Canadian Journal of Learning and Technology - Optional Online Quizzes: College Student Use and Relationship to Achievement

Oct 15, 2026

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Online practice tests and quizzes are widely available to higher education students, yet student use patterns and how that use relates to academic achievement remain insufficiently clarified. The study encouraged 112 college students to use optional online quizzes while preparing for proctored examinations and assessed performance across multiple cognitive domains. Results show generally limited extensive use and an observed association between quiz use and higher achievement, without establishing directionality. Item formats varied in how they related to achievement, implying differences in cognitive processing, with implications for future research.

LanguageEnglish

CategoryExam

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Optional online quizzes: College student use and relationship to achievement

Online practice tests and learning outcomes

Practice tests versus quizzes in undergraduate education

Online quizzes and practice tests in undergraduate education

Canadian Journal of Learning and Technology Volume 32( 1 ) Winter / hiver 2006 Optional online quizzes: College student use and relationship to achievement Genevieve Marie Johnson Authors Genevieve Marie Johnson teaches in the Department of Psychology and Sociology and Chair of the Research Ethics Review Committee at Grant MacEwan College, Edmonton, Alberta . Correspondence regarding this article can be sent to her[at:](at:johnsong@macewan.ca)[johnsong@macewan.ca](at:johnsong@macewan.ca) Abstract Abstract: Online practice tests and quizzes are commonly available to higher education students . The extent of student use of such study tools and the relationship of use to achievement, however, have not been fully investigated. One hundred twelve college students were encouraged to use optional online quizzes in preparation for proctored examinations . In class examinations included multiple choice items that assessed four cognitive domains : factual, application, comprehension, and conceptual. In general, few students made extensive use of the optional online quizzes . Analysis revealed that student use of online quizzes was associated with increased academic achievement, although it was not clear if quiz use caused achievement or achievement caused quiz use . Short answer and true false online quiz items were differentially associated with measures of academic achievement, suggesting that cognitive processing differed across item format. Implications for further research are provided. Ré sumé : Des tests et des examens de pratique en ligne sont mis à la disposition des étudiants effectuant des études supé rieures . Nous n’avonspas exploré en profondeur jusqu’à quel point les étudiants utilisent des outilsd’étude semblables et quelle est la relation entre l’utilisation et la ré ussite . On a encouragé cent douze étudiants de l’universit é à utiliser les examens facultatifs en ligne en pré paration des examens gé ré s . Les examens en salle de c lasse comprenaient des questions à choix multiples qui éval uaient quatre domaines cognitifs : les fa its, l’application, la compréhension et les concepts . En gé né ral, peu d’étudiants ont utilis é fré quemment les tests facultatifs en ligne . Une analyse a permis de déterminer que l’utilisation par les étudiants des tests en ligne était liée à une augmentation de la ré ussitescolaire, bien qu’il ne soit pas clair si l’utilisation des tests est à l’origine dela ré ussite ou si la ré ussite mè ne à l’utilisation de tests . Les questions objectives et les questions vrai ou faux étaient associées différemment à des mesures de la ré ussite scolaire, ce qui laisse croire que le traitementcognitif est différent pour chaque type de question. Nous fournissons des ré percussions qui pourraient servi r à des recherches ult é rieures . Overview Frequent in class quizzes have been associated with positive learning outcomes including increased student achievement, attendance, and confidence ( Ruscio, 2001; Wilder, Flood,& Stomsnes, 2001) . Frequent quizzing reportedly maintains student study effort and promotes course engagement ( Smith et al., 2000; Sporer, 2001) . The research literature, however, does not unanimously support the achievement benefits of quizzes . For example, Haberyan (2003) provided two sections of General Biology students with weekly in class quizzes; two equivalent sections did not access quizzes . Although students rated the quizzes favorably and believed they were helpful in preparing for in class examination, there were no significant achievement differences across sections . Kluger and DeNis i (1997) conducted a meta analysis on feedback interventions, including quizzes, and concluded that such feedback does not always enhance learner performance and may, in some cases, have detrimental effects . Contradictory research findings suggest simplistic approaches to complex issues ( e .g., the learning benefits of quizzes may be mediated by course content and st

FAQs

How did the study examine college students’ use of optional online quizzes?

It encouraged 112 college students to use optional online quizzes during preparation for proctored examinations and then examined exam performance outcomes.

What cognitive domains were assessed in the in-class examinations?

The multiple-choice items assessed factual, application, comprehension, and conceptual cognitive domains.

Did the research determine whether quiz use caused higher achievement?

No. The analysis found an association between quiz use and increased academic achievement, but it was unclear whether quiz use caused achievement or vice versa.

Oct 15, 2026

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