ERIC Number: ED319745
Record Type: RIE
Publication Date: 1990-Feb
Classroom Texts: An Investigation of the Correlative Features of Assigned Reading and Test Performance. Applied Educational Research and Evaluation.
Rochlin, Joyce T.; Weislogel, Louis F.
The correlative features of assigned reading and in-class performance were evaluated for 75 students enrolled in psychology classes in two community colleges in Maryland. Four tests and a final examination were used to measure in-class performance as a function of rates of reading and times of attendance. Control for content was attempted by assigning a different book to one of the classes. Times of attendance were varied to control for assumptions about the differences between students who attend daytime and those who attend evening classes. Based on these manipulations, no statistical differences were found between the students' reading and successful course outcomes; students were equally successful whether or not they read the assigned text. There were no differences in the performance of students in morning, afternoon, or evening classes. Suggestions for alternatives to assigned texts included selected materials and the self-motivated use of outside sources. Seven data tables and one figure are included. (Author/SLD)
Descriptors: Academic Achievement, Classroom Techniques, College Students, Community Colleges, Comparative Testing, Correlation, Evening Programs, Higher Education, Homework, Individualized Reading, Outcomes of Education, Psychology, Reading Assignments, Reading Materials, School Schedules, Scores, Test Results
Publication Type: Reports - Research; Dissertations/Theses - Practicum Papers
Education Level: N/A
Authoring Institution: N/A
Note: Ed.D. Practicum, Nova University.