The purpose of this study was to compare the effects of two methods of academic library instruction on research process orientation (a construct developed by Kuhlthau), library anxiety (a construct developed by Mellon), student performance on the complex problem-solving task of researching and compiling a research paper bibliography, research paper topic and title development, perceptions of the immediate usefulness of the library instructional sessions, and attitudes about library instruction in general. / Two instructional treatments, traditional approach and a cognitive strategies approach, were designed for use in the library skills component of a undergraduate English composition class. One hundred ninety students were assigned, in intact groups, to one of the two treatment groups. The researcher, an experienced library instructor, taught all sections using a lecture and discussion format. / The traditional instruction was resource-oriented and emphasized standardized procedures for student interaction with the library environment. The cognitive strategies instruction was process-oriented and emphasized integration of cognitive skills for problem-solving, metacognitive skills for self-monitoring, and affective skills for self-motivation. / A series of t-tests were conducted to determine pretest, posttest and gain score differences between treatment groups on the research process orientation, library anxiety, and general attitudes measures. Group differences in expert ratings of student performance on the research paper bibliographies and in student perceptions of the usefulness of instruction were also analyzed using a t-test. The categorical data produced by measures of research topic and title development were compared using a chi-square analysis. / Overall, the cognitive strategies instruction was successful in improving research process orientation, reducing library anxiety, and improving general attitudes. Evidence for the effectiveness of this instruction was also shown in evaluator judgements of more focused research paper topics and titles among the cognitive strategies group, and especially, in the strong performance of the cognitive strategies group on the research paper bibliographies. The measure of perceptions of immediate usefulness of library instruction did not detect any significant group differences, with both groups indicating strongly positive perceptions. / Source: Dissertation Abstracts International, Volume: 53-10, Section: A, page: 3401. / Major Professor: Robert A. Reiser. / Thesis (Ph.D.)--The Florida State University, 1992.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_76770 |
| Contributors | Zahner, Jane Elizabeth., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 171 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
Page generated in 0.0012 seconds