Improving reading compliance with whole class qualitative quiz questions

Authors

  • Arron Phillips University of Greenwich
  • Martin Compton University of Greenwich

DOI:

https://doi.org/10.21100/compass.v9i13.335

Keywords:

reading, compliance, study skills, business, pedagogy, quizzes, engagement, motivation, teaching strategies

Abstract

“Have you done your reading?” If you are a teaching academic that always gets positive responses to this question then you are in a very fortunate (or talented) minority. This small case study draws on existing research into why students do not read and evaluations of strategies designed to combat this phenomenon. It reflects on an ad hoc trial of randomly targeted quiz questions to two seminar groups of first year undergraduates within the Business Faculty. The trial spanned seven weeks and sought to improve previously poor levels of reading compliance. The study found that, within a short period, the technique employed significantly increased levels of reading compliance measured across the whole group through qualitative comprehension questions. 

Author Biographies

Arron Phillips, University of Greenwich

Arron Phillips is a PhD candidate on a Vice-Chancellor's scholarship at the University of Greenwich. His research sits within the Faculty of Business. The Doctoral Research is looking into the role of Trade Unions and Whistleblowing. He conducts seminar teaching within the faculty and is undertaking the PGCertHE which has led to an interest in the scholarship of teaching and learning.

Martin Compton, University of Greenwich

Martin Compton is a Senior Lecturer in Learning, Teaching and Professional Development working within the Educational Development Unit. He has more than 25 years teaching experience in schools, colleges and universities in both the UK and abroad. His principle current research interest is in the design, conduct and efficacy of peer and assessed observations of academic teaching staff in H.E.

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Published

11/08/2016

Issue

Vol. 9 No. 13 (2016): Compass: Journal of Learning and Teaching

Section

Case Studies

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