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ERIC Number: EJ1150432
Record Type: Journal
Publication Date: 2017
Pages: 7
Abstractor: As Provided
ISSN: EISSN-1931-4744
Effects of Quizzing Methodology on Student Outcomes: Reading Compliance, Retention, and Perceptions
Dowling, Carey Bernini
International Journal for the Scholarship of Teaching and Learning, v11 n2 Article 3 Jul 2017
This study set out to replicate and extend research on students' reading compliance and examine the impact of daily quizzing methodology on students' reading compliance and retention. 98 students in two sections of Abnormal Psychology participated (mean age = 21.5, SD = 3.35; 72.4% Caucasian). Using a multiple baseline quasi-experimental design the daily quizzing methodology was changed at different points in the semester from Clicker questions to Clicker questions plus random written quizzes. The classes did not differ significantly on predictors of success and only differed significantly on one demographic variable. 77.6% of students failed Sappington et al.'s (2002) objective measure of reading compliance and the majority lied about their reading compliance. There was mixed evidence for the impact of quizzing methodology on learning outcomes. Daily quizzing appears to be effective, but adding written quizzes may not improve learning outcomes enough to justify increased grading time.
Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail:; Web site:
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: Mississippi
Grant or Contract Numbers: N/A