AN INVESTIGATION INTO UNDERGRADUATE INFORMATION LITERACY SKILLS AND ITS IMPACT ON THEIR ACADEMIC PERFORMANCE, MASS COMMUNICATION STUDENTS, UNIVERSITY OF JOS.

This study conducted a comprehensive investigation into the information literacy skills and their impact on the academic performance of Mass Communication students at the University of Jos, with a focus on assessing skill levels, evaluating resource availability, and identifying strategies for improvement. The objective was to examine the extent of information literacy among students, determine its influence on their academic outcomes, and propose recommendations for enhancing information literacy development through curriculum integration and improved library support services. A descriptive survey research design was employed, and data were collected through structured questionnaires distributed to a 20% sample size (180 students) drawn from a population of 640 undergraduate Mass Communication students across all academic levels. A total of 170 valid responses were analyzed using frequency tables and descriptive statistics. The findings revealed that while students exhibited moderate to high competency in basic information literacy skills, such as using search engines and evaluating sources, they faced challenges in advanced research techniques, particularly in navigating academic databases and library catalogues. The study also identified significant gaps in library infrastructure, including limited Mass Communication-specific resources, poor ICT facilities, and lack of current digital tools. Despite these challenges, students reported a strong positive correlation between their information literacy skills and academic performance, emphasizing the role of these skills in improving grades, research quality, and task completion. The study recommends the formal integration of information literacy into the Mass Communication curriculum, improved faculty-librarian collaboration, enhancement of library infrastructure, and regular training workshops for students. The findings and recommendations provide a framework for strengthening information literacy instruction and academic support systems, not only at the University of Jos but also in similar academic institutions.