ERIC Number: EJ1150206
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Keeping Students "on Their Toes and on Their Game": Serendipitous Findings in Students' Assessments and Reactions
Pelletier, Kathie L.
Journal on Excellence in College Teaching, v28 n2 p167-192 2017
This study extends the empirical findings of the use of continuous, lecture-embedded assessments to increase engagement and enhance learning. Outcome data (exam performance and attendance rates) from college students in three upper-division business course sections who took quizzes and wrote two-minute papers (test group) were compared to outcome data in the same course in which the assignments were not given (control group). Students in the test group reported increased engagement, motivation to study, self-efficacy, and more thorough note taking, and they attributed these improvements to the assessments. Serendipitous findings were positive group dynamics, development of comprehensive study plans, and a greater appreciation of how theory informs practice. Implications are discussed.
Descriptors: Student Participation, Learner Engagement, Learning Motivation, Self Efficacy, Lecture Method, Student Evaluation, Tests, Scores, Attendance Patterns, College Students, Business Administration Education, Comparative Analysis, Experimental Groups, Control Groups, Mixed Methods Research, Action Research, Questionnaires, Likert Scales, Writing Assignments, Group Activities
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A