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Using Quizzes Effectively: Understanding the Effects of Quiz Timing on Student Motivation and Knowledge Retention

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Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

Industrial Engineering Division Technical Session 2

Tagged Division

Industrial Engineering

Page Count

21

Permanent URL

https://peer.asee.org/37996

Download Count

31

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Paper Authors

biography

John Case United States Military Academy

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JOHN CASE is a U.S. Army Officer in his 12th year of active duty service and is an Assistant Professor in the Department of Systems Engineering at the United States Military Academy. He holds master’s degrees in Operations Research from Virginia Tech and Engineering Management from the Missouri University of Science and Technology. He is in the Operations Research functional area of the Army and has research interests in operations research, data analytics, and education. He is certified in project management (PMP) by PMI.

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biography

Dereck Kennedy United States Military Academy

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Dereck Kennedy is an operations research systems analyst for the U.S Army and is currently an Assistant Professor in the Department of Systems Engineering at the United States Military Academy. He previously served in a variety of roles as an Engineer officer and is a certified as a project management professional (PMP) by PMI. He holds a M.S.E. degree in Industrial and Operations Engineering from the University of Michigan and a B.S. in Mechanical Engineering from the United States Military Academy.

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Abstract

For many years, teachers have leveraged the positive effects of quizzing and testing on knowledge retention in classrooms to improve student learning outcomes. Many aspects of quizzing have been investigated to further improve its use in the classroom, however, there have not been formal investigations to understand the impacts of quiz sequencing on student learning potential. In this study, we investigate the effects of frequent in-class quiz sequence, both pre-lecture and post-lecture quizzes, on student lesson preparation, participation in class, and knowledge retention. Utilizing a single factor experimental design and blocking by course, we gathered student performance data and student perception survey data to assess the impact of quiz sequence. Quiz sequence was found to have a significant effect on student motivation, in-class engagement, and knowledge retention. This paper presents findings and recommendations for teachers to consider in implementing frequent quizzing in their courses. The implication of this research is that a deliberate approach to the choice of a pre-lecture or post-lecture quiz will allow teachers to better meet their student learning objectives.

Case, J., & Kennedy, D. (2021, July), Using Quizzes Effectively: Understanding the Effects of Quiz Timing on Student Motivation and Knowledge Retention Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37996

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