Enrollment in a Library Credit Course is Positively Related to the College Graduation Rates of Full Time Students
Bibliographic record
Abstract
A Review of:
 Cook, J.M. (2014). A Library credit course and student success rates: A longitudinal study. College & Research Libraries 75(3), 272-283. doi:10.5860/crl12-424
 
 Abstract
 
 Objective – To determine the impact of a credit-bearing information literacy skills course on student success rates.
 
 Design – Observational Study. 
 
 Setting – An academic library at a mid-sized university in Georgia, United States of America.
 
 Subjects – Nine cohorts of students (n=15,012) who entered the institution for the first time, on a full-time basis, each year between 1999 and 2007. 
 
 Methods – Aggregate data on each student cohort was gathered from the Department of Institutional Research and Planning. Data included high school ACT and SAT scores, high school graduating GPAs, college graduating GPAs, and college graduation dates. The nine cohorts were each divided into two groups: students who took a credit library course (LIBR 1101) at some point during their student career, and students who did not. For each cohort, a Pearson Chi-Square test was used to determine statistical correlation between library course enrollment and four-, five-, and six-year graduation rates. Z-tests were used to determine a difference in the average graduation GPA of students who did and did not take the course, as well as a difference in the average high school graduation GPA, ACT, and SAT scores of the two groups in each cohort.
 
 Main Results – Graduation rates were positively associated with students who took the library course at some point during their studies. Students who took the library course graduated at higher rates than students who did not: 56% of those students who took the library course graduated within the study’s time frame, compared to 30% of those who did not take the course. On average, there was no significant difference in college graduation GPAs between students who did and did not take LIBR 1101. During the time period of the study, more students who took the course graduated than those who did not, but those students who took the course did not have higher graduating GPAs. 
 
 Conclusion – Students who enrolled in LIBR 1101 at some point in their studies graduated at a significantly higher rate than students who did not.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.558 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".