A Library Credit Course and Student Success Rates: A Longitudinal Study

Autor/in	Cook, Jean Marie
Titel	A Library Credit Course and Student Success Rates: A Longitudinal Study
Quelle	In: College & Research Libraries, 75 (2014) 3, S.272-283 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0870
DOI	10.5860/crl12-424
Schlagwörter	Academic Libraries; Library Instruction; Courses; College Credits; Graduation Rate; Undergraduate Students; Longitudinal Studies; Grade Point Average; Aptitude Tests; Scores; College Entrance Examinations; Georgia; ACT Assessment; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Bibliotheksverzeichnis; Kursangebot; Achievement; Performance; Anrechnung; Leistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Aptitude test; Eignungsprüfung; Eignungstest; Aufnahmeprüfung; Assessment; Hochschulzulassung
Abstract	The University of West Georgia's Ingram Library has offered a fifteen-week two-hour credit course since 1998. In a longitudinal study covering twelve years, the library analyzed the progression and graduation rates of more than fifteen thousand students. Students who took the class during their undergraduate career were found to graduate at much higher rates than students who never took the class. The library examined students' high school GPAs and aptitude test scores but were unable to account for the increase through any difference in precollegiate achievement. (As Provided).
Anmerkungen	Association of College and Research Libraries. 50 East Huron Street, Chicago, IL 60611. e-mail: acrl@ala.org; Web site: http://crl.acrl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01