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Journal of the Indiana Academy of the Social Sciences

Document Type

Article

Abstract

Students enrolled in Introduction to Psychology were required to complete online chapter-review quizzes as part of their course. Using a within-subjects experimental design, we compared the students’ understanding of key concepts during a week when they were required to take an online review quiz to their understanding of key concepts during a week when an online review quiz was not offered. Results suggest that online quizzing improves understanding of key chapter concepts.

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