College textbook reading assignments and class time activity

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Lola Aagaard Timothy W. Conner II Ronald L. Skidmore


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.


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How to Cite
Aagaard, L., Conner II, T., & Skidmore, R. (2014). College textbook reading assignments and class time activity. Journal of the Scholarship of Teaching and Learning, 14(3), 132-145.
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