Evaluating the Influence of Information Literacy Program on Advancing Research Productivity in Health and Allied Sciences Education
Location
Cody Conference Hall, University of St. La Salle, Bacolod City
Start Date
26-6-2024 4:25 PM
End Date
26-6-2024 4:55 PM
Description
ABSTRACT
Purpose/objectives: Research engagement is one of the main functions of a higher educational institution, alongside teaching and community engagement. The Library is one of the academic service departments that play a significant role in achieving the research thrust of its mother institution. This study evaluates the influence of the Information Literacy Program (ILP), launched during the first term of SY 2019-2020, entitled Research Productivity Series (RPS), on advancing research productivity in health and allied sciences education using Kirkpatrick Model. This research aims to investigate the extent to which the ILP influences research productivity among faculty members as a basis for improvement. Additionally, it seeks to identify factors that influence faculty participation and engagement in the lLP, thereby providing insights into improving the conduct of ILP toward achieving the Institute's research thrust.
Design, methodology, approach: The model that guides this evaluative research is Kirkpatrick's Model levels one (1) and two (2) of evaluating training programs. The researcher utilized the descriptive survey method in this study, using a self-developed five (5) point questionnaire composed of eight (8) Likert scales and two open-ended questions. The questionnaire is based on six (6) frames of the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education. The researcher administered an 11-item summative assessment prepared by the facilitators after the conduct of ILP to assess the participants' learning. Seventy (70) faculty members responded to the online survey, distributed through a Google Form on March 18-19, 2024. The respondents were faculty members who completed the Library's ILP modules. The Cronbach's Alpha score for reliability analysis is 0.99, suggesting strong internal consistency and reliability among the survey items.
Findings: An overall mean of 4.40 and a verbal interpretation of strongly agree means that the Library's ILP is engaging, relevant, and favorable to the faculty members across all six (6) frames of the ACRL Framework. The thematic analysis of 80 responses reveals that 20% of the respondents were encouraged to conduct research, higher than the 10% institutional target, underscoring ILP’s potential to influence research productivity. The ILP also helps improve the research skills of 33% and the information literacy skills of 32% of the 67 respondents, respectively. In terms of learning, an average score of 86.5% shows that the participants have acquired the intended knowledge, skills, attitude, confidence, and commitment to conduct research after completing the ILP modules. However, the 51% score in the "Authority is Constructed and Contextual" aspect reveals a need for improvement. Regarding participating in the ILP program, the thematic analysis of responses shows that 37.50% of the participants were satisfied with the current conduct of the program, which makes them want to participate more. Other factors are conducting the ILP program in a conducive environment and including a workshop, which also influenced faculty members to participate in the ILP program. The result of this level one (1) and level two (2) evaluation underscores the potential influence of ILP in advancing research productivity in health and allied sciences education.
Research limitations and implication: This study was conducted only in the Institute during the grand ILP for faculty members; therefore, the data, analysis, and recommendations were based on the context of the respondents purposively selected for this study, which concerned health and allied sciences education. In addition, this study completed only levels one (1) and level (2) of the Kirkpatrick Model of evaluation since it will take time for the participants to apply their learning to produce results; therefore, levels three (3) and four (4) shall be completed as phase two.
Originality of the paper: The result of this study shall contribute to the knowledge that the Library and ILP have a significant contribution in advancing research in health sciences education that contributes to solving real-world health problems through a new Research Productivity Series framework.
Keywords: Research Productivity; Information Literacy Program; Information Literacy Skills
Recommended Citation
(2024). Evaluating the Influence of Information Literacy Program on Advancing Research Productivity in Health and Allied Sciences Education. Retrieved from https://animorepository.dlsu.edu.ph/conf_dlsplc/2024/schedule/3
Evaluating the Influence of Information Literacy Program on Advancing Research Productivity in Health and Allied Sciences Education
Cody Conference Hall, University of St. La Salle, Bacolod City
ABSTRACT
Purpose/objectives: Research engagement is one of the main functions of a higher educational institution, alongside teaching and community engagement. The Library is one of the academic service departments that play a significant role in achieving the research thrust of its mother institution. This study evaluates the influence of the Information Literacy Program (ILP), launched during the first term of SY 2019-2020, entitled Research Productivity Series (RPS), on advancing research productivity in health and allied sciences education using Kirkpatrick Model. This research aims to investigate the extent to which the ILP influences research productivity among faculty members as a basis for improvement. Additionally, it seeks to identify factors that influence faculty participation and engagement in the lLP, thereby providing insights into improving the conduct of ILP toward achieving the Institute's research thrust.
Design, methodology, approach: The model that guides this evaluative research is Kirkpatrick's Model levels one (1) and two (2) of evaluating training programs. The researcher utilized the descriptive survey method in this study, using a self-developed five (5) point questionnaire composed of eight (8) Likert scales and two open-ended questions. The questionnaire is based on six (6) frames of the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education. The researcher administered an 11-item summative assessment prepared by the facilitators after the conduct of ILP to assess the participants' learning. Seventy (70) faculty members responded to the online survey, distributed through a Google Form on March 18-19, 2024. The respondents were faculty members who completed the Library's ILP modules. The Cronbach's Alpha score for reliability analysis is 0.99, suggesting strong internal consistency and reliability among the survey items.
Findings: An overall mean of 4.40 and a verbal interpretation of strongly agree means that the Library's ILP is engaging, relevant, and favorable to the faculty members across all six (6) frames of the ACRL Framework. The thematic analysis of 80 responses reveals that 20% of the respondents were encouraged to conduct research, higher than the 10% institutional target, underscoring ILP’s potential to influence research productivity. The ILP also helps improve the research skills of 33% and the information literacy skills of 32% of the 67 respondents, respectively. In terms of learning, an average score of 86.5% shows that the participants have acquired the intended knowledge, skills, attitude, confidence, and commitment to conduct research after completing the ILP modules. However, the 51% score in the "Authority is Constructed and Contextual" aspect reveals a need for improvement. Regarding participating in the ILP program, the thematic analysis of responses shows that 37.50% of the participants were satisfied with the current conduct of the program, which makes them want to participate more. Other factors are conducting the ILP program in a conducive environment and including a workshop, which also influenced faculty members to participate in the ILP program. The result of this level one (1) and level two (2) evaluation underscores the potential influence of ILP in advancing research productivity in health and allied sciences education.
Research limitations and implication: This study was conducted only in the Institute during the grand ILP for faculty members; therefore, the data, analysis, and recommendations were based on the context of the respondents purposively selected for this study, which concerned health and allied sciences education. In addition, this study completed only levels one (1) and level (2) of the Kirkpatrick Model of evaluation since it will take time for the participants to apply their learning to produce results; therefore, levels three (3) and four (4) shall be completed as phase two.
Originality of the paper: The result of this study shall contribute to the knowledge that the Library and ILP have a significant contribution in advancing research in health sciences education that contributes to solving real-world health problems through a new Research Productivity Series framework.
Keywords: Research Productivity; Information Literacy Program; Information Literacy Skills