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

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

Author(s) -

Jean Cook

Publication year - 2014

Publication title -

college and research libraries

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 1.886

H-Index - 52

eISSN - 2150-6701

pISSN - 0010-0870

DOI - 10.5860/crl12-424

Subject(s) - graduation (instrument) , mathematics education , class (philosophy) , longitudinal study , aptitude , psychology , test (biology) , course (navigation) , academic achievement , medical education , mathematics , medicine , engineering , computer science , developmental psychology , biology , paleontology , statistics , geometry , artificial intelligence , aerospace engineering

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.

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