion of the questionnaire which relates to the
MFA employees who use the MFA Library and their opinions
toward effectiveness of library services were listed under
several areas of library activities. These include the
following:
1. Card catalog;
2. User guide;
3. Arrangement of library materials;
4. Browsing section;
5. Bibliographic citations;
52
6. Availability of needed materials;
7. Photocopying services;
8. Staff assistance;
9. Computer database searching;
10. Library collection;
11. Library hours;
12. Library physical facilities;
13. Library use in general; and
14. Other library services.
Sample Size
The sample for this study was a group of 280 employees
from the Ministry of Foreign Affairs in Saudi Arabia. There
were five positions ranked: administrative, N = 88;
diplomatic, N = 132; others, N = 60 (academic, N = 30;
technical, N = 18; and military, N = 12).
Procedure for Data Collection
The researcher administered the questionnaires by
himself. The questionnaire packages included a letter of
introduction and a copy of the questionnaire. Each of the
questionnaires was assigned a code number as a method of
identification. On January 12, 1991, the researcher
delivered the packages to each department head in the
Ministry of Foreign Affairs in Riyadh, Saudi Arabia. Each
department head then distributed the questionnaires to his
staff members or employees•
53
The researcher was assigned a room with a phone in the
MFA Library for the purpose of collecting the data for this
study and of answering any questions the participants might
have. He also interviewed twenty-three randomly selected
employees.
To expedite the collection of the data, the researcher
conducted personal interviews and telephone interviews with
some of the employees in the sample. Those interviewed
commented on the problems that hinder the development of
government libraries in Saudi Arabia and what they think
would be the best method for improving these libraries.
Observation of the library users was also conducted as a
means of gathering information.
Three days after the questionnaires were delivered,
this researcher gathered the completed questionnaires.
Extra copies were given to individuals who had misplaced the
first copy. The second round of questionnaires was
collected within five days.
The number of delivered questionnaires was 425. The
number of returned questionnaires was 319 (75.06 percent).
Of these only 280 (65.88 percent) were regarded as complete
and usable. A questionnaire was regarded as incomplete, and
therefore excluded from the analysis, if the participant
responded that he never used the MFA Library at all or if he
did not respond to at least 85.5 percent of the
54
questionnaire. Thirty-nine (9.18 percent) questionnaires
were excluded for these reasons.
Treatment of the Data
The researcher chose to employ the one-way analysis of
variance (ANOVA) technique because it is widely used, is
more appropriate than other tests for analysis of the data
collected, and has been used most often to compare the means
when the independent variables have more than two levels.
For example, "rank" and "marital status" have three levels;
"education," "age," and "years of work at MFA" have five
levels. The one-way ANOVA was performed to compute a
comparison of means on a single dependent variable between
two or more groups on one independent variable (Kachigan
1986; Kerlinger 1986).
The chi-square test was used to test significant
differences of the distribution of the crosstabulation. The
.05 level was chosen as the level of significance. If one-
way ANOVA test indicated that there was significant
difference at the .05 level of significance, the Scheffe
test was used to find the differences in the satisfaction of
the various groups of employees. The frequencies, chi-
square test, Scheffe test, and one—way analysis of variance
(ANOVA) were performed using the Statistical Package for thg
Social Sciences (SPSS/PC+ Advanced Statistics V2.0 1988)
data analysis system. The SPSS program enables calculation
55
of sums, means, variances, frequencies, percentages, chi-
square, Scheffe test, F-value, p-value, and standard
deviations.
Summary
The purpose of this chapter was to describe the
methodology used in the study. The population of this study
consisted of 280 employees from the Ministry of Foreign
Affairs in Saudi Arabia. Questionnaires were distributed by
the researcher. Respondents to the questionnaires were
users from five types of work: administrative, diplomatic,
academic, technical, and military. The data obtained from
the participants were examined and analyzed by using the
SPSS program to run the chi-square test, the one-way ANOVA,
and the Scheffe test.
References for Chapter III
Association of Research Libraries. 1976, 1981, 1988. User surveys and evaluation of library services. Washington, D.C.: Association of Research Libraries, SPEC Kits 24, 71, & 148.
Kachigan, S. K. 1986. Statistical analysis: An interdisciplinary introduction to univariate and multivariate methods. New York, N.Y.: Radius Press.
Kerlinger, F. N. 1986. Foundations of behavioral research. 3d ed. New York, N.Y.: Holt, Rinehart and Winston, The Dryden Press.
SPSS/PC+ Advanced Statistics V2.0. 1988. Chicago: Marketing Department, SPSS Inc.
56
CHAPTER IV
PRESENTATION AND ANALYSIS OF DATA
The survey instrument for this study was designed to
gather information on user satisfaction of library services
in one government library in Saudi Arabia. The focus of
this study is the lack of knowledge about user satisfaction
with the library services which are provided at the library
of the Ministry of Foreign Affairs (MFA). Also, a general
evaluation model for the measurement of user satisfaction of
library services in government libraries is needed.
Data in this study were obtained from questionnaires
which were delivered by the researcher to the employees of
the MFA in Saudi Arabia. The data presented in this chapter
reflect the information gathered from 280, or 65.88 percent,
of the 425 distributed questionnaires. Table 3 gives the
number and percentage of usable questionnaires, based on
demographic variables.
The Statistical Package for the Social Sciences
(SPSS/PC+. Advanced Statistics. V2.0 1988) was used for the
analysis of the responses from the MFA employees. The
frequency distribution, crosstabulation of each variable,
one-way analysis of variance (ANOVA), chi-square test,
57
58
TABLE 3
NUMBER AND PERCENTAGE OF USABLE RESPONSES FROM THE EMPLOYEES OF THE MINISTRY OF FOREIGN AFFAIRS
FOR ALL DEMOGRAPHIC VARIABLES (N = 280)
Demographic Variables Number Percentage
Nationality Saudi 246 87.9 Non-Saudi 34 12.1
Employee's rank Administrative 88 31.4 Diplomatic 132 47 .2 Others 60 21.4
Marital status Single 83 29.6 Married 188 67.2 Divorced 9 3.2
Education Less than high school 27 9.6 High school diploma 50 17.9 Some college 26 9.3 College degree 117 41.8 Post graduate 60 21.4
Country granting the last educational degree Saudi Arabia 186 66.4 Others 94 33.6
Employee's age 18 - 25 57 20.4 26 - 30 93 33.2 31 - 35 64 22.9 35 - 40 41 14.6 Over 40 25 8.9
Years of work at MFA 1 - 5 111 39.6 5 - 1 0 85 30.4
10 - 15 54 19.3 16 - 20 10 3 . 6 More than 20 20 7.1
59
Scheffe test, and the .05 level of significance were the
methods of analysis used (Kachigan 1986; Kerlinger 1986).
The instrument consists of fourteen areas: (1) card
catalog, (2) user guide, (3) arrangement of materials, (4)
browsing section, (5) bibliographic citations, (6)
availability of needed materials, (7) photocopying services,
(8) staff assistance, (9) computer database searching, (10)
library's collection, (11) library's hours, (12) library's
physical facilities, (13) use of the library in general, and
(14) other library services.
The chi-square test was performed to test the
significant differences of the distribution of the
crosstabulation. The data were analyzed in two-way
crosstabulation with nominal level of measurement, where
appropriate (Reynolds, 1977). The one-way ANOVA was
performed to compute a comparison of means on a single
dependent variable between two or more groups on one
independent variable. The F value and probability value of
each independent variable were performed. Also, the mean
and standard deviation for each subgroup were measured. The
Scheffe test was performed to test the multiple comparison
when the independent variable is classified into more than
two groups.
A presentation of the chi-square test and one-way
analysis of variance (ANOVA) shows the attitudes of the
respondents and their satisfaction for each of the fourteen
60
areas of the MFA instrument. It shows whether there are
significant differences in satisfaction with each of the
fourteen areas based on the MFA employee's educational level
using the Scheffe test.
If ANOVA indicated that there was significant
difference at the .05 level, the Scheffe test was used to
find the differences in satisfaction among various groups of
employees. These results are presented in detail.
Significant differences at the .05 level are reported in the
analysis. To find the user satisfaction attitudes, only
questionnaires from respondents who answered "Yes" to the
question on use of the MFA Library's services are analyzed.
To indicate the importance of the differences between the
various means, high mean was considered to represent high
satisfaction attitudes, and low mean to represent low
satisfaction attitudes. The following sections are
discussions on each of the fourteen areas.
Card Catalog and User Satisfaction
Table 4 gives the responses of the participants
concerning use of the card catalog with all independent
variables. The table indicates that there was no
significance at the .05 level for all independent variables.
A chi-square value of the employee's age of 4.389 with 4
degrees of freedom was the highest value in the table. It
did not indicate any significance at the .05 level.
61
TABLE 4
RESPONSES CONCERNING CARD CATALOG WITH ALL INDEPENDENT VARIABLES (N = 280)
(Chi-Square Test)
INDEPENDENT VARIABLES Yes No Total
Nationality Saudi 177 Non Saudi 19
Chi-square= 3.673 Rank
Administrative 60 Diplomatic 100 Others 36
Chi-square= 5.079 Marital status
Single 58 Married 131 Divorced 7
Chi-square= .269 Last educational degree received
69 15
with 1 df ]o-value=
28 32 24
with 2 df p-value=
25 57 2
with 2 df E~value=
Less than high school High school diploma Some college College degree Post graduate
Chi-square= 2.488 Country granting last degree
Saudi Arabia Others
Chi-square= .110 Employee's age
18 - 25 26 - 30 31 - 35 36 - 40 Over 40
Chi-square= 6.389 Years of work
1 - 5 6 - 1 0
11 - 15 16 - 20 More then 20
Chi-square= 3.387
19 39 17 78 43
8 11 9 39 17
with 4 df E~value=
129 67
57 27
42 62 51 27 14
81 57 40 7
11
with 1 df p-value=
15 31 13 14 11
with 4 df ]D-value=
30 28 14 3 9
with 4 df E~value=
246 34
0553
88 132 60
0789
83 188
9 8742
27 50 26 117 60
6468
186 94
7404
57 93 64 41 25
1719
111 85 54 10 20
4953
62
Table 5 gives information on the user satisfaction of
use of the card catalog with all demographic variables. The
table indicates that there was significance at the .05 level
for all the independent variables.
Table 6 presents differences in means of satisfaction
with the MFA Library's card catalog based on the employees'
educational level. It shows the Scheffe test which
indicates that the employees with less than high school,
high school diplomas, some college, and college degrees of
the levels of education were more satisfied with using the
MFA Library's card catalog at the .05 level of significance
than were the employees with post graduate degrees.
User Guide and User Satisfaction
Table 7 presents the responses of the participants
concerning using the MFA Library user's guide with all
independent variables. The table indicates that there was
significance at the .05 level for all independent variables.
A chi-square value of the last educational degree received
of 190.870 with 4 degrees of freedom was the highest
significant value at the .05 level.
Table 8 gives information on the user satisfaction of
using the MFA Library user's guide with all demographic
variables. The table indicates that there was significance
at the .05 level for four independent variables: employee's
63
TABLE 5
SATISFACTION OF RESPONDENTS CONCERNING CARD CATALOG WITH ALL INDEPENDENT VARIABLES
(One-Way ANOVA)
INDEPENDENT VARIABLES Means S.D. F-value p-value
Nationality 5.5346 .0197 *
Saudi 3.80 .9322 Non Saudi 4.33 .7670
Rank 14.0835 .0000 *
Administrative 4.08 .6522 Diplomatic 3.55 .9574 Others 4.38 .8881
Marital status 3.9045 .0219 *
Single 4.14 .7751 Married 3.76 .9370 Divorced 3.43 1.3973
Last educational degree received 32.0732 . 0000 * Less than high school 4.67 .5000 High school diploma 4.38 .4929 Some college 4.12 .3321 College degree 4.00 .4835 Post graduate 2.81 1.2200
Country granting last degree 6.1759 .0138 *
Saudi Arabia 3.97 .8281 Others 3.63 1.0565
Employee's age 8.3035 .0000 *
18 - 25 4.44 .5040 26 - 30 3.98 .7573 31 - 35 3.45 1.0257 36 - 40 3.89 .8916 Over 40 3.29 1.2044
Years of work 11.1685 .0000 *
1 - 5 4.35 .4810 6 - 1 0 3.60 .9036
11 - 15 3.55 1.0849 16 - 20 3.71 .7559 More then 20 3.09 1.3003
*Denotes significance at the .05 level
64
TABLE 6
DIFFERENCES IN MEANS OF SATISFACTION WITH CARD CATALOG BASED ON THE EMPLOYEE'S EDUCATIONAL LEVEL
(Scheffe Test)
Education Groups N Mean 1 Groups
2 3 4 5
1 = < high school 9 4.667 *
2 = high school 39 4.385 *
3 = some college 17 4.118 *
4 = college degree 78 4.000 *
5 = post graduate 43 2.814
•Denotes pairs of groups significantly different at the .05 level.
ranks, last educational degree received, employee's age, and
years of work at the MFA.
Table 9 presents differences in means of satisfaction
with using the user guide based on the employees's
educational level. It shows the Scheffe test which
indicates that the groups of employees with less than high
school, high school diplomas, and some college were more
satisfied with using the MFA Library user's guide at the .05
level of significance than were employees with college
degrees. Also, the table indicates that the groups of
employees with less than high school, high school diplomas,
and some college were more satisfied with using the library
user's guide at the .05 level of significance than were
employees with post graduate degrees.
TABLE 7
RESPONSES CONCERNING USER GUIDE WITH ALL INDEPENDENT VARIABLES (N = 280)
(Chi-Square Test)
65
INDEPENDENT VARIABLES Yes No Total
Nationality Saudi 100 146 246 Non Saudi 22 12 34
Chi-square= 7.030 with 1 df £ --value= .0080 * Rank
Administrative 56 32 88 Diplomatic 24 108 132 Others 42 18 60
Chi-square= 66.063 with 2 df E--value= .0000 *
Marital status Single 53 30 83 Married 66 122 188 Divorced 3 6 9
Chi-square= 19.752 with 2 df E--value= .0001 *
Last educational degree received Less than high school 27 0 27 High school diploma 50 0 50 Some college 23 3 26 College degree 15 102 117 Post graduate 7 53 60
Chi-square= 190.870 with 4 df E" -value= . 0000 * Country granting last degree
Saudi Arabia 94 92 186 Others 28 66 94
Chi-square= 10.035 with 1 df E" -value= .0009 *
Employee's age 18 - 25 57 0 57 26 - 30 35 58 93 31 - 35 9 55 64 36 - 40 17 24 41 Over 40 4 21 25
Chi-square= 105.623 with 4 df E--value= .0000 * Years of work
1 - 5 88 23 111 6 - 1 0 12 73 85
11 - 15 18 36 54 16 - 20 1 9 10 More then 20 3 17 20
Chi-square= 101.082 with 4 df E" -value= . 0000 *
•Denotes significance at the .05 level.
66
TABLE 8
SATISFACTION OF RESPONDENTS CONCERNING USER GUIDE WITH ALL INDEPENDENT VARIABLES
(One-Way ANOVA)
INDEPENDENT VARIABLES Means S.D. F-value p-value
Nationality Saudi Non Saudi
3.91 3.85
1.0165 .6708
.0560 .8134
Rank Administrative Diplomatic Others
4.25 3 .08 3 .89
.5517 1.4421 .7373
15.4473 .0000 *
Marital status Single Married Divorced
4.15 3.71 4.00
.7217 1.0921
. 0000
2.9344 .0572
Last educational degree received Less than high school 4.12 .3586 High school diploma 4.26 .4431 Some college 3.96 .8779 College degree 2.73 1.2799 Post graduate 2.85 1.7728
Country granting last degree Saudi Arabia 3.94 .8757 Others 3.75 1.2057
14.0123 0000 *
.8528 .3577
Employee's age 18 - 25 26 - 30 31 - 35 36 - 40 Over 40
4.20 3.89 2.11 4.18 3.00
.4010
.9632 1.4530 .7276
1.1547
15.2219 0000 *
Years of work 1 - 5 6 - 1 0
11 - 15 16 - 20 More then 20
4.11 2.50 4.06 4.00 2.67
.6287 1.3817 1.0556
. 0 0 0 0 1.1547
11.9501 .0000 *
•Denotes significance at the .05 level.
67
TABLE 9
DIFFERENCES IN MEANS OF SATISFACTION WITH USER GUIDE BASED ON THE EMPLOYEE'S EDUCATIONAL LEVELS
(Scheffe Test)
Education Groups N Mean Groups
1 2 3 4 5
1 = < high school 21 4.143 * *
2 = high school 50 4.260 * *
3 = some college 23 3.957 * *
4 = college degree 15 2.733 5 = post graduate 7 2.857
•Denotes pairs of groups significantly different at the .05 level.
Arrangement of Materials and User Satisfaction
Table 10 presents the responses of the participants
concerning arrangement of library materials with all the
independent variables. The table indicates that there was
significance at the .05 level for three independent
variables: last educational degree received, employee's
age, and years of work at MFA. A chi-square value of the
last educational degree received of 55.209 with 4 degrees of
freedom was the highest significant value at the .05 level.
Table 11 gives information on user satisfaction with
arrangement of library materials with all demographic
variables. It indicates that there was significance at the
.05 level for six independent variables: employee's rank,
marital status, last educational degree received, country
TABLE 10
68
RESPONSES CONCERNING ARRANGEMENT OF MATERIALS WITH ALL INDEPENDENT VARIABLES (N = 280)
(Chi-Square Test)
INDEPENDENT VARIABLES Yes No Total
Nationality Saudi 220 Non Saudi 32
Chi-square= .729 with 1 df Rank
Administrative 78 Diplomatic 117 Others 57
Chi-square= 2.121 with 2 df Marital status
Single 76 Married 167 Divorced 9
Chi-square= 1.512 with 2 df Last educational degree received
Less than high school High school diploma Some college College degree Post graduate
Chi-square= 55.209 Country granting last degree
Saudi Arabia Others
Chi-square= 1.203 Employee's age
18 - 25 26 - 30 31 - 35 36 - 40 Over 40
Chi-square= 32.158 Years of work
- 5
27 50 26
110 39 with 4 df
1 6 - 1 0
11 - 15 16 - 20 More then 20
Chi-square= 28.540
170 82 with
57 91 49 32 23 with
109 77 40 7 19 with
1 df
4 df
4 df
26 2 E~value=
10 15 3 p-value=
7 21 0 E~value=
0 0 0 7
21 p-value=
16 12 E~value=
0 2
15 9 2 p-value=
2 8 14 3 1 p-value=
246 34
3932
88 132 60
3463
83 188
9 ,4695
27 50 26 117 60
,0000 *
186 94
.2728
57 93 64 41 25
,0000 *
111 85 54 10 20
,0000 *
•Denotes significance at the .05 level,
69
TABLE 11
SATISFACTION OF RESPONDENTS CONCERNING ARRANGEMENT OF MATERIALS WITH ALL INDEPENDENT VARIABLES
(One-way ANOVA)
INDEPENDENT VARIABLES Means S.D. F-value p-value
Nationality 3. 3031 .0704 Saudi 4.03 .9615 Non Saudi 4.35 .4864
Rank 6. 1896 .0024 *
Administrative 4.31 .6327 Diplomatic 3.87 1.0950 Others 4.24 .6565
Marital status 4. 1086 .0176 *
Single 4.34 .7082 Married 3.98 .9579 Divorced 3.86 1.3452
Last educational degree received 17. 5502 .0000 *
Less than high school 4.78 .4410 High school diploma 4.54 .5035 Some college 4.58 .5038 College degree 3.96 .8231 Post graduate 3.31 1.2173
Country granting last degree 8. 5429 .0038 *
Saudi Arabia 4.20 .8457 Others 3.84 1.0057
Employee's age 6. 8350 .0000 *
18 - 25 4.63 .4877 26 - 30 4.12 .8411 31 - 35 3.76 1.0314 36 - 40 3.97 .7649 Over 40 3.74 1.2511
Years of work 8. 4500 .0000 *
1 - 5 4.47 .0694 6 - 1 0 3.84 .1047
11 - 15 3.68 . 1649 16 - 20 3.86 .5084 More then 20 3.95 .2226
•Denotes significance at the .05 level.
70
granting the last educational degree, employee's age, and
years of work at the MFA.
Table 12 presents differences in means of satisfaction
with arrangement of the MFA Library's materials based on the
employees' educational level. It shows the Scheffe test
which indicates that groups of employees with less than high
school, high school diplomas, some college, and college
degrees were more satisfied with the arrangement of library
materials at the .05 level of significance than were
employees with post graduate degrees. Also, the table
indicates that employees with high school diplomas and some
college were more satisfied with the arrangement of library
materials at the .05 level of significance than were
employees with college degrees.
Browsing Section and User Satisfaction
Table 13 presents the responses of the participants
concerning use of the browsing section with all independent
variables. The table indicates that there was significance
at the .05 level for five independent variables: rank,
education, country granting the last educational degree,
employee's age, and years of work at MFA. A chi-square
value of the last educational degree received of 104.542
with 4 degrees of freedom was the highest significant value
at the .05 level.
