How Do Students' Perceptions of Their Library Usage Influence Their Educational Outcomes

By Watson, Lemuel W. | College Student Journal, September 2001 | Go to article overview

How Do Students' Perceptions of Their Library Usage Influence Their Educational Outcomes


Watson, Lemuel W., College Student Journal


How does the library affect students' educational outcomes and gains? By using analysis of variance and correlation analysis from a survey of students' perceptions regarding their educational experience, this study reveals that students on average use the library for multiple reasons and that many times it is taken for granted during their educational experiences. Suggestions and implications are given at the end of the study to maximize students' educational gains with usage of the library.

Introduction

There remains a glaring lack of research on the effect the library environment has on students' educational gains or outcomes. In two influential studies conducted on libraries and student outcomes, Knapp (1966) and Snider (1965) both found that students most exposed to library skills programs report lower attrition rates, greater academic performance, higher standardized test scores, and greater success as they progress through college than do their peers not participating in such programs. There have been additional studies demonstrating a significant correlation between library use and student persistence in college and academic performance (Kramer & Kramer, 1968; Hiscock, 1986). Powell (1992) suggests that there is tremendous pressure on libraries to be more accountable in their delivery of services and their contributions to students' educational outcomes. Most studies that are conducted on libraries are related to the effectiveness of the services provided, and not designed to assess how the services affect students' cognitive and affective outcomes. User studies, for example, are limited because they have not examined the library's actual contribution to the patron (Zweizig, 1977).

Does the library make a difference in the educational experiences of students? This study attempts to determine the affect a university library has on students' educational outcomes from their perceptions. There were two questions that guided the study. How are students actually using the library? Which library services or programs contribute to students' educational outcomes?

This research is intended to add to the much-needed literature for practitioners, educators, and politicians who are concerned about the future of the library, how it influences educational outcomes, and how the academic community utilizes its resources.

Methodology

Population. The students in this study represent a sample of students who were enrolled spring semester at a public state university. Of the 560 collected surveys, 34.5 percent were Freshmen, 23.8 percent sophomores, 17.2 percent juniors, 18.7 percent seniors and 5.3 percent graduate students. The ages of the students ranged from 17 to beyond 40, however, most of the students were between 17 and 25 years of age. Majors for the study included students from all colleges represented at the univesity.

Instrumentation

The data collection instrument, the Library Assessment Instrument for Student Learning (LAISL) was developed by the author. The LAISL includes sixty-eight questions across three difference areas: (a) students' background and characteristic information, (b) students' perceptions of and experiences with the library environment, and (c) their perceptions of how the library has increased their educational gains

Variables

Aesthetics and Perceptions: Questions 13 through 28. This section asks students to report their perception of the library's structure and ecology. Technology and Services: Questions 29 to 34 ask students to rate their experiences with the library resources. This section is different than the previous because it illustrates the students' actual efforts. Academic: Questions 35 through 46. This section was created to examine student effort regarding the library and instructor requirements and demands. Social: Questions 47-57. The purpose here is to examine students' experiences with the library as a social meeting place on campus. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

How Do Students' Perceptions of Their Library Usage Influence Their Educational Outcomes
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.