Abstract

Rural libraries are often under studied as learning environments for secondary school students in peripheral regions. This qualitative study explores how rural public libraries motivate self-learning and shape learning performance among rural students preparing for the General Certificate of Education Ordinary Level (G.C.E. O/L) examination in Batticaloa District, Sri Lanka with special reference to Kaluwanchikudy DS Division. Using ten focus group discussions (FGDs) with O/L students (n=90) who sit for the G.C.E O/L Examinations in year 2026 the study examines the perceived motivational mechanisms, self-learning practices enabled by libraries, barriers limiting the effective learning and service features the library provides to students believe would enhance their performance outcomes. Thematic analysis identifies five dominant library driven mechanisms which are provision of a quiet disciplined study environment, access to learning materials and exam-oriented resources, motivational social ecology such as peer influence, role modeling and supportive staff, structured self-learning routines and goalsetting and confidence-building through practice and the feedback and informational support. However, the motivational potential is constrained by resource shortages, limited opening hours, weak digital facilities, language barriers and uneven staff capacity. The findings contribute to learning motivation and informal learning literature by showing how rural libraries operate as “capability-enabling spaces” that convert limited household resources into learning opportunities. Policy recommendations include strengthening exam -focused collections, extending hours during peak periods, creating guided self- learning programs, improving ICT support and implementing student-centered outreach with schools.