71
TABLE 12
DIFFERENCES IN MEANS OF SATISFACTION WITH ARRANGEMENT OF MATERIALS BASED ON THE EMPLOYEE'S EDUCATIONAL LEVELS
(Scheffe Test)
Education Groups N Mean Groups
1 2 3 4 5
1 = < high school 9 4.778 *
2 = high school 50 4.540 * *
3 = some college 26 4.577 * *
4 = college degree 110 3.964 *
5 = post graduate 39 3.308
•Denotes pairs of groups significantly different at the .05 level.
Table 14 gives information on the user satisfaction of
using the browsing section with all demographic variables.
The one-way ANOVA was performed, and indicates that there
was significance at the .05 level for three independent
variables: last educational degree received, employee's
age, and years of work at MFA.
Table 15 presents differences in means of satisfaction
with the MFA Library's browsing section based on the
employees' educational level. It shows the Scheffe test
which indicates that groups of employees with some college
and college degrees of the levels of education were more
satisfied with using the MFA Library's browsing section at
the .05 level of significance than were employees with post
graduate degrees. Also, the table indicates that groups of
employees with some college were more satisfied with the
TABLE 13
RESPONSES CONCERNING BROWSING SECTION WITH ALL INDEPENDENT VARIABLES (N = 280)
(Chi-Square Test)
72
INDEPENDENT VARIABLES Yes No Total
Nationality Saudi 126 120 246 Non Saudi 18 16 34
Chi-square= .035 with 1 df E" -value= .8507 Rank
Administrative 33 55 88 Diplomatic 81 51 132 Others 30 30 60
Chi-square= 12.099 with 2 df E" -value= .0024 * Marital status
Single 34 49 83 Married 106 82 188 Divorced 4 5 9
Chi-square= 5.662 with 2 df E" -value= .0590 Last educational degree received
Less than high school 0 27 27 High school diploma 2 48 50 Some college 19 7 26 College degree 76 41 117 Post graduate 47 13 60
Chi-square= 104.452 with 4 df E" -value= .0000 * Country granting last degree
Saudi Arabia 79 107 186 Others 65 29 94
Chi-square= 17.788 with 1 df E" -value= .0000 * Employee's age
18 - 25 1 56 57 26 - 30 61 32 93 31 - 35 37 27 64 36 - 40 24 17 41 Over 40 21 4 25
Chi-square= 76.265 with 4 df E" -value= .0000 * Years of work
1 - 5 32 79 111 6 - 1 0 56 29 85 11 - 15 33 21 54 16 - 20 6 4 10 More then 20 17 3 20
Chi-square= 41.149 with 4 df E--value= .0000 *
•Denotes significance at the .05 level.
73
TABLE 14
SATISFACTION OF RESPONDENTS CONCERNING BROWSING SECTION WITH ALL INDEPENDENT VARIABLES
(One-Way ANOVA)
INDEPENDENT VARIABLES Means S.D. F--value E-value
Nationality 1 .9622 .1637 Saudi 3.09 1.3233 Non Saudi 2.54 1.4500
Rank 1 .5163 .2235 Administrative 3.29 1.1819 Diplomatic 3.05 1.3955 Others 2.61 1.2836
Marital status .3616 . 6973 Single 3.12 1.3661 Married 3.03 1.3518 Divorced 2.50 1.0000
Last educational degree received 56 .5822 .0000 * Less than high school 0.00 .0000 High school diploma 0.00 . 0000 Some college 4.86 .3780 College degree 3.58 1.1107 Post graduate 1.89 .7972
Country granting last degree .9236 . 3383 Saudi Arabia 2.93 1.3980 Others 3.16 1.2617
Employee's age 6 .3934 .0005 * 18 - 25 0.00 .0000 26 - 30 3.59 1.2056 31 - 35 2.59 1.3008 36 - 40 2.47 1.3892 Over 40 2.85 1.2258
Years of work 7 .4582 .0000 * 1 - 5 4.08 .9286 6 - 1 0 3.07 1.2913
11 - 15 2.29 1.1819 16 - 20 2.50 1.9748 More then 20 2.81 1.1087
•Denotes significance at the .05 level.
74
TABLE 15
DIFFERENCES IN MEANS OF SATISFACTION WITH BROWSING SECTION BASED ON THE EMPLOYEES' EDUCATIONAL LEVELS
(Scheffe Test)
Education Groups N Mean Groups
1 2 3 4 5
1 = < high school 0 .000 2 = high school 0 .000 3 = some college 7 4.858 * *
4 = college degree 76 3.579 *
5 = post graduate 49 1.872
•Denotes pairs of groups significantly different at the .05 level.
library's browsing section at the .05 level of significance
than were employees with college degrees.
Bibliographic Citations and User Satisfaction
Table 16 gives the responses of the participants
concerning using the MFA Library's bibliographic citations
with all independent variables. The table indicates that
there was significance at the .05 level for four independent
variables: last educational degree received, country
granting the last educational degree, employee's age, and
years of work at MFA. A chi-square value of the last
educational degree received of 85.975 with 4 degrees of
freedom was the highest significant value at the .05 level.
Table 17 gives information on the user satisfaction of
the MFA Library's bibliographic citations with all
TABLE 16
RESPONSES CONCERNING BIBLIOGRAPHIC CITATION WITH ALL INDEPENDENT VARIABLES (N = 280)
(Chi-Square Test)
75
INDEPENDENT VARIABLES Yes No Total
Nationality Saudi Non Saudi
Chi-square= .154 Rank
Administrative Diplomatic Others
Chi-square= 2.278 Marital status
Single Married Divorced
Chi-square= 5.292 Last educational degree received
Less than high school High school diploma Some college College degree Post graduate
Chi-square= 85.975 Country granting last degree
Saudi Arabia Others
Chi-square= 36.542 Employee's age
18 - 25 26 - 30 31 - 35 36 - 40 Over 40
Chi-square= 63.192 Years of work
- 5
107 139 16 18 with 1 df j>-value=
33 55 63 69 27 33 with 2 df E~value=
30 53 91 47 2 7 with 2 df E-value=
1 6 - 1 0
11 - 15 16 - 20 More then 20
Chi-square= 38.809
0 27 0 50
13 13 69 48 41 19 with 4 df p-value=
58 128 65 29 with 1 df j)-value=
0 57 51 42 29 35 24 17 19 6 with 4 df j>-value=
25 86 46 39 30 24 6 4
16 4 with 4 df E~value=
246 34
6948
88 132 60
,3202
83 188
9 ,0709
27 50 26
117 60
,0000 *
186 94
. 0000 *
57 93 64 41 25
. 0000 *
111 85 54 10 20
.0000 *
•Denotes significance at the .05 level.
76
TABLE 17
SATISFACTION OF RESPONDENTS CONCERNING BIBLIOGRAPHIC CITATION WITH ALL INDEPENDENT VARIABLES
(One-Way ANOVA)
INDEPENDENT VARIABLES Means S.D. F-value p-value
Nationality Saudi Non Saudi
4.09 3.79
.8164 1.2514
1.4109 .2376
Rank Administrative Diplomatic Others
3.90 4.23 3.77
.8596
.7133 1.1925
2.8014 0653
Marital status Single Married Divorced
3.69 4.16 4.00
1.1232 .7750 . 0 0 0 0
2.8966 .0597
Last educational degree received Less than high school 0.00 .0000 High school diploma 0.00 .0000 Some college 4.00 .0000 College degree 4.30 .4615 Post graduate 3.68 1.1054
Country granting last degree Saudi Arabia 4.13 .8912 Others 3.96 .8762
6.5028 0022 *
.9592 .3296
Employee1s age 18 - 25 26 - 30 31 - 35 36 - 40 Over 40
.8932 .4474 0 . 0 0 3.95 3.96 4.10 4.33
. 0 0 0 0
.9094
.9398
.8522
.7670
Years of work 1 - 5 6 - 1 0
11 - 15 16 - 20 More then 20
1.2020 .3146 4.28 3.86 4.00 4.33 4.27
.4609
.9900 1.0000 .5164 .7988
•Denotes significance at the .05 level.
77
demographic variables. The table indicates that there was
significance at the .05 level for only one independent
variable which is the last educational degree received.
Table 18 presents differences in means of satisfaction
with using the Ministry of Foreign Affairs Library's
bibliographic citations based on the employees' educational
level. It shows the Scheffe test which indicates that the
groups of employees with college degrees were more satisfied
with using the MFA Library's bibliographic citations at the
.05 level of significance than were employees with post
graduate degrees.
TABLE 18
DIFFERENCES IN MEANS OF SATISFACTION WITH BIBLIOGRAPHIC CITATION BASED ON THE EMPLOYEE'S EDUCATIONAL LEVELS
(Scheffe Test)
Groups Education Groups N Mean 1 2 3 4 5
1 = < high school 0 .000 2 = high school 0 .000 3 = some college 5 4 .000 4 = college degree 61 4 .295 5 = post graduate 41 3 .683
•Denotes pairs of groups significantly different at the .05 level.
Availability of Materials and User Satisfaction
Table 19 presents the responses of the participants
concerning availability of needed materials at the MFA
Library with all independent variables. The table indicates
78
TABLE 19
RESPONSES CONCERNING AVAILABILITY OF MATERIALS WITH ALL INDEPENDENT VARIABLES (N = 280)
(Chi-Square Test)
INDEPENDENT VARIABLES Yes No Total
Nationality Saudi 213 Non Saudi 30
Chi-square= .071 with 1 df Rank
Administrative 78 Diplomatic 110 Others 55
Chi-square= 2.881 with 2 df Marital status
Single 73 Married 161 Divorced 9
Chi-square= 1.685 with 2 df Last educational degree received
Less than high school 27 High school diploma 50 Some college 26 College degree 115 Post graduate 25
Chi-square= 135.694 with 4 df Country granting last degree
Saudi Arabia 116 Others 77
Chi-square= 2.927 with 1 df Employee's age
18 - 25 57 26 - 30 86 31 - 35 44 36 - 40 34 Over 40 22
Chi-square= 30.019 with 4 df Years of work
1 - 5 110 6 - 1 0 71
11 - 15 35 1 6 - 2 0 9 More then 20 18
Chi-square= 38.461 with 4 df
33 4 E~value=
10 22 5 p-value=
10 27 0 p-value=
0 0 0 2
35 £>-value=
20 17 p-value=
0 7
20 7 3 jg-value=
1 14 19 1 2 E-value=
246 34
.7900
88 132 60
.2368
83 188
9 .4307
27 50 26 117 60
.0000 *
186 94
.0871
57 93 64 41 25
. 0 0 0 0 *
111 85 54 10 20
.0000 *
•Denotes significance at the .05 level.
79
that there was significance at the .05 level for three
independent variables: education, employee's age, and years
of work at MFA. A chi-square value of the last educational
degree received of 135.694 with 4 degrees of freedom was the
highest significant value at the .05 level.
Table 20 gives information on the user satisfaction of
availability of needed materials at the MFA Library with all
demographic variables. It indicates that there was
significance at the .05 level for only one independent
variable which is the last educational degree received.
Table 21 presents differences in means of satisfaction
with availability of needed materials at the MFA Library
based on the employees' educational level. It shows the
Scheffe test which indicates that the groups of employees
with less than high school, high school diplomas, some
college, and college degrees were more satisfied with
availability of needed materials at the MFA Library at the
.05 level of significance than were employees with post
graduate degrees.
Photocopying Services and User Satisfaction
Table 22 presents the responses of the participants
concerning using the MFA Library's photocopying services
with all independent variables. The table indicates that
there was significance at the .05 level for only one
independent variable which is employee's rank. A chi-square
80
TABLE 20
SATISFACTION OF RESPONDENTS CONCERNING AVAILABILITY OF MATERIALS WITH ALL INDEPENDENT VARIABLES
(One-way ANOVA)
INDEPENDENT VARIABLES Means S.D. F-value p-value
Nationality Saudi Non Saudi
4.16 3.96
.8065
.4288
1.5262 .2180
Rank Administrative Diplomatic Others
4.25 4.11 4.02
.6116
.9321
.5200
1.3989 .2490
Marital status Single Married Divorced
4.09 4 .17 3.78
.6783
.7615 1.3944
1.2309 .2940
Last educational degree received Less than high school 4.33 .4924 High school diploma 4.27 .4491 Some college 4.12 .3258 College degree 4.21 .6982 Post graduate 3.40 1.4142
7.3064 .0000 *
Country granting last degree Saudi Arabia 4.06 .7642 Others 4.27 .7718
3.8917 .4980
Employee's age 18 - 25 26 - 30 31 - 35 36 - 40 Over 40
2.3078 .0590 4.27 4.15 4.18 4.15 3.66
.4486
.5845 1.1263 .7124 .9946
Years of work 1 - 5 6 - 1 0
11 - 15 16 - 20 More then 20
1.6624 .1597 4.20 4.22 3.94 3.89 3.89
.5404
.7782 1.0133 1.4530 .7584
•Denotes significance at the .05 level.
81
TABLE 21
DIFFERENCES IN MEANS OF SATISFACTION WITH AVAILABILITY OF MATERIALS BASED ON THE EMPLOYEE'S EDUCATIONAL LEVELS
(Scheffe Test)
Education Groups N Mean 1 Groups 2 3 4 5
1 = < high school 12 4.333 *
2 = high school 48 4.217 *
3 = some college 26 4.115 *
4 = college degree 115 4.217 *
5 = post graduate 25 3 .400
•Denotes pairs of groups significantly different at the .05 level.
value of the employee's rank of 13.482 with 2 degrees of
freedom was the only significant value at the .05 level in
the table.
Table 23 gives information on the user satisfaction of
using the MFA Library's photocopying services with all
demographic variables. The table indicates that there was
significance at the .05 level for all independent variables.
Table 24 presents differences in means of satisfaction
with using the MFA Library's photocopying services based on
the employees' educational level. It shows the Scheffe test
which indicates that the groups of employees with less than
high school, high school diplomas, and some college of the
levels of education were more satisfied with using the MFA
Library's photocopying services at the .05 level of
significance than were employees with college degrees.
TABLE 22
82
RESPONSES CONCERNING PHOTOCOPYING SERVICES WITH ALL INDEPENDENT VARIABLES (N = 280)
(Chi-Square Test)
INDEPENDENT VARIABLES Yes NO Total
Nationality Saudi 174 Non Saudi 21
Chi-square= 1.136 with Rank
Administrative 73 Diplomatic 79 Others 43
Chi-square= 13.482 with Marital status
Single 60 Married 129 Divorced 6
Chi-square= .406 with Last educational degree received
Less than high school High school diploma Some college College degree Post graduate
Chi-square= 7.499 Country granting last degree
Saudi Arabia Others
Chi-square= 2.262 Employee's age
18 - 25 26 - 30 31 - 35 36 - 40 Over 40
Chi-square= 5.485 Years of work
1 - 5 6 - 1 0
11 - 15 16 - 20 More then 20
Chi-square=
1 df
2 df
2 df
6.862
23 39 19 77 37 with
135 60 with
44 58 43 32 18 with
83 50 40 7
15 with
4 df
1 df
4 df
4 df
72 13 p-value=
15 53 17 j)-value=
23 59 3 E~value=
4 11 7
40 23 E~value=
51 34 p-value=
13 35 21 9 7 E-value=
28 35 14 3 5 E~value=
246 34
2865
88 132 60
0012 *
83 188
9 ,8162
27 50 26 117 60
,1117
186 94
,1326
57 93 64 41 25
,2511
111 85 54 10 20
,1433
•Denotes significance at the .05 level.
83
TABLE 23
SATISFACTION OF RESPONDENTS CONCERNING PHOTOCOPYING SERVICES WITH ALL INDEPENDENT VARIABLES
(One-Way ANOVA)
INDEPENDENT VARIABLES Means S.D. F-value E-value
Nationality Saudi Non Saudi
3.37 4.00
1.3310 1.0954
4.3738 .0378 *
Rank Administrative Diplomatic Others
3.84 2.89 3.77
1.1787 1.3300 1.1920
12.9877 .0000 *
Marital status Single Married Divorced
3 .85 3.25 3.33
1.2464 1.3112 1.5055
4.4289 .0132 *
Last educational degree received Less than high school 4.74 .0936 High school diploma 4.41 .0798 Some college 3.95 .1789 College degree 2.90 .1366 Post graduate 1.35 .2212
Country granting last degree Saudi Arabia 3.60 1.3282 Others 3.07 1.1232
33.0948 .0000 *
6.9921 .0089 *
Employee's age 18 - 25 26 - 30 31 - 35 36 - 40 Over 40
4.57 3.28 2.95 3.03 3.06
.5011 1.2537 1.2901 1.3792 1.3921
13.7222 .0000 *
Years of work 1 - 5 6 - 1 0
11 - 15 16 - 20 More then 20
4.08 3.02 2.96 2.57 2.87
1.0146 1.2534 1.4230 .9759
1.4563
10.7011 .0000 *
•Denotes significance at the .05 level.
84
Also, the table indicates that the groups of employees with
less than high school, high school diplomas, and some
college were more satisfied with using the MFA Library's
photocopying services at the .05 level of significance than
were employees with post graduate degrees.
TABLE 24
DIFFERENCES IN MEANS OF SATISFACTION WITH PHOTOCOPYING SERVICES BASED ON THE EMPLOYEE'S EDUCATIONAL LEVELS
(Scheffe Test)
Education Groups Groups
Education Groups N Mean 1 2 3 4 5
1 = < high school 23 4.740 * *
2 = high school 39 4.410 * *
3 = some college 19 3.947 * *
4 = college degree 77 2.896 5 = post graduate 33 2.460
•Denotes pairs of groups significantly different at the .05 level.
Staff Assistance and User Satisfaction
Table 25 presents the responses of the participants
concerning the MFA Library's staff assistance with all
independent variables. The table indicates that there was
significance at the .05 level for only one independent
variable which is last educational degree received. A chi-
square value of the last educational degree received of
11.790 with 4 degrees of freedom was the only significant
value at the .05 level in the table.
TABLE 25
85
RESPONSES CONCERNING STAFF ASSISTANCE WITH ALL INDEPENDENT VARIABLES (N = 280)
(Chi-Square Test)
INDEPENDENT VARIABLES Yes NO Total
Nationality Saudi 223 Non Saudi 34
Chi-square= 3.463 with Rank
Administrative 83 Diplomatic 116 Others 58
Chi-square= 5.317 with Marital status
Single 78 Married 171 Divorced 8
Chi-square= .799 with Last educational degree received
Less than high school High school diploma Some college College degree Post graduate
Chi-square= 11.790 Country granting last degree
Saudi Arabia Others
Chi-square= .347 Employee's age
18 - 25 26 - 30 31 - 35 36 - 40 Over 40
Chi-square= 6.817 Years of work
- 5 1 6
11 - 10
- 15 16 - 20 More then 20
Chi-square= 3.328
27 50 25
102 53 with
172 85 with
57 84 58 36 22 with
105 77 49 8
18 with
23 246 0 34
1 df £-value= .0627
5 88 16 132 2 60
2 df £-value= .0701
5 83 17 188 1 9
2 df p-value= .6706
0 27 0 50 1 26
15 117 7 60
4 df £-value= .0190
14 186 9 94
1 df p-value= .5557
0 57 9 93 6 64 5 41 3 25
4 df E-value= .1459
6 111 8 85 5 54 2 10 2 20
4 df p-value= .5045
•Denotes significance at the .05 level.
86
Table 26 gives information on the user satisfaction of
the MFA Library's staff assistance with all demographic
variables. The table indicates that there was significance
at the .05 level for six independent variables:
nationality, employee's rank, marital status, last
educational degree received, employee's age, and years of
work at MFA.
Table 27 presents differences in means of satisfaction
with the MFA Library's staff assistance based on the
employees' educational level. It shows the Scheffe test
which indicates that groups of employees with less than high
school, high school diplomas, and some college of the levels
of education were more satisfied with assistance from the
MFA library's staff at the .05 level of significance than
were employees with college degrees. Also, the table
indicates that groups of employees with less than high
school, high school diplomas, and some college were more
satisfied with the assistance received from the MFA
Library's staff at the .05 level of significance than were
employees with post graduate degrees.
Computer Database and User Satisfaction
Table 28 presents the responses of the participants
concerning using the MFA Library's computer database
searching with all independent variables. The table
indicates that there was significance at the .05 level for
87
TABLE 26
SATISFACTION OF RESPONDENTS CONCERNING STAFF ASSISTANCE WITH ALL INDEPENDENT VARIABLES
(One-Way ANOVA)
INDEPENDENT VARIABLES Means S.D. F-value g-value
Nationality Saudi Non Saudi
4.36 4.80
.8998
.4104
7.6210 .0062 *
Rank Administrative Diplomatic Others
4.58 4.14 4.77
.7884
.9771
.4260
13.3369 .0000 *
Marital status Single Married Divorced
4.65 4.33 4.13
.6259
.9087 1.3562
4.2543 .0152 *
Last educational degree received Less than high school 5.00 .0000 High school diploma 5.00 .0000 Some college 4.80 .4082 College degree 4.14 .9124 Post graduate 3.98 1.9811
Country granting last degree Saudi Arabia 4.49 .8262 Others 4.27 .9179
20.4511 .0000 *
3.8287 0515
Employee's age 18 - 25 26 - 30 31 - 35 36 - 40 Over 40
5.00 4.48 4.02 4.37 3.90
. 0 0 0 0
.6301 1.1315 .8774
1.0193
13.5597 .0000 *
Years of work 1 - 5 6 - 1 0
11 - 15 16 - 20 More then 20
4.79 4.19 4.23 4.38 3.78
.7438
.9324 1.0364 .5175
1.0603
10.5911 .0000 *
•Denotes significance at the .05 level.
