Higher Quiz Scores Research Articles

Temporal Motivation Theory: Punctuality Is a Matter of Seconds

Time management is essential for strong strategic business planning and marketing campaigns. Having sufficient time to complete essential planning is important, as is the punctuality of meeting deadlines. Temporal Motivation Theory (TMT) explains the relationship between deciding to perform a task and expected incentives, consequences, and the cost of delay. We analyzed the time (in seconds) that business students submitted weekly quizzes before Saturday night deadlines (1,587 quiz submissions). Self-discipline was measured as a student’s self-evaluation of their ability to start tasks promptly. We find that self-discipline, by itself, was associated with lower average quiz scores. However, self-discipline combined with greater punctuality was associated with higher quiz scores. High self-discipline associated with low emotional stability resulted in earlier average quiz submissions, which resulted in higher quiz scores than submitting work closer to deadlines. These results indicate using internal pressure like anxiety to initiate studying and completing schoolwork can lead to better academic performance. Based on TMT, students appear to use deadlines to reverse calculate the amount of time before a consequential deadline. This translates into a form of negative reinforcement (avoidance), as opposed to positive reinforcement for punctuality. Implications for business marketing students and academicians are discussed.

Brief Pictorial Quizzes to Assess Carbohydrate Counting and Nutrition Knowledge in Youth With Type 1 Diabetes.

Available assessments of patient nutrition knowledge and carbohydrate counting ability are lengthy. This article reports on a study to implement and validate a series of brief nutrition quizzes of varying difficulty for use in pediatric type 1 diabetes. Among 129 youth with type 1 diabetes, participants completed an average of 2.4 ± 1 of the six quizzes, with a median score of 4.7 of 5. Higher quiz scores were associated with lower A1C (P <0.001), higher parental education (P = 0.02), and higher income (P = 0.01). Such quizzes can help to identify knowledge gaps and provide opportunities for education, which may improve glycemic outcomes in youth with type 1 diabetes.

Live Sharing of Learning Activities on E-Books for Enhanced Learning in Online Classes

While positive effects of imitating other learners have been reported, the recent increases in the number of online classes have seriously limited opportunities to learn how others are learning. Providing information about others’ learning activities through dashboards could be a solution, but few studies have targeted learning activities on e-textbook systems; it remains unclear what information representations would be useful and how they would affect learning. We developed a dashboard system that enables live sharing of students’ learning activities on e-textbooks. An experiment was conducted applying the dashboard in an online class to evaluate its impact. The results of questionnaires and quizzes were analyzed along with learning activities on the e-textbook system. From the questionnaire results, the most useful feedback types were identified. Regarding the impact on learning, the study found that a higher percentage of students who used the dashboard followed the progress of the class than those who did not. The study also found that students who used the dashboard were more likely to achieve higher quiz scores than those who did not. This study is the first to reveal what specific feedback is useful and to successfully investigate the impact of its use on learning.

Narrative and choice effects on learning outcomes

ABSTRACT In a 2 (choice) X 2 (message format) study (N = 283), participants were randomly assigned to either have a choice or no choice in message format and to read either a narrative or a non-narrative. They then completed a quiz on the material. We examined whether dispositional tendency to become transported into a narrative (transportability) would increase learning from narrative material, and whether manipulations would affect quiz scores, satisfaction, or performance self-esteem. Choice led to higher quiz scores but did not improve satisfaction or performance self-esteem. Transportability did not predict participants’ choice in material, but it was correlated with higher quiz scores for narrative readers. Findings suggest some educational benefit from choice and matching to narrative-relevant personality traits.

