Increasing Reading Compliance and Metacognitive Strategies in Border Students

Culver, Tiffany F.

Journal of College Reading and Learning, v46 n1 p42-61 2016

In an effort to increase reading compliance and active reading strategies, quizzes and reading
guides were given to 100 participants in four psychology courses. Each participant was given
four weeks of reading quizzes and four weeks of reading guides. Participants consisted of
students (freshman through senior level) from two colleges along the Texas/Mexico border.
Self-reported survey data was collected on reading compliance and metacognitive strategies.
There was a statistically significant difference in reading compliance. Students reported
reading the most when assigned a reading guide. However, the use of a quiz produced very
similar results in reading compliance. Participants reported using more metacognitive reading
strategies after completing the reading guides.
Descriptors: Metacognition, Reading Achievement, Reading Strategies, Active Learning, Reading Tests, Study Guides, Student Surveys,
Undergraduate Students, Self Disclosure (Individuals), Statistical Significance, Questionnaires, Compliance (Psychology)

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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires

Education Level: Higher Education; Postsecondary Education

Audience: N/A

Language: English

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Authoring Institution: N/A

Identifiers - Location: Texas

Effects of Quizzing Methodology on Student Outcomes: Reading Compliance, Retention, and Perceptions

Dowling, Carey Bernini

International Journal for the Scholarship of Teaching and Learning, v11 n2 Article 3 Jul 2017

This study set out to replicate and extend research on students' reading compliance and
examine the impact of daily quizzing methodology on students' reading compliance and
retention. 98 students in two sections of Abnormal Psychology participated (mean age = 21.5,
SD = 3.35; 72.4% Caucasian). Using a multiple baseline quasi-experimental design the daily
quizzing methodology was changed at different points in the semester from Clicker questions
to Clicker questions plus random written quizzes. The classes did not differ significantly on
predictors of success and only differed significantly on one demographic variable. 77.6% of
students failed Sappington et al.'s (2002) objective measure of reading compliance and the
majority lied about their reading compliance. There was mixed evidence for the impact of
quizzing methodology on learning outcomes. Daily quizzing appears to be effective, but adding
written quizzes may not improve learning outcomes enough to justify increased grading time.

Descriptors: Undergraduate Students, Psychopathology, Evaluation Methods, Testing,

Outcomes of Education, Reading Habits, Compliance (Psychology), Retention (Psychology),
Quasiexperimental Design, Audience Response Systems, Written Language, Predictor
Variables, Comparative Analysis, Tests, Questionnaires, Hypothesis Testing, Reading
Comprehension, Statistical Analysis
Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA
30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/

Publication Type: Journal Articles; Reports - Research

Education Level: Higher Education; Postsecondary Education

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Mississippi