Benefits of Prelecture Quizzes

Abstract

Benjamin, Jr., for his mentoring, support, and feedback on this project. It would not have come to fruition without his guidance. 2. PowerPoint slides introducing and using these activities are available on request.

The use of clickers to assess knowledge in foreign language classes and their failure to increase reading compliance

“…A small receiver connected to The pedagogical value of clickers in the academic setting has been studied in a diversity of disciplines whose common denominator was a large number of students per section. The vast majority of these studies (Hake, 1998;Burnstein and Lederman, 2001;Jones, et al, 2001;Elliott, 2003;Wit, 2003;Draper and Brown, 2004;Kennedy and Cutts, 2005;Beekes, 2006Beekes, , 2009Bunce, et al, 2006;Ewing, 2006;Freeman, et al, 2006Freeman, et al, , 2007Lee and Bainum, 2006;Narloch, et al, 2006;Poirier and Feldman, 2007;Stowell and Nelson, 2007;Cotner, et al, 2008;King and Joshi, 2008;Morling, et al, 2008;Gier and Kreiner, 2009;Mayer, et al, 2009;Marlow, 2010) provide converging evidence that students as well as professors agree that clickers afford the following benefits: a) they increase motivation and interest for the class, b) they increase participation and involvement, c) they allow students to self-assess and compare their performance to the rest of the class, d) they provide immediate feedback, e) they are easy and fun to use, f) they can provide anonymity of the students' response, and, more importantly, g) they are believed to contribute to learning. This short outline of the many benefits for using clickers should be enough to justify their embracing; however, a recurrent limitation from many of these studies is that they simply rely on qualitative methods such as questionnaires, interviews, and classroom observations.…”

The effects of formative assessment pre-lecture online chapter quizzes and student-initiated inquiries to the instructor on academic achievement

“…For courses that use textbooks as the primary source for course content, research has shown that when pre-lecture activities are used, students are more involved resulting in increased learning (Dobson, 2008;Moravec, Williams, Aguilar-Roca, & O'Down, 2010;Narloch, Garbin, & Turnage, 2006). A growing body of research has shown that, when the traditional teaching method is augmented with pre-lecture online quizzes that require students' involvement with the course material, students were better prepared for class and learned more over students who experienced only the traditional teaching method (Moravec et al, 2010;Narloch et al, 2006), results that are supported by cognitive psychology theory related to the repetition of material to be learned and its meaningful retention (Ausubel, Novak, & Hanesian, 1978;Ausubel & Youssef, 1965).…”

“…A growing body of research has shown that, when the traditional teaching method is augmented with pre-lecture online quizzes that require students' involvement with the course material, students were better prepared for class and learned more over students who experienced only the traditional teaching method (Moravec et al, 2010;Narloch et al, 2006), results that are supported by cognitive psychology theory related to the repetition of material to be learned and its meaningful retention (Ausubel, Novak, & Hanesian, 1978;Ausubel & Youssef, 1965).…”

The Effect of Online Chapter Quizzes on Exam Performance in an Undergraduate Social Psychology Course

“…One such technique involves quizzing students on reading assignments (Narloch et al, 2006). Reading quizzes can encourage students to pay closer attention to the assigned material, which can improve their understanding not only of the reading material, but also of related material presented in class (Brothen & Wambach, 2004; Graham, 1999; Narloch et al, 2006). In addition, regular reading quizzes may lead students to spread their studying out more evenly over the semester (Clump et al, 2004; Graham, 1999; Narloch et al, 2006).…”

“…Reading quizzes can encourage students to pay closer attention to the assigned material, which can improve their understanding not only of the reading material, but also of related material presented in class (Brothen & Wambach, 2004; Graham, 1999; Narloch et al, 2006). In addition, regular reading quizzes may lead students to spread their studying out more evenly over the semester (Clump et al, 2004; Graham, 1999; Narloch et al, 2006). Although scheduled or surprise in-class quizzes can motivate students to complete the assigned reading, students tend to view such quizzes as punishment (Graham, 1999; Sappington et al, 2002), and evidence suggests that quizzes are more beneficial if presented before presentation of related class material (Gurung, 2003; Narloch et al, 2006).…”