This study explores the impact of library resource availability on student academic performance, using primary data collected from a diverse sample of university students. The primary objective is to analyze how varying levels of library resource availability and usage frequency affect students' Grade Point Average (GPA). A quantitative research design was employed, with data categorized into high, moderate, and low levels of resource availability and corresponding usage frequencies (daily, several times a week, weekly, monthly, rarely/never). To assess the relationship between library resource availability and academic performance, statistical tests such as Analysis of Variance (ANOVA) and Pearson’s correlation coefficient were used. The results indicate a significant positive correlation between high library resource availability and higher GPAs. Students with daily access to high availability resources achieved the highest average GPAs, while those with low resource availability and infrequent use showed the lowest GPAs. ANOVA results confirmed that differences in GPA across different levels of resource availability are statistically significant (p < 0.05). Pearson’s correlation coefficient further supports the positive relationship between resource usage frequency and academic performance. The findings underscore the critical role of library resources in enhancing academic success. Institutions are encouraged to increase the availability of library resources and promote their regular use among students. Implementing targeted initiatives, such as resource training and usage workshops, can further bolster student achievement. This study highlights the need for continuous improvement and evaluation of library facilities to maximize their impact on educational outcomes.