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Article Open Access June 30, 2022

Weekly Quizzes Reinforce Student Learning Outcomes and Performance in Biomedical Sciences in-course Assessments

Ahmed El-Hashash 1,*
1
Zhejiang University-University of Edinburgh Joint College of Biomedicine (ZJU-UoE Institute), Zhejiang University Intl. campus, Haining, Zhejiang 314400, PRC
Publihed in: Current Research in Public Health (Volume 2, Issue 4, 2022)
Page(s): 168-178
DOI: 10.31586/ojer.2022.273
Received
April 16, 2022
Revised
June 20, 2022
Accepted
June 28, 2022
Published
June 30, 2022
Keywords
In-course Assessments; Quizzes; Class Attendance; Learning Outcome; Biomedical Science
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright: Copyright © The Author(s), 2022. Published by Scientific Publications
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Cite This Article

APA Style
El-Hashash, A. (2022). Weekly Quizzes Reinforce Student Learning Outcomes and Performance in Biomedical Sciences in-course Assessments. Current Research in Public Health, 2(4), 168-178. https://doi.org/10.31586/ojer.2022.273
ACS Style
El-Hashash, A. Weekly Quizzes Reinforce Student Learning Outcomes and Performance in Biomedical Sciences in-course Assessments. Current Research in Public Health 2022 2(4), 168-178. https://doi.org/10.31586/ojer.2022.273
Chicago/Turabian Style
El-Hashash, Ahmed. 2022. "Weekly Quizzes Reinforce Student Learning Outcomes and Performance in Biomedical Sciences in-course Assessments". Current Research in Public Health 2, no. 4: 168-178. https://doi.org/10.31586/ojer.2022.273
AMA Style
El-Hashash A. Weekly Quizzes Reinforce Student Learning Outcomes and Performance in Biomedical Sciences in-course Assessments. Current Research in Public Health. 2022; 2(4):168-178. https://doi.org/10.31586/ojer.2022.273 
@Article{crph273,
AUTHOR = {El-Hashash, Ahmed},
TITLE = {Weekly Quizzes Reinforce Student Learning Outcomes and Performance in Biomedical Sciences in-course Assessments},
JOURNAL = {Current Research in Public Health},
VOLUME = {2},
YEAR = {2022},
NUMBER = {4},
PAGES = {168-178},
URL = {https://www.scipublications.com/journal/index.php/OJER/article/view/273},
ISSN = {2831-5162},
DOI = {10.31586/ojer.2022.273},
ABSTRACT = {Studies have highlighted the benefits of frequent quizzing in class. Frequent quizzing can promote more student attendance, engagement, practice and review, and achievement. Conversely, the opponents of frequent quizzing suggest that too frequent testing might hinder learning by frustrating anxious students and inhibiting larger units of instructional material. Notably, most studies have used degree examinations to evaluate the impact of quizzes on student learning and performance, yet little is known about whether quizzes can reinforce student performance in the in-course assessments (ICAs) despite ICA importance in student learning. The present study aimed to test the hypothesis that administration of weekly MCQ quizzes can enhance the leaning outcomes and performance of biomedical science students in assessment methods such as essay and oral presentation that can directly measure and provide information about student learning. It was therefore limited to in-course assessments. We found that the performance of the weekly quiz student group is remarkably better than that of the control student group in both the essay and oral presentation ICAs, which are two measures and indicators of student learning, suggesting improved student learning outcomes and performance after administrating weekly MCQ quizzes that also promoted student attendance in classrooms. The findings of this research study have implications for students, teachers, and curriculum designers in higher education.},
}
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%A El-Hashash, Ahmed
%D 2022
%J Current Research in Public Health

%@ 2831-5162
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%P 168-178

%T Weekly Quizzes Reinforce Student Learning Outcomes and Performance in Biomedical Sciences in-course Assessments
%M doi:10.31586/ojer.2022.273
%U https://www.scipublications.com/journal/index.php/OJER/article/view/273

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TI  - Weekly Quizzes Reinforce Student Learning Outcomes and Performance in Biomedical Sciences in-course Assessments
T2  - Current Research in Public Health
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AB  - Studies have highlighted the benefits of frequent quizzing in class. Frequent quizzing can promote more student attendance, engagement, practice and review, and achievement. Conversely, the opponents of frequent quizzing suggest that too frequent testing might hinder learning by frustrating anxious students and inhibiting larger units of instructional material. Notably, most studies have used degree examinations to evaluate the impact of quizzes on student learning and performance, yet little is known about whether quizzes can reinforce student performance in the in-course assessments (ICAs) despite ICA importance in student learning. The present study aimed to test the hypothesis that administration of weekly MCQ quizzes can enhance the leaning outcomes and performance of biomedical science students in assessment methods such as essay and oral presentation that can directly measure and provide information about student learning. It was therefore limited to in-course assessments. We found that the performance of the weekly quiz student group is remarkably better than that of the control student group in both the essay and oral presentation ICAs, which are two measures and indicators of student learning, suggesting improved student learning outcomes and performance after administrating weekly MCQ quizzes that also promoted student attendance in classrooms. The findings of this research study have implications for students, teachers, and curriculum designers in higher education.
DO  - Weekly Quizzes Reinforce Student Learning Outcomes and Performance in Biomedical Sciences in-course Assessments
TI  - 10.31586/ojer.2022.273
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