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The work is framed against common instructional challenges when students do not complete readings prior to lectures.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/evaluating-the-study-guide-as-a-tool-for-increasing-students-accountability-for-reading-the-textbook/329799/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/evaluating-the-study-guide-as-a-tool-for-increasing-students-accountability-for-reading-the-textbook/329799.png","ImageObject",300,407,{"name":42,"@type":43},"Aldword","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-17","2026-09-21",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What problem does the study address?","Question",{"text":63,"@type":64},"The study addresses the challenge instructors face when college students frequently do not complete assigned textbook reading before class.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the study conducted?",{"text":68,"@type":64},"The study used qualitative research with 41 students enrolled in two social work courses.",{"name":70,"@type":61,"acceptedAnswer":71},"What is the main outcome of using a study guide?",{"text":72,"@type":64},"Students responded positively to the study guide and reported it helped them increase textbook reading during the semester.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},329799,1791542927,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Etty Vandsburger, Rana Duncan-Daston Evaluating the Study Guide as a Tool for Increasing Students’Accountability for Reading the Textbook  \nA successful lecture that includes meaningful class discussions requires students to be familiar with the topics covered in the assigned reading. However, because college students frequently do not complete such reading prior to class, instructors are faced with the challenge of finding methods that would encourage students to do so. The purpose of this study was to evaluate one method, a study guide, of holding students accountable for the reading. Forty-one students in two social work courses participated in this qualitative research. Students overall had a positive response to the study guide assignment and reported that it was a helpful tool to increase their reading of the textbook throughout the semester.  \nKey words: textbook reading, assignments, higher-education, student accountability, study guide  \nI  \nt is generally accepted that textbook  \nreading enhances students’ understanding of course material and that the more a student reads, the greater his/her facility with the content will be (Ryan, 2006) . Recognizing the importance of textbook reading, many professors urge their students to read assigned textbook material before class because they feel that students familiar with the presented  \n6 Evaluation of the Study Guide  \nEvaluation of the Study Guide 7  \nmaterial are more likely to contribute to class discussions. Given that lecture time is generally too short to cover content thoroughly and that time constraints often hamper the inclusion of useful supplemental activities, such as role plays and guest experts, students’ guided reading before class can facilitate effective lectures and result in positive learning outcomes.  \nStudents also recognize the importance that textbooks hold in their learning. Besser, Stone, and Nan (1999) studied college students’ perceptions of their textbooks. They learned that students do recognize that textbooks are “an integral part of the course learning experience”(p.15) . Additionally, students associate helpful textbooks with helpful classes and vice versa. However, as the literature demonstrates, more often than not, students do not read the assigned material before coming to class. Professors are then left with the dilemma of finding the best methods to motivate students (Philips, 1995; Ryan, 2006; Sikorski, Rich, Saville, Buskist, Drogan, & Davis, 2002; Solomon, 1979) .  \nThe purpose of this particular study was to evaluate one method of using a study guide to hold students accountable for the reading of textbook assignments prior to attending class. The study also explored students’ opinions about how professors can encourage students to read the assigned chapters and other material before class time. Studies on the use of textbooks by college students are scarce. Such research in social work education does not exist, so this study addresses this gap in the knowledge base for social work. Exploring students’ suggestions as to the best means an instructor can use to increase textbook reading ahead of class is an additional contribution of this research.  \nLiterature Review  \nAccording to the literature, the majority of students either do not consult textbooks or they use them infrequently (Sikorski et al. , 2002) . For example, Podolefsky and Finkelstein (2006) investigated their physics students’ use of textbooks. They reported that 97% of students purchased the required text, less than 41% regularly read the book before lectures, and 60% read after the lecture. They also reported that some students were under the impression that course content could be grasped simply by coming to class. Some may read the textbook word-for-word while others use it as a reference to complete assignments. Some students may use the textbook only for exam preparation. Students are influenced by their perception of what will work for them and by time constr","cbCaiu5FdwLEeIbo","https://ap.wps.com/l/cbCaiu5FdwLEeIbo","pdf",98317,18,"English","# Introduction\n# Literature Review\n## Approaches to textbook use\n## Gaps in research on study methods","[{\"question\":\"What problem does the study address?\",\"answer\":\"The study addresses the challenge instructors face when college students frequently do not complete assigned textbook reading before class.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"The study used qualitative research with 41 students enrolled in two social work courses.\"},{\"question\":\"What is the main outcome of using a study guide?\",\"answer\":\"Students responded positively to the study guide and reported it helped them increase textbook reading during the semester.\"}]","Evaluating the Study Guide as a Tool for Increasing Students’ Accountability for Reading the Textbook | PDF",1789985665,45]