Reading to Learn: Spring 2010 Survey Data
Last Modified: 05/19/2010
1. Please indicate the course you are taking.
#
Answer
Response
%
1
Communication and Journalism
43
27%
2
Psychology
22
14%
3
Spanish
40
25%
4
Geography
11
7%
5
Education
41
26%
Total
157
100%
Statistic
Value
Mean
2.90
Variance
2.36
Standard Deviation
1.53
Total Responses
157
2. Please respond to the following statements about your personal
reading habits.
Strongly
Agree
Agree
Neither
Agree nor
Disagree
Disagree
Strongly
Disagree
Responses
Mean
#
Question
1
I enjoy reading
for pleasure.
84
53
9
4
4
154
1.64
2
I enjoy reading
for courses.
6
42
48
46
11
153
3.09
3
Reading is an
important part of
learning.
61
76
15
1
0
153
1.71
Statistic
I enjoy reading for
pleasure.
I enjoy reading for
courses.
Reading is an important part of
learning.
Mean
1.64
3.09
1.71
Variance
0.82
1.02
0.44
Standard
Deviation
0.91
1.01
0.67
Total Responses
154
153
153
3. What percentage of your college class reading assignments do you
complete? Why?
Text Response
10%, most of the time we cover important material in class
all, because it is vital to my success in my classes.
I complete 100% of my class reading assignments, but I skim about 10% of those.
50%, because I don't have the time to read all the assignments fully, and many of them are repetitive.
It depends on the course. I'm currently in a course that I know I can do well in without reading the
content. It's not a matter of liking or disliking what I am required to read, I just know that I can do very
well in the course, and learn for that matter, without reading.
90% because reading works with my learning styles to reenforce what i learn in class. reading/hearing
info more than once makes it 'stick'... i.e. less studying before a test.
85% The amount of reading required for some classes is monumental and on a course load of 15+
credits, it is virtually impossible to get through all of the reading. Also, some assigned reading is truly a
waste of time. It is either completely repetetive in relation to topics covered in class or there is no
connection or accountability for the information from the reading.
80% - if i don't complete it, it is because it is too long and i have a ton of other homework also to
complete
75-80%. I know that it is important to preview matierials assigned because the professor will assume
you have that understanding and will build from the reading assignments. However, when a class has an
incredible amount of reading, I have to skim.
70% Sometimes I just do not have enough time to read everything.
85%... Most of the time I run out of time in my day to get all assignments done so the reading that is not
necessary for a class, I do not do.
90% Some aren't even discussed or questioned on the test.
I complete about 95% because I need to know what is going on in class.
Though I do not always have time, I think I finish 85% because I find I get more out of the class period
when I read the materials. I do opt not to read for some classes as they only reiterate what was already
read.
25%, because I often do not find it interesting and know I will be able to pick up what was in the reading
in other ways
50%
%75-%50, I often have to prioritize what I read because I have so many readings and don't get a chance
to get through them all.
I probably have completed approximately one third of the assigned reading. Some of the classes I have
taken (especially for TESOL) have simply required an excessive amount of reading, that I was/am not
capable of finishing in the given time. Others courses did not test on the texts required, so it became
hard to be motivated to read.
All of them, because I am motivated to get a good grade. I have always struggle with reading fast, so
reading for classes is frustrating.
It depends on the time of semester. Early in the semester I tend to do around 80-90%. I like to feel
prepared for class, and this is one way to do so. As the semester wears on, however, I get loaded with
more and more projects and activities, and if I feel like I can get by in the class without actually reading
the assignments, then I usually choose to prioritize other things and the reading ends up not getting
done.
50% I thought that most were a waste of my time since we covered the same material in class.
75%. I enjoy reading and only skip reading assignments when time is an issue.
50% If I think I will need to have read in order to participate in class (or because it is graded), I read. If I
know the professor will talk about it as if we never read it, then there is no point.
89% because sometimes it is hard to complete the reading assignments if the textbook material is dry,
boring or uninteresting.
About 40% because the material is too long and uninteresting. The professors talk about it anyway in
class.
I complete 50% of my assignments because I don't always have time to read every single word. usually I
skim the chapters.
60%. Most GE courses offer reading, but then cover the material in class. I do read all readings that are
"in my major."
75% If I know that we won't be covering the material and if I don't have time to read I will either skim or
look over the readings. If we will be discussing the material and using it in the course then I always read
(100%).
I complete about 80% of my college reading assignment. Sometimes I don't read because I don't have
the time and others it is because I realize I don't have to do the reading and I can still do well in the
course.
70-80%. I complete my reading assignments mostly because that is where the material is that is on the
test.
Not many. I very rarely read the textbook assignments because the textbooks are so dry. If I do sit down,
I get very little read and usually fall asleep or get distracted because watching bugs is more interesting
than what I'm required to read.
about 30% More when I have to write a paper, participate in discussion, or otherwise prove I have read
and retained the material, and less when there is no incentive for me to actually have read it.
I completed all of them because they were graded.
90% because I have to read the information to understand the material and retain knowledge that is
necessary to complete the course I do the assignment for.
20%. A lot of the material is so dry that its difficult to really retain any information once read. So why
read something that is clearly a dry, difficult, and uninteresting read when you could just skip it
altogether and retain the same amount of information? Skimming is more successful and doesn't waste
as much time. Also, there are so many readings assigned that I don't have time to complete them. Every
professor expects you to have time to read their 30 page chapter, but theres only so much time we have
to dedicate to each topic.
