ملخص الجهاز:
"The Effect of Quiz Frequency on Course Performance and Its Relationship with Class Attendance Abbas-Ali Zarei Imam Khomeini International University, Qazvin 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.
A number of studies including Brown, Graham, Money, & Mary (1999) and Rose, Hall, Bolen, & Webster (1996) have shown that class attendance has a positive effect on course grades.
In a study, Wilder (2001) examined the effect of random quizzes on student attendance in an undergraduate course on the psychology of learning.
Comparing the achievement of the students in an entirely lecture-based approach with a student engagement approach in which continuous assessment and frequent quizzes are essential pedagogical strategy, Twigg (2003) concluded that the latter approach – referred to as the redesign projects – shows statistically significant gains in overall student understanding of course content as measured by pre- and post-assessments that examine key course concepts.
To answer the second research question (the effect of quizzes on increasing course performance), at the end of the instructional period, a 40-item achievement test was administered to all groups, and their means were compared.
To study the effect of quiz frequency on increasing course performance, a balanced one-way ANOVA and a follow-up Scheffe test were employed to compare the performance of the same five groups."