Impact of Information Literacy Instruction on Undergraduate Academic Success: An Empirical Study

Thesis Abstract

This study investigates the impact of structured information literacy instruction (ILI) on undergraduate academic success within a large, multi-disciplinary university context grappling with variable student research competencies and rising off-campus information-seeking dependence. The problem addressed is the inconsistent integration of ILI into general education pathways and its ambiguous effect on measurable academic outcomes, which potentially obscures the value of library-driven pedagogy in fostering evidence-based learning. The aim is to determine whether targeted ILI enhances undergraduate course performance, information-use abilities, and research self-efficacy, and to identify moderating factors influencing these effects. Specific objectives are (1) to assess differences in course GPA, library-specific assignment quality, and research self-efficacy between students exposed to a semester-long ILI program and a matched control group; (2) to examine whether ILI participation improves information literacy (IL) competencies as measured by a standardized IL rubric; (3) to explore how discipline, prior IL exposure, and student engagement mediate the relationship between ILI and academic success; and (4) to evaluate student and faculty perceptions of ILI relevance and integration within the curriculum. A mixed-methods design is employed, combining a quasi-experimental approach with qualitative inquiry. The population comprises first- to third-year undergraduate students enrolled across five faculties. A sample of 600 students is drawn through stratified random sampling, with 300 assigned to the intervention group receiving a 12-week ILI module embedded in general education and selected disciplinary courses, and 300 to a control group receiving standard instruction. Data collection instruments include (a) a validated information literacy rubric assessing search strategies, source appraisal, citation accuracy, and ethical information use; (b) university-record course grades for core modules and a capstone or major assignment rubric; (c) a Research Self-Efficacy Scale; and (d) a student survey capturing engagement and perceived ILI usefulness. In addition, semi-structured interviews with 20 students and 10 faculty members are conducted to contextualize quantitative results. Validity and reliability are established through pilot testing, inter-rater reliability checks for rubric scoring (Cohen’s kappa > 0.80), and triangulation across data sources. Quantitative analyses employ descriptive statistics, independent-samples t-tests, and analysis of covariance (ANCOVA) to compare outcomes between groups while controlling for baseline IL skills and prior GPA. Multiple regression analyses are used to model the influence of ILI exposure, IL competencies, and engagement on academic success indicators, with interaction terms to test moderating effects of discipline and prior experience. Structural equation modeling (SEM) will be applied to test a theoretical model linking ILI, IL competencies, self-efficacy, and academic outcomes. Qualitative data are analyzed through thematic analysis to identify perceived gaps, facilitators, and contextual factors affecting ILI effectiveness. The study also uses a convergent parallel design to integrate quantitative and qualitative findings. Expected findings include (i) statistically significant improvements in IL competencies and research self-efficacy among the intervention group, accompanied by modest but meaningful gains in course performance and quality of research-based assignments; (ii) discipline-specific variation in ILI impact, with humanities and social sciences showing larger gains in source appraisal and ethical information use, while STEM fields exhibit stronger improvements in search strategy efficiency; (iii) identification of key mediators such as student engagement, prior IL exposure, and instructional design features (scaffolding, authentic assessment, and feedback). The contribution to knowledge lies in empirically establishing the value of integrated ILI within undergraduate curricula, clarifying how IL development translates into measurable academic success, and offering a model of scalable ILI implementation with attention to disciplinary contexts and learning analytics. The study concludes that systematic, embedded ILI positively affects undergraduate outcomes and recommends scalable, discipline-aware instructional designs, ongoing faculty–librarian collaboration, and continuous assessment of IL competencies to sustain improvements in academic performance.