effects of self-initiated online quizzes on exam scores
DESCRIPTION
Self Initiated Online quizzesTRANSCRIPT
EFFECTS OF SELF-INITIATED
ONLINE QUIZZES ON EXAM
SCORE
Wong Choon Yee
School of Computing &
Creative Media
KDU University College
Nor Aniza Binti Abdullah
Faculty of Computer Science
& Information Technology
University Malaya
Background
• Expectation mismatch
between educators and
students.
• Students’ learning outcome
may not be fully achieved.
• How to support student’s
independent learning?
• There are many ways.
• Focus of this research is
online quiz
Aim & objectives
• To observe students’
initiative in using online
quizzes;
• And the effect on their
final exam score.
• Notes:
• Students consider graded quiz is a punishment
(sappington et al. 2002)
• Graded quizzes can increase students’ anxiety &
irritation (Wickline & Spektor, 2011)
Advantages of Online Quiz
• Students • Offers immediate feedback
• Auto grading
• Reliability of marking
• No biasness
• Improving knowledge retention
• Lecturer • Monitor students’ progress
• Reduce workload
• Re-usable
Research question & Hypothesis
• The more you practice the better you are.
• Research questions: • How often would the students attempt online
quizzes?
• Do the exam scores depend on number in attempting the online quiz?
• Hypothesis: • Self-initiated interaction behaviour towards
online quizzes does improve student’s exam scores
Methodology
• Quantitative
• Observation
• Online Quiz on Schoology
• 4 set of quizzes, each set has 10 questions.
• Random order of questions and answer options.
• Students could practice the quiz anytime, anywhere.
• Final exam, 15 MCQ.
• Two modules
• Internet Web Technology – Semester 1
• Mobile Technology – Semester 2
Variables
• Independent variable
• Students’ initiative in
attempting the quiz.
• Total scores of
attempting the online
quizzes.
• Dependent variable
• Increase in the final
exam score.
Results
• Positive relationship between numbers of attempt, quiz
scores and exam scores.
• Statically insignificant in both modules.
• Both modules show similar pattern.
• What does this mean?
• Students are not motivated to study if there are no rewards.
Despite of all the benefit they could gain from using online quiz.
Example: Numbers of attempts
Mobile Technology Internet Web Technology
40 60
30
120
440
18-Mar 12-Apr 16-Apr 29-Apr 30-Apr
Mar Apr
Navigation
Total
150
60
100
10
450
550
210 230
24-Feb 1-Mar 9-Mar 14-Apr 15-Apr 16-Apr 18-Apr 23-Apr
HTML5 Form
Total
Example: Exam score and number of
attempts
Mobile Technology Internet Web Technology
Co-relationship
Mobile Technology
• 14% exam score was due
to the numbers of attempt
• 86% other factors
• 22% exam score was due
to online quiz score
• 78% other factors
Internet Web Technology
• 24% exam score was due
to the numbers of attempt
• 76% other factors
• 23% exam score was due
to online quiz score
• 77% other factors
Results (re-cap)
• Students did not practice the online quizzes regularly
when there is no encouragement from the educators.
• There is a weak positive relationship between numbers of
attempt/quiz scores against exam scores.
• Students only use the online quizzes prior to the exam.
Benefit of this study
• Simply create an online quiz and expect the students to
use it, does not work. Students would lose direction.
• Students need to repeat the quiz until it reaches the
threshold of understanding.
• Having an online quiz is better than no quiz