25% because some of the assignments are pointless and I don't have time.
All of them. I learn more when I re-enforce the material with reading.
25%. They assign way too many and not everything is relevant. A lot of things are repetitive within the
course and also overlap from other courses. I try to at least skim the material.
90%. Reading assignments are easier for me to complete and I strive to complete all assignments
because I want to achieve a good grade in that class.
50 % often because we cover the same material in class, verbatim, so I do not feel a need to first learn it
on my own then learn it from the professor as well. Plus I do not have time to do all my reading for all
my classes, I am assigned quite a lot.
75% I like to keep up with as much reading as I can, but at times it gets to be overwhelming.
70% They are boring, but I try to do most of them becasue we get tested on the readings.
I probably complete about 50% of my reading assignments. If I know I am tested on the reading material
I will usually read it, otherwise I will page through/skim it.
30%. I have really bad reading comprehesion so it takes me a very long time to complete an assignment.
80%. I usually don't read until I have to study for the test. I don't have time during my week to read
information out of a book that I learn in class anyway.
10% Because I don't retain alot of the things I read, I am much more of a hands on learner
90%, because I like being prepared for my classes, but sometimes it's hard to read absolutely everything
when the reading assignments are long for all of my classes.
I complete about 60% of my college reading assignments, because I am busy trying to juggle school,
work, and a personal life as well. I would like to do more class readings, but some professors have us go
through 5 chapters in 2 weeks, and it's hard to read that much between doing other things.
50% or less. I get information from lectures and d2l. If I feel something is imperative to read, I will.
I would say only 20%... unless there is some sort of assignment directly related to the reading, I usually
don't do it. I find I can do just as good without reading, and if I fully read every single required reading
for every single required class, on top of assignment, papers, and studying for quizzes and exams, I
wouldn't have any time at all to relax, and little time to sleep.
60% -depends what class it is for. if it a gen ed...then, hardly at all. If in course of study then about 95%.
All
half..because they are too long, unintersting or irrelevant
85% I read before class so I can make connections to the lectures and take more complete notes.
50% I am a very busy student. Between working my part-time job, having a social, like and completing
required class assignments, I do not have time to also sit down and ready several chapters in the
textbook.
60%, just ones that I have specific quizzes on, or homework due for them, but if I can do it with out
reading the whole chapter, I won't read it all.
About 20%, I usually only read the text if I need to for an assignment or a quiz.
about 80%, Sometimes it's just too much to read every chapter in all of your courses that have
textbooks
I"m not sure about a percentage, but if there are articles I generally read them no problem. If they are
just whole chapters to read regularly, I try to do them until other work piles up on me.
70% because it takes too much time to read in another language
90, because sometimes the readings are too long and I don't have enough time.
10%- I do not have time to finish all the readings assigned and most of them will not dramatically effect
my ability to succeed in a course.
80% because some courses are uninteresting, but I have to take them, so I dont usually do the reading.
90%
I'd say anywhere from 75% to 100%. It depends on the length of the assignment and the class it is for.
70% - I don't have enough time or the material is being covered in class, so no reason to read all of it.
70%; Depends if I have time or not
All of them. I want to know everything I can.
50%. If it is not required for homework or the exams I usually do not read the textbook.
Less than 20%, because I am never tested on the material and usually have little intrinsic motivation to
know the material for my own benefit. I usually feel that I will never use the material "in the real world"
so I don't bother to use my limited time reading textbooks.
I probably complete about 80% of my reading assignments. I love to read and learn from reading that is
why I do most of my readings. The reason I don't complete all of my readings is usually time
management issues.
10, sometimes it seems pointless to read something when the professor will go over it in detail. Reading
assignments are also very time consuming and when mixed with many other homework assignments,
and work, and other classes, they usually take a back seat.
less than 5%. Normally it is a time-sensitive thing. I only have time to complete so many tasks, and a test
or graded assignment will always take priority over reading a chapter, whose benefits arent seen in the
short term.
50%
I usually never complete my reading assignments. I skim to find answers. Usually I'm way too busy to
devote hours to reading dry material that makes me sleepy. Even if I'm not, I know that we'll go over it
in class the next day.
75%, depends on the class and how relevant the reading is to the class. If there is a quiz then I will most
likely read in order to do well on the quiz.
Overall including all my courses I have taken thus far I have probably completed 30% of the reading
assingments becuase I simply to not remember all the information when I read, I would rather hear
somebody else explain it. I will however, reference back to the text book when I can't figure out
something.
25% most of the time I will start the class by doing the reading assignments, and soon find that it does
not matter if I don't do them. The professor either covers the material again in class, or doesn't even use
the info. on tests.
50%. There are always classes that I don't take seriously because of the way the professor treats the
"required" reading. If I know I don't need to read the book for a class that I don't have a vested interest
in learning from (example: a GE course), why would I not spend my time doing something else?
I complete 90% of the assignments because a majority of the points for the class come from them. It is
also hard to understand the lecture in class if the reading isn't done.
At least 95 percent of them because they help stimulate the learning process for my classes. Without
reading, getting a good grade is hard to do.
40%. Most of the time, you don't have to read the book unless you have to do discussions.
90 percent. I almost always complete reading assignments if they pertain to a test or a class discussion. I
feel it is important to be prepared for class and to supplement professor lectures. If readings are
optional or if I feel as if they do not pertain to tests or in-class discussions, I do not complete them.
95% because I retain information better if I read.
