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Understanding Student Perceptions and Practices for Pre-Lecture Content Reading in the Genetics Classroom
William J Gammerdinger1, Thomas D Kocher1
1Department of Biology, University of Maryland, College Park, MD 20742, USA.
Journal of Microbiology & Biology Education
|August 14, 2018
Summary
Pre-lecture textbook reading significantly boosts student preparedness and exam scores. Understanding student reading habits and barriers is crucial for educators to improve academic success in traditional lecture courses.
Area of Science:
- Educational Psychology
- Higher Education Pedagogy
Background:
- Traditional lecture courses often incorporate pre-lecture textbook readings.
- Student engagement with assigned readings can vary significantly.
- Understanding the impact of reading on preparedness is essential for effective teaching.
Purpose of the Study:
- To assess the relationship between pre-lecture textbook reading and student preparedness.
- To survey students' reading practices and attitudes toward textbook assignments.
- To identify barriers preventing students from completing assigned readings.
Main Methods:
- Weekly surveys on textbook reading practices.
- Pre-lecture and exit surveys on student attitudes.
- Analysis of preparedness levels and exam scores in relation to reading habits.
Main Results:
- Pre-lecture reading was a significant predictor of both preparedness and exam performance.
- Identified specific reasons why students did not complete assigned readings.
- Quantified the level of pre-lecture reading in a traditional course setting.
Conclusions:
- Pre-lecture textbook reading positively impacts student academic outcomes.
- Educators can use this data to encourage reading and address student barriers.
- Findings offer insights into optimizing traditional lecture course design for student success.
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