Procrastination and student performance on immediate and delayed quizzes

The research on student-centered learning focuses primarily on teaching strategies that motivate learning. The focus of the current study was examination of the effect of immediate versus delayed quizzing on student attending and learning. Quizzes were administered in five different courses: (a) at...

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Bibliographic Details
Published inEducation (Chula Vista) Vol. 124; no. 1; pp. 40 - 48
Main Authors DeRoma, Virginia M, Young, Angela, Mabrouk, Suzanne T, Brannan, Kenneth P, Hilleke, Russell O, Johnson, Kristy Y
Format Journal Article
LanguageEnglish
Published Project Innovation (Alabama) 22.09.2003
Project Innovation Austin LLC
Subjects
Academic achievement
Comparative analysis
Educational aspects
Educational research
Educational tests
Educational tests and measurements
Examinations
Procrastination
Surveys
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Summary:The research on student-centered learning focuses primarily on teaching strategies that motivate learning. The focus of the current study was examination of the effect of immediate versus delayed quizzing on student attending and learning. Quizzes were administered in five different courses: (a) at the end of a lecture/discussion period, and (b) at the beginning of the class period following the targeted lecture. Students performed significantly better on the immediate quiz than on the delayed quiz. Observation of student on-task behavior during class showed no difference in performance for the immediate or delayed quiz conditions. Additionally, delayed quiz scores correlated significantly with student procrastination scores. Implications of these results are discussed with respect to the need to attend to individual learner needs related to procrastination and delayed test-taking performance.
ISSN:0013-1172