Motivating Students to Read Journal Articles

Carkenord, David M.

doi:10.1177/009862839402100309

Cited by 35 publications

(9 citation statements)

References 7 publications

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“…Extra credit can be a divisive issue for many academics, but it has been shown to be a motivational force to improve student participation in classroom or course-related activities (Carkenord, 1994;Junn, 1995;Roberts, 2000).…”

Section: The Survey Paradoxmentioning

confidence: 99%

Turning the tables: making surveys relevant in the classroom

Magro

Prybutok

Ryan

2012

IJIOME

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Researchers want to survey students. Instructors have little incentive to allow their class to be surveyed and students have little incentive to be surveyed. This paper suggests a solution to this problem for researchers, students and instructors of statistics classes. Research suggests that active survey announcement and the offering of extra credit increases survey response rates over passive survey announcement and no extra credit. Therefore, a course instructor can have an influential role in the response rate of electronic surveys administered over time. Instructors can offer extra credit in good conscience if the survey offers a class benefit that can be used for discussion and class activity. Students receive extra credit towards their grade as well as experience working with new data sets. Instructors receive an additional teaching opportunity, and researchers receive a high survey response rate. The process of engaging the researcher, the instructor and the students is detailed.

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Section: The Survey Paradoxmentioning

confidence: 99%

Turning the tables: making surveys relevant in the classroom

Magro

Prybutok

Ryan

2012

IJIOME

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show abstract

“…Boniecki and Moore (2003) demonstrated that giving credit for comments and questions asked in class increased student participation. Perhaps instructors could use credit points to promote discussion, in the same way instructors have used credit to reward attendance (Thorne, 2000), reading journal articles (Carkenord, 1994), and serving as a research participant (Padilla-Walker, Zamboanga, Thompson, & Schermsal, 2005).…”

Section: Credit For Commentsmentioning

confidence: 99%

Credit for Comments, Comments for Credit

Sommer¹,

Sommer²

2007

Teaching of Psychology

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“…Multiple strategies have been implemented to increase student reading compliance and course performance, such as completion of out-of-class assignments that require reading (Carkenord, 1994;Ryan, 2006), daily written quizzes (ConnorGreene, 2000), and randomized reading quizzes (Ruscio, 2001).…”

Section: Introductionmentioning

confidence: 99%

“…Limited research on the impact of active learning strategies has included the impact on students' reading behaviors (Carkenord, 1994;Connor-Greene, 2000;Morling et al, 2008;Ryan, 2006). I am unaware of any studies that report the impact of quizzing on objective measures of whether, and how thoroughly, students read on a daily basis.…”

Section: Introductionmentioning

confidence: 99%

Effects of Quizzing Methodology on Student Outcomes: Reading Compliance, Retention, and Perceptions

Dowling

2017

ij-sotl

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This study set out to replicate and extend research on students' reading compliance and examine the impact of daily quizzing methodology on students' reading compliance and retention. 98 students in two sections of Abnormal Psychology participated (mean age = 21.5, SD = 3.35; 72.4% Caucasian). Using a multiple baseline quasi-experimental design the daily quizzing methodology was changed at different points in the semester from Clicker questions to Clicker questions plus random written quizzes. The classes did not differ significantly on predictors of success and only differed significantly on one demographic variable. 77.6% of students failed Sappington et al. 's (2002) objective measure of reading compliance and the majority lied about their reading compliance. There was mixed evidence for the impact of quizzing methodology on learning outcomes. Daily quizzing appears to be effective, but adding written quizzes may not improve learning outcomes enough to justify increased grading time. KeywordsQuizzing methods, reading compliance Creative Commons LicenseThis work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. Cover Page FootnoteI would like to express special thanks to the research assistants involved with this project: Billy Rush, Teresa Davis, Mia Kloth, and Brittney Stone. I would also like to express sincere appreciation to Conor Dowling and the reviewers for their feedback on previous versions of this manuscript. Effects of quizzing methodology on student outcomes: Reading compliance, retention, and perceptionsCarey Bernini Dowling This study set out to replicate and extend research on students' reading compliance and examine the impact of daily quizzing methodology on students' reading compliance and retention. 98 students in two sections of Abnormal Psychology participated (mean age = 21.5, SD = 3.35; 72.4% Caucasian). Using a multiple baseline quasi-experimental design the daily quizzing methodology was changed at different points in the semester from Clicker questions to Clicker questions plus random written quizzes. The classes did not differ significantly on predictors of success and only differed significantly on one demographic variable. 77.6% of students failed Sappington et al.'s (2002) objective measure of reading compliance and the majority lied about their reading compliance. There was mixed evidence for the impact of quizzing methodology on learning outcomes. Daily quizzing appears to be effective, but adding written quizzes may not improve learning outcomes enough to justify increased grading time.

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Motivating Students to Read Journal Articles

Cited by 35 publications

References 7 publications

Turning the tables: making surveys relevant in the classroom

Turning the tables: making surveys relevant in the classroom

Credit for Comments, Comments for Credit

Effects of Quizzing Methodology on Student Outcomes: Reading Compliance, Retention, and Perceptions

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