The Use of Alternative Quiz Formats to Enhance Students’ Experiences in the Introductory Accounting Course

Abstract

Abstract Purpose To examine how use of different quiz formats in an introductory financial accounting course encourages student beliefs about performance in the course. Methodology/approach Surveys of students prior to and after experiencing five different types of quizzes in the course. Findings In general, students found quizzes to be a helpful and motivating tool in assisting them in preparation for exams. Students preferred the alternative quiz styles to a traditional quiz style, and for two of the four alternative quizzes, they experienced increases in confidence of the material as the result of the quiz. Practical implications Instructors should consider adopting alternative quiz formats, which are characterized as low stakes learning interventions that allow students to struggle, fail, and ultimately succeed in the introductory financial accounting course. Social implications The quizzes had positive effects on students’ confidence in the course and the interactive nature of some quiz formats also increases students’ ability to work collaboratively with others in the class. This helps improve class participation overall. Originality/value Presents use of quizzes as a learning tool rather than just an assessment tool, and provides suggestions for type of quiz formats that increase students’ perceived confidence.