College textbook reading assignments and class time activity

Lola Aagaard,Ronald L Skidmore,Timothy W Conner Ii

doi:10.14434/josotl.v14i3.5031

Lola Aagaard, Ronald L Skidmore + Show 1 more

Open Access

https://doi.org/10.14434/josotl.v14i3.5031

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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.

Highlights

Regardless of the fact that professors often assign textbook readings to students as part of their course requirements, reports have clearly articulated that many students, do not complete the course readings as instructed (Lei, Barlett, Gorney, & Herschbach, 2010; Pecorari, Shaw, Irvine, Malstrom, & Mezek, 2012; Sikorski et al, 2002)
This lack of student engagement in reading for the courses includes assigned readings for traditional class meetings, and in terms of preparing for course examinations (Aagaard & Skidmore, 2004; Clump, Bauer, & Bradley, 2004; Sikorski et al, 2002). The implications of these findings would seem to suggest that most of what students glean from course study comes directly from the learning experiences conducted within the classroom, with the in-class presentation of material serving as the primary means by which students gain understanding of important course concepts
A majority of students (52%) reported that they do read the assigned textbook readings, but 48% replied that whether or not they read the assignment depended on other factors

Summary

Introduction

Regardless of the fact that professors often assign textbook readings to students as part of their course requirements, reports have clearly articulated that many students (perhaps most of them), do not complete the course readings as instructed (Lei, Barlett, Gorney, & Herschbach, 2010; Pecorari, Shaw, Irvine, Malstrom, & Mezek, 2012; Sikorski et al, 2002) This lack of student engagement in reading for the courses includes assigned readings for traditional class meetings, and in terms of preparing for course examinations (Aagaard & Skidmore, 2004; Clump, Bauer, & Bradley, 2004; Sikorski et al, 2002). Students’ lack of engagement in independent reading of class assignments compels professors to make a different set of lecture plans when thinking about what to do with students during class.

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