Evaluating the Effect of Course-specific Library Instruction on Student Success
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Date
2017-01-27
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Abstract
This study evaluates the impact of course specific library instruction on undergraduate students’ course grade outcomes in 2014-2015. Grade distributions and mean grade outcomes were compared between courses that did and did not participate in library instruction and analyzed for the overall student population, students grouped by expected achievement level, and students enrolled in specific courses. In general, findings demonstrated statistically significant positive differences in grade outcomes for students receiving instruction, but with very small effect sizes, indicating little overall effect of library instruction. Regression models further indicated that observed differences in grade outcomes were principally associated with student preparation rather than library instruction. However, significant positive impacts with relatively high effect sizes were observed for students at the lower end of the expected achievement spectrum, suggesting the importance of library instruction for these students.
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Report for 2016 Indiana University Learning Analytics Fellows Program
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Learning Analytics, Libraries, Information Literacy
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Technical Report