THE EFFECTS OF LIBRARY SKILL INSTRUCTION ON THE ACADEMIC ACHIEVEMENT, KNOWLEDGE OF LIBRARY SKILLS, AND ATTITUDES TOWARD READING OF SIXTH GRADE STUDENTS

Purpose. The purpose of this study was to compare academic achievement, knowledge of library skills, and attitudes toward reading of sixth grade students who participated in an instructional library program to those who did not participate in an instructional library program.;Results. No significant differences were found in mean scores between the experimental and the control group in academic achievement (experimental group equaled 7.83 and the control group equaled 7.89), in knowledge of library skills (experimental group equaled 31.67 and control group equaled 30.99), and in attitudes toward reading (experimental group equaled 18.54 and control group equaled 17.98). Significant differences were found in the following cases: (1) In academic achievement, knowledge of library skills, and attitudes toward reading, (a) girls scored significantly higher than boys, and (b) students in the high, middle, and low reading ability groups attained significantly different mean scores. (2) In knowledge of library skills, students in the experimental high ability reading group scored significantly higher than those students in the control high ability reading group. Students in the experimental middle ability reading group scored significantly lower than those students in the control middle ability reading group. No significant differences occurred between the experimental and control low ability reading group.;Procedures. The study employed a randomized control-group posttest only design. The sample consisted of 410 sixth grade students from five elementary schools with instructional library programs who served as the experimental group and 330 sixth grade students from five elementary schools without instructional library programs who served as the control group in one Texas school district. The instructional program, based on the district's Library Curriculum Guide, was experienced by the experimental group and not by the control group. The California Achievement Tests (CAT), Ohio School Library/Media Test, and Estes Reading Attitude Scale, measured academic achievement, knowledge of library skills, and attitudes toward reading, respectively. Three-factor analysis of variance of the Cat, the Ohio, and the Estes was performed for effects due to treatment, gender, reading ability level, and all possible interactions of the main effects.