Investigating the relationship between optional quizzes and final exam performance in a fully asynchronous online calculus module

Figueroa-Canas, Josep; Sancho-Vinuesa, Teresa

doi:10.1080/10494820.2018.1559864

Cited by 12 publications

(13 citation statements)

References 18 publications

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“…Their posttest scores were also better than conventional students (Seppala, Caprotti, & Xambó, 2006). There is a relationship between the quiz score and the final score in learning calculus which is carried out asynchronously through the online calculus module (Figueroa-Cañas & Sancho-Vinuesa, 2018). When remedial mathematics learning is not integrated with ICT, students' posttest scores are not significantly higher, but after implementing integrated mathematics learning with ICT, the posttest scores are significantly higher (Chen & Wu, 2020).…”

Section: E-learningmentioning

confidence: 99%

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E-Learning and Academic Performance during Covid-19: The Case of Teaching Integral Calculus

Ramdani

Mohamed

Syam

2021

International Journal of Education and Practice

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This study investigates the impact of implementing integral calculus lectures which were originally very suitable in face-to-face delivery, but during the Covid-19 pandemic situation, these were delivered online through e-learning. This research analyzes the correlation between self-efficacy, creativity perception, and productive disposition towards academic performance using path analysis and was modeled in the form of regression equation. This study involved 108 students (35 males and 72 females) at a university in Bandung, West Java, Indonesia. The research instrument used was questionnaire of self-efficacy (11 items), creativity perception (15 items) and mathematical disposition (14 items). All research variable items had a Pearson correlation (r) greater than 0.25, so all items were said to be valid. The reliability coefficient of Cronbach's Alpha for self-efficacy, perceived creativity, and productive disposition were included in the high category. The results showed a correlation between self-efficacy and creativity perception with regard to productive disposition. There was also a direct correlation between self-efficacy and academic performance. Creativity perception did not show a direct influence on academic performance nor. Productive disposition had a direct influence on academic performance. There was a correlation between self-efficacy, creativity perception, and productive disposition of academic performance. Self-efficacy (happy to help other friends, dare to face criticism and challenges, and dare to compete to win a competition) had the largest contribution to academic performance while creativity perception (creative ideas must be sophisticated and complex, creative people have high curiosity, creative people find it difficult to accept different opinions from others, creativity can only be developed in certain people, and creativity comes over by chance) has the smallest one. These findings can be used as first step in understanding creative perception as a weak contribution to cognitive abilities about academic performance, even though creativity has an important role in developing mathematics performance. Contribution/Originality:The originality of this study lies in it investigating the impact of implementing integral calculus lectures through e-learning during the Covid-19 pandemic. It shows how the application of elearning can encourage students to engage and manage learning independently and learn in a practical way. Factors like self-efficacy and perception of creativity have been analyzed to determine how they affected students' academic performance.

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Section: E-learningmentioning

confidence: 99%

“…E-learning technology in integral calculus learning is certainly still a new paradigm. This condition becomes very challenging (Figueroa-Cañas & Sancho-Vinuesa, 2018). Some researchers argue that not all educational services via e-learning affect the overall quality of instructional outcomes in the same way.…”

Section: Introductionmentioning

confidence: 99%

E-Learning and Academic Performance during Covid-19: The Case of Teaching Integral Calculus

Ramdani

Mohamed

Syam

2021

International Journal of Education and Practice

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“…These advantages are of particular importance nowadays because the number of students entering university is increasing, so that providing individual feedback becomes a challenge for staff, especially in first-year courses (Gill & Greenhow, 2008). Furthermore, since electronic quizzes do not require any personal contact, they are a particularly fertile tool for distance learning courses (Figueroa-Cañas & Sancho-Vinuesa, 2021;Lowe, 2015), and their value for students' assessment has grown even more during the Covid-19 pandemic.…”

Section: Introductionmentioning

confidence: 99%

“…There is some indication in the literature that a regular provision of quizzes in tertiary mathematics courses can influence students' academic achievement positively (Angus & Watson, 2009;Chirwa, 2008;Figueroa-Cañas & Sancho-Vinuesa, 2021;Förster et al, 2018;Gaspar Martins, 2017;Hannah et al, 2014;Lim et al, 2012). However, Hannah et al (2014) also found that just spending more time on quizzes or taking them more often does not necessarily lead to better grades.…”

Section: Introductionmentioning

confidence: 99%

Students’ Strategic Usage of Formative Quizzes in an Undergraduate Course in Abstract Algebra

Feudel

Unger

2022

Int. J. Res. Undergrad. Math. Ed.

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Besides homework assignments, optional quizzes are a commonly used means for formative assessment in tertiary mathematics education. Instructors, for example, implement these to help students detect gaps in their understanding, or to foster a continuous and active engagement with the content. The extent to which these goals are reached, however, strongly depends on how students actually use such quizzes, which is currently an underexplored topic. We investigated this issue in an undergraduate abstract algebra course with a study using a mixed-methods design. Unlike previous research suggesting that students use optional quizzes in tertiary mathematics courses mainly for rehearsal or for a final self-check of their own performance, our study indicates that students also use such quizzes in many other ways, for example for planning their further learning, or for deepening their understanding of the content of the course. Furthermore, our study shows differences regarding students’ quiz usage during the semester and when preparing for the final exam. Finally, the data propose factors that influence the way students use optional quizzes, for example time constraints due to other obligations during the semester, the perceived difficulty of the questions, or the opportunity to discuss these with peers. This leads to several suggestions regarding the implementation of optional quizzes into tertiary mathematics courses.

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“…As teaching and learning in a technologically advanced purpose-built collaboration studio is relatively new, there is no standard mechanism for evaluating the impact on student outcomes. Assessment and exams are useful evaluation tools for knowledge acquisition and are often tightly linked to explicit learning outcomes that are a valid measure of student performance (Figueroa-Cañas & Sancho-Vinuesa, 2018). However, implicit skills around problem-solving, flexibility, communication, social interactions, time management and development of the "professional" are often not assessed or are disregarded.…”

Section: Introductionmentioning

confidence: 99%

Does the learning space matter? An evaluation of active learning in a purpose-built technology-rich collaboration studio

Donkin

2021

AJET

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Studies in technology-rich learning environments have reported positive outcomes of active learning when compared to the traditional didactic classroom; others have found no benefits or have found interruption to learning due to the distraction of the technology. Evidence is required to support effective technology spaces that promote professional preparation, engagement and learning transfer. The impact of a technology-enabled collaboration studio on facilitating team-based learning for professional preparation through a case study in biomedical sciences was explored using a mixed method approach. Explicit assessment items as objective measures of student learning outcomes and implicit subjective, self-reported feelings of engagement and readiness for clinical practice is reported. Quantitative results showed an average 11.8% (p < 0.001; 95% CI 6.6-17.0) improvement in the final examination score for those students who had content delivered in the collaborative environment compared to a standard classroom. Qualitative results also support the notion that engagement and learning was enhanced. Investment towards a technology-enabled collaboration studio has shown a contributory effect that improves final grade outcomes through increased engagement, communication, motivation and professionalism for the learner. This research informs guidelines for best practice in active learning environments, particularly in purpose-built high technology learning spaces. Implications for practice or policy: Learning outcomes can be improved by investing in technology-enabled collaboration studios. Engagement and a sense of professional practice are enhanced by active learning in a technology-rich learning environment. Institutions should invest in technology-enabled active learning spaces.

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Investigating the relationship between optional quizzes and final exam performance in a fully asynchronous online calculus module

Cited by 12 publications

References 18 publications

E-Learning and Academic Performance during Covid-19: The Case of Teaching Integral Calculus

E-Learning and Academic Performance during Covid-19: The Case of Teaching Integral Calculus

Students’ Strategic Usage of Formative Quizzes in an Undergraduate Course in Abstract Algebra

Does the learning space matter? An evaluation of active learning in a purpose-built technology-rich collaboration studio

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