Library Instruction’s Relationship to Student Success
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Authors
Wright, Laura Bell
Issue Date
2019-05
Type
Dissertation
Language
en_US
Keywords
Dissertations, Academic--United States , Academic achievement , College dropouts--Prevention , Academic libraries , Library orientation , Quantitative research , Statistics , Valdosta State University , College freshmen
Alternative Title
Abstract
This pilot study examines the relationships between library instruction, first-time, full-time freshmen retention, and first-year cumulative grade point average (GPA). The researcher examined first-time, full-time freshmen at Valdosta State University (VSU) over the course of three years, from Fall 2015 through Spring 2018. Relationships between the variables were tested for statistical significance using Chi-squared test, binomial logistic regression, and multiple linear regression.
The study sought to determine if library instruction is an effective strategy for improving student engagement and academic achievement. Library instruction is positively associated with both retention and cumulative GPA. Students who attend library instruction are more likely to be retained and have higher GPAs. Attending library instruction improves student engagement. Students learn essential research and information literacy skills, which helps them succeed in the classroom. Cumulative GPA is positively associated with retention. Students with a higher GPA are 77% more likely to be retained. Increasing engagement and freshmen GPA has long-lasting benefits that improve student outcomes.
Library instruction is both a predictor of student success and an intervention for at-risk students. Increasing engagement and students’ interest and confidence in their research abilities is beneficial. Information literacy is a component of many high-impact education practices (Riehle & Weiner, 2013). Students learn key information literacy concepts during library instruction. This research supports the importance of libraries and library instruction in the future of student success at colleges and universities, which directly connects to the success of the colleges and universities as institutions.
Keywords:
Keyword 1: student success -- Keyword 2: retention -- Keyword 3: academic library -- Keyword 4: library instruction -- Keyword 5: quantitative -- Keyword 6: statistical analysis.
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This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.