Purpose

This study is aimed at determining the effect of a short-term information literacy training activity on the self-efficacy of undergraduate students at province-based universities in Cambodia.

Design/methodology/approach

A three-week training intervention was administered to 461 undergraduate students at three province-based public universities in Cambodia. The participants answered an information literacy self-efficacy questionnaire before and after the intervention.

Findings

The students' level of information literacy self-efficacy has a low mean score of 2.23 on a five-point scale before the training. After the training, the score dramatically increased to 3.64 and was statistically significant (p-value < 0.001). This indicates that short-term information literacy self-efficacy training is an effective means to promote information literacy among students.

Research limitations/implications

This research scope was limited to examine the effect of a short-term intervention on a particular population. Further improvements include analyzing the training effects over the long term, soliciting qualitative feedback from respondents, and gathering previous relevant training data.

Practical implications

There is a need for a carefully designed curriculum to be implemented that focuses on introducing information and communication technology (ICT) while considering its potential application to research activity. To be able to make meaningful curriculum changes, there must be a systematic way of identifying the ICT needs that are most urgent among undergraduate students in province-based Cambodian universities.

Originality/value

This research focuses on implementing ICT training and measuring its effectiveness on Cambodian undergraduate students in province-based universities, a growing population that has immense potential in influencing the country's growth but whose information literacy self-efficacy remains largely understudied until now.

中文翻译：

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柬埔寨省级大学生信息素养培训的有效性

目的

这项研究旨在确定短期信息素养培训活动对柬埔寨省级大学本科生的自我效能的影响。

设计/方法/方法

对柬埔寨三所省级公立大学的461名本科生进行了为期三周的培训干预。参与者在干预前后回答了信息素养自我效能感问卷。

发现

在培训之前，学生的信息素养自我效能水平在5分制上的平均得分较低，为2.23。训练后，该分数急剧上升至3.64，具有统计学意义（p值<0.001）。这表明短期信息素养自我效能感培训是在学生中提高信息素养的有效手段。

研究局限/意义

该研究范围仅限于检验短期干预对特定人群的影响。进一步的改进包括长期分析培训效果，从受访者那里获得定性反馈以及收集以前的相关培训数据。

实际影响

需要实施精心设计的课程，重点放在引入信息和通信技术（ICT）的同时考虑其在研究活动中的潜在应用。为了能够进行有意义的课程更改，必须有一种系统的方法来确定位于省级柬埔寨大学的本科生中最迫切的ICT需求。

创意/价值

这项研究着重于实施ICT培训并评估其对省级大学的柬埔寨本科生的有效性，这是一个人口增长的群体，具有影响该国增长的巨大潜力，但到目前为止，人们对信息素养的自我效能感仍处于很大程度上的研究不足。