CHAPTER ONE
INTRODUCTION
1.1 Background Of The Study
The library has been defined as a school's entire stock of books and other materials resource.  According to Adeyemi (2010), the library is a collection of a wide range of learning and teaching materials that are held in one location and centrally arranged and indexed to assist readers. According to R.A. Egunjobi (2006), a library includes non-print materials such as films, slides, and tapes as well as books and journals. These resources can be categorized into two types: material resources such as books, periodicals, CD Roms, and dissertation abstracts, and human resources such as the librarian and supporting personnel. As a result, Busayo I.O. (2011) considers the school library to be the resource center of any school. A school library is a physical and digital learning area in where reading, inquiry, research, thinking, imagination, and creativity are fundamental to students' information, knowledge journey, and personal, social, and cultural school. This physical and digital location is known by a variety of names, including the School Media Centre, the Centre for Documentation and Information, the Library Resource Centre, and so on. However, the name "school library" is the most widely used and applied to the institution and its duties. It serves as both a service center and a self-development center. It is also the focal point for individual study in schools (Adeyemi, 2010). According to Sanusi (2001), secondary schools cannot complete their objectives without the support of relevant and efficient libraries.
The primary mission of these libraries is to aid students by providing studying and reading resources in order to attain the goal of generating well-molded luminaries in their respective fields.
According to Ogunbote and Odunewu (2008), libraries are one of the most important educational services and that every State Ministry of Education should provide finances for the establishment of school libraries and the hiring of library assistants.
It goes without saying that the availability and use of contemporary, well-equipped school libraries is critical to students' academic performance in college. The reasons are not implausible. Regardless of the socioeconomic or educational levels of the adults in the community, a great library that is sufficiently staffed, resourced, and funded can lead to higher student performance (Ogundele & Moronfoye, 2013). In a similar vein, Ogundele and Moronfoye (2013) argue that school libraries can improve students' self-esteem, confidence, independence, and sense of responsibility for their own learning. The role of the school library is critical to learning because it provides the foundation for learning, provides information that can improve people's lives, encourages students to study, learn, and achieve better results, and provides confidence to look for information on their own at various levels. School libraries improve students' understanding and performance while also supporting teaching and learning throughout the school.
On the same issue of the impact of libraries on student performance, Todd and Kuhlthau (2004), emphasize that school libraries assist students access information, stay organized, and provide support to deal with personal concerns or issues, so making them better learners. School libraries play a vital role in closing achievement gaps and assisting at-risk students on their paths to success. In light of the foregoing, the purpose of this study is to assess senior secondary students' use of the school library as well as their academic performance.