Structured Online Quizzing in Undergraduate Mathematics: Linking Practice Quizzes, Graded Quizzes, and Exam Performance (SEFI 2026)
Repeated low-stakes practice quizzes are associated with stronger graded quiz performance, particularly for students with lower baseline performance.
Abstract: Formative online quizzing is widely used in first-year engineering mathematics. This study analyses anonymised data from Calculus, Linear Algebra, and Multivariable Calculus across three academic years (N = 145). We examine how repeated low-stake practice relates to weekly graded quiz performance and final examination results. Linear mixed-effects models and ordinary least squares regression show that repeated practice is positively associated with graded quiz performance, with lower-performing students benefiting more than higher-performing students. Graded quiz performance is also strongly associated with final exam results, although meaningful differences remain across courses and students. These findings suggest that structured online quizzing can support learning and serve as an early support mechanism, while highlighting the importance of accounting for individual and course-level variation rather than assuming uniform benefits.
Authors: Miriam Espinosa Solana, Katharina Schneider, Laurie Delnoij, and Martijn Boussé.
Conference: 54th SEFI 2026 Annual Conference of the European Society for Engineering Education, Prague, Czechia.
Paper Link: <coming soon>
This paper was a follow-up to the practice paper published in SEFI 2024.