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ERIC Number: EJ1078162
Record Type: Journal
Publication Date: 2015
Pages: 7
Abstractor: As Provided
Reference Count: 14
ISBN: N/A
ISSN: ISSN-8756-7555
Textbook Use in the Sciences and Its Relation to Course Performance
French, Michelle; Taverna, Franco; Neumann, Melody; Paulo Kushnir, Lena; Harlow, Jason; Harrison, David; Serbanescu, Ruxandra
College Teaching, v63 n4 p171-177 2015
There are limited studies with conflicting results examining textbook use and student performance at the university level. To learn more, we surveyed instructors and over one thousand students in 12 undergraduate introductory science courses. The majority (77%) of the students reported reading the textbook either "often" (>75% of the assigned reading) or "sometimes" (25%-75% of the assigned reading). Those who read "often" had better final marks those who read "sometimes," but surprisingly, those who reported "rarely" reading the textbook did as well as those who read "often." Perceptions of the usefulness of the textbook were generally more favorable in courses in which some marks were based solely on the readings. We conclude that there appears to be different types of learners: some may need to read the textbook "often" to do well, while others do not.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A