This study examines the relationship between formal library instruction and undergraduate student performance and persistence in higher education. Researchers analyzed two years of academic and demographic data collected from first-time freshmen at Middle Tennessee State University in an attempt to quantify the effect of librarian-led one-shot classroom instruction on students' grade point averages and their likelihood of returning to school for the sophomore year.
Vance, J., Kirk, R., & Gardner, J. (2012). Measuring the Impact of Library Instruction on Freshmen Success and Persistence: A Quantitative Analysis. Communications in Information Literacy, 6 (1), 49-58. https://doi.org/10.15760/comminfolit.2012.6.1.117