A Comparative Study On Information Seeking Behaviour Under Rajiv Gandhi University Affiliated Law Colleges In Arunachal Pradesh

Abstract

In the digital era, information-seeking behavior among undergraduate students has undergone substantial transformation due to rapid technological advancement, the ubiquity of mobile devices, and increasing dependency on digital resources. This study explores and compares the information-seeking behavior of undergraduate students at Jarbom Gamlin Government Law College (JGGLC) and Arunachal Law Academy (ALA), both affiliated with Rajiv Gandhi University in Arunachal Pradesh. . A descriptive survey method was employed to examine students' preferences, patterns, and challenges in accessing academic information. The sample consisted of 134 students—68 from JGGLC (32 male, 36 female) and 66 from ALA (35 male, 31 female)—selected through random sampling. . Data were collected using a structured questionnaire and analyzed using SPSS and Excel. The study found that while traditional sources such as textbooks and newspapers remain relevant, students increasingly rely on mobile applications (e.g., WhatsApp, Telegram) and digital platforms (e.g., Google, YouTube) for academic engagement and collaborative learning (Omotayo et al., 2025; Lee et al., 2023).
Findings reveal a strong preference for mobile-based tools such as WhatsApp, Google, and social media over traditional digital library tools. More than 70% of students accessed online resources daily, whereas OPAC and DELNET remained largely unused. Issues related to password-protected systems, inadequate search skills, and frequent power outages. Social platforms not only facilitated academic collaboration but also emerged as primary information channels, reflecting global trends (Omotayo et al., 2025; Izquierdo-Condoy et al., 2024). Libraries are still relevant, with high usage for book borrowing and newspaper reading, yet underutilized for reference or archival resources. The study underscores the critical role of information literacy, ICT infrastructure, and user-friendly digital services in enhancing academic engagement and lifelong learning (Baro et al., 2021; Kaur & Singh, 2024).