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The effects of quizzing in recorded lectures on test-anxiety and delayed learning outcomes

Elskamp, Felicia (2020) The effects of quizzing in recorded lectures on test-anxiety and delayed learning outcomes.

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Abstract:There is an increasing pressure for secondary education to employ active learning strategies that focus on students’ individual learning needs. Hence the flipped classroom, in which students prepare at home using recorded lectures, has gained widespread attention. However, effectively processing a recorded lecture can be problematic. Quizzing can be used to tackle this problem by providing re-exposure to content, fostering active processing, and preventing students from overestimating themselves. However, quizzing might be anxiety provoking, which is associated with a decrease in academic achievement. A controlled experiment within a real classroom setting generated new insights in the effects of quizzing in recorded lectures on test anxiety and delayed learning outcomes among pre-university students. Three main conclusions can be derived from the study: 1) quizzing does not improve delayed learning outcomes when factors such as external motivation, the frequency and the level of practice are the same for all students; 2) quizzing neither reduces nor increases test anxiety; 3) a high-quality lecture, either interpolated by quiz items or short summaries, can be used to enhance higher-order thinking.
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/80610
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