Pretest-Posttest Evaluation of Course Integrated Library Instruction in a Community College: A Critique of an Experiment.
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ERIC Institute of Education Sciences
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1985
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| _version_ | 1867180844720848896 |
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| author | Fernandez, Georgina |
| author_facet | Fernandez, Georgina Fernandez, Georgina |
| collection | Education Resources Information Center |
| contents | Pretest-Posttest Evaluation of Course Integrated Library Instruction in a Community College: A Critique of an Experiment. Fernandez, Georgina Achievement Gains Community Colleges Course Evaluation English Instruction Instructional Effectiveness Instructional Material Evaluation Library Instruction Library Skills Participant Satisfaction Pretests Posttests Questionnaires Reading Skills Student Attitudes Student Reaction Teacher Attitudes Test Theory Two Year Colleges In spring 1984, six English instructors at Clinton Community College (CCC), in New York State, were asked to incorporate an instructional unit on library skills into their freshman English classes. To assess the overall effectiveness of the unit, a study was conducted comparing the course grades and test scores of the students who received library instruction to the performance of students who did not. The initial sample for the study include 129 students from 9 freshman English sections, though pre- and post-test data were available for only 90 students. The experimental group (N=66) received 6 hours of library-use instruction, while the students in the control group (N=63) were informed that they would receive a 1-hour library orientation at a later date. Though the students who received instruction obtained a significantly higher mean score on the library skills post-test than the control group, the post-test scores of the experimental group were not academically acceptable, especially when these results were compared to students' English final exam scores. Two problems encountered in the study were the experimental students' negative attitudes toward the extra work expected of them and the lack of support for the project from instructors. Instructional materials, the pre-/post-test, a student survey instrument, and a discussion of a 1982 effort to incorporate library instruction into the English course are included in the report. (EJV) |
| format | Recurso educativo Open Access |
| id | eric_ED293576 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1985 |
| record_format | eric |
| spellingShingle | Pretest-Posttest Evaluation of Course Integrated Library Instruction in a Community College: A Critique of an Experiment. Fernandez, Georgina Achievement Gains Community Colleges Course Evaluation English Instruction Instructional Effectiveness Instructional Material Evaluation Library Instruction Library Skills Participant Satisfaction Pretests Posttests Questionnaires Reading Skills Student Attitudes Student Reaction Teacher Attitudes Test Theory Two Year Colleges Pretest-Posttest Evaluation of Course Integrated Library Instruction in a Community College: A Critique of an Experiment. Fernandez, Georgina Achievement Gains Community Colleges Course Evaluation English Instruction Instructional Effectiveness Instructional Material Evaluation Library Instruction Library Skills Participant Satisfaction Pretests Posttests Questionnaires Reading Skills Student Attitudes Student Reaction Teacher Attitudes Test Theory Two Year Colleges In spring 1984, six English instructors at Clinton Community College (CCC), in New York State, were asked to incorporate an instructional unit on library skills into their freshman English classes. To assess the overall effectiveness of the unit, a study was conducted comparing the course grades and test scores of the students who received library instruction to the performance of students who did not. The initial sample for the study include 129 students from 9 freshman English sections, though pre- and post-test data were available for only 90 students. The experimental group (N=66) received 6 hours of library-use instruction, while the students in the control group (N=63) were informed that they would receive a 1-hour library orientation at a later date. Though the students who received instruction obtained a significantly higher mean score on the library skills post-test than the control group, the post-test scores of the experimental group were not academically acceptable, especially when these results were compared to students' English final exam scores. Two problems encountered in the study were the experimental students' negative attitudes toward the extra work expected of them and the lack of support for the project from instructors. Instructional materials, the pre-/post-test, a student survey instrument, and a discussion of a 1982 effort to incorporate library instruction into the English course are included in the report. (EJV) |
| title | Pretest-Posttest Evaluation of Course Integrated Library Instruction in a Community College: A Critique of an Experiment. |
| topic | Achievement Gains Community Colleges Course Evaluation English Instruction Instructional Effectiveness Instructional Material Evaluation Library Instruction Library Skills Participant Satisfaction Pretests Posttests Questionnaires Reading Skills Student Attitudes Student Reaction Teacher Attitudes Test Theory Two Year Colleges |
| url | https://eric.ed.gov/?id=ED293576 |