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.
|
Text
reading compliance.pdf - Published Version of Record Available under License Creative Commons Attribution Non-commercial No Derivatives. Download (306kB) | Preview |
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 Faculties and Schools > Faculty of Business and Law > Birkbeck Business School |
| Depositing User: | Arron Phillips |
| Date Deposited: | 19 Feb 2019 12:41 |
| Last Modified: | 02 Aug 2023 17:48 |
| URI: | https://eprints.bbk.ac.uk/id/eprint/26346 |
Statistics
Additional statistics are available via IRStats2.
Archive Staff Only (login required)
