ERIC Number: ED357762
Record Type: Non-Journal
Publication Date: 1993
Reference Count: N/A
A Comparison of Two CD-ROM Periodical Indexes for Use in the Middle School. A Scholarly Study.
Thrash, Beverly M.
This purpose of this study was to determine which periodical index--InfoTrac or EBSCO Magazine Article Summaries--is the most appropriate for use by middle school students preparing required research projects. The study population consisted of randomly selected sixth, seventh, and eighth grade students (N=50) in a Cobb County (Georgia) middle school. After students were interviewed, the researcher searched both databases, and the number of article citations found on each database was recorded. Findings showed that InfoTrac had higher citation rates for subject index searching, while EBSCO Magazine Article Summaries gathered more citations on keyword searching for topics searched. Of the students surveyed, 26 (52 percent) preferred using EBSCO's index, while 24 (48 percent) preferred using InfoTrac's index. The middle school students who were surveyed liked searching both CD-ROM periodical indexes for articles to use in their research projects. Reasons for student preference ranged from differences in monitor screen size and color to user screen layout and keyboard characteristics. In addition, EBSCO's strength was found to be its abundance of full text articles retrieved on a keyword search, while InfoTrac's strength lies in its comprehensive subject heading index. An index sign-up sheet, the student interview instrument, and product descriptions are appended. (Contains 11 references.) (GLR)
Descriptors: Bibliographic Databases, Comparative Analysis, Educational Resources, Indexes, Junior High School Students, Junior High Schools, Middle School Students, Middle Schools, Online Searching, Online Vendors, Optical Data Disks, Periodicals, Questionnaires, Search Strategies, Student Attitudes, Use Studies, User Satisfaction (Information)
Publication Type: Dissertations/Theses; Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A