Frequent Quizzes and Student Improvement of Reading: A Pilot Study in a Community College Setting

Abstract

This pilot study explores the extent to which frequent quizzes given in a developmental Academic Critical Reading (ACR) course in a community college affects student success on a standardized CUNY (The City University of New York) assessment test on reading skills. Participants included 41 students in two class sections of ACR class who received frequent quizzes and 47 students in two sections of ACR without frequent quizzes as the control group. Results showed that students who received frequent quizzes showed greater improvement on the standardized CUNY test compared with controls, with gender moderating this effect. In addition, students who received a Pell Grant improved their performance on the standardized CUNY test more than those who did not receive a Pell Grant. Lower levels of absences were also associated with improvement on the standardized CUNY test. Quiz attitude survey results indicate that students have a positive attitude toward completing frequent quizzes, and they felt much more confident when taking the CUNY test at the end of the semester. Receiving frequent quizzes also encouraged students to attend classes at a higher rate.