88
TABLE 27
DIFFERENCES IN MEANS OF SATISFACTION WITH STAFF ASSISTANCE BASED ON THE EMPLOYEE'S EDUCATIONAL LEVELS
(Scheffe Test)
Education Groups N Mean Groups
1 2 3 4 5
1 = < high school 23 5.000 * *
2 = high school 50 5.000 * *
3 = some college 25 4.800 * *
4 = college degree 102 4.137 5 = post graduate 53 3.981
•Denotes pairs of groups significantly different at the .05 level.
four independent variables: last educational degree
received, country granting the last educational degree
received, employee's age, and years of work at MFA. A chi-
square value of the last educational degree received of
79.946 with 4 degrees of freedom was the highest significant
value at the .05 level.
Table 29 gives information on the user satisfaction of
using the MFA Library's computer database searching with all
demographic variables. The table indicates that there was
no significance at the .05 level for any independent
variables.
Library Collection and User Satisfaction
Table 30 gives information on the user satisfaction of
library collection with all demographic variables. The
89
TABLE 28
RESPONSES CONCERNING COMPUTER DATABASE SEARCHING WITH ALL INDEPENDENT VARIABLES (N = 280)
(Chi-Square Test)
INDEPENDENT VARIABLES Yes No Total
Nationality Saudi 64 182 246 Non Saudi 11 23 34
Chi-square= .612 with 1 df E* -value= .4342 Rank
Administrative 25 63 88 Diplomatic 33 99 132 Others 17 43 60
Chi-square= .406 with 2 df E" -value= .8162 Marital status
Single 20 63 83 Married 53 135 188 Divorced 2 7 9
Chi-square= .591 with 2 df E" -value= .7441 Last educational degree received
Less than high school 0 27 27 High school diploma 0 50 50 Some college 0 26 26 College degree 37 80 117 Post graduate 38 22 60
Chi-square= 79.946 with 4 df E" -value= .0000 * Country granting last degree
Saudi Arabia 34 152 186 Others 41 53 94
Chi-square= 20.441 with 1 df E" -value= .0000 * Employee's age
18 - 25 0 57 57 26 - 30 28 65 93 31 - 35 18 46 64 36 - 40 15 26 41 Over 40 14 11 25
Chi-square= 34.323 with 4 df E" -value= .0000 * Years of work
1 - 5 10 101 111 6 - 1 0 29 56 85
11 - 15 21 33 54 16 - 20 4 6 10 More then 20 11 9 20
Chi-square= 33.259 with 4 df E" -value= .0000 *
*Denotes significance at the .05 level.
90
TABLE 29
SATISFACTION OF RESPONDENTS CONCERNING COMPUTER DATABASE WITH ALL INDEPENDENT VARIABLES
(One-Way ANOVA)
INDEPENDENT VARIABLES Means S.D. F-value p-value
Nationality Saudi Non Saudi
4.11 4.20
.7306
.9189
.1267 .7231
Rank Administrative Diplomatic Others
3.95 4.32 4 .00
.7222
.6696
.9844
1.7686 .1789
Marital status Single Married Divorced
4.28 4.04 5.00
.4609
.8329
. 0000
1.3338 .2708
Last educational degree received Less than high school 0.00 .0000 High school diploma 0.00 .0000 Some college 0.00 .0000 College degree 4.06 .9136 Post graduate 4.18 .5758
Country granting last degree Saudi Arabia 4.10 .7120 Others 4.14 .7983
.3722 .5440
.0428 .8368
Employee's age 18 - 25 26 - 30 31 - 35 36 - 40 Over 40
.4535 .7158 0 . 0 0 4.12 4.00 4.07 4.33
. 0 0 0 0
.7810
.6547
.7300
.8876
Years of work 1 - 5 6 - 1 0
11 - 15 16 - 20 More then 20
1.1343 .3489 3.67 4.20 4.10 4.33 4.33
1.0000 .6455 .6407 .5774
1.0000
91
TABLE 30
SATISFACTION OF RESPONDENTS CONCERNING LIBRARY COLLECTION WITH ALL INDEPENDENT VARIABLES
(One-way ANOVA)
INDEPENDENT VARIABLES Means S.D. F-value p-value
Nationality 3. 3356 .0690 Saudi 2.35 .9986 Non Saudi 2.00 1.0000
Rank 1. 3341 .2653 Administrative 2.35 1.0883 Diplomatic 2.37 .9593 Others 2.10 .9949
Marital status m 4621 .6305 Single 2.23 1.0028 Married 2. 34 1.0104 Divorced 2.14 .8997
Last educational degree received 13 .4872 .0000 * Less than high school 2.00 .0000 High school diploma 1.85 .3616 Some college 1.42 .8566 College degree 2.42 .9214 Post graduate 2.80 1.1760
Country granting last degree .9953 .3194 Saudi Arabia 2.35 1.0225 Others 2.22 .9689
Employee's age 3 .1350 .0154 * 18 - 25 1.84 .3739 26 - 30 2.37 1.0857 31 - 35 2.47 1.0536 36 - 40 2.47 1.1086 Over 40 2.00 .7071
Years of work 4 .4812 .0016 * 1 - 5 2.01 .8534 6 - 1 0 2.53 1.0187
11 - 15 2.57 1.1706 16 - 20 2.00 .8165 More then 20 2.05 .7592
•Denotes significance at the .05 level.
92
table indicates that there was significance at the .05 level
for three independent variables: educational level,
employee's age, and years of work at MFA.
Table 31 presents differences in means of satisfaction
with library collection based on the level of education. It
shows the Scheffe test which indicates that the groups with
college degrees and post graduate degrees were more
satisfied with library collection at the .05 level of
significance than were employees with high school diplomas.
Also, the table indicates that groups with college degrees
and post graduate degrees were more satisfied with the
library collection than were employees with some college.
Library Hours and User Satisfaction
Table 32 gives information on the user satisfaction of
library hours with all demographic variables. The table
indicates that there was significance at the .05 level for
six independent variables: rank, educational level,
employee's age, marital status, country granting the last
educational degree, and years of work at MFA.
Table 33 presents differences in the means of
satisfaction with library hours based on the level of
education. It shows the Scheffe test which indicates that
groups of employees with less than high school, high school
diplomas, and some college were more satisfied with library
hours than were employees with college degrees. Also, the
93
TABLE 31
DIFFERENCES IN MEANS OF SATISFACTION WITH LIBRARY COLLECTION BASED ON THE EMPLOYEE'S EDUCATIONAL LEVELS
(Scheffe Test)
Education Groups N Mean 1 Groups 2 3 4 5
1 = < high school 5 2.000 2 = high school 40 1.850 3 = some college 26 1.423 4 = college degree 117 2.419 * *
5 = post graduate 60 2.800 * *
•Denotes pairs of groups significantly different at the .05 level.
table indicates that groups with less than high school, high
school diplomas, and some college were more satisfied with
library hours than were employees with post graduate
degrees.
Physical Facilities and User Satisfaction
Table 34 gives information on the user satisfaction of
physical facilities with all demographic variables. The
table indicates that there was significance at the .05 level
for four independent variables: last educational degree
received, employee's age, years of work at MFA, and country
granting the last degree.
Table 35 presents differences in means of satisfaction
with physical facilities based on the employees' educational
level. It shows the Scheffe test which indicates that
94
TABLE 32
SATISFACTION OF RESPONDENTS CONCERNING LIBRARY HOURS WITH ALL INDEPENDENT VARIABLES
(One-Way ANOVA)
INDEPENDENT VARIABLES Means S.D. F-•value g-value
Nationality 2. 7930 .0959 Saudi 4.03 .9077 Non Saudi 4.30 .6366
Rank 4. 4770 .0124 *
Administrative 4.22 .0967 Diplomatic 3.90 .9270 Others 4.22 .7121
Marital status 4. 5191 .0118 *
Single 4.27 .8119 Married 3.96 .9057 Divorced 4.50 .5345
Last educational degree received 16. 0595 .0000 *
Less than high school 4.83 .3835 High school diploma 4.50 .5053 Some college 4.52 .5099 College degree 3.91 .8198 Post graduate 3.60 1 .0767
Country granting last degree 7. 7575 .0057 *
Saudi Arabia 4.17 .7931 Others 4.86 1 .0011
Employee's age 6. 0415 .0001 * 18 - 25 4.60 .4961 26 - 30 4.02 .9065 31 - 35 3.94 .8333 36 - 40 3.80 1 .0540 Over 40 3.96 .8406
Years of work 8. 6676 .0000 * 1 - 5 4.54 .6107 6 - 1 0 3.84 .8977
11 - 15 3.85 .9792 16 - 20 3.70 1 .2517 More then 20 3.85 .8751
•Denotes significance at the .05 level.
95
TABLE 33
DIFFERENCES IN MEANS OF SATISFACTION WITH LIBRARY HOURS BASED ON THE EMPLOYEE'S EDUCATIONAL LEVELS
(Scheffe Test)
Education Groups N Mean Groups
1 2 3 4 5
1 = < high school 18 4.833 * *
2 = high school 48 4.500 * *
3 = some college 25 4.520 * *
4 = college degree 117 3.906 5 = post graduate 60 3.600
•Denotes pairs of groups significantly different at the .05 level.
groups of employees with less than high school, high school
diplomas, some college, and college degrees were more
satisfied with physical facilities than were employees with
post graduate degrees. Also, the table indicates that
groups with high school diplomas were more satisfied with
physical facilities than were employees with college
degrees.
Library Use In General
Table 36 shows the classification of the participants
concerning frequency of the MFA Library's use with all
independent variables. The table indicates that there was
significance at the .05 level for two independent variables:
education and country granting the last educational degree
96
TABLE 34
SATISFACTION OF RESPONDENTS CONCERNING PHYSICAL FACILITIES WITH ALL INDEPENDENT VARIABLES
(One-Way ANOVA)
INDEPENDENT VARIABLES Means S.D. F-value p-value
Nationality .2903 . 5908 Saudi 17.14 2 .3013 Non Saudi 16.81 2 .5356
Rank .3346 .7161 Administrative 17.30 2 .5713 Diplomatic 16.97 1 .8044 Others 17.09 2 .5904
Marital status 1.7760 .1725 Single 17.40 2 .4376 Married 17.07 2 .2556 Divorced 15.40 2 .3022
Last educational degree received 51.2643 .0000 *
< than high school 18.75 .2500 High school diploma 18.89 .6761 Some college 18.47 .7723 College degree 17.35 1 .7379 Post graduate 14.05 2 .0809
Country granting last degree 4.8771 .0286 *
Saudi Arabia 17.39 2 .0592 Others 16.58 2 .6859
Employee's age 5.7775 .0002 *
18 - 25 18.71 .6903 26 - 30 17.29 2 .1522 31 - 35 16.28 2 .5479 36 - 40 17.28 2 .5340 Over 40 16.11 2 . 1663
Years of work 6.1899 .0001 *
1 - 5 18.17 1 .6317 6 - 1 0 16.54 2 .4345
11 - 15 16.68 2 .6252 16 - 20 16.43 2 .0702 More then 20 15.93 2 .2509
•Denotes significance at the .05 level.
97
TABLE 35
DIFFERENCES IN MEANS OF SATISFACTION WITH PHYSICAL FACILITIES BASED ON THE EDUCATIONAL LEVEL
OF THE EMPLOYEE (Scheffe Test)
Education Groups N Mean Groups
1 2 3 4 5
1 = < high school 4 18.750 *
2 = high school 35 18.886 * *
3 = some college 19 18.474 *
4 = college degree 77 17.351 *
5 = post graduate 37 14.054
•Denotes pairs of groups significantly different at the .05 level.
received. A chi-square value of the last educational degree
received of 24.671 with 12 degrees of freedom was the
highest value at the .05 level of significance.
Table 37 presents the responses of the participants
concerning the MFA employees' use of other libraries with
all independent variables. The table indicates that there
was significance at the .05 level for three independent
variables: last educational degree received, employee's
age, and years of work at MFA. A chi-square value of the
last educational degree received of 36.244 with 4 degrees of
freedom was the highest significant value at the .05 level.
Table 38 gives the responses of the participants
concerning adequate materials at the MFA Library with all
independent variables. The table indicates that there was
98
TABLE 36
RESPONSES CONCERNING FREQUENCY OF IJIBRARY USE WITH ALL INDEPENDENT VARIABLES (N = 280)
(Chi-Square Test)
INDEPENDENT VARIABLES Every 1 - 2 Once a Once 3-6 Total Day A Week Month Months
Nationality Saudi 27 60 49 110 246 Non Saudi 6 9 11 8 34
Chi-square= 6.517 with 3 ! df E~value= .0890 Rank
Administrative 9 27 14 38 88 Diplomatic 15 27 32 58 132 Others 9 15 14 22 60
Chi-square= 5.363 with 6 df p-value= .4981 Marital status
Single 12 21 20 30 83 Married 20 46 39 83 188 Divorced 1 2 1 5 9
Chi-square= 2.791 with 6 df E~value= .8346 Last educational degree received
Less than high school 0 3 7 17 27 High school diploma 1 9 11 29 50 Some college 5 9 6 6 26 College degree 17 31 23 46 117 Post graduate 10 17 13 20 60
Chi-square= 24.671 with 12 df p-value= .0165 * Country granting last degree
Saudi Arabia 12 32 42 91 186 Others 12 37 18 27 44
Chi-square= 18.946 with 3 df E~value= .0003 * Employee1s age
18 - 25 1 10 15 31 57 26 - 30 17 25 17 34 93 31 - 35 7 16 17 24 64 36 - 40 3 12 9 17 41 Over 40 5 6 2 12 25
Chi-square= 19.290 with 12 df E-value= .0818 Years of work
.0818
1 - 5 9 26 23 53 111 6 - 1 0 16 20 18 31 85
11 - 15 2 14 16 22 54 16 - 20 1 4 1 4 10 More then 20 5 5 2 8 20
Chi-square= 17.019 with 12 df p-value= .1489
•Denotes significance at the .05 level.
99
TABLE 37
RESPONSES CONCERNING USE OF OTHER LIBRARIES WITH ALL INDEPENDENT VARIABLES (N = 280)
(Chi-Square Test)
INDEPENDENT VARIABLES Yes No Total
Nationality Saudi 89 Non Saudi 10
Chi-square= .339 with Rank
Administrative 29 Diplomatic 53 Others 17
Chi-square= 2.845 with Marital status
Single 26 Married 69 Divorced 4
Chi-square= 1.064 with Last educational degree received
Less than high school 2 High school diploma 5 Some college 8 College degree 52 Post graduate 32
Chi-square= 36.244 with Country granting last degree
Saudi Arabia 62 Others 37
Chi-square= .747 with Employee's age
1 8 - 2 5 6 26 - 30 43 31 - 35 26 36 - 40 16 Over 40 8
Chi-square= 21.334 with Years of work
1 - 5 25 6 - 1 0 40
11 - 15 24 1 6 - 2 0 3 More then 20 7
Chi-square= 15.170 with
1 df
2 df
2 df
4 df
1 df
4 df
4 df
157 24 B-value=
59 79 43 E~value=
57 119
5 E~value=
25 45 18 65 28 p-value=
124 57 E~value=
51 50 38 25 17 E~value=
86 45 30 7
13 E-value=
246 34
.5604
88 132 60
.2411
83 188
9 .5873
27 50 26
117 60
. 0 0 0 0 *
186 94
.3876
57 93 64 41 25
.0003 *
111 85 54 10 20
.0044 *
•Denotes significance at the .05 level.
TABLE 38
100
RESPONSES CONCERNING ADEQUATE MATERIALS WITH ALL INDEPENDENT VARIABLES (N = 280)
(Chi-Square Test)
INDEPENDENT VARIABLES Yes No Total
Nationality Saudi Non Saudi
Chi-square= 2.611 Rank
Administrative Diplomatic Others
Chi-square= 10.061 Marital status
Single Married Divorced
Chi-square= 5.629 Last degree received
Less than high school High school diploma Some college College degree Post graduate
Chi-square=18 0.218 Country granting last degree
Saudi Arabia Others
Chi-square= .642 Employee's age
18 - 25 26 - 30 31 - 35 36 - 40 Over 40
Chi-square= 46.141 Years of work
1 - 5 6 - 1 0
11 - 15 16 - 20 More then 20
Chi-square= 52.931
200 32 with 1 df
74 101 57 with 2 df
72 155
5 with 2 df
27 50 26
114 15 with 4 df
157 75 with 1 df
57 88 42 30 15 with 4 df
111 69 35 4
13 with 4 df
46 2 E~value=
14 31 3 E~value=
11 33 4 E~value=
0 0 0 3
45 E~value=
29 19 E-value=
0 5
22 11 10 E-value=
0 16 19 6 7 E-value=
246 34
. 1061
88 132 60
.0065 *
83 188 9
. 0599
27 50 26 117 60
.0000 *
186 94
.4231
57 93 64 41 25
,0000 *
111 85 54 10 20
0000 *
•Denotes significance at the .05 level.
101
significance at the .05 level for four independent
variables: last educational degree received, employee's
rank, employee's age, and years of work at MFA. A chi-
square value of the last educational degree received of
182.218 with 4 degrees of freedom was the highest
significant value at the .05 level.
Table 39 presents the responses of the participants
concerning adequate materials at the MFA Library with all
independent variables. The table indicates that there was
significance at the .05 level for six independent variables:
nationality, employee's rank, last educational degree
received, country granting the last educational degree,
employee's age, and years of work at MFA. A chi-square
value of the last educational degree received of 109.120
with 4 degrees of freedom was the highest value at the .05
level of significance.
Table 40 shows the responses of the participants
concerning adequate services at the MFA Library with all
independent variables. The table indicates that there was
significance at the .05 level for four independent
variables: last educational degree received, country
granting the last educational degree, employee's age, and
years of work at the MFA. A chi-square value of the last
educational degree received of 181.189 with 4 degrees of
freedom was the highest significant value at the .05 level.
102
TABLE 39
RESPONSES CONCERNING ADEQUATE TOOLS WITH ALL INDEPENDENT VARIABLES (N == 280)
(Chi-Square Test)
INDEPENDENT VARIABLES Yes No Total
Nationality Saudi Non Saudi
Chi-square= 13.637 Rank
Administrative Diplomatic Others
Chi-square= 34.970 Marital status
Single Married Divorced
Chi-square= 5.705 Last degree received
Less than high school High school diploma Some college College degree Post graduate
Chi-square= 109.120 Country granting last degree
Saudi Arabia Others
Chi-square= 15.982 Employee's age
18 - 25 26 - 30 31 - 35 36 - 40 Over 40
Chi-square= 53.732 Years of work
1 - 5 6 - 1 0
11 - 15 16 - 20 More then 20
Chi-square= 63.683
107 3 with 1
57 36 17 with 2
41 67 2 with 2
df
df
df
23 39 18 28 2 with 4 df
89 21 with 1 df
43 40 9
13 5 with 4 df
75 16 15 1 3 with 4 df
139 31 E~value=
31 96 43 p-value=
42 121
7 Ervalue=
4 11 8
89 58 £-value=
97 73 E~value=
14 53 55 28 20 E~value=
36 69 39 9
17 E-value=
246 34
. 0 0 0 2 *
88 132 60
. 0 0 0 0 *
83 188
9 .0577
27 50 26
117 60
. 0 0 0 0 *
186 94
.0001 *
57 93 64 41 25
,0000 *
111 85 54 10 20
0000 *
•Denotes significance at the .05 level.
103
TABLE 40
RESPONSES CONCERNING ADEQUATE SERVICES WITH ALL INDEPENDENT VARIABLES (N == 280)
(Chi-Square Test)
INDEPENDENT VARIABLES Yes NO Total
Saudi 170 76 246 Non Saudi 22 12 34
Chi-square= .103 with 1 df E--value= .7483 Rank
Administrative 67 21 88 Diplomatic 82 50 132 Others 43 17 60
Chi-square= 5.152 with 2 df E--value= .0761 Marital status
Single 65 18 83 Married 121 67 188 Divorced 6 3 9
Chi-square= 5.216 with 2 df E" -value= .0737 Last degree received
Less than high school 27 0 27 High school diploma 50 0 50 Some college 26 0 26 College degree 89 28 117 Post graduate 0 60 60
Chi-square= 181.169 With 4 df E--value= .0000 * Country granting last degree
Saudi Arabia 139 47 186 Others 53 41 94
Chi-square= 8.922 with 1 df E" -value= .0028 *
Employee's age 18 - 25 57 0 57 26 - 30 71 22 93 31 - 35 28 36 64 36 - 40 23 18 41 Over 40 13 12 25
Chi-square= 53.174 with 4 df E" -value= .0000 * Years of work
1 - 5 104 7 111 6 - 1 0 51 34 85
11 - 15 22 32 54 16 - 20 4 6 10 More then 20 11 9 20
Chi-square= 15.170 with 4 df E" -value= .0000 *
•Denotes significance at the .05 level.
