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The effect of frequent quizzes on short‐ and long‐term academic performance
Author(s) -
Soehren SE
Publication year - 1997
Publication title -
journal of dental education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.53
H-Index - 68
eISSN - 1930-7837
pISSN - 0022-0337
DOI - 10.1002/j.0022-0337.1997.61.4.tb03123.x
Subject(s) - significant difference , final examination , medicine , psychology , medical education
This investigation examined the effect of frequent quiz administration on the performance of dental students on course examinations, post‐tests, and attitudes toward instruction. Students in an introductory radiology course were randomly divided into two groups. Quiz Group (QG) students were given a quiz at the beginning of each class, while students in the Control Group (CG) did not take the quizzes. All students took a midterm and final examination as well as post‐tests at four months and ten months after the end of the course. Students also completed a questionnaire assessing the course and instructor. The QG scored higher than the CG on all exams, but these differences were significant only for the midterm and final exams (p < 0.05) and not the post‐tests (p > 0.05). Evaluations of course content and instructor performance were significantly higher among QG students regarding appropriateness of examinations and overall evaluation of course (p < 0.05). Frequent quizzes enhance short‐term performance on examinations and lead to more favorable student evaluations, but the effects on long‐term retention of knowledge are not significant.