dc.contributor.author	Wright, Laura Bell
dc.coverage.spatial	Valdosta State University, Valdosta, Georgia. United States.	en_US
dc.coverage.temporal	2015-2018	en_US
dc.date.accessioned	2019-06-30T17:39:13Z
dc.date.available	2019-06-30T17:39:13Z
dc.date.issued	2019-05
dc.identifier.other	B7FA44B8-1137-8A9C-4463-326C04095D80	en_US
dc.identifier.uri	https://hdl.handle.net/10428/3912
dc.description.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.	en_US
dc.description.tableofcontents	Chapter I: INTRODUCTION 1 -- Overview of the Pilot Study 1 -- Theoretical Framework of the Study 6 -- Significance of the Study 10 -- Project Selection 10 -- Research Questions 11 -- Organization of the Study 12 -- Summary 14 -- Chapter II: LITERATURE REVIEW 15 -- Problem Statement and Overview 15 -- Assessment in Academic Libraries 16 -- Data in Higher Education 20 -- Impact of Academic Libraries on Student Outcomes 25 -- Retention & GPA 32 -- Theories of Motivation, Engagement & Persistence 37 -- Variables Selected for this Pilot Study 43 -- Summary 45 -- Chapter III: METHODOLOGY 49 -- Research Questions & Hypotheses 50 -- Procedures & Statistical Analyses 51 -- Data Sources 52 -- Variables 53 -- Limitations 54 -- Conclusion 55 -- Chapter IV: RESULTS 57 -- Relationship of Library Instruction to Retention & Grade Point Average (GPA) 57 -- Research Question 1 57 -- Research Question 2 62 -- Research Question 3 65 -- Research Question 4 69 -- Summary of Results 73 -- Chapter V: DISCUSSION 75 -- Library Instruction & Retention 76 -- Library Instruction & GPA 77 -- Frequency of Library Instruction 78 -- GPA & Retention 79 -- Library Instruction & Student Success 80 -- Limitations & Future Directions 83 -- Summary 86 -- REFERENCES 88 -- APPENDIX A: Statistical Tests and Variables Tables 95 -- APPENDIX B:: Valdosta State University Institutional Review Board Protocol Exemption Report 100.	en_US
dc.format.extent	1 electronic document, 109 pages.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	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.	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Academic achievement	en_US
dc.subject	College dropouts--Prevention	en_US
dc.subject	Academic libraries	en_US
dc.subject	Library orientation	en_US
dc.subject	Quantitative research	en_US
dc.subject	Statistics	en_US
dc.subject	Valdosta State University	en_US
dc.subject	College freshmen	en_US
dc.title	Library Instruction’s Relationship to Student Success	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Political Science of the College of Humanities and Social Sciences	en_US
dc.description.advisor	Peterson, James W.
dc.description.committee	Peterson, Bonnie
dc.description.committee	Bernstein, Alan
dc.description.committee	Cruz, Becky K. da
dc.description.degree	D.PA.	en_US
dc.description.major	Public Administration	en_US