ICT Utilization Skills and Information Seeking Behavior of Undergraduate Law Students: A Study

311 ICT Utilization Skills and Information Seeking Behavior of Undergraduate Law Students: A Study Shilpa Lokapur Research Scholar Dept. Library and Information Science Karnatak University, Dharwad – 580003 [email protected]m C. Krishnamurthy Professor Dept. Library and Information Science Karnatak University, Dharwad – 580003 jrfkrishn[email protected] Abstract The study examines information-seeking behavior among law students at Karnataka State Law University, Hubballi. A survey and analysis using IBM SPSS software revealed that most students are proficient in internet usability and use it for academic information. However, many face challenges like low internet bandwidth and lack of search skills. The rapid expansion of modern information communication technologies has altered how students seek information globally. The study suggests that proficiency in computers and artificial intelligence is crucial for effective legal education. College administrators should ensure adequate ICT infrastructure in libraries to foster computer proficiency skills for law students. Keywords Information Seeking Behavior, Undergraduate law students, ICT, Digital era. Electronic access The journal is available at www.jalis.in DOI: 10.5281/zenodo.17348169 Journal of Advances in Library and Information Science ISSN: 2277-2219 Vol. 14. No.4. 2025. pp.311-319 1. Introduction Information is essential for the advancement of human society, acting as a basis for making decisions, learning, fostering innovation, and promoting social progress. In today's world, information is frequently described as data that has been processed, contextualised, and made meaningful in ways that support comprehension and actions (Case & Given, 2016; Krishnamurthy et al., 2011). "Information seeking" pertains to the process by which individuals intentionally look for and acquire information to fulfill a need or address a challenge (Case & Given, 2016). This process of seeking information is a basic human endeavor that cuts across various demographics and fields, appearing in recognizable patterns and behaviors. In academic settings, it is vital for librarians to understand how both students and faculty seek information, as this knowledge guides the creation of collections, service models, and digital frameworks that cater to users' needs (Heri & Shome, 2025). Gudimani and Krishnamurthy (2020) describe information seeking as a purposeful and directed activity aimed at addressing specific academic tasks. This behavior is crucial within the realms of information science and library studies, serving as the cornerstone for user involvement in educational contexts (Krishnamurthy & Awari, 2015). Research indicates that students' approaches to seeking information are influenced by academic requirements such as completing assignments, getting ready for presentations, engaging in seminars, and conducting research projects (Ahiauzu & Ani, 2015). The impact of Information and Communication Technology (ICT) on information benefits is evident through changes in the types, substance, and methods of information generation and delivery. The development of the internet as the largest repository of information and knowledge has transformed the roles of library and information science professionals from mediators to facilitators. It has provided enhanced tools for information transmission and shifted many traditional library services to online platforms (Madu et al., (2018).The accessibility and utilization of ICT tools depend on users’ ICT skills, as well as the available resources and facilities. These factors enable users to leverage ICT effectively to meet their information needs. Literature has established that ICT components—such as computers, the internet, e-mail, and CD-ROMs—are essential for delivering information services in Journal of Advances in Library and Information Science, Vol.14, No.4.Oct-Dec.. 2025, pp-311-319 ICT Utilization Skills and Information Seeking Behavior of Undergraduate Law Stu.../Shilpa Lokapur &C. Krishnamurthy 312 libraries and information centers (Gilbert, 2015; Owolabi & Okocha, 2016). 