College Textbook Reading Assignments and Class Time Activity

Autor/inn/en	Aagaard, Lola; Conner, Timothy W., II; Skidmore, Ronald L.
Titel	College Textbook Reading Assignments and Class Time Activity
Quelle	(2010), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Undergraduate Students; Textbooks; Assignments; Electronic Publishing; Classroom Techniques; Student Surveys; Student Attitudes; Statistical Analysis; Comparative Analysis; Tests; Study Guides; Group Discussion; Computer Software; Teaching Methods; Measures (Individuals); Student Characteristics + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Assignment; Auftrag; Zuweisung; Elektronisches Publizieren; Klassenführung; Schülerbefragung; Schülerverhalten; Statistische Analyse; Examination; Prüfung; Examen; Studienberater; Studienführer; Gruppendiskussion; Teaching method; Lehrmethode; Unterrichtsmethode; Messdaten
Abstract	It has been reported (Lei, Barlett, Gorney, & Herschbach, 2010; Sikorski et al., 2002) that only a minority of college students actually read the course textbook or other assigned readings in preparation for examinations. Suggested strategies to remedy this situation include quizzes (Ruscio, 2001; Ryan, 2006), study worksheets (Aagaard & Skidmore, 2009; Ryan, 2006), shorter reading assignments and use of the textbook during class time (Aagaard & Skidmore, 2009). A convenient cluster sample of 105 undergraduate students at a regional university in the midsouth completed a survey regarding their use of college textbooks, what strategies might increase the likelihood of their reading textbook assignments, and their preference for how class time was used. Participants were 60% female and fairly evenly distributed across the four years of college experience. Chi-square was run on 25 selected comparisons, with a Bonferroni correction of the resulting alphas. A majority of students (52%) reported that they do read the assigned textbook readings. Freshmen were significantly more likely to report that outside reading should not be required, and less likely to report having used or known about e-textbooks. Strategies reported to most likely prompt reading the textbook included in-class quizzes over text material (73% overall, but females were significantly more likely to read because of quizzes), assigning graded study-guides to complete while reading (77%); testing over material found in the textbook but not covered in class (81%); and assigning shorter reading assignments (77%). Sixty-four percent of respondents overall preferred group presentations, but sophomores and seniors opted for individual work, while juniors preferred groups. Additionally, students reported preferring the use of PowerPoint lectures to notes on the chalkboard, and generally preferred the use of group discussion and application of material to real-life rather than just lecture over textbook content. Textbook and Use of Class Time Survey results are appended. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01