College textbook reading assignments and class time activity

Main Article Content

Lola Aagaard
Timothy W. Conner II
Ronald L. Skidmore

Abstract

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.  Descriptive analysis wa sconducted on the results and chi-square was run on 25 selected comparisons,with a Bonferroni correction of the resulting alphas.  About half the students reported that they do read the assigned textbook readings. Freshmen were significantly more likely to report that outside reading should not be required of students prior to comingto class, 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, assigning graded study-guides to complete while reading; testing over material found in the textbook but not covered in class; and assigning shorter reading assignments. Preferences for use of class time varied by experience in college, but the majority of students preferred group discussion and application of material to real life rather than just lecture over the textbook content.

Downloads

Download data is not yet available.

Article Details

How to Cite
Aagaard, L., Conner II, T. W., & Skidmore, R. L. (2014). College textbook reading assignments and class time activity. Journal of the Scholarship of Teaching and Learning, 14(3), 132–145. https://doi.org/10.14434/josotl.v14i3.5031
Section
Articles
Author Biographies

Lola Aagaard, Morehead State University

Associate Professor, Foundational and Graduate Studies in Education

Timothy W. Conner II, Morehead State University

Assistant Professor,Foundational and Graduate Studies in Education

Ronald L. Skidmore, Morehead State University

Professor,Foundational and Graduate Studies in Education

References

Aagaard, L., & Skidmore, R. (2004, November). Student study habits and the relationship to test scores in an undergraduate course. Paper presented at the annual meeting of the Midsouth Educational Research Association, Gatlinburg, TN.

Aagaard, L., & Skidmore, R. (2009, November). College student use of textbooks. Paper presented at the annual meeting of the Midsouth Educational Research Association, Baton Rouge, LA.

Berry, T., Cook, L., Hill, N., & Stevens, K. (2011). An exploratory analysis of textbook usage and study habits: Misperceptions and barriers to success. College Teaching, 59, 31-39. doi: 10.1080/87567555.2010.509376

Clump, M.A., Bauer, H., & Bradley, C. (2004). The extent to which psychology students read textbooks: A multiple class analysis of reading across psychology. Journal of Instructional Psychology, 31, 227-232. Retrieved October 16, 2009, from EBSCOhost Academic Search Premier database.

Johnson, B. C., & Kiviniemi, M. T. (2009). The effect of online chapter quizzes on exam performance in an undergraduate social psychology course. Teaching of Psychology, 36, 33–37. doi: 10.1080/00986280802528972

Kane, B. (1990). Undergraduate students’ concerns and preferences regarding structured and unstructured lecture-discussions. Education, 111(1), 117-125. Retrieved October 26, 2010, from EBSCOhost Academic Search Premier database.

Lei, S.A., Bartlett, K.A., Gorney, S.E., & Herschbach, T.R. (2010). Resistance to reading compliance among college students: Instructors’ perspectives. College Student Journal, 44(2), 219-229. Retrieved October 29, 2010, from EBSCOhost Academic Search Premier database.

Locher, D. (2004). When teaching less is more. The Teaching Professor, 18(9), 2-6. Retrieved October 26, 2010, from EBSCOhost Academic Search Premier database.

Mji, A., & Kalashe, L. (1998). Exploring the lecturer-student relationship: Preferences of a sample of undergraduate students in business management. Psychological Reports, 83, 12971298. doi: 10.2466/PR0.83.7.1297-1298

Oliver, R. (2007). Exploring an inquiry-based learning approach with first-year students in a large undergraduate class. Innovations in Education and Teaching International, 44(1), 3-15. Retrieved October 26, 2010, from EBSCOhost Academic Search Premier database. doi: 10.1080/14703290601090317

Pecorari, D., Shaw, P., Irvine, A., Malstrom, H., & Mezek, S. (2012). Reading in tertiary education: Undergraduate student practices and attitudes. Quality in Higher Education, 18(2), 235-256. doi: 10.1080/13538322.2012.706464

Ruscio, J. (2001). Administering quizzes at random to increase students' reading. Teaching of Psychoglogy, 28(3), 204-206. Retrieved October, 30, 2010, from EBSCOhost Academic Search Premier database. doi: 10.1207/S15328023TOP2803_08

Ryan, M.P. (2001). Conceptual models of lecture-learning: Guiding metaphors and modelappropriate notetaking practices. Reading Psychology, 22, 289-312. Retrieved October 26, 2010, from EBSCOhost Academic Search Premier database. doi: 10.1080/02702710127638

Ryan, T. E. (2006). Motivating novice students to read their textbooks. Journal of Instructional Psychology, 33(2), 136-140. Retrieved October 30, 2010, from EBSCOhost Academic Search Premier database.

Sikorski, J. F., Rich, K., Saville, B. K., Buskist, W., Drogan, O., & Davis, S. F. (2002). Student use of introductory texts: Comparative survey findings from two universities. Teaching of Psychology, 29, 312-313. Retrieved October 16, 2009, from EBSCOhost Academic Search Premier database. doi: 10.1207/S15328023TOP2904_13

Struyven, K., Dochy, F., & Janssens, S. (2012). Explaining student’s appraisal of lectures and student-activating teaching: Perceived context and student characteristics. Interactive Learning Environments, 20(5), 391-422. doi: 10.1080/10494820.2010.500084

Zhang, L.F. (2008). Preferences for teaching styles matter in academic achievement: Scientific and practical implications. Educational Psychology, 28(6), 615-625. doi:10.1080/01443410802004634