ABSTRACT

This study explores the attitudes of Library and Information Science (LIS) students toward the cataloging course at the University of Benin, with a focus on identifying factors that influence engagement and proposing strategies for improvement. Using a descriptive survey design, data were collected from 140 respondents, representing an 85% response rate from a total population of 165. The findings revealed that 91% of the students expressed positive attitudes toward the course, recognizing its importance to their professional development. Key factors influencing attitudes included teaching methods, availability of cataloging resources, and exposure to digital technologies. The study also highlighted the dual effect of digital tools, which enhanced efficiency but diminished interest in traditional cataloging methods for some students. Intrinsic motivation, such as personal interest in LIS, was identified as a critical driver of positive attitudes. Proposed strategies for improvement include integrating digital cataloging tools into the curriculum, increasing hands-on practical sessions, enhancing teaching methods with real-world applications, and improving access to resources. The study concludes that while most students view the cataloging course favorably, addressing challenges such as outdated resources and limited practical opportunities is essential for maintaining importance and engagement. These findings provide valuable insights for educators, curriculum developers, and policymakers in designing more effective cataloging education frameworks.