2. Review of related literature In the legal field, having access to accurate and timely information is essential for both academic and professional success. Law students and other aspiring legal professionals require strong skills in information retrieval and access to a wide range of information resources to support their educational and career development (Israel and Edesiri, 2014; Mulimani & Naikar, 2022). Information-seeking behavior refers to the strategies and processes individuals use to find and utilize information that meets their needs (Tenopir et al., 2012). Umar and Sokari (2020) pointed out that students in Nigeria often struggle to afford textbooks or access paid legal resources such as LexisNexis and Westlaw. Furthermore, a lack of information literacy skills exacerbates these problems, as numerous students lack training on how to effectively navigate digital resources (Ubwa & Ndor, 2020).In Nigeria, law students face unique challenges that hinder their ability to take full advantage of information resources. Many libraries suffer from inadequate ICT infrastructure, outdated materials, and budget constraints, limiting students’ access to relevant and current legal information (Ubwa, et al., 2021). Olorunfemi et al., (2015) indicated that law students often develop self-reliance in ICT skills because of insufficient institutional support. These behaviors underscore the need for targeted interventions to improve access and literacy. Drabowicz (2014) found a correlation between gender and the degree of computer anxiety. Their results showed that there is no significant difference between male and female students in their use of ICT, suggesting that both genders have equal opportunities to use ICT for academic and personal endeavors. Kumar (2017) study found impact of information communication technology on information seeking behaviors of users i.e. library visit, time spent on ISB activities, problems faced while seeking information, purposes of seeking information, rating of factors necessitating to seek information regularly, access to e-resources available in Digital Libraries, opinion about necessity of training for using electronic resources and preference of use of information resources. Internet Literacy Skills refer to the abilities one needs to effectively use the Internet. Obasuyi and Otabor (2012) described the Internet proficiency of university undergraduates as their overall ability to utilize the Internet for educational purposes. Lou et. al. (2010) suggested that Internet education includes data literacy, which encompasses basic computer skills. The authors further stated that Internet proficiency involves more than just browsing websites; it includes the ability to read, disseminate, and evaluate online sources, as well as to communicate, organise, and collaborate with others. To develop Internet proficiency, tertiary-level undergraduates should be able to perform the following tasks: (a) navigate the World Wide Web (WWW), (b) send email messages, (c) use the WWW to find specific information, (d) participate in online discussion groups and chat sessions, (e) send attachments via email, (f) download files from the Internet or WWW, (g) save images or graphics from web pages, and (h) create a web page. The findings from the Obasuyi and Otabor (2012) survey indicated that while most undergraduates could access and use many of the necessary Internet skills, they often struggled with creating web pages. This suggests that the Physical Science undergraduates at the University of Benin were generally Internet proficient. Similarly, Murray and Blyth (2011) found that respondents exhibited slightly below-average levels of Internet literacy. Additionally, Israel and Edesiri, (2014) discovered that university undergraduates had satisfactory ICT skills and could effectively use the Internet. 3. Objectives of the study The present study is an attempt to examine the ICT skills and information seeking behavior between the male and female law students of Karnataka State Law University, Hubballi thus the study has been conducted with the following objectives: 1. To know the use of the internet by male and female law students; 2. To know the place and purpose of using the internet by male and female law students; 3. To know the methods of informationseeking behavior by the male and female law students; 4. To understand the problems faced in accessing and utilizing electronic information resources by the male and female law students; 5. To know the impact of ICT skills on information-seeking behaviour among male and female law students. Journal of Advances in Library and Information Science, Vol.14, No.4.Oct-Dec.. 2025, pp-311-319 ICT Utilization Skills and Information Seeking Behavior of Undergraduate Law Stu.../Shilpa Lokapur &C. Krishnamurthy 313 4. Research hypotheses H0. There is no significant difference between the use of internet among male and female students of the law college. H0. There is no statistical difference over the preference of the place of internet access among the male and female law students. H0. There is no significant difference between male and female student methods of information seeking behavior. H0. There is no significant difference regarding the problems faced in accessing and utilizing electronic information resources among the male and female law students. H0. There is no significant difference on the impact of ICT skills on Information seeking behavior among male and female law students. 