104
Table 41 presents the responses of the participants
concerning sufficient training of MFA employees with all
independent variables. The table indicates that there was
significance at the .05 level for all independent variables.
A chi-square value of the last educational degree received
of 140.926 with 4 degrees of freedom was the highest value
at the .05 level of significance.
Table 42 presents the responses of the participants
concerning the importance of the MFA Library with all
independent variables. The table indicates that there was
significance at the .05 level for all independent variables.
A chi-square value of the last educational degree received
of 314.087 with 12 degrees of freedom was the highest value
at the .05 level of significance. Also, the table indicates
eleven missing observations because respondents answered,
"don't know."
Table 43 presents the responses of the participants
concerning satisfaction of the Ministry of Foreign Affairs
Library in general with all independent variables. The
table indicates that there was significance at the .05 level
for five independent variables: nationality, employee's
rank, last educational degree received, employee's age, and
years of work at the Ministry of Foreign Affairs. A chi-
square value of the last educational degree received of
76.865 with 8 degrees of freedom was the highest significant
value at the .05 level. Also, the table indicates 16
105
TABLE 41
RESPONSES CONCERNING THEIR SUFFICIENT TRAINING WITH ALL INDEPENDENT VARIABLES (N = 280)
(Chi-Square Test)
INDEPENDENT VARIABLES Yes No Total
Saudi 110 136 246 Non Saudi 8 26 34
Chi-square= 4.664 with 1 df £>-value= .0308 *
Rank Administrative 13 75 88 Diplomatic 94 38 132 Others 11 49 60
Chi-square= 86.734 with 2 df E~value= .0000 *
Marital status Single 16 67 83 Married 97 91 188 Divorced 5 4 9
Chi-square= 25.352 with 2 df £-value= .0000 * Last degree received
Less than high school 0 27 27 High school diploma 1 49 50 Some college 0 26 26 College degree 61 56 117 Post graduate 56 4 60
Chi-square= 140.926 with 4 df p-value= .0000 * Country granting last degree
Saudi Arabia 69 117 186 Others 49 45 94
Chi-square= 5.186 with 1 df £-value= .0228 *
Employee's age 18 - 25 1 56 57 26 - 30 27 66 93 31 - 35 58 6 64 36 - 40 15 26 41 Over 40 17 8 25
Chi-square= 113.761 with 4 df E-value= .0000 * Years of work
E-value=
1 - 5 2 109 111 6 - 1 0 65 20 85
11 - 15 28 26 54 16 - 20 9 1 10 More then 20 14 6 20
Chi-square= 133.012 with 4 df E>-value= .0000 *
•Denotes significance at the .05 level,
106
TABLE 42
RESPONSES CONCERNING IMPORTANCE OF THE MFA LIBRARY WITH ALL INDEPENDENT VARIABLES (N = 280)
(Chi-Square Test)
INDEPENDENT VARIABLES Very Imp. Imp
Some Imp.
Not Imp. Total
Nationality Saudi 149 75 9 6 239 Non Saudi 18 7 5 0 30
Chi-square= 9.867 with 3 df E--value= .0197 * Rank
Administrative 41 34 8 5 88 Diplomatic 96 36 0 0 132 Others 30 12 6 1 49
Chi-square= 30.502 with 6 df E--value= .0000 * Marital status
Single 37 29 9 4 79 Married 125 52 4 2 183 Divorced 5 . 1 1 0 7
Chi-square= 20.248 with 6 df E--value= .0025 * Last degree received
Less than high school 1 0 10 6 17 High school diploma i 3 43 4 0 50 Some college 18 7 0 0 25 College degree 87 30 0 0 117 Post graduate 58 2 0 0 60
Chi-square= 314.087 with 12 df E" -value= .0000 * Country granting last degree
Saudi Arabia 101 57 13 6 177 Others 66 25 1 0 92
Chi-square= 10.276 with 3 df E" -value= .0164 *
Employee's age 18 - 25 3 28 12 5 48 26 - 30 63 28 1 0 92 31 - 35 50 14 0 0 64 36 - 40 29 9 1 1 40 Over 40 22 3 0 0 25
Chi-square= 110.976 with 12 df E" -value= .0000 * Years of work
1 - 5 32 51 13 5 101 6 - 1 0 68 17 0 0 85
11 - 15 41 10 1 1 53 16 - 20 9 1 0 0 10 More then 20 17 3 0 0 20
Chi-square= 70.454 with 12 df E--value= .0000 *
•Denotes significance at the .05 level. Note: Number of Missing Observations = 11.
107
TABLE 43
RESPONSES CONCERNING SATISFACTION OF THE MFA LIBRARY IN GENERAL WITH ALL INDEPENDENT VARIABLES (N = 264)
(Chi-Square Test)
INDEPENDENT VARIABLES Satisfied Poor Very Poor Total
Nationality Saudi 14 121 101 236 Non Saudi 3 6 19 28
Chi-square= 8.981 with 2 df E~value= . 0112 * Rank
Administrative 4 41 36 81 Diplomatic 8 75 49 132 Others 5 11 35 51
Chi-square= 18.924 with 4 df E~value= .0008 * Marital status
Single 2 32 38 72 Married 15 90 79 184 Divorced 0 5 3 8
Chi-square= 4.641 with 4 df E~value= .3262 Last degree received
Less than high school 0 4 11 15 High school diploma 0 11 35 46 Some college 0 10 16 26 College degree 4 59 54 117 Post graduate 13 43 4 60
Chi-square= 76.865 with 8 df E~value= .0000 * Country granting last degree
Saudi Arabia 8 79 84 171 Others 9 48 36 93
Chi-square= 4.142 with 2 df E-value= .1261 Employee's age
18 - 25 0 12 32 44 26 - 30 2 47 44 93 31 - 35 5 35 24 64 36 - 40 3 18 17 38 Over 40 7 15 3 25
Chi-square= 43.571 with 8 df E~value= .0000 * Years of work
1 - 5 0 37 61 98 6 - 1 0 6 42 37 85
11 - 15 3 32 16 51 16 - 20 2 4 4 10 More then 20 6 12 2 20
Chi-square= 45.661 with 8 df E~value= .0000 *
•Denotes significance at the .05 level. Note: Number of Missing Observations = 16,
108
missing observations because the respondents did not state
their opinions.
Other Services
Tables 44, 45, 46, 47,and 48 show the responses of the
participants concerning other services which they would like
to have in the Ministry of Foreign Affairs Library with all
independent variables.
Table 44 shows responses concerning sending a list of
publications to each department in the Ministry of Foreign
Affairs. It indicates that there was significance at the
.05 level for all independent variables. A chi-square value
of education of 129.339 with 4 degrees of freedom was the
highest significant value at the .05 level.
Table 45 shows responses to the question of answering
the employee's questions by phone. It indicates that there
was significance at the .05 level for three independent
variables: nationality, employee's rank, and last
educational degree received. A chi-square value of the
employee rank of 17.778 with 2 degrees of freedom was the
highest value at the .05 level of significance.
Table 46 gives the results of responses about sending
materials by phone request. It indicates that there was
significance at the .05 level for only one independent
variable which is nationality. A chi-square value of the
109
TABLE 44
RESPONSES CONCERNING SENDING A LIST OF PUBLICATIONS TO THE MFA EMPLOYEES WITH ALL INDEPENDENT VARIABLES (N = 280)
(Chi-Square Test)
INDEPENDENT VARIABLES Yes NO Total
Saudi 217 29 246 Non Saudi 24 10 34
Chi-square= 7.739 With 1 df E" -value= .0054 *
Rank Administrative 72 16 88 Diplomatic 127 5 132 Others 42 18 60
Chi-square= 25.577 With 2 df E--value= .0000 * Marital status
Single 61 22 83 Married 173 15 188 Divorced 7 2 9
Chi-square= 17.020 with 2 df E* -value= .0002 *
Last degree received Less than high school 5 22 27 High school diploma 38 12 50 Some college 25 1 26 College degree 114 3 117 Post graduate 59 1 60
Chi-square= 129.339 With 4 df B' -value= .0000 * Country granting last degree
Saudi Arabia 150 36 186 Others 91 3 94
Chi-square= 13.608 with 1 df E--value= .0002 * Employee's age
18 - 25 29 28 57 26 - 30 88 5 93 31 - 35 62 2 64 36 - 40 38 3 41 Over 40 24 1 25
Chi-square= 74.347 with 4 df E--value= .0000 * Years of work
E-
1 - 5 78 33 111 6 - 1 0 82 3 85
11 - 15 52 2 54 16 - 20 10 0 10 More then 20 19 1 20
Chi-square= 38.442 with 4 df E" -value= .0000 *
•Denotes significance at the .05 level.
110
TABLE 45
RESPONSES CONCERNING ANSWERING EMPLOYEES' QUESTIONS BY PHONE WITH ALL INDEPENDENT VARIABLES (N = 280)
(Chi-Square Test)
INDEPENDENT VARIABLES Yes NO Total
Nationality Saudi Non Saudi
Chi-square= 7.371 Rank
Administrative Diplomatic Others
Chi-square= 17.778 Marital status
Single Married Divorced
Chi-square= 4.416 Last degree received
Less than high school High school diploma Some college College degree Post graduate
Chi-square= 13.541 Country granting last degree
Saudi Arabia Others
Chi-square= .110 Employee's age
18 - 25 26 - 30 31 - 35 36 - 40 Over 40
Chi-square= 6.306 Years of work
1 - 5 6 - 1 0
11 - 15 16 - 20 More then 20
Chi-square= 5.011
67 17 with 1
24 29 31 with 2
df
df
31 49 4 with 2 df
15 18
8 32 11 with 4 df
57 27 with 1 df
22 29 12 14 7 with 4 df
40 19 16 2 7 with 4 df
179 17 E~value=
64 103 29 £-value=
52 139
5 E~value=
12 32 18 85 49 E_value=
129 67 E-value=
35 64 52 27 18 |>-value=
71 66 38 8 13 E~value=
246 34
. 0 0 6 6 *
88 132 60
.0001 *
83 188
9 .1099
27 50 26
117 60
.0089 *
186 94
.7404
57 93 64 41 25
.1773
111 85 54 10 20
. 2862
•Denotes significance at the .05 level.
TABLE 46
111
RESPONSES CONCERNING SENDING MATERIALS BY PHONE REQUEST ALL INDEPENDENT VARIABLES (N = 280)
(Chi-Square Test)
INDEPENDENT VARIABLES Yes No Total
Nationality Saudi 91 Non Saudi 6
Chi-square= 4.937 with 1 df Rank
Administrative 31 Diplomatic 51 Others 15
Chi-square= 3.407 with 2 df Marital status
Single 26 Married 67 Divorced 4
Chi-square= .868 with 2 df Last degree received
Less than high school 9 High school diploma 12 Some college 6 College degree 42 Post graduate 28
Chi-square= 7.970 with 4 df Country granting last degree
Saudi Arabia 62 Others 35
Chi-square= .420 with 1 df Employee's age
18 - 25 16 26 - 30 31 31 - 35 26 36 - 40 17 Over 40 7
Chi-square= 3.499 with 4 df Years of work
1 - 5 33 6 - 1 0 33
11 - 15 20 1 6 - 2 0 5 More then 20 6
Chi-square= 3.208 with 4 df
155 28 E~value=
57 81 45 p-value=
57 121
5 p-value=
18 38 20 75 32 p-value=
124 59 p-value=
41 62 38 24 18 p-value=
78 52 34 5
14 p-value=
246 34
0263 *
88 132 60
1820
83 188
9 ,6480
27 50 26
117 60
,0927
186 94
,5171
57 93 64 41 25
.4780
111 85 54 10 20
,5236
•Denotes significance at the .05 level.
112
nationality of 4.937 with 2 degrees of freedom was the only
significant value at the .05 level in the table.
Table 47 presents responses about using Interlibrary
Loan (ILL) at the MFA Library. It indicates that there was
significance at the .05 level for six independent variables:
employee rank, marital status, last educational degree
received, country granting the last educational degree,
employee*s age, and years of work at MFA. A chi-square
value of the employee's rank of 138.835 with 4 degrees of
freedom was the highest value at the .05 level of
significance.
In Table 48 are responses about offering a library
orientation program at the MFA Library. It indicates that
there was significance at the .05 level for six independent
variables: marital status, last educational degree
received, country granting the last educational degree,
employee rank, employee's age, and years of work at the MFA.
A chi-square value of the last educational degree received
of 91.069 with 4 degrees of freedom was the highest
significant value at the .05 level.
Summary
The purpose of this chapter was to present an
analysis of the data using the Statistical Package for the
Social Sciences. The data were obtained from 280 employees
TABLE 47
RESPONSES CONCERNING USING INTERLIBRARY LOAN WITH ALL INDEPENDENT VARIABLES (N = 280)
(Chi-Square Test)
113
INDEPENDENT VARIABLES Yes No Total
Nationality Saudi 199 47 246 Non Saudi 23 11 34
Chi-square= 3.192 With 1 df E--value= .0740 Rank
Administrative 62 26 88 Diplomatic 112 10 132 Others 38 22 60
Chi-square= 27.350 With 2 df E" -value= .0000 *
Marital status Single 56 27 83 Married 160 28 188 Divorced 6 3 9
Chi-square= 11.807 with 2 df E" -value= . 0027 * Last degree received
Less than high school 0 27 27 High school diploma 32 18 50 Some college 21 5 26 College degree 111 6 117 Post graduate 58 2 60
Chi-square= 138.835 With 4 df E" -value= .0000 * Country granting last degree
Saudi Arabia 136 50 186 Others 86 8 94
Chi-square= 12.832 with 1 df E" -value= .0003 *
Employee's age E"
18 - 25 20 37 57 26 - 30 86 7 93 31 - 35 60 4 64 36 - 40 32 9 41 Over 40 24 1 25
Chi-square= 90.089 With 4 df E* -value= .0000 * Years of work
1 - 5 67 44 111 6 - 1 0 82 3 85
11 - 15 44 10 54 16 - 20 9 1 10 More then 20 20 0 20
Chi-square= 45.574 with 4 df E" -value= .0000 *
•Denotes significance at the .05 level,
114
TABLE 48
RESPONSES CONCERNING OFFERING LIBRARY ORIENTATION WITH ALL INDEPENDENT VARIABLES (N = 280)
(Chi-Square Test)
INDEPENDENT VARIABLES Yes No Total
Saudi 118 128 246 Non Saudi 21 13 34
Chi-square= 2.275 with 1 df p-value= . 1315 Rank
Administrative 62 26 88 Diplomatic 38 94 132 Others 39 21 60
Chi-square= 43.873 with 2 df p-value= . 0000 * Marital status
Single 59 24 83 Married 77 111 188 Divorced 3 6 9
Chi-square= 21.985 with 2 df E-value- .0000 *
Last degree received Less than high school 27 0 27 High school diploma 42 8 50 Some college 17 9 26 College degree 45 72 117 Post graduate 8 52 60
Chi-square= 91.069 with 4 df jo-value= .0000 *
Country granting last degree Saudi Arabia 101 85 186 Others 38 56 94
Chi-square= 4.809 with 1 df £-value= .0283 *
Employee's age 18 - 25 53 4 57 26 - 30 35 58 93 31 - 35 16 48 64 36 - 40 25 16 41 Over 40 10 15 25
Chi-square= 66.776 with 4 df E~value= .0000 *
Years of work 1 - 5 82 29 111 6 - 1 0 22 63 85
11 - 15 25 29 54 16 - 20 2 8 10 More then 20 8 12 20
Chi-square= 49.767 with 4 df E~value= .0000 *
•Denotes significance at the .05 level.
115
at the Ministry of Foreign Affairs in Saudi Arabia. The
following section discusses these findings in more detail.
1. Thirty-four or 12.1 percent of the employees in the
sample are not of Saudi nationality. These non-Saudi
nationalities are fourteen or 41.2 percent Filipinos, twelve
or 35.3 percent Sudanese, six or 17.6 percent Egyptians, and
two or 5.9 percent Americans. These individuals hold
professional as well as nonprofessional positions. They are
in academic positions at the Institute as well as typing
positions (N = 18) and technicians (maintenance,
communication, and computer analysts) (N = 16) at the MFA.
2. Sixty or 21.4 percent of the employees in the
sample are not administrative nor diplomatic but are in the
"other ranks" category. These employees are in thirty
academic positions, eighteen technical positions, and twelve
military positions.
3. Ninety-four or 33.6 percent of the analyzed
employees have received their degrees from universities
outside Saudi Arabia. These countries are the United States
of America (N = 33), Egypt (N = 20), Sudan (N = 12), England
(N = 10), Philippines (N = 7), Canada (N = 3), India (N =
3), Holland (N = 2), Pakistan (N = 2), Algeria (N = 1), and
Yemen (N = l).
4. One hundred and eleven or 39.6 percent of the
respondents fall under the first subgroup of the independent
variable "Years of Work at MFA" which is between 1-5 years.
116
This means most of the respondents are new in the Ministry
of Foreign Affairs.
5. The frequency distribution of the language fluency
shows that 263 or 93.9 percent speak Arabic; 190 or 67.9
percent speak English; 39 or 13.9 percent speak French, and
54 or 19.3 percent speak other languages. These languages
are German, Spanish, Dutch, Urdu, Hindi, Tagalog, Turkish,
Indonesian, and Malay.
6. Thirty-three or 11.8 percent of the respondents use
the MFA Library everyday. However, 118 or 42.1 percent use
the library only once every 3-6 months. Of these, eighty-
three or 70.3 percent are married; forty-six or 38.9 percent
of them have a college degree, and ninety-one or 77.1
percent of them are graduates from Saudi Arabia.
7. One hundred and eighty-one or 64.6 percent of the
respondents stated that they are not using any other library
and that they only use the MFA Library for their needs. Of
these, 119 or 65.7 percent of them are married, and eighty-
six or 47.5 percent of them have been working between 1-5
years at the MFA. However, ninety-nine or 35.4 percent of
the respondents do use other libraries. The other libraries
are King Saud University Library, Imam Mohammed Ibn Saud
University Library, King Abdulaziz Public Library,
Information Center of King Fahd Library, Institute of Public
Administration Library, Information and Document Center of
King Faisal Library, National Guard Library, and their own
117
personal libraries. The reasons stated by employees for
using these libraries are as follows: broad and current
collection covering many areas of knowledge and interests,
convenient access to books and materials, appropriateness of
hours, comfortable atmosphere for research and reading,
location close to respondent's home or on the way to work at
the MFA.
8. Forty-eight or 17.1 percent of the respondents
reported that there were no adequate materials available at
the MFA Library; 46 or 95.8 percent of them are of Saudi
nationality, 33 or 68.8 percent of them are married, and 45
or 93.8 percent of them hold post graduate degrees.
However, 232 or 82.9 percent of the analyzed responds
reported that there were adequate materials at the MFA
Library, 114 or 49.1 percent of them hold college degrees
from Saudi universities.
9. Inadequate access to materials at the MFA Library
was reported by 170 or 60.7 percent of the respondents. Of
these, eighty-nine or 52.4 percent have college degrees.
However, 110 or 39.3 percent of the respondents reported
that there was adequate access to materials. Of these,
thirty-nine or 35.5 percent have a high school diploma.
10. Eighty-eight or 31.4 percent of the respondents
reported that there were not adequate services at the MFA
Library. Of these, sixty or 68.2 percent have post graduate
degrees. However, 192 or 68.6 percent of the respondents
118
reported that there are adequate services at the MFA
Library. Of these, eighty-nine or 46.4 percent have college
degrees, and 104 or 54.2 percent have been working between
1-5 years at the MFA.
11. One hundred and sixty-two or 58.8 percent of the
respondents reported that they don't have sufficient
training or experience to use the MFA Library. Of these,
fifty-six or 34.6 percent have college degrees, and forty-
nine or 30.2 percent have high school diplomas. However,
118 or 42.1 percent of the respondents reported that they
have sufficient training and experiences in using the MFA
Library. Sixty-one or 51.7 percent of them have college
degrees; fifty-six or 47.5 percent have post graduate
degrees; and sixty-five or 55.1 percent of them have been
working between 6-10 years at the MFA.
12. One hundred and sixty-seven or 59.6 percent of the
respondents reported that the MFA Library is very important
for satisfying their needs. Eighty-seven or 52.1 percent of
them have college degrees, and fifty or 34.7 percent of them
have post graduate degrees. However, six or 2.1 percent of
the respondents reported that the MFA Library is not
important; all of these have less than high school degrees.
13. One hundred and twenty or 42.9 percent of the
respondents reported that they are not satisfied with the
MFA Library in general. Of these, seventy-nine or 65.8
percent are married; fifty-four or 45.0 percent have college
119
degrees, and sixty-one or 50.8 percent have been working
between 1-5 years at the MFA. However, seventeen or 6.1
percent of the respondents reported that they are satisfied
with the MFA Library in general. Of these, thirteen or 76.5
percent have post graduate degrees from Saudi Arabia and
other countries.
