INFLUENCE OF COMPLIANCE WITH CUE STANDARD NO. LIBR/STD/10 ON  ACADEMIC PERFORMANCE AMONG UNIVERSITY STUDENTS IN THE NAIROBI  METROPOLITAN AREA

Masinza F.L.,, Juma I., Lagat G., Malanga K. N.

Masinza F.L.,, Juma I., Lagat G., Malanga K. N. Kirinyaga University, Kenya, Garisa University, Kenya ,Karatina University, Kenya

Keywords: academic performance; CUE Standard No. LIBR/STD/10; information literacy; institutional compliance; university students

Abstract

Information literacy standards provide an institutional mechanism for ensuring that university students acquire the competencies required to locate, evaluate and ethically use information. This study
examined the effect of compliance with Commission for University Education Standard No.LIBR/STD/10 on academic performance among university students in the Nairobi Metropolitan area.
A positivist orientation and concurrent triangulation mixed-methods design embedded in a descriptive survey was adopted. The target population comprised approximately 142,000 undergraduate students,
nine university librarians and nine academic registrars from nine public and private universities. Systematic simple random sampling produced a student sample of 399, while all 18 key informants were
included through a purposive census. Data was collected using questionnaires, interviews, curriculum review and document review. Of the 399 questionnaires, 305 were usable, representing a 76.4%
response rate. The compliance scale demonstrated excellent reliability (Cronbach's alpha = 0.907), strong construct validity (average loading = 0.854; minimum loading = 0.802) and adequate sampling
adequacy (KMO = 0.742). Students generally perceived considerable compliance, with item means ranging from 3.25 to 3.86. Compliance had a very strong positive correlation with academic performance
(r = 0.921, p < .001). The reported regression model was significant (F = 2027.291, p < .001), with R²= 0.849 and a positive coefficient (B = 0.867, beta = 0.933, p < .001). The null hypothesis was rejected.
Institutional compliance, particularly curriculum integration, policy implementation and librarian Supported instruction, is strongly associated with academic performance. Universities should
institutionalize the standards, monitor implementation and resource information literacy as a core academic function.