5. Methodology This research utilized a survey method employing a structured questionnaire. The target population for this study consisted of law students from Karnataka State Law University, Hubballi. A simple random sampling approach was applied to select participants. The study's sample size consists of 757 individuals shown in table 1. Questionnaires were distributed to collect the data. Out of the distributed questionnaires, 590 were returned completed (resulting in a response rate of 77.93%). The data collected were analyzed using basic descriptive statistics and SPSS version 22.0. Table 1: Number of students and courses and selected population Law courses Total Sample Size Number of responses received Male Female Total Male Female Total B.A. LL.B(Hon’s) 156 216 372 149 198 347 B.B.A.LL.B(Hon’s) 114 137 251 102 103 205 B.Com. LL.B 72 62 134 16 22 38 Total 342 425 757 267 323 590 Valid Percent 45.3% 54.7% 100 6. Data analysis and interpretation The data collected from the undergraduate law students through a questionnaire have been analysed using IBM SPSS software. Statistical tests, namely, an independent sample T-test, were employed to test the formulated hypotheses. 6.1 General information of respondents Table 2: General Information of respondents Table 2 shows that the gender wise distribution of respondents. Among 590 respondents, it represents that 267 of them are male and 323 of them are female. The study is adequately represented from male and female category. The distribution across the three programs included B.A. LL.B (Hon’s) 58.81%, B.B.A. LL.B (Hon’s) 34.74%, and B.Com. LL.B 6.44% within Karnataka State Law University, Hubballi. 6.2 Use of internet by law students Law courses Number of Respondents Percentage Male Female Total B.A. LL.B(Hon’s) 149 198 347 58.81 B.B.A.LL.B(Ho n’s) 102 103 205 34.74 B.Com. LL.B 16 22 38 6.44 Total 267 323 590 100 Journal of Advances in Library and Information Science, Vol.14, No.4.Oct-Dec.. 2025, pp-311-319 ICT Utilization Skills and Information Seeking Behavior of Undergraduate Law Stu.../Shilpa Lokapur &C. Krishnamurthy 314 Table 3: Use of the Internet by Law Students Response Male(n=267) Female(n=323) Contingency Coefficient Sig. Frequency % Frequency % Yes 245 91.76 293 90.71 0.200 .018 0.655* No 22 8.23 30 9.28 Note: * > 0.05 One of the main objectives of the study was to know the use of the internet by male and female undergraduate law students. The data in Table 3 shows that the majority, i.e., 245 (91.76% Male and 293 (90.71%) Female) law students, make use of the internet for fulfilling various needs, including academic needs and personal information needs. To determine the significant association between internet use and the gender of law students, a χ^2 analysis was performed. (χ^2= 0.200, C=0.018, P=0.655). It is found that there is no significant difference between the use of the internet among male and female students of the law college i.e., 245(91.76%) Male and 293(90.71%) Female, form the study, it is observed that most of the students use the internet to seek information for their various academic purposes. 6.3 Place of use of the internet Table 4: Place of internet access (Multiple Choice) Place Male(n=245) Female(n=293) Contingency Coefficient Significance P-Value Frequency % Frequency % Computer Lab 72 26.96 80 24.76 .369 .025 0.543 College (Wi-Fi) 67 25.09 74 22.91 .383 .025 0.536 Library 98 36.70 114 35.29 .126 .015 0.722 Residence/Hostel 39 14.60 48 14.86 .007 .004 0.931 Mobile phone 185 69.28 220 68.11 .094 .013 0.759 Note: P >0.05 Table 4 reveals the place of internet access among law students. The majority of the male and female law students i.e. (185(69.28 %) Male, and 220 (68.11 %) Female), access the internet through mobile phones. Followed by i.e. (98(36.70 %) Male and 114(35.29 %) Female) of them make use of the internet in the college library. Further, i.e.