Faculty Scholarly Dissemination Grants
Do Online Out-of-Class Quizzes Make a Difference in Student Achievement?
Department
Psychology
College
College of Liberal Arts and Sciences
Date Range
2011-2012
Abstract
How can college instructors engage the new generation of digital natives when they enter the academic world? Is it effective to engage students in their learning by involving their "plugged-in" lifestyles? The current study examined the use of BlackBoard on-line quizzes as preparation for class lectures and discussions and its effect on course performance in a psychology of child development class. The students were required to take low stakes quizzes prior to each chapter presentation, as well as pretest/posttests. The total course performance was then measured as the dependent variable. Complete data sets were available for 48 students from Winter semester 2011. Preliminary analysis indicates strong evidence that on-line, out-of-class quizzes prior to class time enhance student learning. Prior knowledge base of the subject matter was controlled for by using a pretest measure as a covariate. After removing the effects of prior knowledge, the average on-line test score accounted for 50% of the variance in total test performance over the course of the semester.
Conference Name
Lilly Conference on College and Acdemic Teaching
Conference Location
Traverse City, MI
ScholarWorks Citation
Portko, Sandra, "Do Online Out-of-Class Quizzes Make a Difference in Student Achievement?" (2011). Faculty Scholarly Dissemination Grants. 326.
https://scholarworks.gvsu.edu/fsdg/326
