Enhancing Learning Outcomes With Online Quizzing: Comparing Target Performance Grade and Best Performance Grade Approaches

Background: Using online low stakes MCQ quizzing as a formative learning method is common in many introductory courses; allowing for rapid student feedback. Purposes: A comparative study oftwo different approaches administering multiple choice quizzes tools to enhance large-lecture marketing course was undertaken.Methodology/Approach: The sample population 490 students drawn from two separate cohorts (Fall, n=172; and Winter, n=318). Both were subjected 8 sets of quizzes. Fall cohort’squizzes scored on the basis best performance grade (BPG) while Winter cohort’s employing target system (TPG). Learning related outcomes measuredincluded: overall percentage grades, scores midterm final examinations, an alternative exercise, practice exam performance, class participation activity, time spent onthe management (LMS). ANCOVA MANCOVA analyses undertaken compare treatments using major, university experience, number weekly meetings,number hours LMS, covariates. Findings: results indicated that TPG cohort performed better than BPG examination coursegrades. statistically significant. They also had higher first attempt quizzes, though not all Discussion: findings indicate quizzingscored “Targeted Performance Grade” approach more beneficial motivation scoring with “Best approach.