Predicting Textbook Reading

Gurung, Regan A. R.; Martin, Ryan C.

doi:10.1177/0098628310390913

Cited by 53 publications

(34 citation statements)

References 19 publications

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“…At the end of the semester, students completed an in-class questionnaire that included both open-ended and closed-ended questions about demographic characteristics (e.g., age, sex, ethnic minority status), level of employment (e.g., hours worked per week), educational status (e.g., total credits completed, GPA), textbook preferences (e.g., print, digital, or both), perceptions of the quality of their current textbook (including a modified 5 version of the Textbook Usage and Assessment Scale [TAUS]; Gurung & Martin, 2011), and study habits (e.g., hours spent studying per week). Students using the open textbook were additionally asked about whether they had used the alternate format (print or digital).…”

Section: Methodsmentioning

confidence: 99%

As Good or Better than Commercial Textbooks: Students’ Perceptions and Outcomes from Using Open Digital and Open Print Textbooks

et al. 2018

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The increase in the cost of college textbooks together with the proliferation of digital content and devices has inspired the development of open textbooks, open educational resources that are free, openly licensed, and often peer-reviewed. Although several published studies have investigated the impact of open textbook adoption on educational outcomes, none have separated the effects of textbook openness and format and only two have taken place in Canada (Hendricks, Reinsberg, & Rieger, 2017; Jhangiani & Jhangiani, 2017). This study investigates the perceptions, use, and course performance of Canadian post-secondary students assigned a commercial or open textbook in either print or digital format. Results show that students using the print format of the open textbook perceive its quality to be superior to the commercial textbook. Moreover, students assigned an open textbook in either format perform either no differently from or better than those assigned a commercial textbook. These results are consistent with the existing literature and support the conclusion that the cost savings to students associated with the adoption of open textbooks do not come at the expense of resource quality or student performance. L’augmentation du coût des manuels universitaires ainsi que la prolifération du contenu numérique et des appareils électroniques ont inspiré le développement de manuels ouverts, des ressources éducationnelles qui sont gratuites, dont les licences d’exploitation sont ouvertes et qui sont souvent évalués par les pairs. Bien que plusieurs études publiées aient étudié l’impact de l’adoption de manuels ouverts sur les résultats éducationnels, aucune n’a séparé les effets du caractère ouvert des manuels et du format et seulement deux études ont été menées au Canada (Hendricks, Reinsberg & Rieger, 2017; Jhangiani & Jhangiani, 2017). Cette étude examine les perceptions, l’emploi et les résultats des étudiants dans des établissements d’enseignement supérieur canadiens à qui on avait assigné un manuel commercial ou un manuel ouvert en format imprimé ou numérique. Les résultats ont montré que les étudiants qui avaient utilisé le format imprimé du manuel ouvert avaient perçu que sa qualité était supérieure à celle du manuel commercial. De plus, les étudiants à qui on avait assigné un manuel ouvert dans l’un ou l’autre des formats avaient obtenu des résultats semblables à ceux des étudiants à qui on avait assigné un manuel commercial. Ces résultats concordent avec les publications existantes et confirment la conclusion que les économies de coûts pour les étudiants liées à l’adoption de manuels ouverts n’entraînent pas une dégradation de la qualité des ressources ni des résultats des étudiants.

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Section: Methodsmentioning

confidence: 99%

As Good or Better than Commercial Textbooks: Students’ Perceptions and Outcomes from Using Open Digital and Open Print Textbooks

et al. 2018

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“…The current research was designed to address these questions. Students commonly use the textbook as an aid in studying for exams, but many students do not read the textbook to the extent that they should (Gurung & Martin, 2011). In a comprehensive study conducted in the United States, we assessed how student attitudes (about their textbook, about learning, about study strategies, and about their instructor) are related to student performance (measured with a self-report of deep learning and an actual quiz).…”

mentioning

confidence: 99%

Textbook Use and Learning: A North American Perspective

Gurung

Landrum

Daniel

2012

Psychology Learning & Teaching

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Eight hundred and ninety students at 35 US institutions of higher education participated in a comprehensive study of textbook use and its relation to ratings of textbook quality and helpfulness, a student self-report of learning, student self-report of their deep approach to learning, student perceptions of instructors, and a measure of quiz performance. Intercorrelations between key measures revealed surprising relationships about the influence of these variables on self-reported learning and quiz performance. An analysis of textbook differences revealed some significant differences between the books in terms of quality and helpfulness as well as self-reported learning, but not on quiz performance. The authors identified significant predictors of self-reported learning (deep approach and student perceptions of instructor) and quiz performance (grade point average and textbook helpfulness). These results highlight the complexity of examining student learning and suggest some important variables and problems for future research especially the need for a valid, reliable, measure of learning.How can instructors optimise student learning in the college classroom? A key step towards answering this question involves gaining a thorough knowledge of how students, teachers, and textbooks interact to impact learning. How do students interact with the textbook? What are key student characteristics that predict their learning? The current research was designed to address these questions. Students commonly use the textbook as an aid in studying for exams, but many students do not read the textbook to the extent that they should (Gurung & Martin, 2011). In a comprehensive study conducted in the United States, we assessed how student attitudes (about their textbook, about learning, about study strategies, and about their instructor) are related to student performance (measured with a self-report of deep learning and an actual quiz).

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“…Student perceptions are important to consider in textbook research because students are likely more inclined to read and subsequently learn from a textbook perceived to be of high quality compared to one perceived to be of low quality. However, previous research has not demonstrated many significant relationships between student perceptions of textbooks and learning in terms of exam scores (Gurung and Martin, 2011). That said, there has been minimal inquiry directly testing this relationship.…”

Section: Literature Reviewmentioning

confidence: 96%

“…A 14-item Textbook Assessment and Usage Scale (TAUS; Gurung and Martin, 2011) was adapted to examine perceptions of the textbook excerpts. Specifically, the TAUS items about figures and tables were removed because there were no figures or tables in the textbook excerpts used in this study.…”

Section: Tausmentioning

confidence: 99%