how do students use textbooks?
DESCRIPTION
How Do Students Use Textbooks?. Dennis Jacobs Department of Chemistry and Biochemistry University of Notre Dame. TextRev provides a window. Currently Available Chemistry Textbooks a. General (majors)54 General (non-majors)25 Organic57 Analytical25 Environmental88 - PowerPoint PPT PresentationTRANSCRIPT
Oct. 18, 2002Oct. 18, 2002 Indiana UniversityIndiana University
How Do Students Use Textbooks?How Do Students Use Textbooks?Dennis Jacobs
Department of Chemistry and BiochemistryUniversity of Notre Dame
TextRev provides a window.TextRev provides a window.
Oct. 18, 2002Oct. 18, 2002 Indiana UniversityIndiana University
% of Course Material Derived From Textbook
0%
10%
20%
30%
40%
50%
60%
0% - 20% 21% - 40% 41% - 60% 61% - 80% 81% - 100%
Course Content
Oct. 18, 2002Oct. 18, 2002 Indiana UniversityIndiana University
Currently Available Chemistry Currently Available Chemistry TextbooksTextbooksaa
General (majors) 54General (non-majors) 25Organic 57Analytical 25Environmental 88Physical 35Biochemical 59
aJ. Chem. Ed., Book Buyers Guide, September 2000
Oct. 18, 2002Oct. 18, 2002 Indiana UniversityIndiana University
What Informs a Textbook What Informs a Textbook Adoption?Adoption?
Instructor’s Experience with Current Textbook Anecdotal Student Feedback Info from Publishing Company Representatives Opinions from Faculty Colleagues Brief Reading of Select Topics from Dozens(?)
of Competing Textbook Products Roll the Dice
Oct. 18, 2002Oct. 18, 2002 Indiana UniversityIndiana University
TextRev TextRev A Tool for Instructors in Any DisciplineA Tool for Instructors in Any Discipline
As of Fall 2001, TextRev surveys are administered on-line at www.textrev.com
Instructor gets immediate summary of class survey results
After a statistically significant number of users respond to a particular textbook product, a partial summary of the textbook ratings are displayed on the site.
Oct. 18, 2002Oct. 18, 2002 Indiana UniversityIndiana University
TextRev SurveysTextRev Surveys > 6500 Students Surveyed > 110 Course Sections > 90 Instructors > 40 Institutions
Doctoral Universities Master’s Colleges or Universities Baccalaureate Colleges (4 year) Associates Colleges (2 year)
Oct. 18, 2002Oct. 18, 2002 Indiana UniversityIndiana University
Make a PredictionMake a Prediction Which category of first-year students report
spending more time studying General Chemistry each week? ‘A’ students ‘B’ students ‘C’ students ‘D’ students
Oct. 18, 2002Oct. 18, 2002 Indiana UniversityIndiana University
Relationship Between Anticipated Grade Relationship Between Anticipated Grade and Time Spent Studying Chemistryand Time Spent Studying Chemistry
aTextbook, solutions manual, study guide, textbook’s web-site, accompanying CD.
Self-Reported Hours per
Week Spent Using Textbook
Resourcesa
Anticipated Grade
Oct. 18, 2002Oct. 18, 2002 Indiana UniversityIndiana University
aTextbook, solutions manual, study guide, textbook’s web-site, accompanying CD.
Self-Reported Hours per
Week Spent Using Textbook
Resourcesa
Anticipated Grade
Relationship Between Anticipated Grade Relationship Between Anticipated Grade and Time Spent Studying Chemistryand Time Spent Studying Chemistry
Oct. 18, 2002Oct. 18, 2002 Indiana UniversityIndiana University
Fraction of Time Spent per Week Fraction of Time Spent per Week Using Textbook ResourcesUsing Textbook Resources
(2084 students) (1187 students)
6.0 hours4.1 hours
Anticipated Grade3.11 2.82
Oct. 18, 2002Oct. 18, 2002 Indiana UniversityIndiana University
TextRev General Chemistry SurveyTextRev General Chemistry SurveyComparison Between 1Comparison Between 1stst and 2 and 2ndnd Terms Terms
1st Semester 2nd Semester
(n = 250) (n = 168)
Anticipated Grade 3.21 3.06
Hours per WeekUsing Text Resources 3.6 hrs 3.6 hrs
Same class of 450 students, same instructor, same textbook
Oct. 18, 2002Oct. 18, 2002 Indiana UniversityIndiana University
1st Semester
(250 students)Helpfulness of: Max of 10 Images/photos 6.8 ± 0.3 Real World Applications 4.7 ± 0.3 Animations 5.3 ± 0.4In chapter problems 7.0 ± 0.3 End chapter problems 7.4 ± 0.3 Rating of:Clarity of Soln Manual 6.6 ± 0.3
Same class of 450 students, same instructor, same textbook
TextRev General Chemistry SurveyTextRev General Chemistry SurveyComparison Between 1Comparison Between 1stst and 2 and 2ndnd Terms Terms
Oct. 18, 2002Oct. 18, 2002 Indiana UniversityIndiana University
1st Semester 2nd Semester
(250 students) (168 students) Helpfulness of: Max of 10 Max of 10Images/photos 6.8 ± 0.3 5.9 ± 0.4Real World Applications 4.7 ± 0.3 3.6 ± 0.3Animations 5.3 ± 0.4 4.1 ± 0.4In chapter problems 7.0 ± 0.3 7.7 ± 0.4End chapter problems 7.4 ± 0.3 7.7 ± 0.4Rating of: Clarity of Soln Manual 6.6 ± 0.3 5.7 ± 0.3
Same class of 450 students, same instructor, same textbook
TextRev General Chemistry SurveyTextRev General Chemistry SurveyComparison Between 1Comparison Between 1stst and 2 and 2ndnd Terms Terms
Oct. 18, 2002Oct. 18, 2002 Indiana UniversityIndiana University
Instuctors - Which of the following textbook features/resources contain relevant and useful information that is likely to benefit
students when they take your exams?
