DOES THE TIMING OF UNANNOUNCED QUIZZES INFLUENCE STUDENT BEHAVIOR IN EFFORT INVESTMENT AND LEARNING OUTPUT?

Tin-Chun Lin

Abstract


The main purpose of this research is to verify whether the timing of unannouncedquizzes would influence students‘ behavior in effort investment and learning output. Findings suggested that: (1) students‘ in-class effort was the same whether pop-quizzes were held at the beginning or end of the class; while students studied harder outside the classroom in the beginning-of-class pop-quiz system than in the end-of-class pop quiz system; (2) students‘ learning output was slightly better at the beginning of the system; (3) the mixed pop-quiz system was better than the other two systems in improving students‘ efforts and learning outputs; and (4) daily lateness was lower in the beginning-of-class pop-quiz system than in the end-of-class pop-quiz system. However, early departures were lower in the end-of-class pop-quiz system than in the beginning-of-class pop-quiz system. A comparison of these three systems indicated that the mixed pop-quiz system lowered late class arrivals and early departures.

Keywords


Unannounced quiz; In-class effort; Out-of-class effort; Learning output

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