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

Johnson, Bethany; Kiviniemi, Marc T.

doi:10.1080/00986280802528972

Cited by 106 publications

(93 citation statements)

References 12 publications

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“…also reports 'quizzes' as the reading motivation students most frequently requested and, in a follow-up study, shows that quizzes had a significant impact on both compliance and comprehension. Johnson and Kiviniemi (2009) also connect frequent quizzes on reading to increased success in summative examinations, a finding replicated by Sappington et al (op. cit.).…”

Section: Why Don't They Read?supporting

confidence: 70%

Improving reading compliance with whole class qualitative quiz questions

Phillips

Compton

2016

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Abstract"Have you done your reading?" If you are a teaching academic who always gets positive responses to this question, then you are in a very fortunate (or talented) minority. This small case study draws on existing research into why students do not read and evaluative research into strategies designed to combat this phenomenon. It reflects on an ad hoc trial of quiz questions randomly targeted at individuals in two seminar groups of first-year undergraduates within the Business Faculty. The trial spanned seven weeks and sought to improve previously poor levels of reading compliance. The study found that, within a short period, the technique employed significantly increased levels of reading compliance, when measured across the whole group through qualitative comprehension questions.

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Section: Why Don't They Read?supporting

confidence: 70%

Improving reading compliance with whole class qualitative quiz questions

Phillips

Compton

2016

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“…Without this kind of enforced accountability, it is common for only 25% of students in introductory courses to actually complete a given reading assignment (Burchfield and Sappington 2000). But with reading quizzes, 64% to 100% of students do the reading (Ruscio 2001;Johnson and Kiviniemi 2009). We emphasize the importance of this sort of accountability because it ensures that students come to class prepared to tackle the more difficult concepts involved with treethinking.…”

Section: Discussionmentioning

confidence: 99%

How should we teach tree-thinking? An experimental test of two hypotheses

et al. 2013

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Background: Phylogenies are ubiquitous in college-level biology textbooks, yet many college students continue to struggle to interpret them correctly. Multiple activities and frameworks for teaching phylogenies have been proposed to address this problem. In an introductory biology course for majors, we tested two contrasting hypotheses about the best way for students to learn the basic principles of 'tree-thinking'. Methods: We constructed two 30-minute, pencil-and-paper-based guided group activities: one focused on using a character matrix to build a tree and one focused on analyzing an existing tree. Groups of three students completed one of these activities during one class session of a large lecture course. All students completed an identical assessment the night of the activity.

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“…Instructors want students to learn material so they can retain and apply it in the future. Ideally, quizzes promote the cognitive outcome of helping students perform better on other assignments (Johnson & Kiviniemi, 2009). Finally, quizzes are one method of prompting students to cognitively elaborate on course material.…”

Section: Abstract: Cognitive Learning; Generative Learning; Quizzingmentioning

confidence: 99%