Effective Use of Online Quizzes in Science Courses
William Stowe, Lin Lin, University of North Texas, United States
Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Abstract: This study investigated ways to effectively incorporate online quizzes in college biology courses. A total of 151 college students participated in this experimental study. They took the online quizzes, lecture exams, and surveys. The online quizzes required the students to answer all the quiz questions correctly before earning quiz credits. Students who scored 10 out of 10 on every quiz achieved the mastery level. For comparison, the lecture exams were composed with half of the material from the online quizzes and the other half from material not in the online quizzes. Student surveys compared the students with online quiz mastery (Group 2) and those without mastery (Group 1). The results showed that the students with mastery scores used the required 30 minutes’ delay between quiz attempts to review quiz feedback and learn the course content, and consequently, increased their lecture exam scores.
Stowe, W. & Lin, L. (2012). Effective Use of Online Quizzes in Science Courses. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 935-939). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE).