Computerized quizzes are becoming more available to psychology students and instructors. We hypothesized that students' ineffective use of such quizzes would predict poor course performance. Students in a personalized system of instruction life span human development course used 26 computerized, multiple-choice chapter quizzes to help them master the course textbook. Students who used a “prepare–gather feedback–restudy” strategy were more successful than students using quizzes to learn course material. We discuss these findings in the context of helping students become more effective learners.
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