30%. Many times the reading is unnecessary to get through the class because it's not incredibly
relevant, or the teacher never discusses the reading. Other times, the reading assignments are assigned
rapidly, yet the time needed to fully read them is unbelievably long.
I would say roughly 90%. The number is not 100% because sometimes I run out of time to get
everything done.
90%
I complete all of them because I feel they are important in order to understand the material.
Usually all of them so I stay up to date with class discussions.
about 50%, I don't like to read and up until college most of the material found in the book was discussed
in class.
I do all of my readings because they benefit my overall knowledge of the subject.
75% - it is important part of making sure I understand and take in what is being taught.
80% Sometimes I don't believe it is neccessary to read all of the assignment to understand the topics we
are studying/discussing.
100% Usually the readings have some sort of homework assignment, so it's part of my grade and I want
to do well.
75% because sometimes I just skim.
95% so I know what is going on in class, I can get good grades, as well as improve my spanish
comprehension.
100% because I feel that it will help my grade
95 to 100% because they are necessary for my learning
80%, I try to read the textbooks for all of my classes but sometimes don't find the time
I complete all of them because it is what is expected and I know it will only benifit me.
90-100% Because it helps me understand class discussion and material.
Statistic
Total Responses
Value
150
4. Are you more likely to complete course readings when they are in
your major?
#
Answer
Response
%
1
Yes
124
81%
2
No
30
19%
Total
154
100%
Statistic
Value
Mean
1.19
Variance
0.16
Standard Deviation
0.40
Total Responses
154
5. Please respond to the following statements about your reading
behaviors and observations.
Strongly
Agree
Agree
Neither
Agree nor
Disagree
Disagree
Strongly
Disagree
Responses
Mean
I complete assigned
readings in my
academic courses.
26
81
28
17
1
153
2.25
2
I find assigned
readings in my
academic courses
meaningful.
12
74
45
19
3
153
2.52
3
My instructors
integrate assigned
readings in my
academic courses.
34
93
16
9
0
152
2.00
4
Knowing my instructor
integrates assigned
readings into the
course positively
influences my decision
to complete assigned
51
60
30
10
2
153
2.03
#
Question
1
readings.
5
Knowing my instructor
will assign points for
assigned readings
positively influences
my decision to
complete assigned
readings.
71
66
13
1
2
153
1.67
I complete
assigned
readings in
my
academic
courses.
I find assigned
readings in my
academic
courses
meaningful.
My instructors
integrate
assigned
readings in my
academic
courses.
Knowing my
instructor
integrates
assigned readings
into the course
positively
influences my
decision to
complete assigned
readings.
Mean
2.25
2.52
2.00
2.03
1.67
Variance
0.80
0.78
0.57
0.91
0.59
Standard
Deviation
0.89
0.88
0.75
0.96
0.77
Total
Responses
153
153
152
153
153
Statistic
Knowing my
instructor will
assign points for
assigned readings
positively
influences my
decision to
complete
assigned readings.
6. Please respond to the following statements about your
participation in Reading Groups.
Strongly
Agree
Agree
Neither
Agree nor
Disagree
Disagree
Strongly
Disagree
Responses
Mean
I look forward to
reading for my
reading group.
12
34
62
36
8
152
2.96
2
Small reading
groups help me
understand the text.
32
75
20
19
6
152
2.29
3
Small reading
groups help me
clarify my views.
35
79
18
13
7
152
2.20
#
Question
1
4
Small reading
groups expose me
to new ideas from
my peers.
47
79
17
5
4
152
1.95
5
Small reading
groups hold me
accountable for
assigned readings.
50
74
12
11
5
152
1.99
6
Small reading
groups improve my
learning.
36
71
28
10
7
152
2.22
7
Small reading
groups improve
class discussion.
50
74
18
5
5
152
1.95
Small
reading
groups
expose
me to
new
ideas
from my
peers.
Small reading
groups hold
me
accountable
for assigned
readings.
Small
reading
groups
improve
my
learning.
Small
reading
groups
improve
class
discussion.
I look
forward
to
reading
for my
reading
group.
Small
reading
groups help
me
understand
the text.
Small
reading
groups
help me
clarify
my
views.
Mean
2.96
2.29
2.20
1.95
1.99
2.22
1.95
Variance
0.99
1.12
1.07
0.79
1.00
1.06
0.88
Standard
Deviation
1.00
1.06
1.04
0.89
1.00
1.03
0.94
Total
Responses
152
152
152
152
152
152
152
Statistic
7. If applicable, please provide an example of how Reading Groups
contribute to your learning.
Text Response
They provide a discussion group as well. This can help you to answer any questions or concerns you
might have.
Reading groups gave a focus to the discussion on the reading. It also gave a purpose and meaning to
completing the reading and while reading.
I think reading groups contribute to my learning in the sense that all students have the opportunity to
share their knowledge or beliefs. From the time of sharing, additional learning can occur- beyond the
textbook and a lot of times that is when I can ask clarifying questions and apply it to the real-world.
In many of my English classes we are required to read before class in order to participate in class
discussion. The discussion helps me to learn and gain new insight from my peers and instructors.
Reading groups mostly help me to process the readings, sorting out the main points and my reactions.
It is always interesting when I get put in to a group to hear which points in the article the other people in
my group found the most important. It is usually something different from what I had thought was the
main point, so it really helps me to look at the readings in a different light and it helps me to go back and
cover the info that I may have missed. Also, I learn much better from talking through things with
someone than I do from straight reading, so getting the chance to review the information in this format
frequently helps me to remember and understand the information better.