14. Two hundred and forty-one or 86.1 percent of the
respondents reported that they would like to receive a list
of new publications. Of these, 114 or 47.3 percent are
holding college degrees, and eighty-two or 34.0 percent have
been working between 5-10 years at the MFA. However,
thirty-nine or 13.9 percent of the respondents reported that
they do not want the MFA Library to send a list of new
publications to the departments in the ministry. Of these,
thirty-three or 84.6 percent have high school diplomas or
less school than high school.
15. Eighty-four or 30.0 percent of the respondents
reported that they want the MFA Library staff to answer
their questions by phone. Of these, sixty-seven or 79.8
percent are of Saudi nationality, and thirty-two or 38.1
percent have college degrees. Forty or 47.6 percent of them
have been working between 1-5 years at the MFA. However,
196 or 70.0 percent of the respondents reported that they do
not want the MFA Library staff to answer their questions by
phone. Of these, 134 or 68.4 percent of them have college
or post graduate degrees.
120
16. Ninety-seven or 34.6 percent of the respondents
reported that they want document delivery services where the
MFA Library staff would deliver materials to their offices
after a request by phone. Of these, ninety-one or 93.8
percent are of Saudi nationality, forty-two or 43.3 percent
are holding college degrees, and sixty-six or 68.1 percent
have been working between 1-10 years at the MFA. However,
183 or 65.4 percent of the respondents reported that they do
not want the MFA Library to deliver the materials. Of
these, 155 or 84.7 percent are of Saudi nationality, and 121
or 66.1 percent are married.
17. An interlibrary loan (ILL) service was desired by
222 or 79.3 percent of the respondents. Of these, 199 or
89.6 percent are of Saudi nationality, 160 or 72.1 percent
are married, 111 or 50 percent have college degrees, and 149
or 67.1 percent have been working between 1-10 years at the
MFA. However, fifty-eight or 20.7 percent of the
respondents reported that they do not want the MFA Library
to have an interlibrary loan (ILL) service. Among these
were forty-five or 77.6 percent who have high school
diplomas or less.
18. A library orientation program was desired by 139
or 49.6 percent of the respondents. Forty-two or 30.2
percent of them have high school diplomas, forty-five or
32.4 percent have college degrees, and eighty-two or 59.0
percent of them have been working between 1-5 years at the
121
MFA. However, the other 141 or 50.4 percent of the
respondents reported that they do not want the MFA Library
to have a library orientation program. Of: these, 124 or
87.9 percent have college degrees or post graduate degrees.
19. The data analysis indicated that 205 or 73.2
percent of the employees don't know about the existence of
computer database searching at the MFA Library. This is due
to lack of information about this service.
20. There was some dissatisfaction with the photocopy
service of the MFA library. Eighty-five or 30.4 percent of
the respondents did not use the MFA Library's photocopying
machines for the following reasons: lack of copy paper,
lack of quality machines, breakdown of equipment, lack of
maintenance on equipment. Some stated they used the
photocopy machine in their own departments at the MFA.
21. One hundred and fifty-seven or 56.1 percent of the
employees responding don't know about the existence of
indexes or bibliographic citations on specific subjects or
unique bibliographies that are prepared by the MFA Library
staff. This is due to the lack of information on library's
services and activities.
22. One hundred and fifty-eight or 56.4 percent of the
respondents don't know that user guides are available.
These guides instruct library patrons on the use of the
library and the arrangement of its materials.
122
23. The lack of space at the MFA Library was
considered by the majority of the respondents to be the most
serious problem facing the library user in satisfying the
employee's needs for library services.
24. Ninety-eight or 35.0 percent of the respondents
cited job needs as the primary reason for using the library.
Ninety-one or 32.5 percent gave educational needs as the top
priority. Other reasons were updating employee's
information, 113 or 40.4 percent; satisfying employee's
reading needs, 138 or 49.3 percent; reading magazines and
newspapers, 178 or 63.6 percent; and relaxing or
socializing, 205 or 73.2 percent.
25. One hundred and twenty or 42.9 percent of the
respondents stated that the types of information most often
needed for their work were journal articles. Laws and
policies were listed by 102 respondents or 36.4 percent, and
statistical information was needed by ninety-two or 32.9
percent. Other information needed by respondents includes
names and addresses of companies or organizations, eighty-
one or 28.9 percent; scientific tools or theories, 136 or
48.6 percent; and archival information, 185 or 66.1 percent.
26. One hundred and seventy-eight or 63.6 percent of
the respondents find the book format the most useful. One
hundred and thirty-nine or 49.6 percent chose periodicals as
their most used format. Government publications were chosen
123
by 118 or 42.1 percent; yearbooks and directories by 107 or
38.2 percent; encyclopedias and dictionaries by ninety or
32.1 percent; and non-print materials by sixty-three or 22.5
percent.
References for Chapter IV
Kachigan, S. K. 1986. Statistical analysis: An interdisciplinary introduction to univariate and multivariate methods. New York, N.Y.: Radius Press.
Kerlinger, F. N. 1986. Foundations of behavioral research. 3d ed. New York, N.Y.: Holt, Rinehart and Winston, The Dryden Press.
Reynolds, H. 1977. Analysis of nominal data. Beverly Hills, Calif.: Sage Publications.
SPSS/PC+ Advanced Statistics V2.0. 1988. Chicago: Marketing Department, SPSS Inc.
124
CHAPTER V
SUMMARY, FINDINGS, CONCLUSIONS, MODEL,
AND RECOMMENDATIONS
This chapter summarizes the purposes, methodology, and
procedures of the study. The findings as they pertain to
the research questions are discussed. Based on the findings
and conclusions, a model is presented and recommendations
for future research are presented.
Summary
The problems addressed in this study were the lack of
knowledge of user satisfaction of library services that are
provided at the Ministry of Foreign Affairs (MFA) Library in
Saudi Arabia, and the need for a general model for the
evaluation of library services in other government libraries
in Saudi Arabia.
The purposes of this study were two-fold: (1) to
measure, evaluate, and analyze user satisfaction of the
library services provided at the MFA Library for the
employees of the MFA in Saudi Arabia; and (2) to develop a
model for evaluation of user satisfaction of library
services in other government libraries in Saudi Arabia. To
achieve these purposes, the chi-square test, one-way
125
126
analysis of variance (ANOVA), Scheffe test, crosstabulation
of each variable, frequency distribution, and the .05 level
of significance were chosen as the methods for analysis.
The instrument measures fourteen areas of library
services: card catalog, user guide, arrangement of library
materials, browsing section, bibliographic citations,
availability of needed materials, photocopying services,
staff assistance, computer database searching, library
collection, library hours, library physical facilities,
library use in general, and other library services that
employees would like to have in the MFA Library. The data
gathering instrument was distributed to 425 employees from
the MFA in Saudi Arabia. Usable questionnaires were
returned by 280 or 65.88 percent of the participants. These
were analyzed using Statistical Package for the Social
Sciences.
Findings
The major findings of this study are the following:
1. A significant difference in user satisfaction of
library services was found with regard to nationality. A
comparison of the means of the nationality subgroups
indicates that non-Saudi employees were more satisfied than
were Saudi employees in the following three areas of
services: card catalog, photocopying services, and staff
assistance.
127
2. A significant difference in user satisfaction of
library services was found with regard to the employee's
rank. A comparison of the means of the employee's rank
subgroups indicates that employees in administrative
positions were more satisfied than were employees in
diplomatic or other positions in the following six areas of
services: card catalog, user guide, arrangement of library
materials, photocopying services, staff assistance, and
library hours.
3. A significant difference in user satisfaction of
library services was found with regard to the employee's
marital status. A comparison of the means of the subgroups
indicates that single employees were more satisfied than
were married and divorced employees in the following five
areas of services: card catalog, arrangement of library
materials, photocopying services, staff assistance, and
library hours.
4. A significant difference in user satisfaction of
library services was found with regard to the last
educational degree received. A comparison of the means of
the subgroups indicates that employees with some college or
less were more satisfied than were employees with college
degrees and those with post graduate studies in the
following eleven areas of services: card catalog, user
guide, arrangement of materials, browsing section,
availability of needed materials, bibliographic citation,
128
photocopying services, staff assistance, library collection,
library hours, and library physical facilities.
5. A significant difference in user satisfaction of
library services was found with regard to the country
granting the last educational degree. A comparison of the
means of the subgroups indicates that employees who
graduated from universities or colleges in Saudi Arabia were
more satisfied than were employees with degrees from
institutions in other countries in the following five areas
of services: card catalog, arrangement of library
materials, photocopying services, library hours, and library
physical facilities.
6. A significant difference in user satisfaction of
library services was found with regard to the employee's
age. A comparison of the means of the subgroups indicates
that employees ages 18-25 (first group) were more satisfied
than were employees in the other four age groups in the
following nine areas of services: card catalog, user guide,
arrangement of library materials, browsing section,
photocopying services, staff assistance, library physical
facilities, library hours, and library collection.
7. A significant difference in user satisfaction of
library services was found with regard to years of work at
the Ministry of Foreign Affairs. A comparison of the means
of the subgroups indicates that employees who have worked
five or less years at the MFA were more satisfied than were
129
employees in the other four groups in the following nine
areas of services: card catalog, user guide, arrangement of
library materials, browsing section, photocopying services,
staff assistance, library collection, library physical
facilities, and library hours.
Conclusions
In the study conducted with the MFA employees, the
findings indicate that 60.7 percent of the respondents
reported inadequate access to materials at the MFA Library.
Inadequate library services were reported by 31.4 percent of
the respondents, and 42.9 percent of the respondents
reported that they are not satisfied with the MFA Library in
general. It can be concluded that there is a high
percentage of dissatisfaction with the library services at
the MFA Library. The more education an employee had, the
more dissatisfied the employee was with the library's
services. Also, those employees who received their last
educational degree from a Saudi Arabian university were the
most dissatisfied.
The lack of satisfaction is primarily due to the space
available for the library, lack of adequate library staff,
lack of an adequate collection of materials, lack of
orientation/in-service training, and weakness in the
management of the library. Generally, the longer the
130
respondents have worked at the Ministry of Foreign Affairs,
the more dissatisfied they are with the library services.
The respondents recommended several new library
services at the MFA Library as potentially beneficial. The
areas considered most desirable were the expansion of the
space in the library, an increase in the size of the
professional library staff, and especially the need for more
automated information services. These services should
include information services, bibliographical services,
online search services, document delivery services, indexing
and abstracting services, publication services, translation
services, clipping services, and archival services. This
demonstrates that there is an interest on the part of
employees of the MFA on the library services provided.
Model for Evaluation of User Satisfaction of Library Services in Government
Libraries in Saudi Arabia
This section suggests ways in which the research model
in this dissertation might be generalized to other
libraries. First, the evaluation of library services
requires an understanding of the rationale, the purpose, and
the mission for implementing a government library program.
To measure user satisfaction of library services,
first, one must define the mission and objectives of the
library. Second, one must identify the potential users of
the library.
131
The objectives might be:
a. To implement adequately the goals of an effective
library program.
b. To select materials in order to develop a well
rounded multi-media collection.
c. To organize library materials efficiently for easy
retrieval and use.
d. To acquire the skills needed to use effectively a
multi-media collection.
e. To have the freedom to read and to have the access
to materials representative of various subjects such as
ethnic and religious topics.
f. To develop an understanding of the users' working
habits in order to serve them more efficiently.
In order to develop the appropriate level of resources
and services, it is critical to understand the employees'
needs and the users' interests and to compare these with the
library holdings.
The facilities must also be analyzed. The organization
of the catalog must be studied in depth so that users may be
aware of all the library resources available to them.
Services performed by the library staff in all departments
the library must be efficient in order to ensure user
satisfaction.
A study should be conducted to evaluate the operations
a H departments in the library. The departments should
132
be operating effectively and meeting the users' needs. The
departments and services to be evaluated are the following:
acquisition, cataloging, serials, reference, research and
document, circulation, computerized information services,
and photocopying.
An evaluation instrument should be developed for each
library. It should be designed to evaluate a specific
service available and other services needed. The instrument
should be simple to read and to complete. It should be
brief and should address the library's needs.
The research model (see figure 4) was designed for user
satisfaction of library services in the Ministry of Foreign
Affairs Library in Saudi Arabia. It compares the dependent
variables (usage, collection, and services) with each
independent variable (nationality, marital status, last
educational degree received, country granting degree, age,
years of work, and employee rank).
The questionnaire (see Appendix C) is an instrument
that can serve as a model for evaluating the user
satisfaction of library services in other government
libraries. It covers fourteen areas of library activities:
the catalog, user guide, arrangement of library materials,
browsing section, bibliographic citations, availability of
needed materials, photocopying services, staff assistance,
computer database searching, library collection, library
133
hours, library physical facilities, library use in general,
and other library services.
The instrument should be tested to determine its
validity for obtaining accurate information in the local
environment. Each question should be suitable to the
specific library situation, and relevant to the objectives
and purposes of the library. Modification of the
instrument, if needed, should then be done.
Observation and interview are suggested as additional
methods for gathering data and information on the use of the
library and its satisfaction level. These interviews should
be scheduled with randomly selected users of the library.
The observer should make a written record of what is
observed. For the interview technique, the questions should
be determined in advance. Permission to tape the interview
should be obtained. The interviewer should make a written
record of the interviewee's responses.
The data should be analyzed and interpreted, and
recommendations should be made in a written report. In
conclusion, the research experience reported in this
dissertation should be useful to other government libraries
in Saudi Arabia. However, each library is unique and some
modification of the research model will probably be
necessary in each case.
134
Recommendations
Based on the findings of this study and the need for
developing the government libraries in Saudi Arabia, the
following recommendations are proposed for consideration for
the Ministry of Foreign Affairs' Library. This researcher
makes some specific recommendations for the MFA Library.
The major concern of the MFA Library that this
researcher found is the building itself. Because space is
so limited at the MFA Library, there is a need for a new
addition to the library. Any addition should allow room for
these recommendations.
The specific recommendations fall under six categories:
administration, automation, staff, technical, public
services, and facilities.
Administration
1. The staff should review the goals and objectives of
the library annually.
2. The MFA Library budget should be evaluated annually
in order that appropriate allocations may be made.
Automation
1. The MFA Library should adopt an automation system
for operating all the library functions.
2. An online library catalog should be available to
give the researchers more access to materials. This would
135
also improve the service to employees and give faster
turnaround time.
3. A security detector gate should be installed in
order to secure the library materials.
Staff
1. The staff should be evaluated annually.
2. Workshops and training courses for MFA Library
personnel should be conducted to provide professional
development for the staff.
3. More technical staff should be hired to expedite
the processing of library materials needing to be shelved
and used.
4. It is recommended that library staff travel to book
fairs inside and outside Saudi Arabia to buy new materials.
Technical
1. An interlibrary loan (ILL) service with other local
government, special, academic, and public libraries should
be established.
2. Quality photocopying machines should be installed.
Daily maintenance should be available. The library should
have the option of coin-operated machines or buying a
magnetic photocopying card for use in the machines. The
staff could be used to offer photocopy services for the
library users.
136
3. The policy on secret books should be reviewed so the
users conducting research can have access to these
materials.
4. The library collection should improve in the areas
of the social sciences.
5. The subscriptions to periodicals, especially the
periodicals of the other Arabic countries, should be
increased to satisfy the needs of the library users.
6. The staff should keep a list of periodical titles
to which the MFA Library subscribes and should update these
lists on a continuing basis.
7. Duplicate materials should be weeded out and sold
to raise funds for new library materials.
8. A small section for children's books would be
appropriate, and a time should be assigned for employees'
children to come with their fathers to the library to select
what they need.
Public Services
1. A library orientation program should be developed
to teach the employees how to use the library, the catalog,
microform readers, etc.
2. A monthly library newsletter should be implemented
to inform the employees about all the library's activities.
The newsletter could notify users of relevant developments
in particular areas.
137
3. The browsing section should be enlarged so that it
is more attractive to the MFA employees.
4. Translation into the Arabic language of the
important works or articles that deal with Saudi diplomats
should be considered.
5. Offering rewards for the best book summary or book
reviews on books borrowed from the MFA Library would
encourage the employees to read.
6. The reorganization of the catalog to make it more
accessible for use should be considered.
7. Special programs on each country of the world could
be conducted to give ideas on culture, society, history,
etc. These programs will give an employee being transferred
some ideas about the country to which he will be moving.
Facilities
1. A conference room should be provided for
discussion, for use as a television lounge, etc.
2. Vending machines that provide soft drinks, hot
drinks, snacks, candies, etc. should be installed.
3. Quiet study areas in the MFA Library should be
available for the researchers.
4. More library furniture and seating facilities
should be provided in order to have an adequate environment
in the library.
138
5. The library hours should be expanded to satisfy the
employees' needs.
6. The staff should review the MFA Library circulation
policies.
Finally, the government of Saudi Arabia should
demonstrate its unequivocal support for libraries by
providing adequate funds and physical facilities for
libraries in the ministries. The government libraries
should utilize the findings of this study in order to
provide effective services for their employees. A model is
presented for the use of other government libraries in Saudi
Arabia. This researcher hopes that all the government
libraries in Saudi Arabia automate their libraries in order
to have the newest library technology such as the laser disk
database system, and CD-ROM (Compact Disc-Read-Only Memory).
The libraries will be able to serve library patrons better
with this technology. The result may be an increase in
research productivity.
The government libraries should offer its librarians
staff development in the areas of strategic planning, record
management, and information systems. Consideration should
be given to providing the professional librarians with time
and the necessary resources in order that they may conduct
research in the field of library and information science.
139
Recommendations For Future Research
Topics for further research and investigation are
recommended.
1. A comparative research of the government libraries
in Saudi Arabia should be conducted. Then, this study could
be compared with other government libraries in other
countries such as the United States, the United Kingdom, or
Canada in terms of library collection, administration,
organization, and financial support.
2. An evaluation of the government libraries in Saudi
Arabia through the International Standards should be
undertaken. This study would deal with checking the library
facilities, collections, services, finance, and library
staff against the standard list for government libraries.
3. A study should be considered to investigate the
feasibility for resource-sharing among government libraries
in Saudi Arabia.
4. A study should be considered to compare library
services in Saudi Arabia in different types of special
libraries such as hospital libraries and corporate libraries
among others.
APPENDIX A
POLITICAL MAP OF SAUDI ARABIA
140
KINGDOM OF SAUDI ARABIA
Ml "THAI /<)\t
ARABIAN > GULF
Tabitk
Jubail „ J , '!!!!& BAHRAIN Al-KImbar—~~£p -/
l)hitbran\ 0
GULF OF OMAN Hofitf M -h QATAR utriya
Riyadh O Madimth
[ianbu V UNITED ARAB f ]
\ EMIRATES /
/
SULTANATE OF OMAN
jertdah\. . Makkah IttiJ *
RED SEA
Sajrtni
^ \* i \ PEOPLES DEMOCRATIC
REPUBLIC OF YEMEN ARABLUN SEA
YEMEN ARAB
REPUBLIC
200 mile
141
APPENDIX B
QUESTIONNAIRE INSTRUMENT
(In Arabic)
142
^Kingdom of CSaudi Stlra&ia Cllltnisiry of foreign S^ffairs
£}nsiiluit of <T)if>lomaiic
Studies
$—rJW))^c—*
r
p
AZiSj^j *JLJt .-Jt
Tn ii * "i *ir j»Lyl J V » f 4*-i r'inf * ^L< wLwl j jJI J |»J> I j l Jl Jy«J
iyX*j^z> *j •11' Tk—*UJJI OL»jhJUMJ1 .,..«.N^J I# *.!« ULa-j v f1-
^ V «»•. I l^Jj-JUwJt I 4 -JI J—lj I V >»j\. i> n "i J t *—
*« CKLVV .Jt tr-fl J J U J
* r m i / V ^ n
* 4- U->Vt
«£dj*Jt i.Urh •,rlj»jt
C > \ ^ K~\
n a N S - ^ J N I ^ ; P : c ^ n - f
V
v -
J 1
143
.jji <JJ1
r>-^ Jt
• J
4 JA J U-X-J \ #jl J J i_| J >M "i 4 ,
<_U| < f. <.. lr r> uJ|
> yr-k- >J1 'i.iLa.1 *_!& f » 1 ... eS>£ J*>-* «iL-l r J j i
a - i ^ i 0> ,.vi
•* «jljj A . I *i ,«.J
' ^ J-*1 t>- *-*• W t»Lj_j| a. |
ii-M ^ ^ j u j j
' < '-' ~ 'J ' 4 ^ Cr* A .' ~i jL-i—1) »jljj u-j j .. i . ,J a . i' L*J|
• cf> 1 ^ i I <J1 ,j LiLii ^ l_4_.) -. ...\j
I • viLjL^J jZxli \ j a I', \j | ^ U .it-.
^j| ' M 11* jl>^l yj j-^Vl — j Jj<_. ...
