Title: Effects of different types of quizzes on student effort investment behaviour and learning outcomes
Authors: Tin-chun Lin
Addresses: School of Business and Economics, Indiana University - Northwest, 3400 Broadway, Gary, IN 46408, USA
Abstract: We developed empirical models to test hypotheses that quizzes (announced or unannounced) can improve students' learning outcomes and enhance their investment in effort. The empirical analysis indicated support for the hypotheses. We further tested the hypothesis that these two different types of quizzes exert different influences on students' behaviour in effort investment and their learning outcomes. Consequently, evidence from an alternative demonstration indicated that these two types of quizzes could provide different impacts on students' effort investment and learning outcomes. Moreover, additional findings showed that quizzes not only provide a shorter-term learning goal - exam success - but also offer benefits for a longer-term learning goal - retaining information longer.
Keywords: announced quizzes; in-class effort; learning outcomes; out-of-class effort; unannounced quizzes; quiz types; student effort investment; exam success; information retention.
International Journal of Education Economics and Development, 2016 Vol.7 No.1/2, pp.33 - 52
Available online: 21 Sep 2016 *Full-text access for editors Access for subscribers Purchase this article Comment on this article