I always learn and understand the material more when I discuss the reading with others.
Sometimes I do not fully understand what I read, so being with a group helps me talk through these
ideas.
I think that reading groups does not help in the class. I discussion posts we have to do for our individual
roles do not help me clarify what I read. I also don't think they help with group discussions. The only
one that could possibly spark some debate and discussion is the Discussion Director.
They make me read and think about the material before coming to class so I have something to discuss
and contribute. This helps me to not only understand the reading better, but learn more about it
through the perspectives of my peers.
I do not like reading groups. They get boring, and doing them in college reminds me of my freshman lit
class in high school. The reading groups didn't help me then either.
People interpret the text in different ways, thus it leads to differing views. By discussing these views I
become more aware of my own view, as well as to why the other students interpreted it the way they
did.
It hasn't contributed. In fact, I think it has hindered it if anything. The topics are old, outdated, and only
on journalism. A lot of us have other majors and it seems that this doesn't apply to all of us.
Students are lazy...they will not do anything unless they know they are being graded on it. So what
happens in those groups is they just don't care, and they make it tough for students who do care.
They dont. The sheet that was handed out to us said that they contribute to the learning of K-12
students. We ARE NOT of that age group. They are simply a waste of time. Also, there are better ways to
make sure that students do their assigned reading. i.e.- pop quizzes
It helps to hear other student's interpretations on the text and highlight points together. Interacting
with the material makes it more meaningful.
I like hearing about what other people think, but in lecture classes, I think unannounced quizzes are
more effective. Sometimes the reading assignments (and journal responses) seem so childish. By now
we should be responsible for our own learning and at this point, it's busy work. This might be effective
for K-12, but there are other ways of holding your students accountable (ie: quizzes) rather than
distracting them from projects with more frequent, small assignments.
I enjoy having a reading group in my class, because it is interesting to hear different views on certain
topics. In a reading group discussion, someone could point out something I would have never thought
of, or had not really considered, and it helps me to gain a better understanding of certain issues.
If it wasn't for the reading groups, I probably would rarely open my textbook. However, I still often just
skim the chapter until I get enough information to complete my assignment for my reading group. I
don't have time to read every single word.
i haven't been in a reading group
Do not enjoy reading groups!
help me explore my views better
We can each focus on one part of the reading, there is not as much pressure to be able to talk about it
from every perspective because we share the burden.
I feel that the reading groups are beneficial and they complete the objectives they are trying to
accomplish. However, I felt that sometimes good members did not put forth effort that was equivalent
to mine or previous group members. I kept our same group members throughout the course of the
semester. I think it would be more beneficial to switch up reading group partners through out the
semester. Our classroom was very cramped for space. I think doing the reading group would have been
more appropriate in a larger space (e.g. CJ222 labs rather than in lecture). Having to maneuver through
an extremely crowded classroom made the reading groups more of a chore than a positive learning
experience.
If I am assigned something to do for the chapter, I will read it. This helps me learn, and since I know
we'll be discussing it in small groups I actually pay attention to what I'm reading so I can participate in
the discussion.
For me the reading groups help me to better understand the reading as well as get the perspective from
individuals my own age
In our education class we did a small group reading discussion with different roles, it helped me to stay
accountable in reading the assignment, but to examine it deeper than I would have if I were just simply
reading it.
reading groups let everyone expose their point of view
Reading Groups make reading class assigned material relevant. It provides a way to apply the material
you read.
Reading groups are a good way to facilitate discussion on a subject while opening up new ideas and
incorporating other relative class material to further learning acquisition.
You are able to contribute to the group in some way and you get to see others' perspectives on the
readings, which helps me learn.
My group members are diverse and always have real-life examples of the material different than my
own experience. Also, without Reading Groups I would simply not do the reading.
Reading groups contribute to my learning and that I need to have ideas and examples when going into
discussion so I need to be comfortable with the material and have done the assignments.
It benefits me to hear the ideas of my peers
Reading groups are a good way to find out how other people interpret the chapters, but I've found that
most of the time most of the other students just skim, too.
Reading groups allow me a chance to discuss the reading after I have read it with my fellow classmates
to better my understanding of the reading.
Sometimes I will not fully understand a piece of the article, but once I talk to my group it is easy to
clarify that and it helps to have their views.
The reading groups contribute to discussion because we are required to go around the classroom one at
a time and talk about what we learned from the chapter. I think a quick quiz about the material will
hold students accountable -- especially if you can offer the quiz in class. The worst part of CJ 222 was
the out of class quizes. It's WAY too easy to forget to do one of them. Just print them off and bring 'em
in. Or, if it's CJ 323 or 321, just let us do it online in class.
It is easier to get your opinions out and talk about them in small groups.
They help me to view a text the way others do. They may notice something I hadn't. It also helps me to
explain my ideas to others and see if they are effective.
Reading groups have helped with furthering my understanding of textbook material. If something is
unclear or confusing, bouncing ideas off of my peers is beneficial.
I enjoy hearing multiple opinions on the readings.
They allow me to strengthen my ideas by having to explain them to others and to learn more by hearing
others opinions.
I like hearing about everyone else's opinion and it's also nice to clarify a few things if I didn't fully
understand.
They help me fully understand what I read, especially when I have questions I can ask them.
It is easier to comprehend because you are able to discuss openly with your peers.
In Spanish, you have to speak so it helps you to get comfortable conversing in Spanish as well as helping
you learn about the material and remember vocab and learning about my peers' new ideas.