OB/GYN Providers’ Knowledge of Racial and Ethnic Reproductive Health Disparities

ObjectiveThis study explores OB/GYN providers' knowledge about published health and healthcare disparities in women's reproductive health. MethodWe collected demographic and health disparities knowledge information from OB/GYN providers who were members of ACOG District IV using an online survey (n = 483). We examined differences across groups using statistical tests and regression analyses in a structural equation modeling approach. ResultsReceiving disparities education was positively associated with higher self-reported disparities knowledge and disparities quiz performance (p < 0.05). African American/Black providers had higher quiz scores than their white counterparts, and providers varied in their levels of disparities knowledge across practice settings (p < 0.05). ConclusionsDifferences in levels of knowledge of racial/ethnic disparities in health and healthcare outcomes among OB/GYN providers varied across race/ethnicity, practice context, and whether providers had received formal disparities education. Future research should explore these differences at a population level and develop interventions to improve health disparities education among OB/GYN providers.

Catalyzing Group Work in Introductory Chemistry: Evaluation of Five Strategies

Group work can engage students in active learning, yet students often resist working with peers in class. We investigated the impact of five minimally structured, easily implemented group work strategies used during weekly problem-based discussion sections in two introductory chemistry courses through student surveys and quiz score analyses. Students reported increased interaction with their classmates as a result of group work but did not feel more prepared for the weekly quiz. Interestingly, students’ performance on the weekly quizzes was anticorrelated with the strategy they felt prepared them best for the quiz. Students at the introductory level appeared unable to “self-assess” what helps them learn. However, group work strategies with greater interaction between students were associated with higher quiz scores. Furthermore, we found that implementing specific strategies over time resulted in more collaboration than simply instructing students to work together. These results are consistent with previous work that highlights the importance of student interaction in learning and suggest that positive interdependence can be created among students even in a less structured collaborative environment.

Feasibility and Effectiveness of Different Models of Team-Based Learning Approaches in STEMM-Based Disciplines

This study presents findings from three different disciplines in STEMM (Science, Technology, Engineering, Mathematics and Medicine) and across different models of student-focused teaching. Specifically, we assessed the feasibility and effectiveness of flipped classroom approaches combined with team based learning (TBL), and TBL alone within STEMM, particularly in the disciplines of Physics, Engineering and Medicine across different year levels. TBL activities were incorporated into undergraduate Physics and Engineering cohorts, with students from a diverse range of majors and backgrounds and a graduate level Doctor of Medicine (MD) cohort. Quiz scores from the Physics cohort were significantly improved following TBL, exam scores from the engineering cohort were more evenly distributed than pre-TBL quiz scores and students in the medical cohort had higher quiz scores when working within teams rather than alone. Qualitative survey responses from both the physics and engineering cohorts indicated that students felt TBL was positive and increased their understanding of key concepts. Informal feedback from medical students following TBL classes was also very positive and students demonstrated obvious engagement. Comparisons for pre- versus post-TBL quiz scores for Physics, for pre-TBL quartile versus exam scores in Engineering and for Team versus Individual learning quiz scores in Medicine all provide evidence of effective student engagement and performance. The observation study suggests that TBL is a feasible and effective method of student-focused learning within STEMM. More rigorously designed studies are now required to further explore these findings.

Facebook and Yoga: Gurus, New Age, and Spirituality through Social Media

This article reports a three-year repeated measures study on the effect of guru-led new religious movements’ (gnrm) customized Facebook yoga lessons on followers’ spiritual experiences and religious commitment. Participants comprised 3,488 followers across four gnrms. During the study period, each gnrm Facebook page had an average of 1,095 daily posts and 156 weekly yoga lessons. Results showed that at phase 2, scores of participants on spiritual experiences and religious commitment measures were significantly higher vis-à-vis the comparison group. Within the participant cohort, women, those with stable marital status, and those who performed a combination of devotional and social service activities at the gnrms scored higher. Disciplined Facebook usage influenced regular viewing of the customized yoga lessons, higher quiz scores, and regular self-practice. The strongest predictor of the phase 2 outcome measure scores was regular self-practice. With focused administering and usage, Facebook is an effective medium for intensifying spiritual experiences and religious commitment among gnrms’ fellowship.

