How feedback provided by voluntary electronic quizzes affects learning outcomes of university students in large classes

• Published in: Computers and education Vol. 121; pp. 100 - 114
• Main Authors: Förster, Manuel, Weiser, Constantin, Maur, Andreas
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.06.2018
• Subjects: Applications in subject areas; Business and economics statistics; Computer-mediated communication; Feedback; Gender studies; Post-secondary education; Teaching/learning strategies; Business and economics statistics; Feedback; Post-secondary education; Teaching/learning strategies; Applications in subject areas; Computer-mediated communication; Gender studies
• ISSN: 0360-1315; 1873-782X
• DOI: 10.1016/j.compedu.2018.02.012

In view of the increasing number of university students attending large statistics classes as a requirement for their degree courses, the use of an online learning environment is indispensable for delivering immediate and frequent feedback. However, results of research on the value of technological tools and blended courses in various academic disciplines are not consistent and only point to minimal effects on academic achievement. To fill this gap, in this study, participation in optional electronic quizzes and its effects on exam grades in large statistics classes depending on gender and previous statistics- and mathematics-related abilities are investigated. Overall, participation in the electronic quizzes yielded a positive effect on final grades. However, particularly the groups who participated less in the electronic quizzes – i.e. poor performing students and males - benefitted more from quiz participation than high performing and female students. The large variability in effect sizes of feedback on performance suggests that additional moderators such as specific situation- and task-related characteristics and individual affective preconditions such as effort, motivation, and self-esteem should be analyzed in future research. •Participation in the electronic quizzes had a positive effect on final grades.•Poor performing students and males participated less in the electronic quizzes.•High performing students and females benefitted less from the electronic quizzes.