ERIC Number: EJ1046176
Record Type: Journal
Publication Date: 2014-Nov
Abstractor: As Provided
Reference Count: 18
Too Long to Read: Assessing the Motivation behind Graduate Student Attendance in Reading Groups
Schenk, John J.; Steppan, Scott J.
Journal of College Science Teaching, v44 n2 p40-45 Nov 2014
Graduate-level reading groups serve as a primary forum for students to learn current and complex concepts in their field. Because graduate students lament that reading "abnormally long" articles discourage them from attending particular reading group sessions, we tested the hypothesis that attendance will decrease proportionally with page number. We examined the relationship of attendance to semester chronology, the presenter, paper type, and time allowed to read the paper. We found that there was no significant relationship between page number and attendance and that students were not selecting shorter papers on average; however, a significant relationship was found between the attendee number and semester chronology, with attendance decreasing as the semester progressed. No significant relationships existed between attendance and who led the discussion, paper type, or time allowed to read the paper. We discuss how these results can be used to maximize student attendance and how to maximize student involvement in general.
Descriptors: Graduate Students, Attendance, Attribution Theory, Reading Strategies, Reading, Teamwork, Biology, Evolution, Observation, Printed Materials, Attendance Patterns, Time Factors (Learning), Reading Habits, Content Area Reading, Predictor Variables, Journal Articles, Cooperative Learning, Study Habits, Student Motivation
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A