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

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

doi:10.1007/s10864-019-09330-z

Cited by 7 publications

(6 citation statements)

References 78 publications

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“…From an applied perspective, students were able to maintain high performances despite their procrastination patterns. Nevertheless, the quizzes helped improve students' grades especially because the content and format of the quizzes were similar to those on the exams, which has been empirically supported in the literature (see Glodowski et al, 2019).…”

Section: Discussionmentioning

confidence: 66%

Strategies to Reduce Procrastination in College Students

Campos

2020

JoTLT

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College students’ procrastination patterns and strategies to decrease procrastination were investigated. Each week, participants alternated between two schedules of delivery of practice quizzes while preparing for weekly quizzes. In Study 1, one practice quiz was available per day in the noncontingent condition. In the contingent condition, participants had to submit one practice quiz per day to access the subsequent practice quiz. In Study 2, two practice quizzes were available every other day in the noncontingent condition. In the contingent condition, participants had to submit two practice quizzes every other day to access subsequent practice quizzes. Six of 25 participants stopped procrastinating at the end of the contingent condition. Both conditions yielded high scores on weekly quizzes even when participants procrastinated. These results indicate that college students’ procrastination patterns can be changed, although it does not necessarily lead to increased quiz scores.

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Section: Discussionmentioning

confidence: 66%

Strategies to Reduce Procrastination in College Students

Campos

2020

JoTLT

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“…Glodowski et al. (2019) recently conducted a review of the literature for quiz manipulations for in‐person, undergraduate courses. Their review was highly informative, but it did not include graduate students or courses delivered via online formats.…”

Section: Behavior Analysis In College Classrooms: a Scoping Reviewmentioning

confidence: 99%

“…While these reviews, as examples, provide information related to one intervention type, they are either not solely focused on college students or the application of the intervention in naturalistic classroom settings. Glodowski et al (2019) recently conducted a review of the literature for quiz manipulations for in-person, undergraduate courses.…”

mentioning

confidence: 99%

Behavior analysis in college classrooms: A scoping review

Curiel

Kranak

Fielding

et al. 2022

Behavioral Interventions

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We conducted a scoping review of interventions that have been implemented classroom-wide in college classroom settings. We searched nine behavior-analytic journals from 2000 through 2020. We identified 59 studies that met our inclusion criteria and organized them into 13 categories: acceptance and commitment therapy (n = 1), equivalence-based instruction (n = 1), SAFMEDS (n = 4), guided notes (n = 4), response cards (n = 5), group contingencies (n = 5), interteaching (n = 6), programmed instruction, PSI, computer-aided (CA)PSI (n = 7), contingency arrangements (n = 15), feedback (n = 4), online delivery techniques (n = 4), game study sessions (n = 2), and peer-generated examples (n = 1). The interventions have been used with undergraduate and graduate students across various course topics and modalities. Most interventions produced positive results, commonly assessed via quiz and exam scores. This review presents the scope of interventions, their characteristics, and recommendations for future research.

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“…Another study has developed evidence-based recommendations that facilitate the programing and implementation of quizzes by lecturers and instructors to promote students' success in higher education and improve their behavior within their courses (Glodowski et al, 2020) [18].…”

Section: Introductionmentioning

confidence: 99%

Weekly Quizzes Reinforce Student Learning Outcomes and Performance in Biomedical Sciences in-course Assessments

El-Hashash

2022

OJER

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Studies have highlighted the benefits of frequent quizzing in class. Frequent quizzing can promote more student attendance, engagement, practice and review, and achievement. Conversely, the opponents of frequent quizzing suggest that too frequent testing might hinder learning by frustrating anxious students and inhibiting larger units of instructional material. Notably, most studies have used degree examinations to evaluate the impact of quizzes on student learning and performance, yet little is known about whether quizzes can reinforce student performance in the incourse assessments (ICAs) despite ICA importance in student learning. The present study aimed to test the hypothesis that administration of weekly MCQ quizzes can enhance the leaning outcomes and performance of biomedical science students in assessment methods such as essay and oral presentation that can directly measure and provide information about student learning. It was therefore limited to in-course assessments. We found that the performance of the weekly quiz student group is remarkably better than that of the control student group in both the essay and oral presentation ICAs, which are two measures and indicators of student learning, suggesting improved student learning outcomes and performance after administrating weekly MCQ quizzes that also promoted student attendance in classrooms. The findings of this research study have implications for students, teachers, and curriculum designers in higher education.

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

Cited by 7 publications

References 78 publications

Strategies to Reduce Procrastination in College Students

Strategies to Reduce Procrastination in College Students

Behavior analysis in college classrooms: A scoping review

Weekly Quizzes Reinforce Student Learning Outcomes and Performance in Biomedical Sciences in-course Assessments

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