Utilizing student voices generated through the SQ4R reading of recommended textbooks to foster independent learning

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.