Komma

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, pre- posttest experiment within a real classroom setting generated new insights in the effects of quizzing in recorded lectures on delayed learning outcomes among pre-university students, with test anxiety as a mediating variable.

Three main conclusions can be derived from the empirical 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. Results imply that re-exposure to content is effective when targeting the same content as the summative exam. Surprisingly, the quality of the lecture seemed to overrule the quizzing effects. This study adds high value to existing research on quizzing and recorded lectures since not only the effects of quizzing were investigated in a more controlled classroom setting, but also the effects on test anxiety were incorporated.

Graduation     Committee

:

dr. Hans van der Meij dr. Alieke van Dijk