Keeping Up-to-date: Regular Online Multiple-choice Quizzes and Post-graduate Students’ Performance
- Publication Type:
- Journal Article
- Australian Academy of Business and Economics Review, 2018, 4 (3), pp. 201 - 213 (13)
- Issue Date:
Copyright Clearance Process
- Recently Added
- In Progress
- Closed Access
This item is closed access and not available.
This article argues that, while not without their limitations, multiple choice quizzes (MCQs) have a place in innovative pedagogical practice. It evaluates how the introduction of a series of online MCQs affected students’ performance in a post-graduate introductory economics subject in 2016. The authors also explore students’ engagement with and attitudes toward MCQs through surveys and focus groups. Drawing on an econometric analysis, the authors demonstrate that regular practice multiple choice questions that provide high-quality feedback can have a significant positive effect on students’ performance. This analysis also revealed that some demographic characteristics – namely, ability, mathematics skills, and region of origin – had a strong effect on students’ outcomes. While focus groups indicated that MCQs helped students to self-regulate their learning, there was some negative feedback, especially about perceived prevalence of cheating. The paper concludes by providing suggestions for how some of the limitations of MCQs can be overcome.
Please use this identifier to cite or link to this item: