Increasing Reading Compliance of Undergraduates
An Evaluation of Compliance Methods
Bibliographic Data
| ID | 11064734 |
|---|---|
| Authors | Sarah J Hatteberg (0000-0001-6375-6655, Indiana University, Bloomington, IN, USA, corresponding author), Kody Steffy (0000-0002-9691-061X, Indiana University, Bloomington, IN, USA) |
| Year | 2013 |
| Volume | 41 |
| Issue | 4 |
| Pages | 346-352 |
| Publication date | 2013-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teaching Sociology (JOURNAL) |
| Journal identifiers | ISSN: 0092-055X • E-ISSN: 1939-862X |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0092055x13490752 |
| OpenAlex | W1983487183 |
| Language | EN |
| Citations received | 10 |
| References cited | 12 |
A common source of frustration for college instructors is getting their students to read. Since the 1970s, studies have shown that no more than 30 percent of students complete a reading assignment on any given day. But what can be done? What strategies can instructors use to make certain that their students read? Do pop or announced quizzes work better? Does it help to call on students randomly in class? To date, little systematic evidence exists concerning the relative utility of the many methods instructors use to encourage reading compliance. This study begins to address that lacuna. Specifically, using survey data collected in introductory sociology classes (N = 423), we examine how students evaluate seven commonly used methods ranging from announced quizzes to short writing assignments to being called on randomly in class. We find that students perceive mandatory and/or announced methods to be more effective in motivating them to complete reading assignments than unannounced or optional methods
Class (philosophy · Compliance (psychology · Mathematics education · Pedagogy · Political science · Reading (process · Communication in Education and Healthcare · Computer Science · Innovative Teaching Methodologies in Social Sciences · Law · Online and Blended Learning · Psychology · Social Psychology
Investigating American and Chinese college students’ reading motivation
Thinking like an economist while reading the land
Exploring the Reading Practices of Undergraduate Students
Self-construal predicts reading motivation
Reading Behavior and Compliance Among Ecuadorian University Students
Examining the mediating role of reading amount between reading motivation and reading comprehension among American college students
Just us, just discussing
Being Able to Listen Makes Me Feel More Engaged”
An Assessment of Student Perceptions and Responses to Frequent Low-stakes Testing in Introductory Sociology Classes
Bringing Deep Reading Back in
Mastering the techniques of teaching
Multiple significance tests
Instructional Discourse, Student Engagement, and Literature Achievement
Using Structured Reading Groups to Facilitate Deep Learning
Course Preparation Assignments
Just-In-Time Teaching in Sociology Or How I Convinced My Students to Actually Read the Assignment
Deep Reading, Cost/Benefit, and the Construction of Meaning
Using the Daily Newspaper and Journal Writing to Teach Large Introductory Sociology Classes
| Citations per year | 0.91 |
|---|---|
| Citation span | 2015 - 2025 (11) |
| Highly cited | No |