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Improving reading compliance with whole class qualitative quiz questions

Improving reading compliance with whole class qualitative quiz questions

Phillips, Arron and Compton, Martin (2016) Improving reading compliance with whole class qualitative quiz questions. Compass: Journal of Learning and Teaching, 9 (13):4. ISSN 2044-0081 (doi:https://doi.org/10.21100/compass.v9i13.335)

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Abstract

“Have you done your reading?” If you are a teaching academic that 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 evaluations of strategies designed to combat this phenomenon. It reflects on an ad hoc trial of randomly targeted quiz questions to 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 measured across the whole group through qualitative comprehension questions.

Item Type: Article
Uncontrolled Keywords: reading, compliance, study skills, business, pedagogy, quizzes, engagement, motivation, teaching strategies
Faculty / Department / Research Group: Educational Development Unit
Greenwich Research into Innovative Pedagogies (GRIP)
Last Modified: 06 Jul 2018 15:44
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: None
URI: http://gala.gre.ac.uk/id/eprint/20263

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