Investigating the Consequences of Mathematics Quizzes on Student’s Attendance and Success in Mathematics at Higher Learning Institutions. A Case of Institute of Accountancy Arusha (IAA)
Published 2024-01-10
Keywords
- Regular quizzes, students’ Mathematics performance and Students Attendance.
Copyright (c) 2024 John Saqware Francis
This work is licensed under a Creative Commons Attribution 4.0 International License.
Abstract
Professionals with knowledge of science, technology, engineering, and mathematics are in greater demand worldwide. Many Institutes and University have reorganized education and encouraged training to improve workers' and students' math and science skills in order to successfully meet this criterion. The main objective of educational and training initiatives is to enhance participants' comprehension of math and science.
Few things are known about the frequency and reasons behind students' absences from class, despite the fact that many college professors worry about student attendance. For this study, I examined class attendance, and I discovered that it declined from the start to the end of the semester.
The purpose of the study was to determine the impact of quizzes on students' attendance and math performance in higher education institutions. There is a clear pattern showing a direct correlation between math achievement and student attendance. Students who want to excel in their mathematics course need to establish productive study habits. For a duration of 14 weeks, students were split into two treatment groups and given instructions. Treatment group A completed simple quizzes for ten minutes at each session. The Treatment group B did not have access to the quizzes.
Participants were given the quizzes for fourteen (14) weeks and questionnaires with closed-ended questions in order to collect data. The outcomes of the respondents' mathematics quizzes were used in the study. Both descriptive and inferential statistics were used to analyze the collected data. Overall, the results showed that mathematics quiz had a statistically significant (0.05-two tailed) impact on students' academic performance in the subject. The effects of math quiz and math performance are strongly positively correlated. When all other variables are held constant.
Instructors can eliminate the need for oral reviews of course progress and encourage students to review their lecture notes in advance. They can also support their efforts to help students transition from rote memorization to in depth understanding through class discussion. The study came to the conclusion that students who took quizzes frequently did better on the final examination and had higher grades in the mathematics course. I recommend that, this strategy/ method of teaching can also be applied for other modules or academic courses in order to prove students’ ability.
References
- {Cohen, J. a. (2013). Applied multiple regression/correlation analysis for the behavioral sciences. Routledge.
- A. Neef, N. a. (2007). A comparison of study session formats on attendance and quiz performance in a college course. Journal of Behavioral Education, 235--249.
- Anthony, G. a. (2009). Effective pedagogy in mathematics. International Academy of Education Belley, France.
- Azizan, M. a. (2018). Improving teamwork skills and enhancing deep learning via development of board game using cooperative learning method in Reaction Engineering course. Education for Chemical Engineers, 1--13.
- Barkley, E. F. (2020). Student engagement techniques: A handbook for college faculty. John Wiley & Sons.
- Barkley, E. F. (2020). Student engagement techniques: A handbook for college faculty. John Wiley & Sons.
- Barkley, E. F. (2020). Student engagement techniques: A handbook for college faculty. John Wiley & Sons.
- Black, P. a. (1998). Assessment and classroom learning. Assessment in Education: principles, policy & practice, 7--74.
- Braun, K. W. (2012). Using a “daily motivational quiz” to increase student preparation, attendance, and participation. Issues in Accounting Education, 267--279.
- Caldwell, J. E. (2007). Clickers in the large classroom: Current research and best-practice tips. CBE—Life Sciences Education, 9--20.
- Fluckiger, J. a. (2010). Formative feedback: Involving students as partners in assessment to enhance learning. College teaching, 136--140.
- Garrison, C. a. (2007). Formative and summative assessments in the classroom.
- Granberg, C. a. (2021). A case study of a formative assessment practice and the effects on students’ self-regulated learning. Studies in Educational Evaluation.
- Haigh, M. (2015). Using Class Quizzes for Weekly Review. Planet.
- Langat, A. C. (2015). Students’ attitudes and their effects on learning and achievement in Mathematics: A Case study of public secondary schools in Kiambu County, Kenya. Unpublished a Reserch Project, submitted in partial fulfilment of the requirements for the Degree of Master of Education of Kenyatta University. Available online also at: https://ir-library. ku. ac. ke/bitstream/handle/123456789/10911/Students [accessed i.
- Liu, O. L. (2012). Measuring learning outcomes in higher education: Motivation matters. Educational Researcher, 352--362.
- Lubawa, D. (2021). The Influence of GCS on Secondary School Students’ Academic Performance in Tanzania: A case of Tanga City. The Open University of Tanzania.
- Morgan, G. A. (2004). SPSS for introductory statistics: Use and interpretation. Psychology Press.
- Moss, C. M. (2019). Advancing formative assessment in every classroom: A guide for instructional leaders. ASCD.
- Mullis, I. V. (2001). Mathematics benchmarking report: TIMSS 1999—Eighth grade. Chestnut Hill, MA: International Study Center.
- Nicol, D. J.-D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in higher education, 199--218.
- Ozan, C. a. (2018). The effects of formative assessment on academic achievement, attitudes toward the lesson, and self-regulation skills. Educational Sciences-Theory & Practice.
- Roediger III, H. L. (2011). Test-enhanced learning in the classroom: long-term improvements from quizzing. Journal of experimental psychology: applied, 382.
- Roediger III, H. L. (2011). Test-enhanced learning in the classroom: long-term improvements from quizzing. Journal of experimental psychology: applied.
- Schoenfeld, A. H. (1989). Explorations of students' mathematical beliefs and behavior. Journal for research in mathematics education, 338--355.
- Setiyani, S. a. (2020). Improving Student's Mathematical Problem Solving Skills through Quizizz. Journal of Research and Advances in Mathematics Education, 276--288.
- Shiel, G. a. (2017). An evaluation of the impact of Project Maths on the performance of students in Junior Cycle mathematics. Dublin: Educational Research Centre/NCCA.
- Sotola, L. K. (2021). Regarding class quizzes: A meta-analytic synthesis of studies on the relationship between frequent low-stakes testing and class performance. Educational Psychology Review, 407--426.
- Turner, J. C. (2004). Motivational influences on student participation in classroom learning activities. Teachers college record, 1759--1785.
- Vakili, K. a. (2017). Comparing the Math Anxiety of Secondary School Female Students in Groups (Science and Mathematical Physics) Public Schools. International Journal of environmental and science education, 755--761.
- Zarei, A.-A. (2008). The effect of quiz frequency on course performance and its relationship with class attendance. Journal of English Language Pedagogy and Practice, 162--180.
- Zarei, A.-A. (2008). The Effect of Quiz Frequency on CoursePerformance and Its Relationship with ClassAttendance. The Journal of Applied Linguistics.