Title

Measuring The Impact Of Library Instruction On Freshmen Success And Persistence: A Quantitative Analysis

Authors

Jason M. Vance Middle Tennessee State University

Rachel Kirk Middle Tennessee State University

Justin G. Gardner Middle Tennessee State University

Abstract

This study examines the relationship between formal library instruction and undergraduate student performance and persistence in higher education. Researchers analyzed two years of academic and demographic data collected from first-time freshmen at Middle Tennessee State University in an attempt to quantify the effect of librarian-led one-shot classroom instruction on students’ grade point averages and their likelihood of returning to school for the sophomore year.

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