Enhancing Student Preparedness for Class through Course Preparation Assignments: Preliminary Evidence from the Classroom

Abstract

Student preparation for class is an integral part of the college learning experience. In order to incentivize student preparation outside class, professors have employed such techniques as reflection papers, quizzes, and group discussion, to name but a few. This article explores the benefits of using a technique known as “course preparation assignments” (CPAs; Yamane 2006). We argue that this instructional tool provides opportunities for significant guided learning beyond the classroom through low-stakes writing assignments that emphasize critical thinking and analysis of assigned primary or secondary source materials. We theorize the three causal mechanisms for CPA success are (1) forced engagement with the material, (2) guidance to engage with difficult texts, and (3) practice using higher order cognitive skills. Based upon multiple student surveys, we find strong evidence that CPAs foster active learning in discussion-based courses by increasing the time students spend preparing for class and by providing students with a heightened sense of preparedness for classroom discussion and activities.

Keywords:

• active learning
• discussion-based course

Notes

Note. This table references Bloom (1956).

Note: N = 97; t test = −3.18; Degrees of Freedom = 93; p value = .00.

Note: N = 96; t test = −2.48; Degrees of Freedom = 94; p value = .02.

Note: N = 96; t test = −2.48; Degrees of Freedom = 94; p value = .02.

Note: Ordinary Least Squares regression.

Note: Ordinary Least Squares regression.

The National Survey of Student Engagement surveyed 237,000 freshman and seniors at 528 four-year colleges and universities in 2005.

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