(72(26.96 %) Male and 80(24.76%) Female), at computer lab and (67(25.09 %) Male and 74(22.91%) Female) through college Wi-Fi. Whereas a very small number of law students, i.e., 39 (14.60 %) Male and 48(14.86%) Female, access the internet from residence/ hostel. A closer look at the data presented in Table IV clearly indicates that there is no statistical difference over the preferences of the place of internet access among the male and female law students, χ^2 analysis (P > 0.05). 6.4 Methods of information-seeking behavior Table 5: Methods of information seeking behaviour (Multiple choices) Methods of seeking information Behavior Male(n=267) Female(n =323) F-Value Significance P-Value Mean SD Mean SD By trial and error method .4382 .49710 .3808 .48634 6.958 0.009 With the guidance of library staff/Librarian .5393 .49939 .4985 .50077 1.994 0.158 By the advice of friends .4382 .49710 .3839 .48709 6.262 0.013 By external courses/training offered by the college .2547 .43650 .2415 .42865 0.542 0.462 Guidance from teacher .5094 .50085 .4737 .50008 0.510 0.475 Getting personal guidance from experts. .1498 .35756 .1579 .36521 0.293 0.589 Note: P>0.05 315 Table 5 shows how the law students sought the needed information and the various methods followed for seeking information. Law students from the entire three courses expressed their information-seeking behaviour with the guidance of library staff/librarians, receiving the highest score, i.e. (Mean=.5393 Male and Mean=.4985 Female). Followed by majority of undergraduates i.e. (Mean=.5094 Male and Mean=.4737 Female), through guidance from a teacher, further i.e. (Mean=.4382 Male and Mean=.3839 Female) by the advice of friends, followed by i.e. (Mean=.4382 Male and Mean=.3808 Female) seek information by the trial and error method Similarly, the average number of students i.e. (Mean=.2547 Male and Mean=.2415 Female) seeking information by attending external courses/training offered by the college, followed by compared to other methods, very few law students getting personal guidance from experts i.e. (Mean=.1498 Male and Mean=.1579 Female). The researcher employed an independent sample T-test to determine the differences in their behaviour among the male and female law students with respect to their several methods of seeking information. This clearly indicates that there is no significant difference between male and female students’ methods of information-seeking behaviour. 6.5 Purpose of using the internet Table 6: Purpose of using the internet (Multiple choices) The purpose of using the internet Male(n=245) Female(n =293) FValue Significanc P-Value Mean SD Mean SD Surfing social network 0.5019 0.50094 0.4582 0.49902 1.862 0.173 Entertainment 0.5506 0.49837 0.5077 0.50072 3.083 0.080 Accessing Electronic resources 0.4082 0.49243 0.3560 0.47957 6.263 0.013 Remote Login 0.1723 0.37834 0.1672 0.37372 0.108 0.743 Inspect for job prospects 0.1536 0.36120 0.1579 0.36521 0.083 0.773 Note: P>0.05 Table 6 shows the purposes and uses of the internet by male and female law students. It is very interesting to note that the majority of the law students use the internet for entertainment, having the highest mean score i.e. (Mean=0.5506 Male and Mean=0.5077 Female), followed by i.e. (Mean=0.5019 Male and Mean=0.4582 Female) for surfing social networks, further i.e. (Mean=0.4082 Male and Mean=0.3560 Female) students use internet for accessing electronic resources. Also, it is observed, i.e. (Mean=0.1723 Male and Mean=0.37834 Female), that using the internet for academic purposes, furthermore, i.e. (Mean=0.1536 Male and Mean=0.1579 Female), students use the internet for remote login and for inspection of job prospects. This clearly indicates that the majority of male and female law students use the internet for non-academic purposes. The result of the independent sample T-test grouped by the various purposes of use of the internet and gender of law students clearly shows that there is no significant difference between the male and female law students with respect to the purpose of use of the internet, where the p-value is more than 0.05. 