title: Online quizzes promote inconsistent improvements on in-class test performance in introductory anatomy and physiology.
abstract: Review quizzes can provide students with feedback and assist in the preparation for in-class tests, but students often do not voluntarily use self-testing resources. The purpose of the present study was to evaluate if taking a mandatory online review quiz alters performance on subsequent in-class tests. During two semesters of a single-semester introductory anatomy and physiology course, students were required to complete brief online quizzes after each textbook chapter had been covered during lecture as well as the day before an in-class test. During the next two semesters, students were not required to take the online review quizzes. Overall scores on chapter specific in-class tests were higher (P < 0.05) during the semesters in which students took online review quizzes (82.9 ± 14.3%) compared with when they did not (78.7 ± 15.5%), but all in-class tests were not improved. Scores on comprehensive midterm examinations were higher (83.0 ± 12.9% vs. 78.9 ± 13.7%, P < 0.05) but not on final examinations (72.4 ± 13.8% vs. 71.8 ± 14.0%) between those with online review quizzes and those without, respectively. Overall scores on in-class tests and comprehensive examinations were higher (P < 0.05) during the semesters in which students took online review quizzes (83.4 ± 16.8%) compared with when they did not (80.3 ± 17.6%). These data suggest that an online review quiz taken the day before an in-class test increases performance on some in-class tests. However, online review quizzes taken after completion of each chapter do not consistently enhance performance on comprehensive examinations.
authors.affiliation: Physical Activity and Wellness Laboratory, Department of Kinesiology and Sport Sciences, University of Nebraska, Kearney, Nebraska; brownga@unk.edu.
authors.forename: Gregory A
authors.initials: GA
authors.lastname: Brown
authors.affiliation: Physical Activity and Wellness Laboratory, Department of Kinesiology and Sport Sciences, University of Nebraska, Kearney, Nebraska;
authors.forename: Matthew R
authors.initials: MR
authors.lastname: Bice
authors.affiliation: Department of Sport and Movement Studies, University of Johannesburg, Auckland Park, Republic of South Africa; and.
authors.forename: Brandon S
authors.initials: BS
authors.lastname: Shaw
authors.affiliation: Department of Sport and Movement Studies, University of Johannesburg, Auckland Park, Republic of South Africa; and Office of the Deputy Pro Vice-Chancellor: Research, Monash South Africa, Ruimsig, Republic of South Africa.
authors.forename: Ina
authors.initials: I
authors.lastname: Shaw
mesh_terms: D000715:Anatomy / Q000193:education*; D003194:Computer-Assisted Instruction / Q000379:methods*; D003479:Curriculum; D004521:Educational Measurement; D004522:Educational Status; D006801:Humans; D020407:Internet; D007858:Learning; D010827:Physiology / Q000193:education*; D015397:Program Evaluation; D011795:Surveys and Questionnaires; D013663:Teaching / Q000379:methods*
keywords: exercise science; formative assessment; internet testing; summative assessment; undergraduate