The Effect of Online Chapter Quizzes on Exam Performance in an Undergraduate Social Psychology Course

Bethany C. Johnson, Marc T. Kiviniemi

Research output: Contribution to journalArticlepeer-review

74 Scopus citations

Abstract

Assigned textbook readings are a common requirement in undergraduate courses, but students often do not complete reading assignments or do not do so until immediately before an exam. This may have detrimental effects on learning and course performance. Regularly scheduled quizzes on reading material may increase completion of reading assignments and therefore course performance. This study examined the effectiveness of compulsory, mastery-based, weekly reading quizzes as a means of improving exam and course performance. Completion of reading quizzes was related to both better exam and course performance. The discussion includes recommendations for the use of quizzes in undergraduate courses.

Original languageEnglish
Pages (from-to)33-37
Number of pages5
JournalTeaching of Psychology
Volume36
Issue number1
DOIs
StatePublished - Jan 2009

ASJC Scopus subject areas

  • Education
  • General Psychology

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