Using network science to analyze concept maps of psychology undergraduates

SummaryNetwork science is an emerging area of complexity science that uses mathematical techniques to study complex systems and could represent a new way of quantifying and investigating the internal structure of domain‐specific knowledge as approximated by students' concept maps. Students enrolled in introductory psychology constructed concept maps to represent their understanding of a psychology chapter. Concept networks were constructed based on the concept maps generated by students. Network analysis revealed that the structure of concept networks differed across students (i.e., some networks were better connected than others), and network structure significantly predicted quiz scores, such that concept networks with larger average shortest path lengths (a network metric representing the average of the shortest paths between two nodes in a network) were associated with higher quiz scores, after controlling for network size. This paper illustrates how network science techniques can be used to quantify the conceptual structure of a learner's knowledge.

The impact of teacher language on students’ mindsets and statistics performance

Studies have shown that performance feedback provided by teachers can communicate mindset messages to students and subsequently impact students’ performance. We sought to examine whether non-feedback related comments could also influence students’ mindsets and performance. We utilized a sample of undergraduate students enrolled in a research pool (n = 106) and compared their mindset and quiz scores after receiving a statistics lesson under one of three conditions. In two conditions the instructor introduced the lesson making comments that communicated either a fixed or growth mindset. A third condition served as a control. Students receiving growth comments moved towards growth mindset beliefs more so than those who received fixed mindset comments and had higher quiz scores when compared to the control group. These results provide early evidence that even non-feedback related comments can influence students’ mindsets and performance. We discuss implications for teaching, teacher training and future research.

Awareness of corrosion importance among engineering undergraduates in the United Arab Emirates

Engineers are ethically responsible for managing corrosion. While corrosion control methods are applied in the industry, it is as important to educate engineering undergraduates on aspects of corrosion and its management. However, there is little research on corrosion awareness among undergraduate students. This qualitative study examined engineering undergraduates’ awareness of corrosion importance in the petroleum industry. 20 sophomore and 44 senior undergraduates were interviewed on their preferred level of corrosion instruction; understanding of corrosion importance in engineering work; and perceptions of own knowledge and ability to apply corrosion concepts in design. Also, a quiz on l corrosion concepts was administered. It found that most participants preferred to study corrosion as an elective at junior, senior levels. Compared to sophomores, more seniors reported awareness of corrosion importance in engineering work; had higher positive self-perceptions of their knowledge of corrosion and application ability that were consistent with their higher quiz scores. Interestingly, sophomore and senior participants were more confident of their ability to apply corrosion concepts in design than having theoretical knowledge in corrosion. The findings indicated that undergraduates need to develop greater awareness of corrosion importance in engineering work. The recommendations provided could be used to improve corrosion engineering education pedagogy.

Improving biobank consent comprehension: a national randomized survey to assess the effect of a simplified form and review/retest intervention

Purpose:To determine the individual and combined effects of a simplified form and a review/retest intervention on biobanking consent comprehension.Methods:We conducted a national online survey in which participants were randomized within four educational strata to review a simplified or traditional consent form. Participants then completed a comprehension quiz; for each item answered incorrectly, they reviewed the corresponding consent form section and answered another quiz item on that topic.Results:Consistent with our first hypothesis, comprehension among those who received the simplified form was not inferior to that among those who received the traditional form. Contrary to expectations, receipt of the simplified form did not result in significantly better comprehension compared with the traditional form among those in the lowest educational group. The review/retest procedure significantly improved quiz scores in every combination of consent form and education level. Although improved, comprehension remained a challenge in the lowest-education group. Higher quiz scores were significantly associated with willingness to participate.Conclusion:Ensuring consent comprehension remains a challenge, but simplified forms have virtues independent of their impact on understanding. A review/retest intervention may have a significant effect, but assessing comprehension raises complex questions about setting thresholds for understanding and consequences of not meeting them.Genet Med advance online publication 13 October 2016

Effects of Mobile Devices and Text Messages

This collection of four studies was one of the first to explore an emerging model for mobile learning (Sharples et al., 2007; Taylor et al., 2006). Students in two introductory journalism courses, open to all majors, used either a tablet (N = 44) or a smaller smartphone/iPod (N = 31) to complete assignments. Goals included assessment of the value of rehearsed production of mobile content, graded field assignments, and performance on a mobile quiz with or without optional course-related text messages prior to the quiz. Results indicated consistent support for the value of rehearsing mobile skills and statistically significant higher quiz scores for those receiving guiding text messages. A post semester survey administered to 11 blended courses using or not using mobile devices (N = 459) revealed significantly higher ratings from mobile users for perceived course efficiency, access to course content, intention to take future blended courses, and overall satisfaction.

