Using Quizzes Effectively: Understanding the Effects of Quiz Timing on Student Motivation and Knowledge Retention

Abstract

For many years, teachers have leveraged the positive effects of quizzing and testing on knowledge retention in classrooms to improve student learning outcomes. Many aspects of quizzing have been investigated to further improve its use in the classroom, however, there have not been formal investigations to understand the impacts of quiz sequencing on student learning potential. In this study, we investigate the effects of frequent in-class quiz sequence, both pre-lecture and post-lecture quizzes, on student lesson preparation, participation in class, and knowledge retention. Utilizing a single factor experimental design and blocking by course, we gathered student performance data and student perception survey data to assess the impact of quiz sequence. Quiz sequence was found to have a significant effect on student motivation, in-class engagement, and knowledge retention. This paper presents findings and recommendations for teachers to consider in implementing frequent quizzing in their courses. The implication of this research is that a deliberate approach to the choice of a pre-lecture or post-lecture quiz will allow teachers to better meet their student learning objectives.