Using the causal-comparative method, this study examined the effect of systematically designed library instruction on the academic success of low achieving undergraduate students in an urban based public university. / Students who failed university competency examinations in reading and in English were enrolled in a three credit hour course, L.S. 101, designed to teach basic study skills and reference skills. A random sample of these students was compared to a group of students who had passed the University's competency examinations and had not taken L.S. 101. These students were similar in ACT score, high school ranking, age, and sex. The criteria chosen were academic achievement or grades in undergraduate coursework, continuing enrollment or retention in the University, and attainment of the baccalaureate degree. / The study found that students in the treated group performed no better academically than students in the untreated group. Based upon the chi-square, there appears to be no difference in grades, GPA, or retention. This appears to indicate that, over time, the control group did as well as students exposed to the library instruction, although it must be remembered that the control group had initial academic qualities that enabled them to out-perform the treated group in both reading and writing competencies. Although no statistical significance was found, there was some evidence to indicate greater gains in retention and academic achievement for the group who had taken library instruction. / Source: Dissertation Abstracts International, Volume: 47-12, Section: A, page: 4219. / Thesis (Ph.D.)--The Florida State University, 1986.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75961 |
| Contributors | BOLT, JANICE ANN HAVLICEK., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 240 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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