Abstract
Background: Most students rely on ineffective study habits to learn material instead of using evidence-based strategies known to improve learning. Objective: The purpose of this study was to examine the effectiveness of a novel in-class quizzing strategy (i.e., Make & Take Quizzes) that was intentionally designed to engage students in evidence-based study strategies. Method: Final exam grades between sections of identical courses where students completed ( N = 74) or did not complete ( N = 73) Make & Take Quizzes were compared. Changes in the use of study strategies from the beginning to the end of the semester in two courses where students completed the quizzes were also examined. Results: Students in Make & Take Quiz sections significantly outperformed those in sections without the quizzes. Students’ overall strategies for studying did not significantly change; however, there were significant improvements in the specific strategies of deciding on the main ideas when studying and putting ideas into one’s own words when studying. Conclusion: Make & Take Quizzes appear to help students learn course material, while also engaging them in the use of specific study strategies. Teaching Implications: An easy-to-implement strategy, instructors can engage students in the effective use of evidence-based study strategies by incorporating Make & Take Quizzes in their courses.
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