This paper evaluates freshmen undergraduate students’ comprehension of library vocabularies used by librarians in library orientation sessions. For the assessment, a questionnaire survey was conducted among a group of 1456 freshmen students during library orientations at a premier public university in Bangladesh. In addition to students’ socio-demographic and personal information, the survey included 15-multiple choice questions on the definition of library terminologies. For each definition, the correct answer was given a score of “1” whereas the wrong or unsure response was assigned a score of “0.” Statistical procedures, t-test and ANOVA, were run to test the equality of means between student groups. A Generalised Estimating Equation (GEE) model was applied to determine the effect of socio-demographic and personal variables on students’ category-specific scores. The findings indicate that more than half of the terms were either incorrectly defined or not known to students. There were significant differences in freshmen’s total and category-specific scores based on gender, age, previous residence, discipline enrolled, computer and library experience and in terms of their previous exposure to library instructions. The GEE model showed that category-specific scores were significantly associated with term types and prior computer and library experience.

中文翻译：

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在图书馆迎新会上评估本科新生对图书馆词汇的理解

本文评估了本科新生对图书馆员在图书馆迎新活动中使用的图书馆词汇的理解情况。为了进行评估，我们在孟加拉国一所一流公立大学的图书馆迎新活动中对一组 1456 名新生进行了问卷调查。除了学生的社会人口统计信息和个人信息外，该调查还包括关于图书馆术语定义的 15 道选择题。对于每个定义，正确答案的得分为“1”，而错误或不确定的答案得分为“0”。统计程序，吨-test 和 ANOVA，用于测试学生组之间的均值相等性。应用广义估计方程 (GEE) 模型来确定社会人口和个人变量对学生特定类别分数的影响。调查结果表明，超过一半的术语定义不正确或学生不知道。根据性别、年龄、以前的居住地、注册的学科、计算机和图书馆的经验以及他们以前接触图书馆说明的情况，新生的总分和特定类别的分数存在显着差异。GEE 模型表明，特定类别的分数与术语类型以及先前的计算机和图书馆经验显着相关。