ERIC Number: ED053431
Record Type: RIE
Publication Date: 1969-Oct
Reference Count: 0
Text Book Underlining as an Index of Student Identification of Relevant Instructional Content. Final Report. WSU-CORD.
Ryan, James J.
Textbooks used for the first time in a large introductory, and in an advanced, psychology course were systematically examined, using different methods for each text, to measure the amount of individual student underlining. This amount was then correlated, in each course, to the students' performance, with each student's general academic ability being considered as a control variable in the introductory course. Results indicate: (1) a high degree of reliability in measuring the amount of underlining was obtained, using a small number of randomly related pages of a text; (2) underlining was used more frequently by students of lower academic ability; and (3) it was not clear that underlining facilitated achievement. It is concluded that underlining would not serve too well as an index of identification of relevant content due to the large proportion of students (about 50%) who did not underline to any measurable extent in their text. (Author/TL)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Wisconsin State Universities Consortium of Research Development, Stevens Point.