This research explores the effects of frequent quizzing versus no quizzing in a high school Physical Science class. The study population included two freshman level Physical Science Honors classes. The content in this study included Classifying Matter, States of Matter, Atomic Bonding, Motion and Forces and Motion. For each chapter covered one class served as a control group, getting no quizzes, and the other class served as an experimental group, getting frequent quizzes.
Prior to being taught information on the 5 chapters covered in this study, a 15-question pre-test was administered to the students. The information was delivered in the same manner, by lecture and PowerPoints, to both the control and the experimental groups. Upon completion of each section of the chapter, the experimental group took a 10-question quiz. The control group was allowed to review their notes. A post-test was given after covering all of the material for each chapter. The pre-tests and post-tests were generated using software and a question database for choosing questions based on state standards and learning objectives.
Raw gains of the study population from pre-test to post-test were analyzed and compared to determine if the quizzes had increased student knowledge for the chapter. No statistical significance was found between the non-quizzed and the quizzed groups.
| Identifer | oai:union.ndltd.org:LSU/oai:etd.lsu.edu:etd-06282013-193921 |
| Date | 03 July 2013 |
| Creators | Norton, Courtney Bailey |
| Contributors | Moroney, James, Gregg, Christopher, Doerrler, William |
| Publisher | LSU |
| Source Sets | Louisiana State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lsu.edu/docs/available/etd-06282013-193921/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached herein a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to LSU or its agents the non-exclusive license to archive and make accessible, under the conditions specified below and in appropriate University policies, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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