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Dissertation Information for Helena Frances Rodrigues

NAME:
- Helena Frances Rodrigues

DEGREE:
- Ph.D.

DISCIPLINE:
- Library and Information Science

SCHOOL:
- Simmons College (USA) (1992)

ADVISORS:
- Sheila S. Intner

COMMITTEE MEMBERS:
- None

MPACT Status: Fully Complete

Title: Bibliographic instruction for international students : a comparison of delivery methods

Abstract: Due to world politics and changes in global economy, a growing number of students from allover the world will pursue their higher education on American campuses. For the past 10 years, Roger Williams College has accepted and matriculated an above-average number of international students. At the present time, seven percent of the total enrollment is comprised of international students. All incoming freshmen at Roger Williams College, including international students, receive introductory bibliographic instruction (BI) by the lecture/demonstration method as an integral part of the required Writing 102 course. BI post-test scores, first-hand reference desk experience, and numerous discussions with international students indicate that the current BI method fails to address the special needs of this unique . sector of the student body. In an effort to improve BI for international students, the reference department is considering a peer tutorial program as a possible solution for this problem. This study seeks to investigate the possibility that peer- tutoring will generate positive results in improving post-test scores and learning perceptions. The population for this study includes 305 students in writing 102 in the 1992 spring semester. Of this group, 16 are international. Students consist of all freshmen who complete writing 101 with a C- or higher grade, or who place out by examination; and international students who receive a score of 93 or higher in the English Placement Test, or who have successfully completed the Intensive English Program. Traditionally, BI is an integral component of writing 102 which is taught by adjunct faculty members. For this study, the 18 sections of writing 102 are divided into two groups. One group receives peer-tutoring by scheduling an appointment at the reference desk in the library for a one-hour tutoring session. six tutors offer instruction of basic library skills on a one-to- one basis. The other group is taught by the writing 102 instructor. All BI is offered within the first nine weeks of the semester. During the tenth week, a post-test on library skills is given during class time to both groups. The post-test instrument consists of twenty-five questions. Four questions pose situations which the student responds with a course of action requiring interaction between the student and a member of the library staff. Statistical tests reveal that there is no significant difference between the post-test scores of (1) international students who receive peer-tutoring and those who are instructed by lecture/demonstration; and (2) international and non- international students who receive peer-tutoring. contrary to what was hypothesized, peer-tutoring does not produce higher post-test scores than the lecture/demonstration. Finally, the post-test scores of the non-international students who received the lecture/demonstration method of BI were significantly higher than those of the international students. Factors influencing international students to perform equally well with peer-tutoring and the lecture/demonstration method could be: (1) better than anticipated English language . skills, and (2) previous library experience. The revelation that non-international students received higher post-test scores with the lecture/demonstration method than with peer-tutoring confirms the findings of other studies which indicate that international students prefer individual and "hands-on" learning styles. This field research study was designed to determine the feasibility and merit of implementing a peer tutorial program for Writing 102 students, including international students, at Roger Williams College. The primary goal of this project was to establish which delivery method would provide the best possible BI. Despite the findings revealed by this study, the author recommends peer-tutoring for international students to promote positive library experiences.

MPACT Scores for Helena Frances Rodrigues

A = 0
C = 0
A+C = 0
T = 0
G = 0
W = 0
TD = 0
TA = 0
calculated 2008-01-31 06:33:25

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Students under Helena Frances Rodrigues

ADVISEES:
- None

COMMITTEESHIPS:
- None