Effective Student Use of Computerized Quizzes

Abstract

Computerized quizzes are becoming more available to psychology students and instructors. We hypothesized that students' ineffective use of such quizzes would predict poor course performance. Students in a personalized system of instruction life span human development course used 26 computerized, multiple-choice chapter quizzes to help them master the course textbook. Students who used a “prepare–gather feedback–restudy” strategy were more successful than students using quizzes to learn course material. We discuss these findings in the context of helping students become more effective learners.