The Effect of Quiz Frequency on Course Performance and Its Relationship with Class Attendance

Document Type: Research Paper

Author

Imam Khomeini International University, Qazvin

Abstract

To investigate the effect of quiz frequency on the course performance of Iranian university students of English, the mean scores of five groups of subjects were compared using a balanced one-way ANOVA procedure. Analyses revealed that quizzes significantly improve course performance. With some exceptions, it was also found that the more frequently the subjects were quizzed, the better their course performance became. To study the relationship between quizzes and class attendance, the absences of the same five groups of subjects were regularly checked and compared using the Chi-square procedure. Results showed that there is an inverse relationship between quiz frequency and the number of absences from class.
 
 

Keywords


Bar, R.B. & J. Tagg. (1995). From teaching to learning: a new paradigm for undergraduate education. Change, 27, 6, 13 –25. Retrieved (2006) from: http://ilte.ius.edu/pdf/barrtagg.pdf

Bishop, J.H. (2001). A steeper better road to graduation. Hoover Institution Press.

Brown, Beth; Graham, Cynthia; Money, Sheila; Rakocsy, Mary (1999). Absenteeism and grades in a nursing curriculum. Michigan Community: College Journal, 5, 81-84. Retrieved (2006) from:     www.eric.ed.gov/EJ595582absenteeismandgradesinanursdingcurriculum

Chastain, K. (1988). Developing second language skills: theory and practice. Harcourt Brace Jovanovich, Inc.

Clump, M.A. (2003). To attend or not to attend : Is that a good question? George Uhlig Publisher. Retrieved (2006) from: www.findarticles.com/p/articles/mi_m0FCG/is_3_30/ai_108836891

Graham, R.B. (1999). Unannounced quizzes raise test scores selectively for mid-range students. Teaching of psychology, 26, 271-273. Retrieved (2006) from: www.questia.com/googlescholar.qst

Hovell, M.F., Williams, R.L., & Semb, G. (1979). Analysis of undergraduates’ attendance at class meetings with and without grade-related contingencies: a contrast effect. Journal of Educational Research, 73, 50-53. Retrieved (2006) from: www.questia.com/googlescholar.qst?docId=76949138

Jones, C.H. (1984). Interaction of absences and grades in a college course. Journal of Psychology, 116, 133-136. Retrieved (2006) from:www.questia.com/googlescholar.qst?docId=79250427

Jones, L. (1931). Class attendance and college marks. School and Society, 33, 444-446.

Rose, R.J., Hall C. W., Bolen L.M., Webster R.E. (1996). Locus of control and college students’ approaches to learning. Psychological Reports, 79, 163-171. Retrieved (2007) from: http://cat.insist.fr/?aModele=afficheN&cpsidt=10984023

Tinberg, H. (1998). In over our heads : applying Kegan’s theory of development to community college students. North Carolina State University.Retrieved (2007) from: www.eric.edu.gov/ERICWebPortal/recordDetail?accno=EJ575935

Twigg, C.A. (2003). Improving quality and reducing cost: designs for effective learning. Heldref Publications.  Retrieved (2007) from: http://highbeam.com/doc/1G1-104209667.html

Van Blerkom, M.L. (1992). Class attendance in undergraduate courses. Journal of  Psychology, 126, 487-494. Retrieved (2007) from: http://cat.insist.fr/?aModele=afficheN&cpsidt=4501419

Weimer, M. (2003). Focus on learning, transform teaching. Heldref Publications. Retrieved (2007) from: www.smith.edu/deanfaculty/weimer%202003.pdf

Wilder, D.A. (2001). The use of random extra credit quizzes to increase student attendance. Journal of Instructional Psychology. .  Retrieved (2007) from: http://findarticles.com/p/articles/mi_m0FCG/is_2_28/ai_76696361

Zarei A.A. (2003). The problems of English teaching in the high schools of Qazvin and some solutions. The Education Organization of Qazvin Province (unpublished research project).