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

Abstract

This study's goal was to quantify the effects pre-lecture online quizzes and student-initiated inquiries to the instructor, either virtually or in person, had on students' achievement. Pre-and post-course tests were also implemented to an experimental and a comparison section of the same course. The number of electronic administrative contacts was positively related to achievement, and the number of in-person contacts was negatively related. The number of quizzes taken in the first section of the course was positively related, while the number of quizzes taken in subsequent sections of the course was not related, nor was quiz performance. Perhaps providing the opportunity to take the quizzes prompted the students to become involved in the course earlier on, thus establishing a sound basis for the following material. Complementing traditional teaching methods was not intrusive to highly structured course content already in place.

Determining the impact of pre-lecture educational video on comprehension of a difficult gross anatomy lecture

“…Our study revealed a significant positive impact of a pre-lecture activity in the form of video-viewing on students' comprehension of a difficult anatomy lecture. This finding aligned with previous studies, which have reported improvement in students' learning performances after undergoing pre-lecture activities 38, 39, 40. Moravec et al 39 .…”

“…This finding aligned with previous studies, which have reported improvement in students' learning performances after undergoing pre-lecture activities 38, 39, 40. Moravec et al 39 . reported a significant increment in students' task performance after exposure to two different forms of pre-lecture activities: a narrated PowerPoint video and a pre-class worksheet.…”

Diverse delivery methods and strong psychological benefits: A review of online formative assessment

“…Some of the other notable contributors to this area of OFA included studies conducted at other educational levels and with different course types. Some of these include introductory statistics (González, Jover, Cobo, & Munoz, 2010), undergraduate Psychology (Buchanan, ), Energy education (Tsai et al, ), Exercise Physiology (Dobson, ), Educational Assessment (Stull et al, ), undergraduate Geoscience (Smith, ), Medical School Renal Pathology (Bijol, Byrne‐Dugan, & Hoenig, ) and Medical Physiology (Kerr et al, ). Some other studies only included student self‐report data, which indicated that students learned more overall after using OFAs (Chung et al, ; Henly, ; Peat & Franklin, ).…”

Using PeerWise to develop a contributing student pedagogy for postgraduate psychology

“…The purpose of the quizzes was to ensure students came to class informed, thereby transforming class time from content-heavy didactic lectures to interaction-rich use of debate, discussion, modelling and practice of clinical skills. Using online quizzes in a similar way has been successful in improving student engagement and learning outcomes across a range of disciplines and blended learning contexts (Angus & Watson, 2009;Kibble, 2011;McKenzie et al, 2013;Peat & Franklin, 2002;Stull, Varnum, Ducette, Schiller, & Bernacki, 2011).…”