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ERIC Number: ED220045
Record Type: Non-Journal
Publication Date: 1982-May
Pages: 23
Abstractor: N/A
Reference Count: N/A
The Relationship of Documented Library Use to Academic Achievement, Program of Study, and Progress toward a Degree. AIR Forum 1982 Paper.
Russell, Ralph E.; And Others
The relationship between student library use and selected student characteristics, including fields of study, academic achievement, and progress toward a degree was investigated at a large, urban, nonresidential university with a full-time-equivalent student population of 15,000. Findings include the following: students with higher grade point averages and higher grades for the quarter have much greater likelihood for library use; the most consistently strong indicator of measured library use was the number of hours enrolled in a student's first quarter; graduate students exhibited the greatest degree of measured use; those attending under student visas had high levels of measured use; minority students, especially females, had substantially higher book checkout activity; students in courses with higher average grade point averages for enrolled students had considerably more measured library use; those majoring in the business fields or education exhibited much less use, but these students are known to make extensive use of periodicals; and enrollment in English, history, and political science was associated with higher levels of measured use. Implications of the findings include the following: it is unclear whether better students check out more books or whether more intense book checkout activity makes better students; evidence was found that library use is dependent upon the amount of free time available to a student; the higher levels of measured library use by foreign and minority students may result from less resources to purchase books, fewer community book resources, and/or a tendency to live closer to the library. (SW)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A