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A quasi-experimental pretest–posttest control group design was used with two intact groups (control n=28; experimental n=51) taking a Research Methods course. Data collection relied on an achievement test and weekly tests, validated by expert opinions. The experimental group received weekly assessments totaling 14 tests (midterm and final included), while the control group took only midterm and final tests. 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In this study, quasi-experimental pretest post-test control group design was used. Two intact groups, control (28) and experimental (51) were selected that were undergone a Research Methods course at undergraduate level. Two instruments were used for data collection; achievement test and weekly tests. Achievement test was developed as a research tool for both control group and experimental group. The achievement test and weekly tests were developed by the researchers and comprised of multiple-choice questions and descriptive questions. The validity of instrument was ensured by opinions of experts who were teaching the course. In the intervention, the experimental group was assessed by frequent testing and the control group was assessed by traditional testing. Experimental group was tested on weekly basis. Including midterm and final term total of 14 tests were administered on weekly basis only to the experimental group and for the control group, only midterm and final term tests were administered. Both groups were compared on the scores of achievement test. The result revealed the statistically significant difference between the achievement scores of control group and experimental group with Cohen‘s large effect size (d=1.67) in the post-test mean scores. The results showed that the frequent testing affect the students’ academic achievement. Hence it is recommended for teachers and higher education institutions that they may include frequent testing in educational teaching courses for their prospective teachers.  \nKeywords: Test, Frequent Testing, Academic achievement, Scores, Undergraduate level  \n* Lecturer, Syed Babar Ali Department of Education, Government College University Lahore. [Email: bushra.haleem@gcu.edu.pk](Email: bushra.haleem@gcu.edu.pk)  \n** Professor, Department of Education, Minhaj University Lahore, Pakistan.  \nEmail: [drsaeed1961@hotmail.com](drsaeed1961@hotmail.com)  \nIntroduction  \nTeachers at all levels of education have access to a variety of instructional strategies and resources, but testing is a common and widely utilized one. Tests are an essential tool of educational instruction and evaluation, because they assess students’ knowledge of classroom materials, allowing teachers to understand students’ performance and progress in the course. The frequency of testing seems beneficial for the retention of materials and student attitudes in the classroom. When testing occurs frequently, students can receive feedback on a regular basis, which increase their motivation. As the frequency of the test increases, class attendance will also increase because students may be afraid of missing the test (Kling, McCorkle, Miller, Reardon, 2005; Leeming, 2002) . Additionally, higher attendance rates help improve student learning (Chen & Lin, 2008) . Testing can help students to improve their academic achievement as long as it has valid content and reliable ways to measure this content area. It brings confidence and a positive attitude toward instruction and course.  \nThe researchers provided many possible explanations to explain why frequent testing should be beneficial to learning and teaching. Firstly, the frequent testing provides extrinsic motivation. During study students work hard because they wanted to get good scores in test (Curo, 1963; Dustin, 1971; Khalaf, 1989; Standlee & Popham, 1960) . Secondly, frequent testing allows students to give feedback or understand their marks, provide opportunity to know their strengths and weaknesses, and also give them time to work more to eliminate weaknesses (Standlee & Popham, 1960; McDaris, 1984; Bangert Drowns, 1986) . According to Standlee and Popham (1960), call the third explanation“forced activity” on the iss","cbCaig5tPVyW9ZMj","https://ap.wps.com/l/cbCaig5tPVyW9ZMj","pdf",301885,13,"English","# Abstract\n# Introduction\n## Rationale for Frequent Testing\n## Explanations and Prior Findings\n## Contrasting and Supporting Evidence","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study aims to determine the effect of frequent testing on undergraduate students’ academic achievement.\"},{\"question\":\"How were the control and experimental groups assessed?\",\"answer\":\"The experimental group was assessed weekly with a total of 14 tests, while the control group was assessed only with midterm and final term tests.\"},{\"question\":\"What were the key results of the comparison between groups?\",\"answer\":\"The post-test achievement scores differed significantly between groups, with Cohen’s large effect size (d=1.67) favoring frequent testing.\"}]","Effect of Frequent Testing on Students’ Academic Achievement at Undergraduate Level | PDF",1792083051,33]