Positive Student Impacts of an Unlimited, Randomized Self-Assessment Quiz Per Chapter: Study Habits, Self-Efficacy, and Learning Outcomes
- Conference
- Location
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Montreal, Quebec, Canada
- Publication Date
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June 22, 2025
- Start Date
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June 22, 2025
- End Date
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August 15, 2025
- Conference Session
- Tagged Division
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Computers in Education Division (COED)
- Page Count
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12
- DOI
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10.18260/1-2--57052
- Permanent URL
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https://peer.asee.org/57052
- Download Count
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6
Paper Authors
Annie Hui zyBooks, A Wiley Brand
Annie Hui is a zyBooks assessment specialist. She has 15 years of experience teaching computer science, information technology, and data science courses, in both in-person and online modes. She has taught in Northern Virginia Community College and George Mason University. She specializes on course design to maximize student engagement and success.
Nkenge Wheatland zyBooks, A Wiley Brand
Nkenge Wheatland is a Sr. Manager for Content Development in Computer Science at zyBooks, where she overseas the development and maintenance of CS titles. She earned a B.S in Computer Science at the University of Maryland, Baltimore County (UMBC) and an M.S. and Ph.D. in Computer Science at the University of California, Riverside (UCR).
Chelsea L Gordon zyBooks, A Wiley Brand
Chelsea Gordon received her PhD in Cognitive Science at University of California, Merced in 2019. Chelsea works as a research scientist for zyBooks, a Wiley company that creates and publishes interactive, web-native textbooks in STEM.
Efthymia Kazakou zyBooks, A Wiley Brand
Efthymia Kazakou is Sr. Assessments manager at zyBooks, a startup spun-off from UC Riverside and acquired by Wiley. zyBooks develops interactive, web-native learning materials for STEM courses. Efthymia oversees the development and maintenance of all zyBo
Neil Thawani zyBooks, A Wiley Brand
Michael Goldwasser Saint Louis University
Michael Goldwasser is a Professor of Computer Science at Saint Louis University and served six years as the Director of the Computer Science program followed by six years as the inaugural chair of a new Department of Computer Science. Dr. Goldwasser's research interests involve the design and analysis of data structures and algorithms and computer science education. He is the author of three traditional undergraduate textbooks with Pearson and Wiley, and four interactive textbooks with zyBooks, where he also serves as a part-time Content Author.
Yamuna Rajasekhar zyBooks, A Wiley Brand
Yamuna Rajasekhar is Director of Content, Authoring, and Research at zyBooks, a Wiley Brand. She leads content development for the Computer Science and IT disciplines at zyBooks. She leads the authoring and pedagogy team at zyBooks, developing innovative learning solutions that drive measurable student success. She is also an author and contributor to various zyBooks titles. She was formerly an assistant professor of Electrical and Computer Engineering at Miami University. She received her M.S. and Ph.D. in Electrical and Computer Engineering from UNC Charlotte.
Abstract
Many introductory computer science and engineering students excessively struggle with course content, leading to reduced self-efficacy, learning outcomes, and retention in the major. Since engineering concepts build upon earlier material, developing a strong foundation with earlier material is key to reducing excessive struggle with later material. Research shows that enabling a student to assess their progress in the learning material is a way to improve study habits, as well as improve self-efficacy. In this study, an online exam system delivered a self-assessment quiz as the last section of each chapter used in the course's online textbook on the zyBooks platform. A student could take the self-assessment quiz anytime and as many times as desired; the student could see their overall score after submitting a quiz attempt. Students received a few course points for attempting each self-assessment quiz. This pilot study is based on an introductory computer science (CS) course offered during Fall 2024 with approximately 124 students total and 17 self-assessment quizzes. Each quiz contained question types common in CS exams: Multiple choice (5-8 per quiz) and parameterized code writing questions (2-3 per quiz) with immediate auto-grading. The code writing questions were randomized per exam attempt, enabling a different challenge for repeat attempts. The goal of the pilot was to measure the impact on students' study habits, self-efficacy, and learning outcomes. Students completed a 25-item survey regarding knowledge of course content and self-efficacy, at the start and end of the course. At the end of each chapter, students were offered the self-assessment quiz, followed by a brief survey on the insights the student gained about their understanding of the material, and impact on study habits and self-efficacy. This paper presents exploratory analyses examining students' self-assessment quiz usage patterns through the course, quantifying students' engagement with the self-assessment quizzes, and gathering insights into whether students found the self-assessment quizzes helpful, enjoyable, and worthy of inclusion in the course.
Hui, A., & Wheatland, N., & Gordon, C. L., & Kazakou, E., & Thawani, N., & Goldwasser, M., & Rajasekhar, Y. (2025, June), Positive Student Impacts of an Unlimited, Randomized Self-Assessment Quiz Per Chapter: Study Habits, Self-Efficacy, and Learning Outcomes Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . 10.18260/1-2--57052
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