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首页> 外文期刊>Evidence Based Library and Information Practice >Enrollment in a Library Credit Course is Positively Related to the College Graduation Rates of Full Time Students
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Enrollment in a Library Credit Course is Positively Related to the College Graduation Rates of Full Time Students

机译：图书馆学分课程的入学率与全日制学生的大学毕业率成正相关

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A Review of: Cook, J.M. (2014). A Library credit course and student success rates: A longitudinal study. College & Research Libraries 75(3), 272-283. doi:10.5860/crl12-424 Objective – To determine the impact of a credit-bearing information literacy skills course on student success rates. Design – Observational Study. Setting – An academic library at a mid-sized university in Georgia, United States of America. Subjects – Nine cohorts of students (n=15,012) who entered the institution for the first time, on a full-time basis, each year between 1999 and 2007. Methods – Aggregate data on each student cohort was gathered from the Department of Institutional Research and Planning. Data included high school ACT and SAT scores, high school graduating GPAs, college graduating GPAs, and college graduation dates. The nine cohorts were each divided into two groups: students who took a credit library course (LIBR 1101) at some point during their student career, and students who did not. For each cohort, a Pearson Chi-Square test was used to determine statistical correlation between library course enrollment and four-, five-, and six-year graduation rates. Z-tests were used to determine a difference in the average graduation GPA of students who did and did not take the course, as well as a difference in the average high school graduation GPA, ACT, and SAT scores of the two groups in each cohort. Main Results – Graduation rates were positively associated with students who took the library course at some point during their studies. Students who took the library course graduated at higher rates than students who did not: 56% of those students who took the library course graduated within the study’s time frame, compared to 30% of those who did not take the course. On average, there was no significant difference in college graduation GPAs between students who did and did not take LIBR 1101. During the time period of the study, more students who took the course graduated than those who did not, but those students who took the course did not have higher graduating GPAs. Conclusion – Students who enrolled in LIBR 1101 at some point in their studies graduated at a significantly higher rate than students who did not.
机译：评论：库克，J.M。（2014）。图书馆学分课程和学生成功率：一项纵向研究。大学与研究图书馆75（3），272-283。 doi：10.5860 / crl12-424目标–确定带有学分的信息素养技能课程对学生成功率的影响。设计–观察研究。设置–美国佐治亚州中型大学的学术图书馆。科目– 1999年至2007年之间，每年有9名全日制首次入学的学生群体（n = 15,012）。方法–从机构研究部收集的每个学生群体的汇总数据和计划。数据包括高中ACT和SAT分数，高中毕业GPA，大学毕业GPA和大学毕业日期。这9个队列分别分为两组：在学生职业生涯中的某个时候参加过信用图书馆课程（LIBR 1101）的学生，和没有参加的学生。对于每个队列，使用Pearson卡方检验确定图书馆课程入学率与四年，五年和六年毕业率之间的统计相关性。 Z检验用于确定参加和未参加该课程的学生的平均毕业GPA的差异，以及每组中两组的平均高中毕业GPA，ACT和SAT分数的差异。主要结果–毕业率与学习期间某个时间参加图书馆课程的学生呈正相关。参加图书馆课程的学生毕业率要比未参加课程的学生高：在参加图书馆课程的学生中，有56％在研究时间范围内毕业，而没有参加课程的学生则为30％。平均而言，参加和未参加LIBR 1101的学生之间的大学毕业GPA没有显着差异。在研究期间，参加该课程的学生比没有参加LIBR 1101的学生多，但参加过该课程的学生多。当然没有更高的毕业GPA。结论–在某些时候就读LIBR 1101的学生的毕业率明显高于未参加该课程的学生。

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