Asee peer logo

Improving Motivation And Knowledge Retention With Repeatable Low Stakes Quizzing

Download Paper |

Conference

2009 Annual Conference & Exposition

Location

Austin, Texas

Publication Date

June 14, 2009

Start Date

June 14, 2009

End Date

June 17, 2009

ISSN

2153-5965

Conference Session

Innovation in Construction Engineering Education II

Tagged Division

Construction

Page Count

7

Page Numbers

14.707.1 - 14.707.7

Permanent URL

https://peer.asee.org/5436

Download Count

147

Request a correction

Paper Authors

biography

Kirsten Davis Boise State University

visit author page

Kirsten A. Davis is an Assistant Professor in the Construction Management Department within the College of Engineering at Boise State University. Dr. Davis earned a B.Arch. in Architecture and a B.S. in Civil Engineering from the University of Tennessee, an M.S. in Civil Engineering specializing in Construction Engineering and Management from the University of Colorado, Boulder, and a Ph.D. in Civil Engineering specializing in Construction Engineering and Management from Virginia Polytechnic Institute and State University. Her educational research interests are focused on improving construction management education.

visit author page

Download Paper |

Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Improving Motivation and Knowledge Retention with Repeatable Low-Stakes Quizzing Abstract

Introductory level materials and methods courses in a Construction Management (CM) program generally require students to acquire an enormous new vocabulary. This vocabulary includes terminology pertaining to the materials themselves, as well as terminology defining the construction processes using the materials. Courses such as these form a backbone of knowledge that is necessary in nearly every other CM course, whether they are formal prerequisites or not.

A one-credit materials and methods lecture was modified, initially to provide more classroom lecture time. All testing during the semester was replaced with short online quizzes within a web-based course management system. Students were permitted to take each quiz multiple times until they achieved their desired grade. This testing method improved student excitement and motivation regarding the course material, as well as improving students’ retention of information.

This paper presents preliminary results illustrating the effects of repeatable low-stakes quizzing on students motivation and their retention of information in an introductory level materials and methods course.

Introduction

The desire of every educator is to build excitement within their students about the topics they teach – to engage the students at a level where they talk about the material outside the classroom and investigate questions using materials beyond the text and lecture notes. We want them to want to learn about our topic, not just be there because they have to. We also have a desire for the students to retain the material they learn – preferably longer than 10 minutes after they turn in their final exam.

This paper presents preliminary results illustrating the effects of repeatable low-stakes quizzing on students motivation and their retention of information in an introductory level materials and methods course within a Construction Management (CM) program. Introductory level materials and methods courses generally require students to acquire an enormous new vocabulary. This vocabulary includes terminology pertaining to the materials themselves, as well as terminology defining the construction processes using the materials. Courses such as these form a backbone of knowledge that is necessary in nearly every other CM course, whether they are formal prerequisites or not.

A one-credit materials and methods lecture was modified, with the intent of providing more classroom lecture time. All testing during the semester was replaced with short online quizzes taken outside of class time in a web-based course management system. Students were permitted to take each quiz multiple times until they achieved their desired grade. The online quizzing was continued in the following semester, due to the improved student excitement and motivation

Davis, K. (2009, June), Improving Motivation And Knowledge Retention With Repeatable Low Stakes Quizzing Paper presented at 2009 Annual Conference & Exposition, Austin, Texas. https://peer.asee.org/5436

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2009 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015