Assessing library instruction: A study of the relationship between attendance, retention, and student success

Abstract

Libraries must find ways to collaborate with university-wide assessment efforts to demonstrate how library resources and services support student-centered outcomes. The purpose of this study is to examine the relationships between attending library instruction, first-time, full-time freshman retention, and grade point average (GPA). This study also tests the feasibility of collecting personally identifiable library use data and integrating these data with the university's data warehouse. Results of Chi-square and binomial logistic regression predicting retention indicate that students who attend library instruction are more likely to be retained. Results of multiple linear regression prediction GPA indicate that students who attend library instruction are more likely to have a higher GPA. However, results indicate that attending more than one library instruction session did not have any additional effect on retention. Result of binomial logistic regression predicting retention indicate that students with a higher GPA are more likely to be retained.