The purpose of this exploratory study was to determine whether or not providing library instruction to teachers would result in an improvement in the library skills of their students. A quasi-experimental method, consisting of a pretest/posttest design, was employed. The subjects were college-bound high school students of English and mathematics and their teachers. The teachers of the experimental groups completed a self-directed instructional unit on analyzing reference queries and selecting reference tools; the teachers of the control groups received no library instruction. / The hypotheses stated that students of teachers who received instruction would show a greater improvement in their library skills and use of the library than students of teachers who did not receive instruction. / Analyses of covariance were applied to posttest scores, pretest scores served as covariates. The hypotheses were tested at the.10 level of significance. / Within the limitations of this single field experiment conducted in one high school, the findings indicated that providing library instruction to teachers did not result in an immediate improvement in their students' skills or use of the library. The library skills and amount of library use of the experimental teachers, however, improved significantly. Improvement was greater for the experimental English teacher than for the mathematics teacher but the library dependency of the subject discipline did not significantly affect library skills or library use on the part of the students. / Source: Dissertation Abstracts International, Volume: 48-05, Section: A, page: 1046. / Thesis (Ph.D.)--The Florida State University, 1987.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_76101 |
| Contributors | SCHMIDT, ELIZABETH GUINAN., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 195 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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