Jljj Jr i i>- J*t ••«-»! ;...,',< . ,H J ;
y-i ^ 1 ^jL_jJ «_ J| 0J ^ .iji JJJ! i .-.<-
i —1» «»-J r i i ^ j 6| _, ,-„„y|
. L ^ V I ^ fj^-1- J .| ~,1
J j 'i ... «.J | —i—ij | j\ j ,tl . . 11 JkJ| *-11
. «±LI -j f j \ i j f -r (jj ^ ij I <* j *> "•>
*> % I t> ,1 1
O*1 r1
144
l\ 1 l"> ** \
A \ 1 \ \ % 01 A ** 1 j J
»jl jj err* J *"'*« • '
% J I J y*J t A 1*1 4 • jJm a I \ A Ji m *"> ^ a 11
sJL
f J«*» U - ' J* *
l VI1 ^ > (Ji * »< A M 4 1 Ifc
<--lmSL-l J-AV I * Jl * I 4 1 \ U-l* L--iV jJ 1
-M
1 i" t * a V | ) JuA lr> ijl 4 hi I A—J \ "i t • j j j ua d£] t \ 4 |j» j 1 "•
iaVi « 1 \ tiL-i IJ (J*I 0*1 <j-li-J | 'C-jLa.V I ^ L-» I V ^ «V> J ...
^ t L"i H4 1| v i <*> dllL l * ) j\ i"i> ) {jJl A J xJ \ * La. jJ ) MM
* VV »«V 1 crJ«' <_JL VI AJu& cjaa—J« l • jl_Aii—M*I ^ Ju-Xr JJ) «.
U) L-J* I (J—i-JLxJj g-lil 'ii'i ,lc> J J iiLJ j J
a
145
A \ I At
j > Ia j (J •*>« -
:jy*» • >-M
__.—I _ • A 1 "' > \ I . )
• A '* .' k J—11 A * ,'.'k *
iSj\ A\
1—4 jj£ i * L-a. j t {J 1
: * — & -
\ ,'i ->yt <J1 aJ| . r
J la- £ JJ-" : u^_L I . I
4—«l_a_H <—ij-I> 1 *i 11 (J_i 1 4—* I * 11 A_i _y-jl *i t)
•In .1 (JLfi- f j 1 i J WJ-JJ ji r "• J W
( » | Jjl j jt'ttty L») I _i 1 rv L_u< \ j J _____
• 1 | _i 1r. t *i 1 * jl | i'i % I iJl*i 'i > "i 11 4_J j J_] | . 0
<—i •> J« " 11 4 j ijn 1) A 1 « « 1) _____ j * I— j ( ^ 4—1 j J _____
to - \A r« _ xi ro _ n t • _ ri
i> a- j ^ \
~'Vi <_t—u»j j-«J
1 — 4 j t '
>*- Ji .1
iJ^J\ t_liL_i_LJ| .V
tf-4 *
0 _ > \ • _ '\
\ 0 _ > Y • _ \ n
. A
146
* - M F I . \ : ( J - J ' —
? • J I I 4 .1*1 ^ 1 TIL J L — I L L J 1 I—LI | J - » I X_FR L _ « . ^
^ ^ F* j . 1 " V 1 ( J - * ( J T—-• j - * j I • j *
J \ ( J - I » J • J — *
J I I . . , _ H S I T C I S . » ^ I J -. > — -
A . - - • < • £ _ J ^ L _ L . 1 V
? • jt j _j-JI * - j i'r- (_f t <—liI i"i ^ *i • n'* (J A . '
i1 ^ A 1 \ C- \ 4 «» I jj£ t >rt t I ^ w *i ---_— I » I
U-l>) 1*1 4 H 0 .1| ) iLt t »>*l «<*} W-uL-LuI i >£it *U..
? * J I J T A . » * I ^ 4 U J L J I J I * A <J«4 4 ^ I * I T—« (J -S X X J ( J — * * ^ ^
T 4 *1 \ 3 _ _
L - A J J B
I / L L 1 L .
< I L * | .) ^ * L »N 1 F I D — X I > *1 ^ 1 C*» ft j h J * \ | J - 4 \ y—*—1 \ f j J k \—4 . \ Y
V A I " I K 4 1 ,1
( < ^ \ ^ L ^ U . V I £ • * — * V J L ^ < - % - ! £ £ - I . )
A : 1 *1 ^ ,4 1 J ^ | - J A J > H ) \ 4 J 'V \ J^Jk J i ^ J — ' J"—*
AM 4 \ I U~II—V,„ , I . „L ) W-LI I J J I J * Y L K
A . > * ' < 4 M J J - I L A J - A J - J - J ^ < - J — M « L \ 4 U J L I ^ 1 J F
A .1*1, V 4 \ 1 f I "\* NV | J I 4 4 I \ J T li I J T \ 1 J GJVL • ,1 x j
_ _ _ _ _ _ _ _ _ _ _ L - 4 J - S J P- L, > J * < 5 ^ * J _ 4 \ Y Z
147
? • j I j I A 1 4 1 c i L * \ m\%"\ t * I i ,,,*,>i I ( j J k L — * . \ T
( Y ~ \ ^ j -4 A m\,rn * V i » J '"•» <• , i j " i j ^ x J L j 1 J ^ I a j )
J 4« 1L-J A ^ j m I — L i-L*L-* j It 4 Lr-k' J J . *n "li 1 J
A^ju—jyi I j j j | y l i l t i t k * t 4 J ^ t _ * l - L a ^ V
^ " i J \ \ * i i—»1 j jln> "> 1) J — t A i t A *t 4 1 _ _ _
w » > U 1 < - i ^ j — * A ?
w - 1 ^ % 4 I T J * * ** m l 1 j J L - J
Aj* ) i <^-4 l i m I ii*. \ j » ^L-4 j - J ) (j>tw , i A I t \—I 4 1
, 1—4 j j £ j » L a . j * ( S t u-JL-JU-jwi \
A t"l ^ 4 1 \ (j--i 1 4 1 "v 1 ) <>—It 1—4 J 1 n 4 1 I A A G> jJj fj Jk \ 4 . \ 1
? (J t 4 • 1 1 <-*1 " I «* ^ 1 4 4
( V — ^ ( j - 4 A J 4 A V J * .v *•** V , t / l j I x J L - J A - j L x V I f - 8 J * Ljx J )
i L -a . i u j l _ i l j - i j J j i • j r l t
4 ^ > J £ - M > J j > — J
j 1 « — 1 ' i . I * j I <—lil—S j — i j L - i s . j » '
^ A ^ ^ j l - 1 j i j u ^ V l — J - .
O j>JeLii j} 1 4MM m> » i f C*l j j JiI A * * / •* J I I—111 4 J I II 4
l_A JJS J f La» J i t <—L»\ jfr JJJ
c r ^ »
( V
I—lil—A J In 4 M "t Iwlil-X. J I li » H Jl ^ *i 1 j j - 4 J ^ *y t ^-i .
- 1 ^ A ^ - i J h V t I .1 ^ ^ J L h V H W V » H J )
( U-l» I J >M t 4 V t V 4 4 )
(< 1 J L A - ^ J j j J j J j j ) L - j l x J "* J - 4 J
A—> j *i hi v,i , t i , "i K j
i. i" t ^
v - 1 » L _ J j « J - s ' J J U i l j i
1 J *
i r * \
A il 4 J V—1J \ &
jk^Lj t i aJU t ) A__> i j A 4 i n J |
L-4 j - S i ^ L A j 4 ^
A I ' t I • j l J I 4 . * *i ^ * J j 1 j 4 - X H A M - A ^ * ' * j J k L - a . \ 1
V >J1 * i L a ^ .**'*- 1
l !
1 V -j _ L i .
4 _> * » V ) A < 1 j £ . .
, i-*l*i_il ^ | (_J_L_c.
148
a ^ * M ujji—* % \\ * \ *i n *> 11 »j > M
? (j-iLk-iJ | ^
\ 1j w *> t jj-jLk-xJ 1 ^ j| '• U f *>"** J-* . v A . I • ll *1 » i _ _ 4 <• _ * * II
4 i *i 4 / *—• •
tfe til I, , *m j \ $ X j k
\
I | > \ * i % *>
I—• W 1 » t V
I 1 4 t y f •<
Jl i I y .« i
1 I *v i "j">> *> *1 1 | * — i L - A j U « I \ j I J t j « 11 J - A . S A ¥ * j U > H
>-J jZJ fj lc. till <« J Aj* I—A A t m 1 — — —
L-4 JlX-J <. I
-Jl jiit
I • >i 1 > \ 'IP tSLll JhC> \ li * 4 1 I * I i I ) j| > !•> JmA XmmJX t \ # I lit I (Jjfc • * * * * * (J * t *—liLi j 1* • 1 \ j \ <* \ j * 11 <j I ^ 4 A-j JaJLi ij1 j If*
I) ft XA Lc. till—*ej l£ I—« i f w *1 - — I 4
IV 4^x. <A_l.
.1,* «• t1 j-i j i
149
liljl—JijV 4 .1*1 4 1L-J Vi "| H« 11 J-lJ J f XaJj—Ukli J-4 .Y* ? Ajlul5La-J 1 »w "i m t A i j 11c.
? (3-kJ aJ 11 1* Lr-Jfi' till kla j t£ Ju»L-t 4 _ _ _
L-a .H 1 4 1 J — #
IV
-U
. >. . . >| a < . .». ^L-1I .... 11 i J-C-Lj fl_kj f S-. ..-, . Y ? 4 .i'i « I \ ,-i » J ja. >-»—! i ( jj j.i.h^ 11 4 U n I j~i (j-JV I
? ^ Xi_J I • XA Ift till .J j (J Xj» 1—• t f« „'i _____ J J_a. A \ Cmjjk
! V 5L^
I X_a. 4JU_> *.
1 * * * - j£ j t *-kJ 4 V
^ •
?
I *1 « 1 ) i •>'>*! H « 1 ) JJJ !«*) ^ f 'l n't (Jjk . Y Y ? - M
Jia_J | • 1a IJ lr- till i'«j ij Lt <
"< V La AVJ 4_
I •! > A *i j
... .. n >s j i > .•« •» t v
150
a .1 .1*1^ • l i j i > * - i i f „»h »*• i * 11 a i k ' ^ I i r - k - , * + » ' j ' . * • ' '* J - * • t r ? < - x A * c . J . , « 1 < — « — « j V t ^
? ^ 1 h ' i 11 | juk m 1ft t i l l i * j i j X a I—• t j- • '• _ _ _ _ _ _ t
t ' v 1—• A a - J i
I - 1 — • e l - 1 ' "
J | t « V
• *• I ••* j u "> 11 L f r j i l » « 11 l £ J | o * . ^ —- j j . a i _ j — u k l i J j k . T i t >« 1 M JU ? < . ' A . JLJ 1 * i > Juk
-J t 1 «3lA lr- <i31 /« J (Jp Ju l L -A 4
L^» ^*k ,1 i V
i «*—* #
t* 11 J - S j i < V
W-lj to 1 4 ' t j l 4 ) ) £ - J t * 1 I - l i L J I — J L S f \ J a . T O * • j l J > - H * .>*» ^ c l r 1 - 4
i L - > 1 i < ^ 11 • i i j l f i «1H i * j «LA I—•
• n ; A ' i . . A ', i
J | j £ j i , V
1 5 1
? 4 ^i'i ^ < 11 i » ) i'*V | (J j ' l •« « ^ If. til I .'a j (J .!_» T T
Ldt Xk-J '<
4 'i I | ^—x C I l
tiLuu-il—> ) JJfi-
? 4 l "l 4 I ) 4 'j i ,1m I, ,1 \ J JLglJ . l"l H J*I *< 4 ^ tfV ii31 ^ J
1 "*—* A J '«
i ^ v
YY
4 *» I I 0—x u
% I (J-IC'
M ^ ^.1-1^4 I I cJaLiiV I ^ J b WFL! CM J ^ XA L - .TA
1—4 ,1 In i | 1 V
1 *1 •> ) (J—It
152
I 4 J-aJ 1 ) A ,1*1 4 11 ^ «« 4 fcSlL* J JL-4 L-4 ? ( Ljfc Jt-USr J « -1& 1 <4 4 1 \
. u
) X—* L_a Jux»J
L—4 JLAN-J £ 1 *
«J1 * i > I \ % 1 J—L&
L1>La 1 j "tn t ^ j1.* l"i 1 A t > *i 4 11 ^ 'i i lafr 1 (j—I6, vilLj* j Ju« IM4 • r '
1 ^ L-4 Aflfc 1
— ^ i V wfl
1 Ju-A 4 *1 i I a
? ^ 1 c> JjLJLi # j) j^JJ 4 11*1 4 ^ , ,t. 1*1 v i,fv . r 1
5 V
A ' t 1
(•M'iiIm ** t (J—
153
1 < • L-. .rt
JL>Lx< j ili 4 11 j uSJL jv— vt
f I .' *0 4 Cf^ 1 I j Ij
^ ^ * M 4*1 * * 1 4 J I J 1 j OLLt g-aUi^ ^ J h Vi . LjkjS J * Ljk J « c ak t t*JLiL-4 Ait
I t M * tn a jT w *i 11 i) l—j
jLjx \ jlxJk t jl l-Ij \ 1 j \n Ti j \ u-liLJaAL-4 \ 4-.J l"> t Lx j . TT ? * j| J J j ) A . > "l 4 ,) " > >« 4 I 4 J.*'1 ^ ) < li 1 4 .1 4 1 )
fjLli jt-euu-J J J *» J Jr* 1 J j£—JlJ 1 J-4
154
APPENDIX C
COVER LETTER AND QUESTIONNAIRE INSTRUMENT
(In English)
155
Dear Sir:
Your cooperation is highly appreciated in responding to the attached questionnaire which is intended to collect information on using the Ministry of Foreign Affairs (MFA) Library and your attitudes and opinions about its services.
The attached questionnaire will take about 15 minutes of your time to complete. Please respond to all questions and give your opinions or suggestions. The purpose of collecting data is to improve the library services to employees. The data will be also used for a doctoral dissertation.
Your response and comments regarding the library resources and services will make this research project very valuable and will help in the near future to improve the library services.
I assure you that your replies will be used for this study only. Please return your responses to the Chairman of your department as soon as possible.
Thank you for your cooperation.
Sincerely Yours,
Jamal Abbas Tameem Doctoral Candidate University of North Texas
156
English Translation of Questionnaire Instrument
QUESTIONNAIRE
User Satisfaction in a Government Library: A Case Study of Ministry of Foreign Affairs in
Saudi Arabia
Researcher
Jamal Abbas Tameem University of North Texas
Denton, Texas
INSTRUCTION
Please place mark ( i/j in front of the answer which express your feeling the best. There is no need for you to write your name on this questionnaire. Please do not consult anybody when answering the questions, because this might result in reducing the level of accuracy and validity of the finding. I assure that your replies will be used for the purpose of this study only and any information you provide will be kept confidential.
THANK YOU IN ADVANCE FOR YOUR COOPERATION
157
Part One: Demographic Information
1. Nationality:
2. Employee rank:
Saudi Non-Saudi, please specify
administrative other, please specify
diplomatic
3. Marital status: single married
4. Last degree received:
Less than high school High school diploma Some college College degree (Bachelor) Post graduate (Post bachelor)
5. Country granting the last degree:
Saudi Arabia Other, please specify
6. Age:
(18 - 25) (36 - 40)
(26 - 30)
divorced
7. Language fluency:
Arabic English French Others, please specify
(Over 40) (31 - 35)
8. Years of work at Ministry of Foreign Affairs (MFA)?
U ~ 5) (6 - 10) (11 - 15)
(16 - 20) (More than 20)
158
Part Two: Library P3aae and collection
9. How many times do you go to the MFA Library?
Everyday Once or twice a week Once a month Once every three to six months Never
10. Do you use another library beside the MFA Library?
Yes a. Please name the libraries.
b. Please give reasons for using the above libraries.
No
11. Do you find what you need in the MFA Library?
Always To a large degree Don't know To a small degree Never
12. What factors influence your success in using the MFA Library? (Answer Yes or No)
Adequate material is available Access tools are adequate Adequate service is given by the staff I have sufficient training and experience in using the MFA Library Others, please specify
159
13. What are your reasons for using the MFA Library?
(Please Rank your answers from 1-6)
for my job needs for my educational needs for update information in my field for filling my reading habit for reading magazines and newspapers only for relaxing or socializing other reasons (please specify)
14. What types of information do you need when you do your job?
(Please Rank your answers from 1-6)
numbers and tables of statistics laws and policies names & addresses of companies or organizations articles and studies scientific tools or theories archival information other (please specify)
15. What types of format do you find the information you need?
(Please Rank your answers from 1-6)
books periodicals dictionaries and encyclopedias year books and directories government publications non-print materials other (please specify)
160
16. What is your evaluation of the importance of the MFA Library in satisfying your needs?
Very important Important Don't know Some what important Not important
Please explain your answer
Part Three; Library Services
17. Do you use the card catalog to locate the material in the MFA Library?
Yes How satisfactory do you find this service?
Highly satisfactory Satisfactory Don't know Poor Very poor
No, please explain why?
18. Are the materials you need available in the MFA Library?
Yes How satisfactory do you find the availability of materials in the library?
Highly satisfactory Satisfactory Don't know Poor Very poor
No, please explain why?
161
19. Do you ask any of the library staff for assistance when you cannot locate the materials that you need?
Yes How satisfactory do you find this service?
Highly satisfactory Satisfactory Don't know Poor Very poor
No, please explain why?
20. Do you use the MFA Library's user guide?
Yes How satisfactory do you find the user's guide?
Highly satisfactory Satisfactory Don't know Poor Very poor
No, please explain why?
21. Do you use the MFA Library's computer database searching?
Yes How satisfactory do you find this service?
Highly satisfactory Satisfactory Don't know Poor Very poor
No, please explain why?
162
22. Do you use the MFA Library's photocopying services?
Yes How satisfactory do you find this service?
Highly satisfactory Satisfactory Don't know Poor Very poor
No, please explain why?
23. Do you find the arrangement of the materials satisfactory in the MFA Library?
Yes How satisfactory do you find this
arrangement?
Highly satisfactory Satisfactory Don't know Poor Very poor
No, please explain why?
24. Do you use the browsing section for new books that have just arrived to the MFA Library?
Yes How satisfactory do you find this service?
Highly satisfactory Satisfactory Don't know Poor Very poor
No, please explain why?
163
25. Do you use the indexes in specific subjects which have been prepared by the MFA Library?
Yes How satisfactory do you find this service?
Highly satisfactory Satisfactory Don't know Poor Very poor
No, please explain why?
26. How satisfactory do you find the lighting in the MFA Library?
Highly satisfactory Satisfactory Don't know Poor Very poor
Comments:
27. How satisfactory do you find the temperature control (heat and cool) in the MFA Library?
Highly satisfactory Satisfactory Don't know Poor Very poor
Comments:
28. How satisfactory do you find the library furniture (desks, chairs, etc.) in the MFA Library?
Highly satisfactory Satisfactory Don't know Poor Very poor
Comments:
164
29. How satisfactory do you find the MFA Library's building, elevators, stairs, and restrooms?
Highly satisfactory Satisfactory Don't know Poor Very poor
Comments:
30. How satisfactory do you find the MFA Library's hours in meeting your needs?
Highly satisfactory Satisfactory Don't know Poor Very poor
Comments:
31. How would you rate the MFA Library in general?
Highly satisfactory Satisfactory Don't know Poor Very poor
Comments:
32. What other services would you like the MFA Library offered? (Answer Yes or No)
Send announcement about new publications Answer the employees' questions by phone Send materials by phone request Use Interlibrary Loan Organize library orientation program Other services (please specify)
165
33. Please state any comments or suggestions for improving the MFA Library services for the users.
THANK YOU FOR YOUR TIME
No.
166
APPENDIX D
LETTER FOR PILOT STUDY
167
Dear Sir:
I am engaged in a research study which requires the collection of data from employees of the Ministry of Foreign Affairs in Saudi Arabia. This study is being conducted as a part of the requirement for the degree of Doctor of Philosophy in Information Science under the direction of Associate Professor Ana D. Cleveland at the School of Library and Information Science, University of North Texas, Texas.
The purpose of this study is to measure, evaluate, and analyze user satisfaction with library services at the Ministry of Foreign Affairs Library which are available to the employees.
Before I send the questionnaire to the participants in the study, I would like to establish the validity of the questions. To do this, I would appreciate your help in refining the questionnaire. Will you please answer all questions and note any question which is unclear or difficult to answer?
Also, I would appreciate your estimating the time it takes to answer all the questionnaire's questions by placing the time, in minutes, on the top of the first page. Your comments and suggestions regarding the items included in the questionnaire will be appreciated.
I deeply appreciate your cooperation. I will personally take the completed questionnaire by the end of the work day.
Thank you very much.
Sincerely yours,
Jamal Abbas Tameem Doctoral student
Enclosures
168
APPENDIX E
COVER LETTERS FOR ASSISTANCE FROM THE MAJOR PROFESSOR
TO THE SAUDI ARABIAN CULTURAL ATTACHE'
AND THE DIRECTOR GENERAL OF THE IDS
169
University of North Texas School of Library and Information Sciences
31 October 1990
Dear Dr. Hamad Al-Saloom:
I am pleased to inform you that Mr. Jamal Abbas Tameem has passed his comprehensive and oral examinations. At the present time, he has developed his proposal on the subject entitled," User Satisfaction in Government Library: A Case Study of the Ministry of Foreign Affairs in Saudi Arabia."
The data for Mr. Tameem's study is available in Saudi Arabia. He will need to travel to Saudi Arabia in order to collect the data. Your assistance to Mr. Tameem's research is much appreciated and needed at this time.
If you have any questions, please don't hesitate to call me at (817) 565-3562 or 565-2445.
Thank you very much.
Sincerely,
Xna D. Cleveland, Ph.D. Chairman, Doctoral Committee Associate Professor
/pk
P.O. Box 13796 • Demon. Texas 76203-3796 117/565-2443
170
University of North Texas School of Library and Information Sciences
December 10, 1990
Ambassador Muhammad O. Madani Director General of the Institute of Diplomatic Studies Ministry of Foreign Affairs P.O. Box 51988 Riyadh, Saudi Arabia 11553
Dear Mr. Ambassador
I am pleased to inform you that Mr. Jamal A. T&meem has passed his dissertation proposal defense on November 30, 1990. The proposed title for his dissertation is "User Satisfaction in a Government Library: A Case Study of the Ministry of Foreign Affairs in Saudi Arabia."
We would like to request a letter of support from you for Mr. Tameem in order to ensure the participants will answer his questionnaire. His study is valuable to develop government libraries in Saudi Arabia.
We would appreciate your assistance with this matter. On behalf of the School of Library and Information Sciences, we want to thank you for your cooperation and support.
Sincerely yours,
0 / m i . Ana D. Cleveland, Ph.D. Chair, Doctoral Committee Associate Professor
/pk
P.O. Bo* 13796 • Denton. Texas 76203-3796 817/565-2445
171
Royal F.mhaw of Saudi Arabia
Cultural Mission To 1'hr V.S.A.
Date: 3/21/1991
<U OytJi J&UU 8jLL«» iJi/i\ JW ^jiu uudi u*u<
TO WHOM IT MAY CONCERN
This is to c e r t i f/ that Mr. Jamal A. Tameem ( s t . # 6 3-22487) went to Saudi Arabia during Fa l l Semester o f 1990 in a research t r i p . T h e purpose vwas to gather data and c o l l e c t Information ibr his d isser ta t ion .The t i t l e o f his d i s s e r t a t i o n i s : User's s a t i s f a c t i o n in a government l i b r a r y : A case study of the Hinstry o f Foreign A f f a i r s in Saudi Arabia.
fbd ulaziz Alsweel , D i rector o f Academic A f f a i r s
6m Si XX Am- . N \V . S».hr r»00 • \V.mMnKinn, f> C 2fHP *7 • (202) 117-04*0 • IVIrv 440611 KI.MJAM
1 7 2
APPENDIX F
FREQUENCY DISTRIBUTION OF THE MFA EMPLOYEES
BY ALL VARIABLES
173
Frequency Distribution of the MFA Employees BY All Variables
Ql: NATIONALITY
Valid Cum
Value Label Value Frequency Percent Percent Percent
Saud i 1 246 87.9 87.9 B7.9
Non-Saudi 2 34 12.1 12.1 100.0
TOTAL 280 100.0 100.0
Valid Cases 280 Missing Cases 0
Q2: EMPLOYEE'S RANK
Valid Cum
Value Label Value Frequency Percent Percent Percent
Administrative 1 88 31.4 31.4 31.4
Diplomatic 2 132 47.1 47.1 78.6
Other 3 60 21.4 21.4 100.0
TOTAL 280 100.0 100.0
Valid Cases 280 Missing Cases 0
Q3: MARITAL STATUS
Valid Cum
Value Label Value Frequency Percent Percent Percent
Single 1 83 29.6 29.6 29.. 6
Married 2 188 67.1 67.1 96;8
Divorced 3 9 3.2 3.2 100.0
TOTAL 280 100.0 100.0
Valid Cases 280 Missing Cases 0
Q4: EDUCATION LEVELS
Valid Cum Value Label Value Frequency Percent Percent Percent
Less Than High School 1 27 9.6 9.6 9.6 High School 2 50 17.9 17.9 27.5 Some College 3 26 9.3 9.3 36.8 College Degree 4 117 41.8 41.8 78.6 Post Braduate 5 60 21.4 21.4 100.0
Valid Cases TOTAL 280
280 Missing Cases 0 100.0 100.0
1 7 4
175
Q5: COUNTRY GRANTING THE LAST DEGREE
Value Label Value Frequency Percent
Valid Cum
Percent Percent
Saudi Arabia
Other 1
2 136
94
66.4
33.6
66.4
33.6
66.4
100.0
TOTAL 280 100.0 100.0
Valid Cases 280 Missing Cases 0
06: EMPLOYEE"S AGE
Valid Cum Value Label Value Frequency Percent Percent Percent
1 8 - 2 5 Years 1 57 20.4 20.4 20.4 26 - 30 Years 2 93 33.2 33.2 53.6 3 1 - 3 5 Years 3 64 22.9 22.9 76.4 36 - 40 Years 4 41 14.6 14.6 91.1 Over 40 Years 5 25 8.9 8.9 100.0
TOTAL 280 100.0 100.0
Valid Cases 280 Missing Cases 0
Q7 A: LANGUAGE FLUENCY (ARABIC)
Valid Cum Value Label Value Frequency Percent Percent Percent
No 0 17 6.1 6.1 6.1 Yes 1 263 93.9 93.9 100.0
TOTAL 280 100.0 100.0
Valid Cases 280 Missing Cases 0
Q7 B: LANGUAGE FLUENCY (ENGLISH)
Valid Cum Value Label Value Frequency Percent Percent Percent
No 0 90 32.1 32.1 32.1 Yes 1 190 67.9 67.9 100.0
TOTAL 280 100.0 100.0
Valid Cases 280 Missing Cases 0
176
Q7 C: LANGUAGE FLUENCY (FRENCH) Valid Cum
Value Label Value Frequency Percent Percent Percent
No 0 241 86.1 86.1 86.1 Yes 1 39 13.9 13.9 100.0
TOTAL 280 100.0 100.0
Valid Cases £80 Missing Cases 0
D7 D: LANGUAGE FLUENCY (OTHERS) Valid Cum
Value Label Value Frequency Percent Percent Percent
No 0 226 80.7 80.7 80.7 Yes 1 54 19.3 19.3 100.0
TOTAL 280 100.0 100.0
Valid Cases 280 Missing Cases 0
08: YEARS OF WORK AT THE MFA
Val id Cum Value Label Value Frequency Percent Percent Percent
1 - 5 1 111 39.6 39.6 39.6 6 - 1 0 2 85 30. k 30.4 70.0 11 - 15 3 5k 19.3 19.3 89.3 10 - 20 4 10 3.6 3.6 92.9 Over SO 5 20 7.1 7.1 100.0
TOTAL 280 100.0 100.0
Valid Cases 280 Missing Cases 0
09: FREQUENCY OF LIBRARY USE
Valid Cum Value Label Value Frequency Percent Percent Percent
Everyday 1 33 11.8 11.8 11.8 Once or twice a week 2 69 24.6 24.6 36.4 Once a month 3 60 21.^ 21.4 57.9 Once every 3 to 6 months 4 118 42.1 42.1 100.0
TOTAL 280 100.0 100.0
Valid Cases 280 Missing Cases 0
177
Q10: USE OF OTHER LIBRARIES
Valid Cum
Value Label Value Frequency Percent Percent Percent
Yes 1 99 35.4 35.4 35.4
No E 181 64.6 64.6 100.0
TOTAL E80 100.0 100.0
Valid Cases E80 Missing Cases 0
Oil: THE AVAILABILITY OF MATERIALS
Valid Cum
Value Label Value Frequency Percent Percent Percent
Always 1 34 IE. 1 13.7 13.7 To a large degree E 162 57.9 65.3 79.0 To a small degree 4 46 16.4 18.5 97.6 Never 5 6 £.1 £.4 100.0 Do not Know 3 3£ 11.4 MISSING
TOTAL EBO 100.0 100.0
Valid Cases 248 Missing Cases 3£
Q1S A: FACTORS INFLUENCING USER SUCCESS, Adequate materials
Valid Cum Value Label Value Frequency Percent Percent Percent
Yes 1 23E BE.9 BE.9 8E.9
No E 48 17.1 17.1 100.0
TOTAL S80 100.0 100.0
Valid Cases E80 Missing Cases 0
Q1E B: Access to tools
Valid Cum Value Label Value Frequency Percent Percent Percent
Yes 1 110 39.3 39.3 39.3 N o £ 170 60.7 60.7 100.0
TOTAL E80 100.0 100.0
Valid Cases EBO Missing Cases 0
1 7 8
Q12 C: Adequate services
Value Label
Yes
No
Value Frequency Percent
Valid Cum
Percent Percent
1
2
192
BB 68.6 31 .4
TOTAL 280 100.0
Valid Cases 280 Missing Cases 0
Q12 D: Sufficent training for users of the library
68.6 31 .4
100.0
68 .6 100.0
Value Label
Yes
No
Valid Cases 280
Q12 E: Other factors
Value Frequency Percent
Valid Cum
Percent Percent
1
2 116 162
4S.1
57.9
4S.1
57.9
42,1
100.0
TOTAL 280 100.0
Missing Cases 0
100.0
Value Label
Yes
No
Valid Cases 280
Q13 A: Job needs
Value Label
Value Frequency Percent
Valid Cum
Percent Percent
1
2 29
251
TOTAL 280
Missing Cases 0
10.4
89.6
100.0
10.4
89.6
100.0
10.4
100.0
Value Frequency Percent
Valid Cum
Percent Percent
Valid Cases 280
1 98 35.0 35.0 35.0
2 82 29.3 29.3 64.3 3 52 18.6 18.6 82.9 4 26 9.3 9.3 92.1 5 16 5.7 5.7 97.9 6 6 2.1 2.1 100.0
TOTAL 280 100.0 100.0
Missing Cases 0
Q13 B: Educational needs
179
Val id Cum
Value Label Value Frequency Percent Percent Percent
1 87 31.1 31.1 31.1
2 91 32.5 32.5 63.6
3 58 20.7 20.7 84.3
4 21 7.5 7.5 91.8
5 16 5.7 5.7 97.5
6 7 2.5 2.5 100.0
TOTAL 280 100.0 100.0
Valid Cases 280 Missing Cases 0
Q13 C: Updating information
Val id Cum Value Label Value Frequency Percent Percent Percent
1 45 16.1 16.1 16.1 D i— 41 14 .6 14 .6 3 0 . 7 3 113 4 0 . 4 4 0 . 4 7 1 . 1 4 62 22.1 22.1 9 3 . 2 5 15 5.4 5.4 98.6 6 4 1.4 1.4 100.0
TOTAL 280 100.0 100.0
Valid Cases S80 Missing Cases 0
Q13 D: Filling reading habit
Valid Cum Value Label Value Frequency Percent Percent Percent
1 37 13.2 13.2 13.2 2 21 7.5 7.5 20.7 3 43 15.4 15.4 36.1 4 138 49.3 49.3 85.4 5 22 7.9 7.9 93.2 6 19 6.8 6.8 100.0
TOTAL 280 100.0 100.0
Valid Cases S80 Missing Cases 0
Q13 E: Reading maga2ines and newspapers
180
Valid Cum
Value Label Value Frequency Percent Percent Percent
1 5 1.8 1.8 1.8
S 36 12.9 12.9 14.6
3 8 2.9 2.9 17.5
4 18 6.4 6.4 23.9
5 178 63. 6 63.6 87.5
6 35 12.5 12.5 100.0
TOTAL 280 100.0 100.0
Valid Cases 280 Missing Cases 0
Q13 F: Relaxing or socializing
Valid Cum
Value Label Value Frequency Percent Percent Percent
1 1 .4 .4 .4
2 4 1 .4 1.4 1.8
3 7 2.5 2.5 4.3
4 13 4.6 4.6 8.9
5 18 6.4 6.4 15.4
6 205 73.2 73.2 88.6
7 32 11.4 11.4 100.0
TOTAL 280 100.0 100.0
Valid Cases 280 Missing Cases 0
Q13 G: Other reasons
Val id Cum Value Label Value Frequency Percent Percent Percent
0 240 85.7 85.7 85.7 1 7 2.5 2.5 88.2 2 4 1.4 1.4 89.6 3 1 .4 .4 90.0 4 1 .4 .4 90.4 5 16 5.7 5.7 96.1 6 2 .7 .7 96.8 7 9 3.2 3.2 100.0
TOTAL 280 100.0 100.0
Valid Cases E80 Missing Cases
181
Q14 A: Numbers and tables of statistics
Val id Cum
Value Label Value Frequency Percent Percent Percent
1 34 12.1 12.1 12.1
a 79 27.9 27.9 40.0
3 92 32.9 32.9 72.9
4 45 16.1 16.1 88.9
5 19 6.8 6.8 95.7
6 12 4.3 4.3 100.0
TOTAL 280 100.0 100.0
Valid Cases 280 Missing Cases 0
Q14 B: Laws and policies
Val id Cum
Value Label Value Frequency Percent Percent Percent
1 41 14.6 14.6 14.6
2 102 36.4 36.4 51.1
3 55 19.6 19.6 70.7
4 57 20.4 20.4 91.1
5 9 3.2 3.2 94.3
6 16 5.7 5.7 100.0
TOTAL 280 100.0 100.0
Valid Cases 280 Missing Cases 0
Q14 C: Names arid addresses of companies or organizations
Value Label Value Frequency Percent
Valid
Percent
Cum
Percent
Valid Cases 280
1 42 15.0 15.0 15.0
2 44 15.7 15.7 30.7
3 81 28.9 28.9 59.6
4 49 17.5 17.5 77.1
5 52 18.6 18.6 95.7
6 12 4.3 4.3 100.0
TOTAL 280 100.0 100.0
Missing Cases 0
Q14 D: Articles and studies
182
Val id Cum
Value Label Value Frequency Percent Percent Percent
1 120 42.9 42.9 42.9
e 35 12.5 12.5 55.4
3 20 7.1 7.1 62.5
4 57 20.4 20.4 82.9
5 28 10.0 10.0 92.9
6 20 7.1 7.1 100.0
TOTAL 280 100.0 100.0
Valid Cases 280 hissing Cases 0
Q1^ E: Scientific tools or theories
Valid Cum
Value Label Value Frequency Percent Percent Percent
1 28 10.0 10.0 10.0
2 9 3.2 3.2 13.2
3 20 7.1 7.1 20.4
4 52 18.6 18.6 38.9
5 136 48.6 48.6 87.5
6 34 12.1 12.1 99.6
7 1 .4 .4 100.0
TOTAL 280 100.0 100.0
Valid Cases 280 Missing Cases 0
Q14 F: Archival information
Val id Cum
Value Label Value Frequency Percent Percent Percent
1 12 4.3 4.3 4.3
2 5 1.8 1.8 6.1
3 8 2.9 2.9 8.9
4 13 4.6 4.6 13.6
5 31 11.1 11.1 24.6
6 185 66.1 66.1 90.7
7 26 9.3 9.3 100.0
TOTAL 280 100.0 100.0
Valid Cases 280 Missing Cases 0
Q14 G: Other types
183
Valid Cum
Value Label Value Frequency Percent Percent Percent
0 228 81.4 81.4 81.4
1 4 1.4 1.4 82.9
2 4 1.4 1.4 84.3
3 4 1.4 1.4 85.7
4 9 3.2 3.2 88.9
5 6 2.1 2.1 91.1
6 2 .7 .7 91.8
7 23 8.2 8.2 100.0
TOTAL 280 100.0 100.0
Valid Cases 280 Missing Cases 0
Q15 A: Book format
Valid Cum
Value Label Value Frequency Percent Percent Percent
1 178 63.6 63.6 63.6
2 59 21.1 21.1 84.6
3 21 7.5 7.5 92.1
4 17 6.1 6.1 98.2
5 4 1.4 1.4 99.6
6 1 .4 .4 100.0
TOTAL 280 100.0 100.0
Valid Cases 260 Missing Cases 0
Q15 B: Periodical format
Valid Cum
Value Label Value Frequency Percent Percent Percent
1 42 15.0 15.0 15.0
2 139 49.6 49.6 64.6 3 55 19.6 19.6 84.3
4 29 10.4 10.4 94.6 5 12 4.3 4.3 98.9
6 3 1.1 1.1 100.0
TOTAL 280 100.0 100.0
Valid Cases 280 Missing Cases 0
Q15 C: Dictionary and encyclopedia format
184
Val id Cum
Value Label Value Frequency Percent Percent Percent
1 1 .4 .4 .4
2 3 1.1 1.1 1.4
3 90 32.1 32.1 33.6
4 76 27.1 27.1 60.7
5 76 27.1 27.1 87.9
6 29 10.4 10.4 98.2
7 5 1.8 1.8 100.0
TOTAL 280 100.0 100.0
Valid Cases 280 Missing Cases 0
Q15 D: Yearbook and directory format
Val id Cum Value Label Value Frequency Percent Percent Percent
1 19 6.8 6.8 6.8
2 1 .4 .4 7.1
3 12 4.3 4.3 11.4 4 71 25.4 25.4 36.8
5 107 38.2 38.2 75.0
6 65 23.2 23.2 98.2
7 5 1.8 1.8 100.0
TOTAL 280 100.0 100.0
Valid Cases 280 Missing Cases 0
(315 E: Sovernment publication format
Valid Cum Value Label Value Frequency Percent Percent Percent
1 4 1.4 1.4 1.4 2 9 3.2 3.2 4.6 3 21 7.5 7.5 12.1 4 49 17.5 17.5 29.6 5 66 23.6 23.6 53.2 6 118 42.1 42.1 95.4 7 13 4.6 4.6 100.0
TOTAL 280 100.0 100.0
Valid Cases 280 Missing Cases 0
1 8 5
Q15 F: Non-print material format
Value Label Value Frequency Percent
Valid
Percent
Cum
Percent
Valid Cases 280
1 34 12.1 12.1 12.1
2 63 22.5 22.5 34.6
3 75 26.8 26.8 61.4
4 34 12.1 12.1 73.6
5 14 5.0 5.0 78.6
6 60 21.4 21.4 100.0
TOTAL 280 100.0 100.0
Missing Cases 0
Q15 G: Other formats
Value Label
Valid Cases 280
Valid Cum
Value Frequency Percent Percent Percent
0 252 90.0 90.0 90.0
1 2 .7 .7 90.7
2 6 2.1 2.1 92.9
3 7 2.5 2.5 95.4
4 4 1.4 1.4 96.8
5 1 .4 .4 97.1
6 3 1.1 1.1 98.2
7 5 1.8 1.8 100.0
TOTAL 280 100.0 100.0
Missing Cases 0
Q16: Evaluation of the importance of the MFA Library
Value Label
Valid Cum
Value Frequency Percent Percent Percent
Very important 1 167 59.6 62.1 62.1
Important 2 82 29.3 30.5 92.6
Some what important 4 14 5.0 5.2 97.8 Not important 5 6 2.1 2.2 100.0
Do not know 3 11 3.9 MISSING
TOTAL 280 100.0 100.0
Valid Cases 269 Missing Cases 11
186
Q17 A: Use of card catalog
Val id Cum
Value Label Value Frequency Percent Percent Percent
Ves 1 196 70.0 70.0 70.0
No 2 84 30.0 30.0 100.0
TOTAL 280 100.0 100.0
Valid Cases 280 Missing Cases 0
Q17 B: Level of satisfaction in using card catalog
Valid Cum
V a l u e Label Value Frequency Percent Percent Percent
0 84 3 0 . 0 31.1 31.1
Highly Satisfy 1 29 10.4 10.7 41.9
Sat isfy 2 132 47.1 48.9 90.7
Poor 4 18 6.4 6.7 97.4
Very poor 5 7 2.5 2.6 100.0
Do not know 3 10 3.6 MISSING
TOTAL 280 100.0 100.0
Valid Cases 270 Missing Cases 10
Q1B A: Availability of needed materials
Valid Cum
Value Label Value Frequency Percent Percent Percent
Yes 1 243 86.8 86.8 86.8
No 2 37 13.2 13.2 100.0
TOTAL 280 100.0 100.0
Valid Cases 280 Missing Cases 0
Q18 B: Level of satisfaction of needed materials available at MFA Lib.
