ERIC Number: EJ1152842
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Maximizing Completion and Comprehension of Reading Assignments
Owen, Leanne R.
Journal on Excellence in College Teaching, v28 n3 p89-118 2017
The author presents self-report data from students in three upper-level undergraduate courses to illustrate the comparative effectiveness of different out-of-class assessment approaches in promoting completion and comprehension of reading assignments. Students reported agreeing or strongly agreeing that all three assignments motivated them to complete their readings on time, enhanced their ability to contribute to class discussions, and resulted in greater understanding of the material. Implications for future research are discussed in light of specific findings pertaining to student note-taking, intrinsic versus extrinsic motivation for completing assignments, and aligning assessment measures with specific types and levels of cognitive functioning.
Descriptors: Reading Assignments, Undergraduate Students, Likert Scales, Student Attitudes, Content Area Reading, Student Motivation, Reading Comprehension, Compliance (Legal), Self Disclosure (Individuals), Homework, Educational Practices, Teaching Methods
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A