6.6 Mode of access for seeking information Table 7: Mode of access for seeking information Mode of access Male(n=267) Female(n=323) Contingency Coefficient Significanc P-Value Frequency % Frequency % Print mode 78 29.21 92 34.45 0.038 0.008 0.845 Electronic/Digital mode 49 18.35 56 20.97 0.03 0.013 0.748 Equal preference for both 150 56.17 168 62.92 1.022 0.042 0.312 Note: P>0.05 The present study has also attempted to determine the preferred mode of access for seeking information by male and female law students. Table 7 reveals that most of the law students i.e. (150 (56.17%) Male and 168 (62.92%) Female) have given equal preference for both print and electronic modes. Followed by i.e. Journal of Advances in Library and Information Science, Vol.14, No.4.Oct-Dec.. 2025, pp-311-319 ICT Utilization Skills and Information Seeking Behavior of Undergraduate Law Stu.../Shilpa Lokapur &C. Krishnamurthy 316 (78 (29.21%) Male and 92 (34.45%) Female) students preferred only the print mode of access. It is observed that a smaller percentage of students, i.e., 49 (18.35%) Male and 56 (20.97%) Female, preferred only the electronic/Digital mode of information access. Researcher employed the χ^2 test to determine the significant difference between the mode of access for seeking information and the gender of the law students, and it was found that there is no significant difference between the mode of access for seeking information and the gender of the law students. 6.7 Purposes of information needs Table 8: Purposes of information needs Purposes of information needs Male(n=267) Female(n=323) Contingency coefficient Significance P-Value Frequency % Frequency % For Study/ Assignment writing 234 87.64 279 86.37 0.205 0.019 0.650 For information gathering 136 50.93 153 47.36 0.745 0.036 0.388 Keeping update in subject trends 103 38.57 114 35.29 0.677 0.034 0.410 Career Development 111 41.57 115 35.60 2.204 0.061 0.138 Preparing for Moot court Practice/ Competition 103 38.57 114 35.29 0.677 0.034 0.410 For Project work completion 72 26.96 87 26.93 0.000 0.000 0.993 Note: P >0.05 Table 8 shows the purpose of information needs of undergraduate law students. The majority of the law students need information for study/assignment writing, i.e., 234 (87.64%) Male and 279 (86.37%) Female, followed by 136 (50.93% Male and 153 (47.36%) Female law students. The purpose of information needs for these law students is to gather the required information. Further i.e. (103 (38.57%) Male and 114 (35.29%) Female) students' purposes of information needs is for keeping up to date in subject trends and preparing for Moot court practice/competition, followed by i.e. (111 (41.5%)Male and 115 (35.60%) Female) need information for career development. 6.8 Problems faced in accessing and utilizing electronic information resources Table 9: Problems faced in accessing and utilizing electronic information resources Problems Male(n=245) Female (n =293) FValue Significance P-Value Mean SD Mean SD Low internet Bandwidth 0.5019 0.50094 0.4551 0.49875 2.152 .143 Inadequate Wi-Fi range 0.4457 0.49798 0.4087 0.49235 2.955 .086 Inadequate journal subscription 0.2846 0.45209 0.2755 0.44748 .239 .625 Lack of search Skills 0.4157 0.49377 0.3653 0.48227 5.755 .017 Restricted access by the college/Institution 0.2509 0.43437 0.2291 0.42091 1.518 .218 Directing Commercial Sites (Paid links) 0.3258 0.46957 0.3251 0.46913 .002 .969 Note: P>0.05 To examine the various problems faced by law students regarding accessing and utilizing electronic information resources. Table 9 presents Mean score data which reveals that majority of law students i.e. (Mean=0.5019 Male and Mean=0.4551 Female) students faced problem of low internet bandwidth, followed by i.e. (Mean=0.4457 Male and Mean=0.4087 Female) students said inadequate WiFi range as hindrance, and, most importantly i.e. (Mean=0.4157 Male and Mean=0.3653 Female) law students expressed that lack of search skills is the main problem for them in accessing and utilizing electronic information resources. Further, i.e. (Mean= 0.2509 Male and Mean= 0.2291 Female), students Journal of Advances in Library and Information Science, Vol.14, No.4.Oct-Dec.. 2025, pp-311-319 ICT Utilization Skills and Information Seeking Behavior of Undergraduate Law Stu.../Shilpa Lokapur &C. Krishnamurthy 317 marked that restricted access by the college/ institution is the reason as well as the problem in accessing electronic information resources frequently. Table 9 also shows the results of the independent sample T-test grouped by the gender of the students. The result shows that there is no significant difference between male and female law students’ problems faced in accessing and utilizing electronic information resources. 