Role of School Libraries in Promoting Independent Learning Among Secondary Students in Gombe State

This study explores the role of school libraries in promoting independent learning among secondary school students in Gombe State, North East Nigeria. Independent learning, the capacity to direct one's own educational activities without constant teacher supervision, is increasingly valued as a 21st-century skill, and school libraries represent a foundational resource for its development. The study adopts a descriptive survey design, recruiting 300 SS1 and SS2 students from eight secondary schools in Gombe and Yamaltu-Deba Local Government Areas. A school library utilisation scale and an independent learning inventory were adapted for the Nigerian context. Data were analysed using Pearson correlation and regression analysis. Results indicate a significant positive relationship between frequency of library use and independent learning skills, including self-directed goal-setting, resource selection, and self-monitoring of comprehension. Schools with well-stocked, functional libraries and trained librarians showed higher student utilisation rates and stronger independent learning profiles. A significant proportion of sampled schools had non-functional or inaccessible libraries, limiting students' opportunities for self-directed academic engagement. These findings support Vygotsky's concept of learning mediation through environmental resources and emphasise the library as a psychological tool for academic development. The Gombe State Secondary Schools Management Board is urged to prioritise library rehabilitation, stock replenishment, and librarian employment as part of the state's educational quality improvement agenda. Keywords: school library, independent learning, secondary school, Gombe State, self-directed learning.