N_Evidence_1

Melissa (Lisa) Townsend-Crow

LIBR 230

April 23, 2014

Article Review #4

Wong, S., & Webb, T. D. (2011). Uncovering Meaningful Correlation between Student Academic Performance and Library Material Usage. College & Research Libraries, 72(4), 361-370.

Summary:  This article discusses an experiment conducted at the Hong Kong Baptist University which explored whether there was a correlation between student success as measured by GPA and academic library usage. The method of gathering data for this study focused primarily on students’ attendance in library workshops and the use of library materials. The literature review shows a plethora of articles on library assessment, but limited assessment methods. The Digital Library Federation (DLF) and the Association of Research Libraries (ARL) conducted surveys of library professionals in the United States and the United Kingdom and found that following assessment methods have historically been used to gather assessment data:

·                     Surveys/questionnaires/focus group interviews

·                     Usability studies/discount usability research method

·                     Usage studies/transaction log analysis

·                     Process analysis/improvement studies

·                     Space/facility studies

·                     Card-sorting tests (used to solve or determine    

            vocabulary problems of websites) (362).

As the authors of this article point out, however, these methods are better utilized in assessing user needs and do not necessarily measure learning outcomes of students. In fact, according to the authors, Purdue demanded that their library “demonstrate ‘a relationship between the nature of students’ library use and their academic performance’ before its requested budget could be approved” (363). Few studies of this correlation have been conducted, but they are cited in this paper. Specifically, Knapp in 1966 found that “students who attended more library skills programs acquired higher grades and GRE scores,” (though Robinson and Schlegal in 2004 attributed these results to the number of citations used rather than the quality of those citations).  In 1965, Barkey made a connection between the number of books a student checked out and a higher GPA, though he discounted the reliability of his own study. In 1997, De Jager conducted a study that showed a correlation between course grades and book loans. The study, however, was limited to only 240 students and two courses. This dearth of studies to correlate student success and library use, as well as the precedent set by Purdue, demonstrates a need for such a study. The method used in this study was designed to collect accurate data while protecting the privacy and anonymity of the subjects studied. The sampling was over 8700 students who had graduated between 2007 and 2009. Their library material loan records and library workshop attendance were compared with their GPA at graduation.  Some statistical adjustments were made to accommodate major fields of study in relation to library use. As the authors state,

Though different programs surely have different needs when it comes to the nature and extent of library and information skills, and some programs may benefit less than others from increased instruction, this overall pattern is of interest (470).

The findings were that 11 out of 45 valid sample groups, or approximately 25%, “were statistically proven to have a positive relationship between GPA and workshop attendance in the corresponding population …  No sample groups were found to have a negative association between the two variables” (469). Limitations of the study are discussed after the findings are presented. The major limitation, according to the articles’ authors, is the statistical method used, primarily because it does not include all the factors which may affect the outcome:

Correlation analysis can study and “consider” the chosen variables only, but ignores all other possible factors such as student motivation, instructor requirements for assignments, or variability in grading among programs (471).

Analysis:  This writer presumes that more frequent library use would naturally result in a higher student success rate as measured by GPA and test scores. Perhaps this presumption is a common one and that is why very few studies in this area exist. This study is important because the purpose of an academic library is to support the success of the students of the university to which the library is attached. A correlation between higher GPAs and students who use the college or university library more often than their peers with lower GPAs would show that the library is successful in its mission. In an atmosphere where there is competition for financial support, as it is in academia, a study with a favorable outcome can garner support in the form of a higher budget. There is a need for studies which can directly correlate the role of the library in academically supporting students to higher success rates.  Such a study could garner more financial support for academic libraries in the future. The data presented in this article has not been studied enough and there is a demonstrable need for this information, however this study does not present quite enough to do that. This reader found the description of the statistical methodology somewhat confusing, albeit necessary. The tables and charts did clarify some of the more confusing points, however.  The data collected is promising, but in way comprehensive. This reader concurs with the authors who offer this study as a starting point for further research.