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ERIC Number: EJ1056340
Record Type: Journal
Publication Date: 2009-Sep
Pages: 20
Abstractor: As Provided
Reference Count: 23
ISSN: ISSN-1941-3394
Student Performance in Online Quizzes as a Function of Time in Undergraduate Financial Management Courses
Schnusenberg, Oliver
Journal of Instructional Pedagogies, v1 Sep 2009
An interesting research question in light of recent technological developments is an investigation of the relationship between the time remaining to complete online quizzes and quiz scores. The data consist of over 4,000 individual quiz scores for six sections of Financial Management at The University of North Florida taught between the Summer of 2004 and the Summer of 2005. Over 50% of the time, students take online quizzes when they have less than 10% of the total time allocated for the quiz remaining. Moreover, students reduce the time available to them for later quizzes as the semester progresses. The most successful students take the quizzes shortly after the material has been covered in class. Regression analysis reveals a strong positive relationship between the time remaining until the quiz deadline and the quiz score. For every additional 10% of the total time available to take a quiz, the quiz score increases by approximately 1.1 points, on average. Also, students perform better for higher number quizzes, particularly if they allow themselves a large amount of time to take the quiz. In addition, students with either a low previous average or a failing average continue to perform poorly, particularly if they allow themselves relatively little time to complete a quiz. Fourth, the relationship between the previous amount of time students budgeted to take a quiz and the current quiz score is positive and marginally significant. However, students who budgeted less time for quizzes early in the semester benefit on the last quiz by earning a higher quiz score. This is particularly true for students who do not allow themselves a lot of time to take the current quiz. Lastly, students who allow themselves the least amount of time to take a quiz could increase their quiz scores by about 12 points for every additional percentage point of available time they budget for themselves to take the quiz. The results reported here are interesting not only for Financial Management courses at The University of North Florida, but offer some interesting implications for Financial Management courses across the country and for projects in any other class.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida