Games children play : evaluating the effectiveness of activities used to teach library concepts to children

Abstract

A class of 20 Form 1 students from a girl's school participated in this study which aimed to evaluate the effectiveness of an activity used to teach the concept of Dewey Decimal Classifcation to students. A Pretest was administered on their first visit, followed by the instructional session using the activity and students received a Posttest on their second visit. Focus groups revealed that the activity suited the majority of learning styles in the group, but that the activity lost its effectiveness as it was quickly forgotten. A Mest found no statistically significant difference between mean scores from the Pretest and Posttest. Chi-square analysis on attitudinal responses found no statistically significant difference regarding student response to the use of library terminology.