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    Research Proposal/Effect of Pop Quizzes on Grades

    Number of Pages: 8


    Summary of the research paper:

    An 8 page research paper that outlines a research study proposal for evaluating the effect of pop quizzes, and quizzes in general, on final course grade at the college level. The proposal includes literature review on this topic and outlines the parameters of the proposed research study. Bibliography lists 6 sources.

    Name of Research Paper File: D0_khpopquz.rtf

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    Unformatted Sample Text from the Research Paper:
    will limit their study and preparation time to just a few days prior to a each scheduled test. It is in the nature of young people, actually all people, to  procrastinate over such tasks. Rather than learn course material in a timely manner with each class, a process that makes true learning possible. Students "cram" before tests and retain the  material covered just long enough to get a passing grade in the course. Classical operant conditioning research indicates that the student preparedness can be motivated through the use of reinforcement  by testing at random intervals (Thorne, 2000), The traditional form of random testing is the use of unannounced "pop" quizzes (Thorne, 2000). However, while the utility of quizzes  has long been accepted, it is a matter of question as to how best to utilize this motivational tool. Literature Review In addition to pop quizzes, homework assignments  are another method for encouraging student preparedness before class. Tuckman (1996) demonstrates in his research that the "incentive-motivational" approach of pop quizzes has a greater impact on student preparedness and  subsequent achievement than does homework assignments. In subsequent research, Tuckman (1998) demonstrated that pop quizzes improved student achievement because testing conditions proved to be a better motivator for studying  on a timely basis. In other words, "pop" quizzes give even students prone to procrastination an sufficiently strong motivation to study on a regular basis. Mcdougall and Granby (1996)  demonstrate in their research that undergraduate preparedness improves markedly when instructors make it a practice to randomly call on students during class. This research team states that when students were  called on randomly, they (1) complete more assigned readings before class; (2) recall more information from these readings and (3) express greater confidence in their reading than did their 

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