About a year ago, a conversation during a faculty meeting piqued Marcus Crede’s interest. A senior faculty member in Iowa State University’s Department of Psychology said that he believed frequent quizzes help students better grasp classroom material. Crede, an associate professor of psychology, was skeptical that something as simple as a quiz could positively impact students’ academic performance. He decided to dig deeper and conduct a meta-analytic study of existing research to see if there was any merit to the claim. What he discovered truly surprised him.
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Source: Phys.org