Measures to Promote Practice of Quiz and Evaluation Thereof in Blended-Learning

Hiroh Yamamoto, Minoru Nakayama, Yasutaka Shimizu


With the aim of promoting independent efforts of university students in learning, the authors created an environment where quizzes could be practiced outside class hours in Blended-Learning. As a result of instructions for the active usage of the quiz with practice promoting measures in which results of the quizzes practiced in the term were added to the record for accreditation, there were observed increase in the percentage of participation in the quizzes and substantial increase in the percentage of paper submission. Besides, the results of the written term examination were improved, not only in results concerning knowledge and understanding in threefold choice and fill-in-the-blanks questions, but also in evaluation of “Self-assertiveness,” “Multiplicity,” and “Pictorial explanation" in short essays, in particular. In the comparison according to questions of the term examination between the higher-ranking and lower-ranking groups in scores in the quizzes, the higher-ranking group achieved the better result in each of the questions. There was a positive correlation between the total number of quiz practices and the score therein. It was also suggested that the quizzes were independently practiced.


Blended-learning; Independent learning; Quiz; Learning performance comparison

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Copyright (c) 2017 Hiroh Yamamoto, Minoru Nakayama, Yasutaka Shimizu

International Journal of Emerging Technologies in Learning (iJET) – eISSN: 1863-0383
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