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Using preparatory quizzes to aid study strategies study results

  • Students in the treatment group visited the textbook more often
  • Students viewed homework problems and explanatory texts more in the treatment group
  • The treatment group had a significantly higher number of sessions 33.6 with SD=16.7 vs. 23.4 with SD=10.8
  • Increased number of page visits and study sessions shows that students in the treatment group were more likely to distribute their studying
  • “The sum of the session times (or overall study time) was greater for the pre-quiz group than for the control group”
  • “Students changed their reading behaviors in the presence of the pre-quizzes-distributing their time spent with Explanatory Text across more sessions between homework assignment deadlines”
  • In the treatment condition, students significantly visited Explanatory Text and Worked Example pages earlier-this shows that students’ reading behavior changed due to the implementation of the pre-quizzes
  • Able to conclude that implementing pre-quizzes changes study strategies by encouraging distributed practice (consistent with hypothesis 1)
  • Significant effect on average quiz grades but not on the final exam grade-pre-quizzes affected short term achievement but not necessarily long term achievement (which is somewhat consistent with hypothesis 2)
  • Explanatory text lead time and homework problem lead time are significantly positively correlated with quiz grade in the treatment group
  • Final exam course grade “is significantly and positively correlated to all Lead Time measures in the control quarter, but only to Explanatory Text Lead Time and Homework Problem Lead Time in the treatment quarter.
  • There is a stronger relationship in general between lead time and academic performance in the control group-perhaps because pre-quizzes encourages both high and low achieving students to read earlier so the measure doesn’t pick up on the differences as easily
  • Main findings-adding pre-quizzes 1) changed study behavior for the better (distributing and studying earlier instead of later) 2) encouraged an improvement in quiz grades 3) “productive study behavior correlated with course performance”
  • This Study supports the pretesting principle
  • This Study supports implementing pre-quizzes in classrooms to encourage reading the textbook and doing so earlier on

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Updated 2021-04-26

Contributors are:

Jessica Steir
Jessica Steir
🏆 1

Who are from:

University of Michigan - Ann Arbor
University of Michigan - Ann Arbor
🏆 1

References

Tags

Psychology

Social Science

Empirical Science

Science

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