The Expected and Unexpected Benefits of Daily Quizzes on Student Success
Janie Sigmon, Ph.D., Science Department, York Technical College
Abstract: In order to be more proactive in helping students succeed in their science classes, the
York Technical College Science Department implemented student success conferences with
students who failed the first and any subsequent exams. It was determined from these conferences
with failing students that though note-taking skills improved with counseling, study skills did not.
Daily quizzes on material covered in the previous class were begun in the spring 2014
Introductory Microbiology classes. Students then were required to study smaller amounts of
material more frequently (between class periods). The quizzes also served as an active learning
experience because they were immediately reviewed and reasons for right and wrong answers
were discussed. Expected benefits included increased student success with fewer withdrawals and
failures (grades of D or F) in the “daily quiz” classes as compared to previous similar semester
classes. Overall class GPA also increased. Review of the literature supports these findings in
improved exam performance in psychology graduate students, undergraduate education majors,
and undergraduate anatomy students. Another study shows fewer failures in freshman level
introductory accounting classes. Unexpected benefits were increased attendance, decreased
tardiness, and better preparation for the exams. Though the quizzes take time from class, increase
the workload of the student, and increase instructor preparation and grading time, increased
student success suggests that this is time and effort well-spent.