Effect of personal response systems on student perception and academic performance in courses in a health sciences curriculum

To increase student engagement, active participation, and performance, personal response systems (clickers) were incorporated into six lecture-based sections of four required courses within the Health Sciences Department major curriculum: freshman-level Anatomy and Physiology I and II, junior-level Exercise Physiology, and senior-level Human Pathophysiology. Clickers were used to gather anonymous student responses to questions posed within the class period after individual thought and peer discussion. Students (n = 293, 88% of students completing the courses) completed a perceptual survey on clicker effectiveness inserted into the Student Assessment of Learning Gains online instrument. Across courses and years, students uniformly rated several dimensions of clicker use as providing good to great gain in engaging them in active learning, increasing participation and involvement during class, maintaining attention, applying material immediately, providing feedback concerning their understanding, and offering an anonymous format for participation. Within these four sections, quiz grades were compared between clicker and nonclicker years. Significant increases in pre- and posttest scores were seen in Exercise Physiology in clicker years and on some, but not all material, in Anatomy and Physiology I and II based on content quizzes. Human Pathophysiology results were unexpected, with higher quiz scores in the nonclicker year. The results support the hypothesis of increased engagement with clicker use. The hypothesis of increased student performance was not consistently supported. Increased performance was seen in Exercise Physiology. In Anatomy and Physiology I and II, performance improved on some content quizzes. In Human Pathophysiology, performance did not improve with clickers.

Interest and Performance When Learning Online

As part of the Regulating Motivation and Performance Online Project (RMAPO), students completing an online HTML programming lesson demonstrated higher quiz scores and greater post-lesson interest when initially provided information about how the skills could be used (personal or organizational applications). These effects were mediated by higher levels of engagement with optional examples and exercises during the lesson. This paper examines whether the benefit from adding utility value information was limited to students with no prior experience creating web pages. Results show that, regardless of prior experience, the added information was associated with higher engagement levels, which were associated with higher lesson interest and quiz scores. Because prior experience was related to lower engagement levels overall, results suggest that experience had an indirect negative effect on motivation and performance outcomes that was offset by enhanced engagement when value was added. Implications for the Self-Regulation of Motivation Model (SRM) and online instructors are discussed.

Teaching 3-dimensional fetal ultrasound: a randomized study

Objective. Three-dimensional ultrasound has become an integral mode of fetal imaging. However, unclear but foundational concepts such as ‘rotational axes’ and ‘sectional planes’ are key to obtaining, manipulating, and understanding 3d volumes. This randomized study utilized ‘analogical transfer’, as a novel method of teaching three-dimensional ultrasound. We hypothesized that the cognitive processing of medical professionals dealing with medical imaging is less structure-based and more intuitive.Methods. Ninety-four ultrasound education naïve subjects (50 conventional vs 44 experimental) were randomly assigned to using one of two teaching instruments to determine whether there was a difference in learning three-dimensional concepts. One instrument used the conventional approach (prose description of concepts) while the second teaching instrument used visual descriptors. Time to complete the instrument (self-learning + quiz) was recorded and quiz results were analyzed.Results. One hundred potential subjects were offered participation and 94 accepted. The mean score (scale 0–8) using the analogical transfer approach was 5.32 ± 1.64 (n=44) and using the traditional approach was 3.42 ± 1.93 (n=50). Using an unpaired t-test, (α=0.05), the calculated p value was 0.0001 (95% CI 1.16–2.64).Conclusions. Those subjects exposed to the analogical transfer method were more likely to better comprehend three-dimensional ultrasound concepts as represented by higher quiz scores.

