Abstract
Background: Library anxiety is a psychological barrier that limits students’ effective use of academic libraries, particularly among undergraduate allied sciences students who rely heavily on scholarly resources for evidence-based learning.
Objectives: This study aimed to assess the level of library anxiety and identify its dominant contributing domains among undergraduate allied sciences students.
Methods: A cross-sectional quantitative study was conducted using a structured questionnaire to measure overall library anxiety and its sub-domains, including library environment, resources, staff interaction, user education, and user knowledge. Data were analyzed using descriptive statistics.
Results: The findings showed that students experienced mild library anxiety, with the library environment domain emerging as the major contributor, followed by library resources, while staff interaction and user knowledge contributed comparatively less. The findings showed that students experienced mild library anxiety, with the library environment domain emerging as the major contributor, followed by library resources, while staff interaction and user knowledge contributed comparatively less. Among 270 students participated, with 1styear students comprising67(24.8%),2ndyear67(24.8%),3rdyear(24.8%)and69(25.6%)4thyear.The over all mean library anxiety scorewas2.94±0.18 indicating mild anxiety
Conclusion: These findings confirm that library anxiety among allied sciences students is primarily driven by environmental factors such as unfamiliar settings and discomfort within library spaces. Targeted improvements in library environment and structured orientation programs may significantly reduce anxiety and enhance students’ academic engagement.