Does the timing of unannounced quizzes influence student behaviour in effort investment and learning output? Online publication date: Thu, 09-Feb-2017
by Tin-Chun Lin
International Journal of Education Economics and Development (IJEED), Vol. 7, No. 3/4, 2016
Abstract: The main purpose of this research is to verify whether the timing of unannounced quizzes would influence students' behaviour in effort investment and learning output. Findings suggested that: (1) students' in-class effort was the same whether pop quizzes were held at the beginning or end of the class; while students studied harder outside the classroom in the beginning-of-class pop quiz system than in the end-of-class pop quiz system; (2) students' learning output was slightly better at the beginning of the system; (3) the mixed pop quiz system was better than the other two systems in improving students' efforts and learning outputs; and (4) daily lateness was lower in the beginning-of-class pop quiz system than in the end-of-class pop quiz system. However, early departures were lower in the end-of-class pop quiz system than in the beginning-of-class pop quiz system. A comparison of these three systems indicated that the mixed pop quiz system lowered late class arrivals and early departures.
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