id: 06145576
dt: j
an: 2013b.00398
au: Sorensen, Ian
ti: The use of group quizzes in developmental mathematics courses.
so: MathAMATYC Educ. 4, No. 1, 17-21 (2012).
py: 2012
pu: American Mathematical Association of Two-Year Colleges (AMATYC), Memphis,
TN
la: EN
cc: D45 C75
ut: academic achievement; mathematics tests; educational environment;
cooperative learning; college students; developmental studies programs;
self evaluation; outcomes of education; instructional effectiveness;
retention
ci:
li: http://www.amatyc.org/publications/mathamatyceducator/Sept2012/index.html#sorenson
ab: Summary: For a period of four semesters, the possibility was explored of
using a “group quiz" as a learning activity that provides a
collaborative learning environment, a review of the previous week’s
material, and a formative assessment for both the student and the
instructor. Using both quantitative (i.e., student surveys) and
qualitative (i.e., student interviews) methods, this article explores
the effectiveness of the learning activity in a college-level
developmental mathematics course. In addition, a preliminary
quantitative analysis will be discussed regarding the success of the
quiz using success rates of classes that did and did not incorporate
the learning activity. Moreover, since the student’s grade for the
quiz is a self-assessed score, the relationship was investigated
between the self-assessed score and the outcome of exam grades using a
regression study. The results demonstrate that the majority of students
found the “group quiz" beneficial and desirable. The preliminary
qualitative analysis showed an increase in success rates, suggesting
that the activity is effective in knowledge retention. Finally, the
self-assessed grade revealed a surprising correlation in predicting
students’ average exam scores.
rv: