Objectives: To compare 2 instruction methods for teaching graduate students EndNote. Researcher evaluated whether there was a difference in graduate student confidence using EndNote, instruction satisfaction and knowledge retention regarding EndNote software when instructor used flip classroom model with active learning (experimental) compared to in-class lecture and active learning (control). Study addressed gap in the literature regarding flipped classroom instruction, library instruction one shot sessions and citation manager instruction. Based on literature review, researcher hypothesized there would be a difference in graduate student confidence using EndNote and instruction satisfaction, but no difference in graduate student knowledge retention regarding EndNote software.
Methods: Cluster sampling was used to recruit participants. Researcher used Campbell and Stanley post-test only design with random assignment. Classes were assigned to either control or experimental arms of study. Experimental group was given EndNote tutorial one week prior to instruction. Control was not given EndNote tutorial prior to session. Both groups received active learning instruction session. After instruction session, both experimental and control were given assessment which evaluated students’ confidence using EndNote, instruction satisfaction and knowledge retention. Confidence and satisfaction questions used Likert scale; questions evaluating knowledge retention used multiple choice and true false questions. Multiple choice and true false questions assigned grade based on questions answered correctly. Two-tailed Mann-Whitney U Test used to analyze distribution of grades and Likert scale of satisfaction and confidence.
Results: Study included 6 classes; 3 in experimental and 3 in control. Control included 17 students and experimental included 8 students. All experimental participants completed tutorial prior to instruction session. Alpha 0.05 used as significance level for all tests. Grade P-value was 0.344. Satisfaction P-value was 0.215. Confidence P-value was 0.344.
Conclusions: Data suggest there was no difference in grades, satisfaction with instruction session and confidence using EndNote between experimental and control groups.
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