ERIC Number: EJ746469
Record Type: Journal
Publication Date: 2006
Reference Count: 0
The Impact of Daily Extra Credit Quizzes on Exam Performance
Padilla-Walker, Laura M.
Teaching of Psychology, v33 n4 p236-239 2006
This study examined whether offering daily extra credit quizzes predicted exam performance in an advanced psychology course (n = 36). Results revealed that extra credit performance was a strong predictor of exam performance, above and beyond gender, college grade point average, and ACT scores. In addition, results suggested that nearly half of the students reported their primary motivation for completing extra credit was to earn extra points toward their grade. This research has important pedagogical implications in highlighting the use of daily extra credit quizzes as a practice that facilitates learning and directly affects exam performance.
Descriptors: Advanced Courses, Psychology, College Students, Student Motivation, Grade Point Average, Prediction, Academic Achievement, Gender Differences, Motivation Techniques, Test Results, Tests, College Entrance Examinations
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A