The impact of parental divorce on library utilization and academic performance of undergraduate students at the Federal University of Technology, Minna, Niger State, Nigeria

Abstract

This study examined the impact of parental divorce on library utilization and academic performance among undergraduate students at the Federal University of Technology, Minna, Nigeria. The study was guided by 4 research objectives and 4 research questions. A descriptive survey design was adopted, and data were collected from 210 respondents (84% response rate from 250 distributed questionnaires) using a structured questionnaire. The instrument demonstrated good reliability (Cronbach's á = 0.78). Data were analyzed using descriptive statistics and inferential techniques.Findings revealed that 24.8% of respondents had divorced parents, while 13.3% came from separated families. Among affected students (n = 95), the majority experienced parental divorce between ages 6–10 years (32.6%) and 11–15 years (30.5%), with 50.5% residing with their mothers and 43.2% reporting moderate family support. Library utilization was generally low to moderate, with 39.5% of students visiting occasionally and 29.5% frequently. The primary purpose of library use was for assignments (48.6%) and research (29.0%), while 24.8% reported emotional or personal challenges limiting library use.In terms of academic performance, 41.4% of respondents reported a CGPA of 3.00–3.99, while 21.0% achieved 4.00–5.00. Additionally, 39.5% indicated that family challenges sometimes affected their studies. Mean scores showed that students sometimes experienced emotional stress (M = 2.91) and difficulty concentrating (M = 2.87), while library use as a coping strategy was moderately reported (M = 2.71). The study concludes that parental divorce has a moderate effect on students' emotional well-being and library utilization but does not significantly hinder academic performance, as many students demonstrate resilience. Institutional interventions, including counseling services and supportive library environments, are recommended to enhance student outcomes.