The Effects of Points for Preparation Guides in Interteaching Procedures

Traditional techniques and pedagogies of higher education institutions often fail to provide students with optimal arrangements for learning. Interteaching introduces a beneficial way to arrange learning in the college classroom and mitigates resistance towards earlier behavior analytic educational systems. A multielement design was used to compare three conditions in an undergraduate research methods class: (a) lecture, (b) interteaching with points available for completion of preparation guides, and (c) interteaching with no points provided for the completion of preparation guides. Results showed that interteaching conditions with or without points produced higher quiz scores as compared to lecture. Approximately three times as many students turned in preparation guides when points were available for doing so. Interteaching conditions also lead to higher rates of student participation.

Spanish Language Training for Law Enforcement Officers: Study Aid Use, Motivation, and Need to Use Correlate with Vocabulary Retention

Job-related Spanish courses are available across the country for a variety of professions. Blandino and Rivardo (Journal of Police and Criminal Psychology 21(2):68–82, 2006) assessed the effectiveness of the Officer Safety and Communication Spanish Level I (OSCSLI) (Alentado 1995) course for law enforcement officers, but did not have data beyond 6-months post course and were unable to fully assess potential benefits of study aid use. In a follow-up study, 200 law enforcement officers completed a questionnaire and quiz up to 10 years following course completion. Those who used study aids had higher quiz scores than those who did not. Multiple regression analyses indicated that past need to use Spanish and motivation to learn Spanish were significant predictors of quiz performance, further supporting long term course effectiveness.

The impact of interactive, computerized educational modules on preclinical medical education

Interactive computerized modules have been linked to improved retention of material in clinical medicine. This study examined the effects of a new series of interactive learning modules for preclinical medical education, specifically in the areas of quiz performance, perceived difficulty of concepts, study time, and perceived stress level. We randomly allocated 102 medical student volunteers into control and experimental groups. All participants studied selected anatomical and physiologic concepts using existing material (lecture notes, textbooks, etc.), while those in the experimental groups used the new interactive modules as well. All participants completed a quiz to test their knowledge of the assigned concepts and a survey to assess their subjective experiences in studying with the modules. We found a trend toward higher quiz scores in the experimental group relative to the control group, though it did not reach statistical significance (P = 0.31). Perceived concept difficulty was significantly reduced among those who studied with the modules (P < 0.001), and the number of hours spent studying the concepts was significantly increased (P = 0.028). Of those who used the modules, 83% rated them as "very helpful" or "extremely helpful." No significant differences existed between participants' reported stress levels during the course of the study (P = 0.44). Our data suggest that medical students may learn more effectively and feel less intimidated by difficult concepts when interactive modules supplement traditional instruction.

Debate Preparation/Participation: An Active, Effective Learning Tool

Background: Passive educational techniques (such as lectures) are thought to be less productive than active learning. Purpose: We examined whether preparing for and participating in a debate would be an effective, active way to learn about a controversial topic. Methods: We compared quiz performance in residents who attended a lecture to residents who prepared for/participated in a debate. Twelve residents each participated in one lecture session and one debate session. Learning was evaluated via a quiz. Quizzes were given twice: before the debate/lecture and 1 week after the debate/lecture. Quiz scores were compared using repeated measures analysis of variance, with a p value of < .05 considered significant. A survey evaluating the usefulness of debating was given to all participants. Results: There was a statistically significant difference in the pretest mean quiz score between the debate and lecture groups: 78.3% and 52.5%, respectively ( p = .02). Similarly, on posttest quizzes, the average debater scored 85.8%, versus 61.7% for the lecture group ( p = .003). Although no one in the debate group scored lower on a follow-up quiz, 3 residents in the lecture group did worse on follow-up. Conclusions: When learning about a controversial topic, residents who prepared for/participated in a debate achieved higher quiz scores and were better at retaining information than those who attended a lecture. When faced with teaching a controversial topic, organizing a debate may be more effective than giving a lecture.