Val id Cum
Value Label Value Frequency Percent Percent Percent
0 36 12.9 13.7 13.7
Highly Satisfy 1 62 22.1 23.6 37.3 Satisfy 2 151 53.9 57.4 94.7 Poor 4 10 3.6 3.8 98.5 Very poor 5 4 1.4 1.5 100.0 Do not know 3 17 6.1 MISSING
TOTAL 280 100.0 100.0 Valid Cases 263 Missing Cases 17
187
Q19 A: Ask for library staff assistance Valid
Value Frequency Percent Percent Value Label
Yes
No
Valid Cases
1
E
£57
£3
91.8
8.E
91.8
8.E
Cum
Percent
91.8
100.0
E80
TOTAL E80
Missing Cases 0
100.0 100.0
Q19 B: Level of satisfaction with library staff assistance
Valid
Value Label Value Frequency Percent Percent
Cum
Percent
0 E3 8.E 8.3 8.3
Highly Satisfy 1 14E 50.7 51.4 59.8
Sat isfy E 96 34.3 34.8 94.6
Poor 4 9 3.E . 3.3 97.8
Very poor 5 6 E.l E.E 100.0
Do not know 3 4 1.4 MISSING
SBO 100.0 TOTAL
Valid Cases £76 Missing Cases 4
QEO A: Use of user's guide
Value Label Value Frequency Percent
100.0
Yes
No
Valid Cases
1
E
1S2
158
43.6
56.4
Valid
Percent
43.6
56.4
Cum
Percent
43.6
100.0
E80
TOTAL £80
Missing Cases 0
100.0 100.0
QEO B: Level of satisfaction in using user's guide
Value Label Value Frequency Percent
Val id
Percent
Cum
Percent
0 158 56.4 57.7 57.7 Highly Satisfy 1 E4 8.6 8.8 66.4 Satisfy S 76 E7.1 87.7 94. £ Poor 4 IE 4.3 4.4 98.5 Very poor 5 4 1.4 1.5 100.0 Do not know 3 6 E.l MISSING
TOTAL 280 100.0 100.0 Valid Cases E74 Missing Cases 6
188
Q21 A: Use of computer database searching
Valid Cum
Value Label Value Frequency Percent Percent Percent
Yes 1 75 26.8 26.8 26.8
No 2 205 73.2 73.2 100.0
TOTAL 280 100.0 100.0
Valid Cases 280 Missing Cases 0
QSl B: Level of satisfaction in using i computer database searching
Val id Cum
Value Label Value Frequency Percent Percent Percent
0 205 73.2 75.6 75.6
Highly Satisfy 1 18 6.4 6.6 82.3
Satisfy 2 43 15.4 15.9 98.2
Poor 4 5 1.8 1.8 100.0
Do not know 3 9 3.2 MISSING
TOTAL 280 100.0 100.0
Valid Cases 271 Missing Cases 9
Q22 A: Use of photocopying services
Val id Cum
Value Label Value Frequency Percent Percent Percent
Yes 1 195 69.6 69.6 69.6
No 2 85 30.4 30.4 100.0
TOTAL 280 100.0 100.0
Valid Cases 280 Missing Cases 0
QE2 B: Level of satisfaction in using photocopy services
Val id Cum
Value Label Value Frequency Percent Percent Percent
0 85 30.4 30.4 30.4
Highly Satisfy 1 46 16.4 16.4 46.8
Satisfy 2 78 27.9 27.9 74.6
Poor 4 57 20.4 20.4 95.0
Very poor 5 14 5.0 5.0 100.0
TOTAL 280 100.0 100.0
Valid Cases 280 Missing Cases 0
189
QS3 A: Satisfactory arrangement of NFA Library materials Val id Cum
Value Label Value Frequency Percent Percent Percent
Yes 1 252 90.0 90.0 90.0
No 2 28 10.0 10.0 100.0
TOTAL 280 100.0 100.0
Valid Cases 280 Missing Cases 0
Q23 B: Level of satisfaction with arrangement of library materials Val id Cum
Value Label Value Frequency Percent Percent Percent
0 28 10.0 10.7 10.7
Highly Satisfy 1 70 25.0 26.7 37.4
Satisfy 2 142 50.7 54.2 91.6
Poor 4 14 5.0 5.3 96.9
Very poor 5 8 2.9 3.1 100.0
Do not know 3 18 6.4 MISSING
TOTAL 280 100.0 100.0
Valid Cases 262 liissing Cases 18
Q24 A: Use of MFA Library's browsing section Valid Cum
Value Label Value Frequency Percent Percent Percent
Yes 1 144 51.4 51.4 51.4 No 2 136 48.6 48.6 100.0
TOTAL 280 100.0 100.0
Valid Cases 280 hissing Cases 0
Q24 B: Level of satisfaction in using browsing I section Val id Cum
Value Label Value Frequency Percent Percent Percent
0 136 48.6 51.1 51.1 Highly Satisfy 1 16 5.7 6.0 57.1 Sat isfy 2 52 18.6 19.5 76.7 Poor 4 44 15.7 16.5 93.2 Very poor 5 18 6.4 6.8 100.0 Do not know 3 14 5.0 MISSING
TOTAL 280 100.0 100.0 Valid Cases 266 Missing Cases 14
190
Q25 A: Use of indexes and bibliographic citations Valid Cum
Value Label Value Frequency Percent Percent Percent
Yes 1 123 43.9 43.9 43.9 No 2 157 56.1 56.1 100.0
TOTAL 280 100.0 100.0
Valid Cases £80 Missing Cases 0
Q25 B: Leyel of satisfaction in using indexes & bibliographic citations Val id Cum
Value Label Value Frequency Percent Percent Percent
0 157 56.1 59.5 59.5 Highly Satisfy 1 31 11.1 11.7 71.2 Satisfy 2 63 22.5 23.9 95.1 Poor 4 13 4.6 4.9 100.0 Do not know 3 16 5.7 MISSING
TOTAL 280 100.0 100.0
Valid Cases 264 Missing Cases 16
Q26 Level of satisfaction with MFA Library's 1 ighting Valid Cum
Value Label Value Frequency Percent Percent Percent
Highly Satisfy 1 159 56.8 58.9 58.9 Sat isfy 2 82 29.3 30.4 89.3 Poor 4 22 7.9 8.1 97.4 Very poor 5 7 2.5 2.6 100.0 Do not know 3 10 3.6 MISSING
TOTAL 280 100.0 100.0
Valid Cases 270 Missing Cases 10
QE7 Level of satisfaction with MFA Library's temperature control Valid Cum
Value Label Value Frequency Percent Percent Percent
Highly Satisfy 1 204 72.9 74.5 74.5 Satisfy 2 62 22.1 22.6 97.1 Poor 4 8 2.9 2.9 100.0 Do not know 3 6 2.1 MISSING
TOTAL 280 100.0 100.0 Valid Cases 274 Missing Cases 6
191
Q28 Level of satisfaction with MFA Library's furniture Valid Cum
Value Label Value Frequency Percent Percent Percent
Highly Satisfy 1 78 27.9 28.7 28.7 Sat isfy 2 143 51.1 52.6 81.3 Poor 4 41 14.6 15.1 96.3 Very poor 5 10 3.6 3.7 100.0 Do not know 3 8 2.9 MISSING
TOTAL 280 100.0 100.0 Valid Cases 272 i Missing Cases 8
Q29 Level of satisfaction with MFA Library's accommodations Valid Cum
Value Label Value Frequency Percent Percent Percent
Highly Satisfy 1 87 31.1 32.0 32.0 Satisfy 2 153 54.6 56.3 88.2 Poor 4 32 11.4 11.8 100.0 Do not know 3 8 2.9 MISSING
TOTAL e a o Missing Cases 8
100.0 100.0 Valid Cases 272
Q30 Level of satisfaction with MFA Library's hours
Value Label Value Frequency Percent Val id
Percent Cum
Percent
Highly Satisfy 1 81 28.9 30.2 30.2 Satisfy 2 155 55.4 57.8 88.1 Poor 4 32 11.4 11.9 100.0 Do not know 3 12 4.3 MISSING
TOTAL 280 100.0 100.0
Valid Cases 268 Missing Cases 12
Q31 Level of satisfaction with MFA Library in general
Val id Cum Value Label Value Frequency Percent Percent Percent
Highly Satisfy 1 120 42.9 45.5 45.5 Satisfy 2 127 45.4 48.1 93.6 Poor 4 17 6.1 6.4 100.0 Do not know 3 16 5.7 MISSING
TOTAL 280 100.0 100.0
Valid Cases 264 Missing Cases 16
192
Q3S A: Send announcement about new publicat ions
Value Label Value Frequency Percent
Valid
Percent
Cum
Percent
Yes
No
1
2
241
39
86.1
13.9
86.1
13.9
86 • 1
100.0
TOTAL 280 100.0 100.0
Valid Cases 280 Missing Cases 0
Q3S B: Answer the employees's questions by phone
Value Label Value Frequency Percent
Val id
Percent
Cum
Percent
Yes
No
1
2
84
196
30.0
70.0
30.0
70.0
30.0
100.0
TOTAL 280 100.0 100.0
Valid Cases 280 hissing Cases 0
Q32 C: Send materials by phone request
Value Label Value Frequency Percent
Val id
Percent
Cum
Percent
Yes
No 1
2
97
183
34.6
65.4
34.6
65.4
34.6
100.0
TOTAL 280 100.0 100.0
Valid Cases 280 Missing Cases 0
Q32 D: Use Inter library Loan
Value Label Value Frequency Percent
Valid
Percent
Cum
Percent
Yes
No 1
2
222
58
79.3
20.7
79.3
20.7
79.3
100.0
TOTAL 280 100.0 100.0
Valid Cases 280 Missing Cases 0
193
Q32 Es Organize library orientatior i program
Val id Cum
Value Label Value Frequency Percent Percent Percent
Yes 1 139 49.6 49.6 49.6
No 2 141 50.4 50.4 100.0
TOTAL 280 100.0 100.0
Valid Cases 280 Missing Cases 0
Q32 F: Other services
Val id Cum
Value Label Value Frequency Percent Percent Percent
Yes 1 50 17.9 17.9 17.9
No 2 230 82.1 82.1 100.0
TOTAL 280 100.0 100.0
Valid Cases 280 Missing Cases 0
BIBLIOGRAPHY
Abduljalii, M. F. 1985. Book availability and user satisfaction in school libraries: A case study of Shaker Heights senior high school and Cleveland Height. Ph.D. diss., Case Western Reserve University.
Ajlan, A. M. 1985. The effectiveness of two academic libraries in Saudi Arabia: An enouirv into the main factors affecting their services. Ph.D. diss., Case Western Reserve University.
Allen, K. W. 1970. An Investigation of student and faculty attitudes and their utilization of the community college library in three selected colleges within Illinois. Ph.D. diss., Southern Illinois University.
Allen, T. J. 1969. Information needs and users. Annual Review of Information Science and Technology 4: 3-29.
Ashoor, M. S. 1978. A survey of user's attitudes toward the resources and services of three university libraries in Saudi Arabia. Ph.D. diss., University of Pittsburgh.
Ashoor, M. S., and Khurshid, Z. 1987. User reactions to the online catalog at the University of Petroleum and Minerals Library. Journal of Academic Librarianship 13: 221-225.
Association of Research Libraries. 1976, 1981, 1988. User surveys and evaluation of library services. Washington, D.C.: Association of Research Libraries, SPEC Kits 24, 71, & 148.
Atkin, P. 1971. Bibliography of use surveys of public and academic libraries. 1950-November. 1970. London: Library and Information Bulletin, The Library Association.
Auster, E. 1983. User satisfaction with the online negotiation interview: Contemporary concern in traditional perspective. RQ 23: 47-59.
Bates, M. J. 1971. User studies: A review of librarians and information scientists. Arlington, Virginia: Educational Resource Information Center.
194
195
Buckland, M. K. 1972. An operations research study of a variable loan and duplication policy at University of Lancaster. Library Quarterly 42: 97-106.
Burns, R. W. 1978. Library use and a performance measure: Its background and rationale. Journal of Academic Librarianship 4: 4-11.
Burns, R. W., and Hasty, R. W. 1975. A survey of user attitudes toward selected services offered bv Colorado State University libraries. University of Illinois, Graduate School of Library Science.
Chwe, S. S. 1978. A model Instrument for user-rating of library service. California Librarian 39: 47-55.
Crane, D. 1971. Information needs and uses. Annual Review of Information Science and Technology 6: 3-39.
Crawford, S. 1978. Information needs and uses. Annual Review of Information Science and Technology 13: 61-82.
Davis, R. A., and Bailey, C. A. 1964. Bibliography of user studies. Philadelphia: Drexel University.
D'Elia, G., and Walsh, S. 1983. User satisfaction with library services—a measure of public library performance? Library Quarterly 53: 109-133.
Dervin, B., Harlock, S., Atwood, R., and Garzona, C. 1980. The human side of information: An exploration in a health communication context. Communication Yearbook 4: 591-608.
DeWeese, L. C. 1967. A bibliography of library use studies. A statistical study of book use. Lafayette: Purdue University, 1-45.
Drake, B. S. 1985. Relationship of selected factors to the use of and attitude toward the library bv students in a college of business administration. Ph.D. diss., University of North Texas.
Elliot, L. G. 1977. A study of use bv undergraduates of one university library. Ph.D. diss., Florida State University.
196
Faibisoff, S. G., and Ely, D. P. 1976. Information and information needs. Information Reports and Bibliographies 5: 2-16.
Ford, G. 1973. Progress in documentation: Research in user behavior in university libraries. Journal of Documentation 29: 85-106.
Ford, G. 1977. User studies: An introductory guide and selected bibliography. England: University of Sheffield, Center of Research Studies.
Gallup Organization, Inc. 1978. Book reading and library usage: A study of habits and perceptions. Princeton, N.J.: Gallup Organization, Inc.
Goldhor, H. 1972. An introduction to scientific research in librarianship. Urbana, Illinois: University of Illinois, Graduate School of Library Science.
Harrell, C. B. 1988. The use of an academic library by university students. Ph.D. diss., University of North Texas.
Herner, S., & Herner, M. 1967. Information needs and uses in science and technology. Annual Review of Information Science and Technology 2: 1-33.
Hilchey, S. E., and Hurych, J. M. 1985. User satisfaction or user acceptance? Statistical evaluation of an online reference service. RQ 24: 452-459.
Kachigan, S. K. 1986. Statistical analysis: An interdisciplinary introduction to univariate and multivariate methods. New York: Radius Press.
Kahtani, A. S. M. 1990. Plans for establishing and developing the social research studies and information center libraries in Saudi Arabia. Ph.D. diss., University of North Texas.
Kantor, P. B. 1976. The library as an information utility in the university context: Evolution and measurement of service. Journal of the American Society for Information Science 27: 100-112.
Kerlinger, F. N. 1986. Foundations of behavioral research. 3d ed. New York: Holt, Rinehart and Winston, The Dryden Press.
197
Krikelas, J. 1983. Information seeking behavior: Pattern and concepts. Drexel Library Quarterly 19: 5-20.
Lancaster, F. W. 1977. The measurement and evaluation of library services. Washington, D.C.: Information Resources Press.
Lancaster, F. W. 1978. Guidelines for the evaluation of information systems and services. UNESCO.
Lancaster, F. W. 1988. If vou want to evaluate vour library. Washington, D.C.: Information Resources Press.
Landau, H. B. 1969. Methodology of technical information use study. Special Libraries 60: 340-346.
Leedy, P. D. 1980. Practical research: Planning and design. 2d ed. New York: Macmillan Publishing Co., Inc.
Lin, N., and Gravey, U. S. 1972. Information needs and uses. Annual Review of Information Science and Technology 7: 5-37.
Line, M. B. 1974. Draft definitions: Information and library needs, wants, demands, and uses. Aslib Proceedings 26: 87.
Lipetz, B. 1970. Information needs and uses. Annual Review of Information Science and Technology 5: 3-32.
Lubans, J. 1975. Library user studies. Encyclopedia of Library and Information Science 16: 147-160.
Martin, L. L. 1967. User studies and library planning. Library Trends 24: 483-496.
Martyn, T. 1974. Information needs and uses. Annual Review of Information Science and Technology 9: 3-23.
McClure, C. R. 1982. Planning for library services: Lessons and opportunities. Journal of Library Administration 2: 7-28.
Menzel, H. 1960. Review of studies in the flow of information among scientists. New York: Colombia University, Bureau of Applied Social Research.
198
Menzel, H. 1964. The information needs of current scientific research. Library Quarterly 34: 4-19.
Menzel, H. 1966. Information needs and uses. Annual Review of Information Science and Technology 1:
41-69.
Mick, C. K. 1980. Towards usable user studies. Journal of American Society for Information Science 25: 345-356.
Ministry of Foreign Affairs. 1981. Bulletin of the Institute of Diplomatic Studies. Jeddah, Saudi Arabia: Ministry of Foreign Affairs.
Ministry of Foreign Affairs. 1985a. Highlight on the Institute of Diplomatic Studies. Riyadh, Saudi Arabia: Ministry of Foreign Affairs.
Ministry of Foreign Affairs. 1985b. Annual report of the Institute of Diplomatic Studies. 1984-85. Riyadh, Saudi Arabia: Ministry of Foreign Affairs. (In Arabic)
Ministry of Foreign Affairs. 1989. Annual report of the Institute of Diplomatic Studies. 1988-89. Riyadh, Saudi Arabia: Ministry of Foreign Affairs. (In Arabic)
Ministry of Foreign Affairs. 1990. The Institute of Diplomatic Studies in ten years. 1979-1989. Riyadh, Saudi Arabia: Ministry of Foreign Affairs. (In Arabic)
Ministry of Planning. 1985. Summary of the Fourth Development Plan. 1985-1990. Riyadh, Saudi Arabia, Ministry of Planning.
Ministry of Planning. 1990. Summary of the Fifth Development Plan. 1990-1995. Riyadh, Saudi Arabia, Ministry of Planning.
Paisley, W. J. 1965. The flow of (behavioral) science information: A review of the research literature. Stanford, CA: Stanford University.
Paisley, W. J. 1968. Information needs and uses. Annual Review of Information Science and Technology 3: 1-30.
199
Palais, E. S. 1980. Availability analysis report. In User survey and evaluation of library services. Washington, D.C.: ALA, 73-82.
Powell, R. R. 1984. Library use and personality: The relationship between locus of control and frequency of use. Library and Information Science Research 6: 179-190.
Powell, R. R. 1988. The relationship of library user studies to performance measures; A review of the literature. Urbana, IL: University of Illinois, Graduate School of Library and Information Science.
Rashid, H. F. 1985. Factors affecting user satisfaction in a medical library and a comparison with other types of libraries. Ph.D. diss., Case Western Reserve University.
Reynolds, H. 1977. Analysis of nominal data. Beverly Hills, Calif.: Sage Publications.
Roberts, S. A. 1980. Social science libraries and collections. In Encyclopedia of Library and Information Science 28, 60-94.
Rohde, N. F. 1986. Information needs. Advances in Librarianship 14: 49-73.
Rzasa, P. V., and Baker, N. R. 1972. Measures of effectiveness for a university library. Journal for Information Society for Information Science 23: 248-253.
Saudi Arabian National Center for Science and Technology (SANCST). 1985. Interlendincr and Document Supply 13(4): 123-125.
Sellen, M. K. 1983. Surveys and use studies: An annotated bibliography of recent studies of interest to the academic library administrator. Journal of Library Administration 4: 71-85.
Slater, M. 1970. Users and library survey. British Librarianship and Information Science 6: 12-25.
SPSS/PC+ Advanced Statistics V2.0. 1988. Chicago: Marketing Department, SPSS Inc.
200
Stone, S. 1982. Humanities scholar: Information needs and uses. Journal of Documentation 38: 292-313.
Survey Research Center. 1961. Faculty appraisal of a university library. Ann Arbor, Michigan: The University of Michigan Press.
Taglicozzo, R., and Kochen, M. 1970. Information seeking behavior. Information Storage and Retrieval 6: 363-381.
Tameem, J. A. 1988. The Institute of Diplomatic Studies (IDS) Library at the Ministry of Foreign Affairs in Saudi Arabia. Aslib Proceedings 40: 123-129.
Tessier, J., Crouch, W., and Atherton, P. 1977. New measures of user satisfaction with computer based literature searches. Special Libraries 68: 383-389.
Tobin, J. C. 1974. A study of library use studies. Information Storage and Retrieval 10: 101-113.
Wai, L., and Saul, J. M. 1989. The University of Idaho library: What do vou think? A survey of faculty attitudes regarding library facilities and services. Moscow, Idaho: University of Idaho.
Weinstock, M. J. 1966. User practices based on a review of user studies. A recommended design for the United States Medical Library and Information System. Washington, D.C.: Herner and Co., 19-75.
Wessel, C. J. 1968. Criteria for evaluating technical library effectiveness. Aslib Proceedings 20: 455-481.
White, H. 1980. Library effectiveness: The elusive target. American Libraries 11: 682-683.
Whitlatch, J. B. 1983. Library use patterns among full-time and part-time faculty and students. College and Research Libraries 44: 141-152.
Whitlatch, J. B., and Kieffer, K. 1978. Service at San Jose State University: Survey of document availability. Journal of Academic Librarianship 4: 196-199.
201
Wilson, T. D. 1977. The investigation of information use and users' needs as a basis for training programs. International Forum Information Documentation 24: 25-27.
Wilson, T. D. 1981. On user studies and information needs. Journal of Documentation 37: 3-15.
Wood, D. N. 1971. User studies: A review of the literature from 1966 to 1970. Aslib Proceedings 23: 11-23.
Wood, R. J. 1979. The effect of a computer-assisted learning library skills stimulus on attitude toward and use of a college library. Ph.D. diss., University of Pittsburgh.
Woods, W. E. 1965. Factors influencing student library use: An analysis of students. Master's thesis, University of Chicago.
Zweizig, D. L. 1977. Measuring library use. Drexel Library Quarterly 13: 3-15.
Zweizig, D. L. 1979. The informing function of adult services in public libraries. RQ 18: 240-244.
Recommended