Library Instruction Attendance Correlates with Better Assignment Grades, Better Assignment Quality
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This document summarizes research investigating the impact of library instruction sessions on student assignment grades in a public health course. The research found that attendance at both optional library instruction sessions was significantly associated with higher grades on the library research assignment and another individual assignment. Several characteristics of better assignments, such as identifying a literature review and having clear search criteria, were also significantly associated with instruction session attendance. However, the research had limitations and did not prove the instruction caused improved grades. Future work could explore assignments without search strategies and fully online instruction.
![RESULTS
• Assignment characteristics significantly
associated with instruction session
attendance:
+ Correct identification of a literature review
[67.4% (n = 29/14) of students attending
both sessions (p = 0.005)]](https://image.slidesharecdn.com/mla-presentation-slides-150518140741-lva1-app6892/85/Library-Instruction-Attendance-Correlates-with-Better-Assignment-Grades-Better-Assignment-Quality-17-320.jpg)
![RESULTS
• Assignment characteristics significantly
associated with instruction session
attendance:
+ Clear statements of inclusion and exclusion
criteria that don’t confuse manual and
automated search processes [62.8%
(n=27/16) of students attending both
sessions (p = 0.01)]](https://image.slidesharecdn.com/mla-presentation-slides-150518140741-lva1-app6892/85/Library-Instruction-Attendance-Correlates-with-Better-Assignment-Grades-Better-Assignment-Quality-18-320.jpg)
![RESULTS
• Assignment characteristics significantly
associated with instruction session
attendance:
+ Accurate summary of primary sources and
correct use of AMA citation style [58.1%
(n=25/18) of students attending both
sessions (p = 0.03)]](https://image.slidesharecdn.com/mla-presentation-slides-150518140741-lva1-app6892/85/Library-Instruction-Attendance-Correlates-with-Better-Assignment-Grades-Better-Assignment-Quality-19-320.jpg)
![RESULTS
• Assignment characteristics associated
with instruction session attendance:
+ Better, PICOT structured research
questions [74.4% (n=32/11) of students
attending both sessions (p = 0.06)]](https://image.slidesharecdn.com/mla-presentation-slides-150518140741-lva1-app6892/85/Library-Instruction-Attendance-Correlates-with-Better-Assignment-Grades-Better-Assignment-Quality-20-320.jpg)
![RESULTS
• Assignment characteristics associated
with instruction session attendance:
+ Use of controlled vocabulary and Boolean
logic [58.1% (n = 25/18) of students
attending both sessions, compare to 36% (n
= 9/16) of students who missed a session (p
= 0.07)]](https://image.slidesharecdn.com/mla-presentation-slides-150518140741-lva1-app6892/85/Library-Instruction-Attendance-Correlates-with-Better-Assignment-Grades-Better-Assignment-Quality-21-320.jpg)
![RESULTS
• Assignment characteristics associated
with instruction session attendance:
+ Coherent description of search strategy
[41.9% (n = 18/25) of students attending
both sessions, compare to 20% (n = 5/20 of
students who missed a session (p = 0.06)]](https://image.slidesharecdn.com/mla-presentation-slides-150518140741-lva1-app6892/85/Library-Instruction-Attendance-Correlates-with-Better-Assignment-Grades-Better-Assignment-Quality-22-320.jpg)
Library Instruction Attendance Correlates with Better Assignment Grades, Better Assignment Quality
- 1. Scaffolding Student Research: Collaborating with Public Health Faculty on Embedded Instruction John Pell Hunter College Libraries
- 2. CONTENTS • Introduction • Research Questions • Methods • Results • Discussion
- 3. INTRODUCTION What is our instructional Context?
- 4. INTRODUCTION • Library Research Assignment – 10% of the course grade – Two optional instruction sessions – Provides introduction to systematic searching following Cochrane methods1,2
- 5. INTRODUCTION • Library Assignment Evaluation Criteria: 1. Identification of a Review Article 2. Research Question 3. Search Strategy Description 4. Query 5. Inclusion/Exclusion Criteria 6. Thesis 7. Written Summary
- 6. RESEARCH QUESTIONS What did we want to know about our instruction?
- 7. RESEARCH QUESTIONS • Are library research assignment grades correlated with other individual assignment grades?
- 8. RESEARCH QUESTIONS • Is attendance at library instruction sessions associated with better individual assignment grades?
- 9. RESEARCH QUESTIONS • What assignment characteristics are associated with attendance at instruction sessions?
- 10. METHODS How did we investigate our questions?
- 11. METHODS • Collected grades and Attendance for all students (n = 68) from all Instructors. • SPSS for Pearson Correlation and Cross-tabs * Defined “higher grade” as above the median.
- 12. RESULTS What did we find out?
- 13. RESULTS • Library research assignment grades are substantially3 (r = .534) and significantly (p<.01) correlated to Public Health Brief individual assignment grades.
- 14. RESULTS • Attending both library instruction sessions is significantly associated with a higher library assignment grade (p<.01).
- 15. RESULTS • Attending both library instruction sessions is significantly associated with a higher Public Health Brief individual assignment grade (p<.01).
- 16. RESULTS • Attending both library instruction sessions is significantly associated with having both a higher Library Assignment grade and a higher Public Health Brief individual assignment grade (p<.01).
- 17. RESULTS • Assignment characteristics significantly associated with instruction session attendance: + Correct identification of a literature review [67.4% (n = 29/14) of students attending both sessions (p = 0.005)]
- 18. RESULTS • Assignment characteristics significantly associated with instruction session attendance: + Clear statements of inclusion and exclusion criteria that don’t confuse manual and automated search processes [62.8% (n=27/16) of students attending both sessions (p = 0.01)]
- 19. RESULTS • Assignment characteristics significantly associated with instruction session attendance: + Accurate summary of primary sources and correct use of AMA citation style [58.1% (n=25/18) of students attending both sessions (p = 0.03)]
- 20. RESULTS • Assignment characteristics associated with instruction session attendance: + Better, PICOT structured research questions [74.4% (n=32/11) of students attending both sessions (p = 0.06)]
- 21. RESULTS • Assignment characteristics associated with instruction session attendance: + Use of controlled vocabulary and Boolean logic [58.1% (n = 25/18) of students attending both sessions, compare to 36% (n = 9/16) of students who missed a session (p = 0.07)]
- 22. RESULTS • Assignment characteristics associated with instruction session attendance: + Coherent description of search strategy [41.9% (n = 18/25) of students attending both sessions, compare to 20% (n = 5/20 of students who missed a session (p = 0.06)]
- 23. RESULTS • Assignment characteristics not associated with instruction session attendance: + Statement of a thesis
- 24. DISCUSSION What are the limitations and future directions of this?
- 25. DISCUSSION • Limitations? – No certainty that the instruction sessions caused anything
- 26. DISCUSSION • Future directions? – No search strategy descriptions – Less systematic search strategies – Fully online instruction – Student focus group
- 27. REFERENCES 1. Pell J. PH 755: Urban Health and Society Library Research Assignment. Hunter College Libraries. May 2015. http://libguides.library.hunter.cuny.edu/ph755. Accessed May 8, 2015. 2. Higgins J, Green S, eds. Cochrane Handbook for Systematic Reviews of Interventions. Vol Version 5.1.0. The Cochrane Collaboration; 2011. www.cochrane- handbook.org. 3. CPH SPKS, MPH EKP. Munro’s Statistical Methods for Health Care Research. Vol Sixth, Revised Reprint edition. Philadelphia: LWW; 2012.
- 28. CROSSTABS, SCATTER PLOTS, & TABLES Appendix: