Comparing Quizzes and Social Annotation for Pre-Class Reading Accountability

Abstract

Background

Pre-class reading assignments are frequently used to encourage students to complete assigned textbook readings. Quizzes and social annotation are both pre-class reading assignments, but it is uncertain which is more effective for student learning and motivation.

Objective

The purpose of this study was to compare quizzes and social annotation on student learning and motivation.

Method

Undergraduate students (N = 58) in a child development course in a within-subjects counterbalanced design had quizzes for the textbook chapters covered in one unit exam and social annotation for a different exam. They were surveyed on their motivation at the end of the term.

Results

There were no reliable differences in student learning based on exam scores. Students generally perceived social annotation as more motivating but were more likely to submit quizzes.

Conclusion

Both quizzes and social annotation appear to have different benefits for students. There is not a clear answer on which one is more effective for student learning.

Teaching Implications

Given the mixed results, a combination or choice of quizzes or social annotation as pre-class reading assignments may be optimal.