NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1228171
Record Type: Journal
Publication Date: 2018-Aug
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2473-3806
EISSN: N/A
Voluntary Web-Based Self-Assessment Quiz Use Is Associated with Improved Exam Performance, Especially for Learners with Low Prior Knowledge
Utz, Jenifer C.; Bernacki, Matthew L.
HAPS Educator, v22 n2 p129-135 Aug 2018
This study examined students' voluntary use of digital self-assessment quizzes as a resource for learning in a large anatomy and physiology lecture course. Students (n = 238) could use 16 chapter quizzes and four analogous unit quizzes to rehearse and self-assess knowledge. Most students (75%) engaged in occasional use of self-assessment quiz items; repeated use was uncommon (12%), as was lack of use (13%). Exam performance differed between quiz use groups. Quiz use improved exam performance more among students who entered the course with low prior knowledge of concepts from the prerequisite course. Cumulatively for all students and all exams, repeated self-assessment quiz users significantly outperformed occasional users (+7.5%) and nonusers (+11.9%) on course exams. Incorporation of optional learning resources can enhance the learning success of students.
Human Anatomy and Physiology Society. PO Box 2945, LeGrange, GA 30421. e-mail: editor@hapsconnect.org; Web site: https://www.hapsweb.org/page/hapsed_home
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: Nevada (Las Vegas)
Grant or Contract Numbers: 1420491