Abstract
Thirteen sections of a 200-level online college statistics course (student N=295) were examined to evaluate differences in midterm exam scores between course sections with 8 graded chapter homework assignments and 4 quizzes versus course sections that had the same graded homework but no quizzes. Results included a non-significant difference on midterm scores between sections with quizzes (N=195, M=88.3) and sections without (N=100, M=88) quizzes. The average of the two groups also differed by less than a point.
More importantly, withdraw rates fell from 4% for course sections with quizzes, to 1% for course sections without quizzes (x2(1, N= 657) = 8.41, p = 0.004). Takeaways included methodologies to identify tasks for elimination reducing extraneous course workload.
| Original language | American English |
|---|---|
| State | Published - Aug 7 2023 |
| Event | 2023 Lilly Asheville International Teaching and Learning Conference - Asheville North Carolina Duration: Aug 7 2023 → … |
Conference
| Conference | 2023 Lilly Asheville International Teaching and Learning Conference |
|---|---|
| Period | 8/7/23 → … |
Keywords
- Online STEM Education
- Extraneous workload
- Withdraw rates
- Friction
Disciplines
- Education
- Higher Education
- Scholarship of Teaching and Learning
- Online and Distance Education