They allow me to contribute my ideas about the reading and strengthen my opinions.
Especially in a foreign language course (Spanish), if I don't exactly understand everything that I read, my
small group helps me to understand the stories. I like meeting in small groups after we read a difficult
story so I am better able to comprehend what I read.
I really enjoy swapping viewpoints to a story that may be confusing to my peers and myself.
Overall, I think small groups inspire more participation in the larger group, but I also feel they hold
students less accountable for the reading than large group discussion does, because if certain members
of the group (who have completed and formed opinions on the reading) speak up on the its behalf,
others have a perfect opportunity to take a back seat.
Thr reading groups I believe do not really contribute to my learning because we do not discuss in class
what we discuss in the reading groups.
Part of an assignment was hard to understand for me, but talking with my group helped clear it up so I
understood it completely.
Small groups allow each student a chance to discuss what they learned from the readings. This is useful
for all students - especially those who are intimidated by speaking infront of a large class or group.
By incorporating small learning groups in the classroom, I feel that I am exposed to more views and am
given more time to evaluate and ponder the views of others. It also has helped me understand the
stories!
Speaking aloud about anything in a classroom is intimidating, so having small groups to talk about what
we read and just the class in general is really helpful. I don't exactly feel compelled to read because it's
still easy to skim and get the basic jist.
If I'm unable to understand something I've read (as it is in Spanish) or didn't translate a section properly,
my group can either help clarify and correct me or we can work together to solve the problem. It's not
only educational, but promotes teamwork and team skill building as well.
Reading groups make me want to do my assignment because I know that I will look stupid if I don't do
the homework and everyone else in my group did. Plus we get points. Also, if you don't understand
something you can try to figure it out with your group.
I feel obligated to complete and contemplate the reading, because I know that I will have to have an
opinion on the reading in my small group.
If there wasn't any way to hold me accountable for the reading assignments, I would be much more
likely to spend the time studying for other classes than reading.
They don't. Alot of times when we are put into a reading group we talk about everything else but the
text. We talk about the text for a while, then it's just class time to visit with everyone else.
The readings help me understand the subject in terms of the big picture and outside the context of the
classroom.
With reading groups, comes accountability. If there are quizzes, points, or mandatory discussion that
proceeds the reading, it is more likely to get done.
They force me to read the material
I was able to ask for more information from others, often helping me to better understand the reading
from a different perspective.
They made me loathe the class that made me do them because the assignments correlated with the
reading were nothing but busy-work and complete wastes of time. All of the concepts that we were
supposed to "discuss" were lists of vocabulary that we covered in lecture before we got into groups.
They had no positive impact on my learning experience and made me dislike the subject matter because
of associating it with petty discussions that led nowhere.
I think in most cases groups hold students back to the worst member of the group.
Statistic
Value
Total Responses
67
8. Please respond to the following statements about how your
reading behaviors have or have not changed because of your
participation in Reading Groups.
Strongly
Agree
Agree
Neither
Agree nor
Disagree
Disagree
Strongly
Disagree
Responses
Mean
Reading groups
have changed the
way I read the text.
8
42
50
41
9
150
3.01
Reading groups
12
68
34
30
7
151
2.68
#
Question
1
2
make reading the
course text
meaningful.
3
I would recommend
reading groups to
other instructors.
26
68
37
11
9
151
2.40
4
I am more likely to
keep my course
text.
7
45
54
30
15
151
3.01
Reading groups
have changed the
way I read the text.
Reading groups make
reading the course text
meaningful.
I would recommend
reading groups to
other instructors.
I am more
likely to keep
my course
text.
Mean
3.01
2.68
2.40
3.01
Variance
1.01
1.06
1.09
1.09
Standard
Deviation
1.01
1.03
1.05
1.04
Total
Responses
150
151
151
151
Statistic
9. If applicable, please provide an example of how Reading Groups
inhibit your learning.
Text Response
An information gap can easily occur.
sometimes the reading is simply too long for the amount of workload I have. As a result, if I have not
completed the reading, I am unable to participate in the class discussion.
I would not necessarily recommend it to other professors because I think the way it is done can have a
strong washback (positive/negative influence). With the professors not having teaching degrees, I think
it would be less likely for the reading groups to be done well.
I sometimes find that when I am reading for a specific role (i.e. the literary luminary one) I spend my
time simply looking for things to fulfil the assignment and don't necessarily take the time to fully
understand the entire thing. I just skim for key paragraphs that I can present in the group instead.
I read for as much information I need to fulfill my role then stop. I would be more likely to keep reading
without.
What I have noticed, is that people are not motivated to do the reading groups, so we never get
anything done. We talk about other things that are more interesting to us.
the text for this class is very straightforward and understandable, and I do not need reading groups to
further my understanding. I would find reading groups much more helpful for a text or subject that is
hard to grasp.
Often times it will take a minute or two for each person to say their answer, and then after that it is
filled with small talk until the class comes back together. Thus class time is wasted. In our news writing
class, our reading groups are fairly pointless because we are learning about basic skills - you can't get
benefit from talking about that. Ina class where you read about historical court cases or research
studies, that is more useful to me.
Often times there are 2 or 3 people who dominate conversations, and the talks are short and pointless.
It is boring and ineffective.
It's beating a dead horse. Either students read the chapters and know the information, or they don't and
that's their fault, so why do we give them a chance to leech information from what we discuss in
groups? Plus, for the people that have read the chapters, it's all review that isn't needed
Many come unprepared or don't want to talk about the reading.
