Evidence-Based Recommendations for Programming Quizzes to Improve College Student Behavior in Residential Courses

Kathryn R. Glodowski, Rachel H. Thompson, E. Ashley Asuncion

Research output: Contribution to journalArticlepeer-review

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.

Original languageEnglish (US)
Pages (from-to)543-570
Number of pages28
JournalJournal of Behavioral Education
Volume29
Issue number3
DOIs
StatePublished - Sep 1 2020

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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