33%
21%
8%
10%
38%
28%
67%
87%
69%
82%
72%
92%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Written Text
Images and Photographs
Examples of Real-World Applications
Chapter Summaries and Glossaries
End-of-chapter Questions
In-chapter Example Problems
Solutions Manual
Study Guide
Animations/Simulations
On-line Tutorials
On-line Quizzes
CD-ROM
Instructors
Oct. 18, 2002Oct. 18, 2002 Indiana UniversityIndiana University
Students - "Select the answer that best reflects how each of the following textbook features helps your learning"
6.90
5.13
4.16
5.01
5.20
6.22
7.03
7.33
5.17
6.67
6.68
0 2 4 6 8 10
Written text
Images and photographs
Examples of real-world applications
In-chapter example problems
End-of-chapter questions
Chapter summaries/glossaries
Solutions manual
Study guide
Animations/simulations
Online tutorials
Online quizzes
Students
Oct. 18, 2002Oct. 18, 2002 Indiana UniversityIndiana University
Time Spent Studying General Chemistry (Hours)
0 1 2 3
Reading textbook
Referring to solutionsmanual
Reading study guide
Visiting textbook's website
Navigating CD-ROM
Reading or re-writingpersonal notes
Working on end-of-chapterquestions
OverallMaleFemale
Hrs/wk
Oct. 18, 2002Oct. 18, 2002 Indiana UniversityIndiana University
General Chemistry StudentsGeneral Chemistry StudentsDo you own the CD-ROM?
Borrowed a Copy16%
Purchased a Used Copy25%
Purchased New42%
Do not have access17%
Less than 1% of the students had specific homework assignments on the CD
Oct. 18, 2002Oct. 18, 2002 Indiana UniversityIndiana University
Time on TaskTime on Task
“Time plus energy equals learning. There is no substitute for time on task.”Arthur W. Chickering and Zelda F. Gamson, “Seven Principles for Good Practice in Undergraduate Education,” Jossey-Bass (1991)
Out of class assignments should have a clear purpose, should be relevant to students’ lives, and should be at the same time challenging and manageable.S. Black, American School Board Journal, 183, p. 48 (1991)
Oct. 18, 2002Oct. 18, 2002 Indiana UniversityIndiana University
When homework is assigned, General Chemistry students spend two additional hours per week studying.
Time spent on Task: Impact of Assigning/Grading Homework Problems
0 0.5 1 1.5 2 2.5
Reading textbook
Referring tosolutions manual
Reading study guide
Visiting textbook'swebsite
Navigating CD-ROM
Reading or re-writingpersonal notes
Working on end-of-chapter questions
Assigned and graded
Assigned but not graded
Specific problems are notassigned
Hrs/wk
Task
Oct. 18, 2002Oct. 18, 2002 Indiana UniversityIndiana University
Organic Chemistry Students: Degree of Intellectual Challenge
6 6.5 7 7.5 8 8.5 9
Overallintellectual levelof the textbook
End-of-chaptertextbookquestions
Online quizquestions
C students
B students
A students
Oct. 18, 2002Oct. 18, 2002 Indiana UniversityIndiana University
Organic Chemistry - Helpfulness to Student Learning
2.5 3.5 4.5 5.5 6.5 7.5
Written text
Images and photographs
Examples of real-world applications
In-chapter example problems
End-of-chapter questions
Chapter summaries/glossaries
Solutions manual
Study guide
Animations/simulations
Online tutorials
Online quizzes
C students
B students
A students
Oct. 18, 2002Oct. 18, 2002 Indiana UniversityIndiana University
The Data Can be Mined to Get The Data Can be Mined to Get At More Complex IssuesAt More Complex Issues
Within a given book title, what textbook features appeal most to non-science majors at a liberal arts college? To engineering majors at a research university?
What is different about the study patterns of non-traditional versus traditional students? Of male versus female students?
How does the time a student commits to studying depend on the instructor’s use of the textbook resources?
Oct. 18, 2002Oct. 18, 2002 Indiana UniversityIndiana University
Who Benefits From Who Benefits From Comprehensive Textbook Evaluations?Comprehensive Textbook Evaluations?
Instructors Course Design - Instructors learn how their own students utilize and
value the textbook resources for the course Textbook Adoption - Learn how instructors and students in similar
settings rate the features of competing textbook products
Publishing Companies, Editors, & Authors Feedback on the ways instructors incorporate textbook features into their
course design, and on the corresponding student response as to the helpfulness and quality of these resources.
Views from different demographic sectors
Students Improved course design, improved textbooks, better education
Oct. 18, 2002Oct. 18, 2002 Indiana UniversityIndiana University
Study the Representative Data SetStudy the Representative Data Set
When you view the data, what strikes you? What puzzles you?
Write some specific questions, that you would like your students to answer, about the ways they use and value textbook resources.
If you were considering whether to adopt a particular textbook/resource for a course that you will be teaching next year, what specific questions would you want to ask of faculty and students who are using that resource now?