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    Improving reading compliance with whole-class qualitative quiz questions

    Phillips, Arron and Compton, M (2016) Improving reading compliance with whole-class qualitative quiz questions. Compass: Journal of Learning and Teaching, 9 (13), pp. 14-24. ISSN 2044-0081.

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    Abstract

    “Have you done your reading?” If you are a teaching academic who always gets positive responses to this question, then you are in a very fortunate (or talented) minority. This small case study draws on existing research into why students do not read and evaluative research into strategies designed to combat this phenomenon. It reflects on an ad hoc trial of quiz questions randomly targeted at individuals in two seminar groups of first-year undergraduates within the Business Faculty. The trial spanned seven weeks and sought to improve previously poor levels of reading compliance. The study found that, within a short period, the technique employed significantly increased levels of reading compliance, when measured across the whole group through qualitative comprehension questions.

    Metadata

    Item Type: Article
    Keyword(s) / Subject(s): reading, compliance, study skills, business, pedagogy, quizzes, engagement, motivation, teaching strategies
    School: Birkbeck Schools and Departments > School of Business, Economics & Informatics > Management
    Depositing User: Arron Phillips
    Date Deposited: 19 Feb 2019 12:41
    Last Modified: 30 Jul 2019 05:30
    URI: http://eprints.bbk.ac.uk/id/eprint/26346

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