Empirical Evidence on the Effectiveness of Quizzes as a Motivational Technique.

This study investigates the impact of quizzes on students' achievement when the students are given (a) quizzes with a substantial reward, (b) quizzes with an insignificant reward, or (c) no quizzes. The theory of learning [Norman, 1981] suggests that a pedagogical technique with a system of feedback, such as quizzes, has a positive impact on students' performance and skill. However, motivation is an important factor in this model. In effect, there must be an appropriate reward system that encourages students to do their assignments. This study analyzes the relative performance of managerial accounting students and presents empirical evidence supporting the model of learning. The findings indicate that quizzes can be used to improve students' performance when rewards (points) assigned to quizzes represent a significant part of a course grade. However, when the rewards associated with the quizzes are small, or not clearly defined, students do not perform significantly better than students not taking quizzes.