Abstract
This study examines the effect of digital libraries on students' cognitive skills and academic performance among Library and Information Science (LIS) undergraduates at the University of Benin. The research was guided by four research questions: the extent of digital library usage, the influence of digital libraries on cognitive skills, the relationship between digital library usage and academic performance, and the challenges students face in accessing and using digital resources. The population of undergraduate LIS students was 309, while a sample size of 91 students was selected, representing 30% of the total population. with data analyzed using frequency counts, percentages, means, and standard deviations. The findings reveal a high level of digital library usage, with over 80% of respondents regularly accessing digital resources for research, assignments, and personal study. The study highlights a strong positive relationship between digital library usage and cognitive skills, showing that frequent use enhances critical thinking, information processing, and problem-solving abilities. Furthermore, the study establishes a clear link between digital library use and academic performance, as students who engaged more with digital resources demonstrated higher grades, improved assignment accuracy, and better research-based course outcomes.
Despite these benefits, several challenges were identified, including technical difficulties, complex interfaces, insufficient training, and limited computer and internet access. These obstacles hinder students from fully utilizing digital library services. The study concludes that while digital libraries have a transformative impact on students’ academic outcomes and cognitive abilities, their effectiveness depends on overcoming access barriers and equipping students with essential digital literacy skills. To enhance digital library integration, the study recommends implementing regular digital literacy training, upgrading ICT infrastructure, simplifying digital platforms, and providing continuous librarian support. This research contributes to existing knowledge by offering empirical data on digital library usage among LIS undergraduates, clarifying the relationship between digital libraries, cognitive skills, and academic performance, and identifying practical strategies for improving digital resource accessibility.