6.9 Impact of ICT skills on information-seeking behaviour Table 10: Impact of ICT skills on information-seeking behaviour Impact Male(n=267) Female(n =323) FValue Significance P-Value Mean SD Mean SD I can define a search strategy by using appropriate keywords 3.8614 1.15014 3.8266 1.16934 0.196 0.658 I can adjust and improve the search if needed 3.8352 1.14174 3.7957 1.16432 0.361 0.548 I can use numerous field codes for more focused and accurate search with a single query 3.5543 1.23234 3.4985 1.22949 0.038 0.845 I need training on search techniques to make use of e-resources effectively 3.5918 1.27807 3.5170 1.29098 0.237 0.626 Note: P>0.05 The data on the impact of ICT skills on informationseeking behaviour are presented in Table 10. shows that most of the law students can define a search strategy by using appropriate keywords i.e. (Mean=3.8614 Male and Mean=3.8266 Female), followed by i.e. (Mean=3.8352 Male and Mean=3.7957 Female) students can adjust and improve the search if needed. Further, i.e. (Mean=3.5543 Male and Mean=3.4985 Female), Law students can use numerous field codes for more focused and accurate search with a single query. The study also reveals, i.e. (Mean=3.5918 Male and Mean=3.5170 Female), that law students need training on search techniques to make use of eresources effectively. This is how the ICT skills have an impact on information-seeking behaviour. The opinion of the male law students was also almost similar to the opinion of the female law students. The result of the independent sample t-test clearly shows that there is no significant difference in the opinion of male and female law students on the impact of ICT skills on information-seeking behaviour. 6.10 Testing of hypotheses The formulated hypotheses were tested using various statistical techniques, namely, and an independent sample T-test (Table 11). Table 11 shows that all five null hypotheses were accepted since the p-value is more than 0.05. Table 11: Testing of hypotheses Sl. No. Hypotheses Test applied P-value and result H0 There is no significant difference between the use of the internet among male and female students of the law college. P>0.05 H0 There is no statistical difference over the preference of the place of internet access among the male and female law students. P>0.05 H0 There is no significant difference between male and female students methods of information seeking behaviour. T-test P>0.05 H0 There is no significant difference between male and female law students' problems faced in accessing and utilizing electronic information resources. T-test P>0.05 H0 There is no significant difference in the opinion of male and female law students ICT skills impact on Information seeking behavior. T-test P>0.05 Journal of Advances in Library and Information Science, Vol.14, No.4.Oct-Dec.. 2025, pp-311-319 ICT Utilization Skills and Information Seeking Behavior of Undergraduate Law Stu.../Shilpa Lokapur &C. Krishnamurthy 318 7. Discussion and conclusion The study indicates that most of the law students, including male and female, use the internet through mobile phones, which shows that law students are not dependent on the college Wi-Fi or computer lab, but it is found that at least one fourth of the students are using the internet in the library. It is observed from the study that the majority of the male and female law students prefer to use the internet for their information seeking. Thus, the authority should motivate students to get the benefit of the Wi-Fi facilities of the college. Methods of information seeking behavior of male and female law students include guidance from library staff/librarian, followed by guidance from a teacher and advice from friends. It is observed that the undergraduate law students are highly dependent on the teachers for information seeking. Internet use has become a pivotal part of life in getting the required information. However, it is observed from the study that most of the male and female law students use the internet for entertainment, surfing social networks and accessing electronic resources. The basic information needs of undergraduate law students revolve around their curriculum. They need information for their study, writing assignments, keeping updated with recent developments in their subjects and professional practices, such as moot courts, judicial reviews, etc.The study also indicated that law students face certain problems while accessing e-resources, such as low internet bandwidth, lack of awareness of the resources and insufficient skills to search for the required information, etc. These problems hinder the effective use of the library's e-resources. 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