The Effects Of Unannounced Quizzes On Student Performance: Further Evidence

Abstract

This study explores the impact of unannounced quizzes on students performance on Quantitative Analysis examinations by comparing course sections with unannounced quizzes to sections with announced quizzes. The difference in academic performance between students with unannounced quizzes and students with announced quizzes was examined in this study. Test scores for the first and second semesters were compared between the students with unannounced quizzes and students with announced quizzes. A significant difference was found in academic performance between the group with unannounced quizzes and group with announced quizzes. The group with unannounced quizzes showed better performance than the control group with announced quizzes. Therefore, this study demonstrates that an unannounced quiz is more effective than announced quiz in Quantitative Analysis Performance.

Perception towards Examination and Students’ Performance in Three Modes of Quizzes

“…Unannounced quizzes had impact on students' performance and different subjects, which revealed better learning by the use of unannounced pop quizzes compared to announced quizzes (Kamuche, 2007). The use of unannounced quizzes is especially effective because it is an application of intermittent reinforcement.…”

“…Based on the percentage obtained by the students during prelim examination, they got a high score on prelim in which quizzes are given as announced to students and they were informed by the teacher. The impact of student performance on different subjects is better learned by the use of announced pop quizzes (Kamuche, 2007). Graham (1999) showed that average test scores for students who were exposed to announced quizzes were higher than those who were not exposed to announced quizzes.…”

“…Also, announced quizzes increased attendance on the dates that the instructor gives quizzes. Kamuche (2007) revealed on his study that using unannounced quizzes and anonymous are better long-term memory, than simply hearing, memorizing or reading about a concept. It had an impact on students' performance compared to announced quizzes.…”

Pinch Hitter: The Effectiveness of Content Summaries Delivered by a Guest Lecturer in Online Course Videos

“…The level of learning in online environments is another important factor in understanding the are especially prevalent in flipped classroom environments, as quizzes that count towards final grades can be powerful motivators for students to actively watch video lecture contents in such learning environments (Frydenberg, 2013;Tune, Sturek, & Basile, 2013;Enfield, 2013). Quizzes have often been shown to be a good way to measure and motivate student learning (Johnson & Kiviniem, 2009;Herold, Lynch, Ramnath, & Ramanathan, 2012;Kamuche, 2011), and in predominantly or entirely online environments, such as MOOCs, online quizzes may be the only way to do so easily. In most courses, quizzes are connected to the contents of lectures and are seen as a measure of student learning of the course content and of lectures.…”

The use of anonymous pop-quizzes (APQs) as a tool to reinforce learning

“…Padilla-Walker has shown that students who performed well on daily extra-credit quizzes did better on final exams [2], while Nevid found that ''mastery'' quizzes-pop-quizzes given at the beginning and end of a class lecture to indicate key lecture concepts-led to a marked improvement by undergraduate psychology students in terms of retention of key concepts [4]. The research on announced versus unannounced quizzes is contradictory: Some studies indicate students performed better on unannounced quizzes (i.e., pop quizzes) as they encourage attendance in class and the review of materials prior to coming to class [5,6], while other work found announced quizzes led to improved exam performance and final grades for undergraduate medical students [7].…”