Evidence-Based Recommendations for Programming Quizzes to Improve College Student Behavior in Residential Courses
College
College of Arts and Sciences
Department
Psychology
Date
5-2019
Abstract
Several researchers have shown quizzes effectively support college student success; however, instructors can implement quizzes in multiple ways. We conducted a systematic review of the literature on quizzes in undergraduate courses using the PRISMA method (i.e., Moher et al. Public Libr Sci Med 6(7):e1000097, 2009. https://doi.org/10.1371/journal.pmed.1000097). We searched peer-reviewed journals in the ERIC database and included studies in which researchers manipulated a quiz (or some aspect of a quiz) and measured the effects on out-of-class preparation, class attendance, in-class participation, and/or performance on exams in the context of a traditional face-to-face undergraduate course. We used this body of literature to develop evidence-based recommendations for how instructors can program quizzes to improve college student behavior within their courses and promote overall student success in higher education. Limitations and areas for future research are discussed.
Recommended Citation
Glodowski, Kathryn R.; Thompson, Rachel H.; and Asuncion, E. A., "Evidence-Based Recommendations for Programming Quizzes to Improve College Student Behavior in Residential Courses" (2019). Student Work - College of Arts and Sciences. 92.
https://digitalcommons.wne.edu/casstudent/92
Original Citation
Glodowski, K. R., Thompson, R. H., & Ashley Asuncion, E. (2020). Evidence-based recommendations for programming quizzes to improve college student behavior in residential courses. Journal of Behavioral Education, 29, 543-570. https://doi.org/10.1007/s10864-019-09330-z
