This study examines the effect of task design on student engagement in a graded reading activity, specifically addressing this research question: Does self- or group-selection of readers contribute to greater engagement in the selection, reading and discussion stages of a graded reading activity?
No statistically significant differences in reported engagement were found, and only the difference in discussion-related engagement would indicate even a small effect size (d = 0.271) (Cohen, 1988)—in favor of group selection.
The lack of statistically significant differences in student response to self-selection vs. group-selection of readers, and the minimal effect sizes, suggest that instructors employing similar graded reading activities with similar groups of students might base their self- vs. group-selection choices on considerations other than student engagement—for example, varying activity type and discussion format, or adjusting for available library resources.
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Lee, C.
