Impact of Library Instruction Tutorial Format on Student Preference and Performance in First-Year Chemistry
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| Title: | Impact of Library Instruction Tutorial Format on Student Preference and Performance in First-Year Chemistry |
|---|---|
| Language: | English |
| Authors: | Tara Stieglitz, Lindsey Whitson |
| Source: | Communications in Information Literacy. 2023 17(2):466-486. |
| Availability: | Communications in Information Literacy. e-mail: editors@comminfolit.org; Web site: https://pdxscholar.library.pdx.edu/comminfolit/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Academic Libraries, Librarians, Library Instruction, Academic Achievement, Chemistry, Undergraduate Students, Teaching Methods, Student Attitudes, Blended Learning, Foreign Countries, Intermode Differences |
| Geographic Terms: | Canada |
| ISSN: | 1933-5954 |
| Abstract: | This research study investigates the effects of library instruction tutorial format (written versus video) on student preference and performance in chemistry education. The authors assessed the format of tutorials used to provide library instruction in an introductory chemistry course by observing 27 student participants as they took in instructions in either a video or a written format and then completed two chemistry information tasks. While participants expressed strong preferences for particular formats, neither the video tutorials nor the written instructions significantly improved task completion speed or performance. Rather, the authors determined that student preference alone is enough to justify the continued production of multiple versions of instructions for the same assignment. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1413002 |
| Database: | ERIC |
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