See previous answer.. I like hearing about what other people think, but in lecture classes, I think
unannounced quizzes are more effective. Sometimes the reading assignments (and journal responses)
seem so childish. By now we should be responsible for our own learning and at this point, it's busy work.
This might be effective for K-12, but there are other ways of holding your students accountable (ie:
quizzes) rather than distracting them from projects with more frequent, small assignments.
N/A
They don't really inhibit my learning in any way, but I admit it seems like busy work at times. I
personally believe that we are in college now, and we are paying big bucks to be here. I understand that
the reading groups are organized to ensure that the assigned readings are being read, but I feel that if
we choose not to read the textbook, and do poorly, that is our own fault and we will be punished with
all the tuition money we wasted. Last semester I rarely read for any of my classes, and I got a 4.0. I'm
not saying this will apply for every semester, but I feel like if I decide I don't need to read to learn and
succeed in a class, as an adult I should be free to make that decision and take that risk on my own. If I
fail, I understand the blame is solely mine and I accept that responsibility.
If I found the text relevant to my future I will keep it!
The only downside I thought, is that it forces me to look deeper into the text but for more narrow and
specific reasons. My other group members went deeper in other areas, so as long as we discussed it
thoroughly afterwards, we all shared the knowledge. So it doesn't really inhibit learning at all if done
correctly.
I don't believe reading groups directly inhibit learning however it is easy to fall off task in a group if none
of the members care to take preventative measures.
No one took it seriously by the end...we wouldnt bring reports to class, we would just talk about our
weekends after taking five minutes to talk about course content
It's usually just too boring to be affective. After the first group reports their discussion, there usually isn't
much left to say. And even if there is, professors spend far too much time going around the room and
asking every group their ideas.
We spend so much time working out the kinks of a reading group during class. That time could have
been spent working on assignments that are graded.
They have helped me to practice reading text with insight. This encourages me to read and look for
meaning rather than just reading it to get it done.
One thing that I got into a habit of when assigned a reading for a reading group was reading the text in a
certain way based on the role I was given for that reading. For example, if I was supposed to be the
Literary Luminary or Positive Participant I would not read the text as in-depth as I would have when I
was Discussion Director or Content Connector.
I am more likely to read it so I can talk about it with my group.
I don't think there is any ways that Reading Groups would inhibit learning, they just take up time. They
provide no harm against the students academic learning.
If nobody understood the reading then it was just a waste of time.
Like I mentioned previously, I think small groups allow less personal consequences or accountability for
individuals who don't complete the readings than a large group, where if that person were called on, he
or she would be unable to answer.
They do not inhibit my learning at all. I really enjoy reading groups.
Talking to my group members brings about different opinions and ideas that add to my thoughts on the
readings. Sometimes while reading I'll take into account my group members and maybe what they
would say about the text.
Most of the time I feel no one has learned from the chapter and so when we discuss we discuss things
that weren't even discussed in the book.
I answered this in the last question. They made me associate the material with pointless busy work. My
group didn't contribute anything to discussion because we covered it all in class before we got into our
groups. The material should be taught by the professor in science classes so that misinterpretations of
the material don't get tossed around and confuse everyone else in the group.
UNDECIDED
Statistic
Total Responses
Value
31
10. Please respond to the following statements.
Strongly
Agree
Agree
Neither
Agree nor
Disagree
Disagree
Strongly
Disagree
Responses
Mean
#
Question
1
My classmates are
better prepared for
discussion because of
Reading Groups.
16
93
26
12
2
149
2.27
2
My classmates ask
better questions
because of Reading
Groups.
21
83
28
15
2
149
2.29
3
Small group discussion
is improved because
32
89
14
13
1
149
2.07
of Reading Groups.
4
Class discussion is
improved because of
Reading Groups.
30
83
25
10
1
149
2.12
5
My classmates make
better connections
between the text and
their learning because
of small group Reading
Groups.
31
72
30
13
2
148
2.21
6
My classmates
demonstrate better
analytical skills
because of small
group Reading Groups.
25
73
35
14
2
149
2.30
Class
discussion
is
improved
because of
Reading
Groups.
My classmates
make better
connections
between the
text and their
learning
because of
small group
Reading
Groups.
My classmates
demonstrate
better
analytical skills
because of
small group
Reading
Groups.
2.07
2.12
2.21
2.30
0.77
0.72
0.69
0.85
0.82
0.81
0.88
0.85
0.83
0.92
0.90
149
149
149
149
148
149
My
classmates
are better
prepared for
discussion
because of
Reading
Groups.
My
classmates
ask better
questions
because of
Reading
Groups.
Small
group
discussion
is improved
because of
Reading
Groups.
Mean
2.27
2.29
Variance
0.66
Standard
Deviation
Total
Responses
Statistic
11. Please describe how, if at all, Reading Groups affect your
participation in class discussions.
Text Response
You need to read the text to be able to discuss with your group. Thus, knowing the material helps you
to have meaningful answers.
Reading Groups require everyone to participate in discussion. Reading groups are a great way to
encourage participation.
Reading Groups give structure to class discussion and enable all students to take part. I felt like I was
expected and invited to participate rather than it being optional.
it doesn't
I have specific objectives which helps guide my reading and therefore comprehension...and if I feel
confident about my comprehension I'm more likely to participate.
If I have read for the class I have more background knowledge with which to contribute to discussion.
Makes me more confident with my opinion if others will back me.
