On-Line Quizzing and Its Effect on Student Engagement and Academic Performance

Abstract

Abstract: 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,