The Academic Library’s Contribution to Student Success: Library Instruction and GPA

Ula Gaha, Suzanne Hinnefeld, Catherine Pellegrino

Abstract

This study examines the relationship between library instruction and graduating students’ four-year cumulative grade point averages for the classes of 2012-2015. After normalizing the GPAs by departments to account for differences in departmental grading, a two-tailed t-test indicated a statistically significant increase in GPA among graduating students who were enrolled in classes in which at least one library instruction session was held (n=1,265) over students who were enrolled in no classes with library instruction (n=115). Librarians are using the results to demonstrate the relationship between the library and student success, and to promote library instruction on campus.

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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