I feel obligated to participate which is positive because it allows for me to have a role in responding
If I have voiced my opinion in a small group, then I feel more confident in voicing it to the rest of the
class, especially if I feel validated after talking to the small group.
I think the guided parts helped me to focus my attention while reading, like most reading strategies.
Although, I feel like the discussions became more of a task than an interaction.
I am forced to participate when it is my turn to read during class.
I work better when I have a smaller scope to focus on. When I am handed something and just told to
discuss, I can't manage to bring my attention in to any one point. Having the role of finding an
important quote helps me to focus my attention on that one quote and think specifically about that.
You're held accountable for what you have read with reading groups, so it positively affects
participation.
They help me a lot because I am prepared to speak.
The class has better discussions when everyone reads. When we know we are reading in small groups,
we are more likely to read the material more thoroughly.
I am more confident to contribute my answer to the class as a whole after discussing it with my reading
group. It comforts me knowing that speaking about it in a smaller group can help clarify what I am
trying to address.
The way our class discussions are run allows some people, usually the same every week, to sit back, not
really contribute and still receive point.
because I read and thought about the material before class, I have pre-formed ideas to contribute.
I don't really like to participate in class, so the reading groups don't make me participate or not.
in this class, i feel as if the reading groups are structured in a very middle school way, which makes me
unwilling to do them. However, I do not know how this can be remedied.
If I did not read, I suddenly have an answer in case I am called on in class. I can straighten my own
thoughts out better as well by discussing them in small groups.
They make me more informed about making decisions and sharing my opinions.
Unless you plan on speaking about exactly what the professor wants to hear, there is no point in talking
at all. Myself and others have been downgraded for speaking on things that the professor didn't agree
with. So what motivation would I have to read the text and participate if I know that my opinion won't
be listened to or valued anyway?
I think it really depends on the group. It is helpful to discuss the material with other students who want
to be involved in the class, but if you have someone in your group that doesn't, they drag everyone
down.
I cant' speak for my classmates on many of these questions because we don't discuss our discussion
groups and what they do for us. However, I do know that many people find the groups pointless, and
just chat about whatever is on their minds instead of our tasks. Reading Groups don't make me want to
participate more or less...they are just something that's done.
I may bring up how people in my reading group may have had different things to say about what we are
talking in class, that the class may be interested in hearing or had not thought of.
Talking out your ideas within a small group, and having these ideas well received, does make me more
confident to share them with the entire class.
If I feel comfortable with the material that is being discussed I am more likely to participate reading
groups improve this.
I feel more responsible to have something to say about the readings.
I felt more comfortable sharing my thoughts/connections with the text. But it was still intimidating
talking in front of approximately 60 students in CJ222.
If I share a point with my small group and they think it's really insightful, I'm more likely to share it with
the whole class.
From the reading groups I know have a solid point to make about an aspect of the article
It guaranteed that I have more than one or two things to say- and the more we thought about it during
discussion the more we all wanted to talk.
I come more prepared to discuss my views. In other classes it is only necessary to have a limited
familiarity with the readings assigned and it is not necessary to have thought provoking questions
prepared before hand.
I know the content more, so I are more likely to talk out in class because I feel more confident in the
material.
I am able to participate because I am held accountable for the reading through Reading Groups.
I am better able to participate in class discussion when reading groups have been implimented because
the material has already been discussed in small groups so I am more confident in my anwers and
knowledge of the material.
I feel it prepares me, on some occassions, for a better class discussion
I usually participate anyway, but it definitely increases participation since it's usually for a grade.
Allow me to better think up questions to ask in class based on things the group did not understand
I do not talk in front of the whole class because I'm shy, but I am able to talk a lot with my group and we
have really good discussions.
I am more likely to participate in small groups than in front of the whole class.
They give me more ideas, and allows me to comment on what others think.
If I am forced to participate, I will. But I'm not likely to raise my hand.
Since I am "forced" to read the chapter, I feel more confident sharing my ideas during a class discussion
because I feel prepared.
They allow me to pass my ideas through my small group before sharing them with the entire class which
makes me feel more confident in expressing my ideas.
I participate more and understand what I'm talking about more in our discussions.
If the group like an idea of mine, I'm sure to say it out loud in a classroom.
We have prepared something in advance to share, so there is more participation because you don't have
to think of something on the spot.
They allow me to participate more, especially if I am afraid to speak up in fron of the class as a whole.
It gives you a chance to practice saying what you have written in a small group so when you have to say
it in the large group you are more confidant and prepared to share and discuss.
They make me think about what i'm reading more so that I have more to offer during class discussion.
I try to participate more but i get anxious when I don't know a word in Spanish and we aren't allowed to
speak English. I wish that we are able to have some English speaking time in which we can talk about
certain points in English and our group members can help translate those points to Spanish. That way, I
won't feel so discouraged when I don't know a few words. I can still share my views.
I don't think that they make me participate any more than I normally would.
It holds me accountable for my homework. It is more of a team effort and that is important to me.
When I can express my viewpoints in a small group, I feel more confident in talking to the entire class.
It kind of acts as a rehersal for your ideas, so I know how to better state or clairify my idea.
Reading groups give me more confidence to speak up in the larger group.
People are more likely to respond in a whole class setting after talking to a small group.
It keeps me alert and interested because I have an understanding of what we are discussing in class.
They make me want to add in when we have a debate on a certain subject in which i feel a connection
too.
I feel more comfortable with my questions and am more likely to participate because I had time to think
them through.
