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ERIC Number: EJ1064190
Record Type: Journal
Publication Date: 2015-Jun
Pages: 4
Abstractor: As Provided
Reference Count: 17
ISSN: ISSN-1043-4046
Online Quizzes Promote Inconsistent Improvements on In-Class Test Performance in Introductory Anatomy and Physiology
Brown, Gregory A.; Bice, Matthew R.; Shaw, Brandon S.; Shaw, Ina
Advances in Physiology Education, v39 n2 p63-66 Jun 2015
Review quizzes can provide students with feedback and assist in the preparation for in-class tests, but students often do not voluntarily use self-testing resources. The purpose of the present study was to evaluate if taking a mandatory online review quiz alters performance on subsequent in-class tests. During two semesters of a single-semester introductory anatomy and physiology course, students were required to complete brief online quizzes after each textbook chapter had been covered during lecture as well as the day before an in-class test. During the next two semesters, students were not required to take the online review quizzes. Overall scores on chapter specific in-class tests were higher (P < 0.05) during the semesters in which students took online review quizzes (82.9 ± 14.3%) compared with when they did not (78.7 ± 15.5%), but all in-class tests were not improved. Scores on comprehensive midterm examinations were higher (83.0 ± 12.9% vs. 78.9 ± 13.7%, P < 0.05) but not on final examinations (72.4 ± 13.8% vs. 71.8 ± 14.0%) between those with online review quizzes and those without, respectively. Overall scores on in-class tests and comprehensive examinations were higher (P < 0.05) during the semesters in which students took online review quizzes (83.4 ± 16.8%) compared with when they did not (80.3 ± 17.6%). These data suggest that an online review quiz taken the day before an in-class test increases performance on some in-class tests. However, online review quizzes taken after completion of each chapter do not consistently enhance performance on comprehensive examinations.
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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