On-line Quizzing and its Effect on Student Engagement and Academic Performance

The goal of this study was to determine if on-line out-of-class quizzing would lead to increases in (a) classroom engagement (b) academic performance and (c) preparation perception of college students. Twenty-four sophomore level students enrolled in a required functional anatomy course participated in this study. Results from this study indicate that on-line quizzing had a statistically significant impact on some indicators of student classroom engagement. However, on-line quizzing had no statistically significant impact on academic performance as evidenced by test scores. Finally, student perceptions, as a result of on-line quizzing significantly improved. I. Introduction. While research on in-class quizzing and student academic indicators is moderately represented in the literature, research regarding out-of-class on-line quizzing and student academic indicators is under represented. The authors in this study have utilized, at some point, traditional in-class quizzing in their courses, yet, none have trialed out-of-class on-line quizzing. Anecdotally, the measured outcomes from using in-class quizzes have varied among the authors, but, it is agreed that in-class quizzes can be somewhat cumbersome. For example, in-class quizzes take away from instructional time (anywhere from 10-20% of the allotted class), in-class quizzing adds a layer of class management by taking up instructional time so one can distribute and collect the quizzes. Furthermore, this time needed to take and manage the quiz also decreases the opportunities for students to directly engage the instructor on class topics and conversation and, visa versa, for the instructor to engage the students directly. When combining our collective experiences regarding in-class quizzing with the noticeable lack of research focusing on out-of-class on-line quizzing, we felt a study should be completed. This research need was further justified based on how uncertain the current literature is with regard to the effect quizzing has on various student academic indicators. We hypothesized that the impact of out-of-class on-line quizzing on student academic indicators would yield more unequivocal findings than what is currently documented on in-class quizzing. Thus, the present study was initiated. The hypotheses we tested were: 1. Out-of-class on-line quizzes would lead to an increase in student classroom engagement.