Student Disposition, Textbooks, and Class Time: What Do They Really Want?

Autor/inn/en	Skidmore, Ronald L.; Aagaard, Lola; Conner, Timothy W., II
Titel	Student Disposition, Textbooks, and Class Time: What Do They Really Want?
Quelle	(2011), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Beliefs; Student Attitudes; Textbooks; Teacher Influence; Summer Programs; Regional Schools; College Students; Predictor Variables; Time Management; Time Factors (Learning); Classroom Environment; Preferences; Reading Assignments; Reading Habits; Motivation Techniques; Positive Attitudes; Negative Attitudes; Quasiexperimental Design; Use Studies; User Needs (Information); Student Surveys; Study Guides; Teamwork; Independent Study; Attitude Measures + Suchen Sie Ihr Suchwort? Belief; Glaube; Schülerverhalten; Textbook; Text book; Schulbuch; Lehrbuch; Sommerkurs; Collegestudent; Prädiktor; Zeitmanagement; Klassenklima; Unterrichtsklima; Reading habit; Lesegewohnheit; Motivationsförderung; Negative Fixierung; Benutzerschulung; Benutzerbedürfnis; Schülerbefragung; Studienberater; Studienführer; Selbststudium
Abstract	The purpose of this study was to determine the relationship between student beliefs regarding instructor-imposed activities to encourage student use of course textbooks and Life Orientation (i.e., dispositional optimism or pessimism). A convenience cluster sample (n = 105) was obtained from students taking summer classes at a regional state university in the Mid-South. The Life Orientation Test-Revised was administered at the beginning of the semester, and yielded subscales of pessimism, optimism and a total LOT score. Additionally, students completed a researcher-designed survey regarding textbooks and use of class time. The LOT variables were analyzed for a relationship to student preferences regarding textbooks and use of class time. Analyses indicated that (a) students with higher optimism trended toward not reading assignments from the text, (b) an instructor prepared study guide might "push" both higher optimism and higher pessimism students to read the text, (c) using the text in class would not encourage either students exhibiting higher pessimism or higher LOT to read the text ahead of time, and (d) higher LOT and higher pessimism students are more likely to prefer individual vs. group presentations related to the textbook. Further investigation is warranted implementing quasi-experimental methods, various types of text guides, and formative assessments. Two appendices include: (1) Textbook and Use of Class Time Survey; and (2) Life Orientation Test--Revised. (Contains 4 tables.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10