I have found that I am more likely to volunteer to answer questions if I am in a reading group because
my peers in my group give me confidence in my answer or encourage me to share it.
I still am intimidating to participate int he larger class setting but after getting confirmation from 2 other
individuals, it seems a little less scary that what I'm saying is wrong.
Smaller groups-easier to talk to
They solidify and reaffirm my confidence of what was presented in the text and I am therefore more apt
to speak up, voice my opinion, and contribute to the discussion.
It makes me more prepared so I can be ready to discuss the text.
I make a point to participate in class, especially if points are being distributed.
I can not say how others react to reading in groups.
At the very least, I have to say something to my group
i was more willing to ask questions and discuss concepts that were confussing.
It forces me to interact more with other students and know information in order to share my opinions of
the readings.
Statistic
Value
Total Responses
72
12. What else would you like to tell us about using Reading Groups in
the classroom?
Text Response
Their great!
The more highly-formalized the structure of Reading Groups is, the less opportunities readers have for
learning/discussing the text. I advise to keep reading groups as informal and community- and ideaoriented as possible rather than formal and text-oriented.
A teacher needs to prepare objectives well, otherwise students will not see a purpose in the reading.
Nor would they benefit from the activity.
I think they are extremely beneficial, but I do think that professors should keep the assigned readings
relevant and not terribly lengthy. There is so much discussion that can be useful from one chapter of a
book save four.
Use them.
They are beneficial because all students are able to participate in the discussion, causing them to
critically think about the materials, defend their ideas, and retain more about the information.
I think if they are used too often, they could easily become overwhelming and/or boring for students.
I don't like reading out loud so that should not be required
When I know I will be in a reading group I prepare more and plan out what I will say. I take notes on
what I plan to say/ points from the reading. I get upset/ annoyed when there is not enough time (or
people dont focus) for me to express my ideas that I wrote down to cover in the group.
I like reading groups in the classroom.
Reading groups make me feel like the professor is trying to treat us like we are in middle school.
I like reading groups, but I do not like the "reading roles" like content connector and positive participant.
I feel like when my professor gives me something real world to talk about in relation to the text, I am
more engaged in my reading. I think the "reading roles" denote me back to 5th grade (I mean, really
now. We are in college. I did those in 5th grade!) and I do not take them seriously. However, I actively
take the real world questions seriously and actively engage in answering them and thinking about the
text.
We didn't use them in high school because they didn't help at all. Why would they help in college?
A good idea, but they need to be 'all or nothing'. Either they count for a significant part of the grade and
the professor integrates the content into the course lecture, or they are not used at all and a different
format is used to get students to read the assigned texts.
Michael DuPont is doing a research capstone on why students speak up or not in class - I recommend
you look into his research and conclusions, as it is directly related to this.
They are a way to compare thoughts and analysis of information in a variety of ways with others.
It's sad, but you almost have to babysit them, and make sure they are actually discussing the reading
assig.
They aren't effective, they are work that middle schoolers do, and we should leave them there, and not
bring them into a college setting.
I enjoy having a specific reading group in the classroom, as it can be indimidating to get to know the
people in the class on the first day. However, I get along well with the people in my reading group, and I
am comfortable with talking to them outside of class about assignments, or other classes.
The way they are set up in my class, they take up a lot of time. Then we end up rushing through the
actual content, which is frustrating at times.
They help us learn how to read in different ways.
They helped me get a better understanding about what the text was saying.
I like it a lot!
Since I have a hard time raising my hand during class discussion, reading groups are a good context for
me to show I can participate.
I would like all courses to demonstrate this level of accountability. I am a graduating senior and have
learned very very little in my academic career here. My lack of self-motivation is certainly partially to
blame, but I also feel strongly that my professors should have held all students to a higher standard,
especially with reading of the assigned texts.
It really kind of forces students to read the material because there is an assignment involved with it.
Whether this ultimately promotes learning is debatable if students are only doing the bare minimum for
the assignment at hand.
I can't really answer the questions about how my classmates better from reading groups.
I learn a lot more from them because we actually dive in to the readings and they are interesting.
Instead of an instructor assigning a reading and then not even talking about it afterwards.
I think roles should shift more often than they did in my classes. However, I feel as if Reading Groups
were very beneficial to my class preparation and participation in discussion.
I think they are very useful and allow more discussion to take place then if the material was just
discussed with the class as a whole.
They are not very fun but are a useful learning tool.
They are so much better! So helpful! Go Miss Amy!
Nothing, I think they work fine.
I don't find that they are beneficial to my learning.
It is another excuse to talk in class to other people :)
I find it very beneficial
I think they should be used periodically, but not as the ONLY method of analysis.
They help me understand the text and hear different ways of thinking about it.
Please continue to use them! I think they are invaluable, especially when learning a foreign language.
I think that the roles are a little childish. It seems to be very much like holding our hands through the
readings. While I enjoy having the chance to talk to others about the reading, I just am not a huge fan of
the roles.
Makes perfect sense and I think that somehow, every teacher should work this into their curriculum.
It might be helpful to have each group come up with one thing they learned or had clarified through the
reading group discussion to report back to the whole class.
They may be better applied in other diciplines. I didn't appreciate being a "test" class. It made me angry
about the whole process and made me associate the subject matter with meaningless busywork that
had no positive impact on my learning.
instructor needs to have an interesting text that is not too technical. plus readings should only pertain
specifically to lecture concepts with no extra info.
Statistic
Total Responses
Value
44