Abstract:
Students who follow the first-year Database Systems module in the School of Computing
displayed a reluctance toward independent learning to reference academic textbooks. This
resulted in limited comprehension of the concepts and lower performance on theory-based
questions. The research, therefore, aimed to foster independent learning skills through
recommended textbooks to enhance students’ preparation for the theory-based questions.
The stepwise SQ4R Reading Strategy was implemented as an in-class intervention,
incorporating textbooks. 109 students studying the module were divided into groups of 4 and
assigned distinct sub-topics based on module content taught in prior lessons and aligned with
two textbooks. Each group was instructed to use SQ4R to conduct a comprehensive review of
the assigned sub-topic utilizing both textbooks and formulate examination standard multiple-
choice questions. While individual students formulated questions, the group collectively
selected, through dialogic discussion, the most suitable question from each member. The
finalized questions were submitted to the tutor, and the questions aligned with the
examination standards were chosen for an interactive online quiz. The students were divided
into teams during a follow-up session to administer the quiz and advised to collaboratively
discuss and submit a single response to each question. The effectiveness of the reading
activity, student discussions and the interactive quiz were evaluated through tutor and peer
observations. 55% of student perceptions indicated that the activity served as an exciting
learning experience and strongly inspired them toward independent learning. Active student
engagement and constructive group discussions were observed. A novel learning initiative was
effectively implemented, utilizing the SQ4R reading strategy to encourage students to consult
recommended textbooks through peer discussions, thereby promoting independent
learning. To be effective, necessary measures must be taken to mitigate
superficial learning among students, prevent diversified submissions and enhance the
accuracy and quality of submitted work.
