Following on from the publication of One Lecturer’s Experience of Blending E-learning with Traditional Teaching, further analysis of the long-term impact of the online quizzes on student performance was undertaken. Engagement with formative online MCQs was explored generally and the links between MCQ engagement and a range of student characteristics: seminar attendance, “A” level performance, age, nationality, gender and prior study of the discipline were analysed. The relative impact on performance of online formative quiz taking in one 15 credit first year module was compared to the impact of these other characteristics at modular, year and degree level.
The case study involved in total 897 students, with particular focus on the results of one year’s results (n=201). Analysis of the data for this year found the A level grades of those who engaged with the formative MCQs were identical to those who did not engage. However, the research identified certain groups as more likely to make use of the online support: namely mature students, international students and non-A level entry students. Students who took the online quizzes offered in the first year module performed better in the module, in the first year of their studies and over the degree as a whole.
The conclusion is that engagement with online formative MCQs had a very significant impact on performance: an impact that was more significant than that for any other variable: being nearly twice as significant as seminar attendance and five times more significant than prior qualifications.
The full report on these findings, entitled Online formative MCQs to supplement traditional teaching: a very significant positive impact on student performance in the short and long run can be accessed here.