Students also showed significant improvement pre/postcourse in each of six domain areas (P < 0.001). Postcourse students had similar results to practicing statisticians (mean (SD) of 20.1(3.5) P = 0.21). The mean (SD) score was 9.3 (4.3) for students precourse and 19.0 (3.5) postcourse (P < 0.001).

Fifty-two students responded precourse, 59 postcourse, and 22 practicing statisticians completed the quiz. Student results were compared to practicing statisticians with a master's or doctoral degree in statistics or a closely related field. Consenting students taking a course on linear regression in a Clinical and Translational Science program completed the quiz pre- and postcourse. A 27-item REsearch on Global Regression Expectations in StatisticS (REGRESS) quiz was developed through an iterative process. The goal of this study was to design and assess such an instrument for graduate students in Clinical and Translational Science and Public Health. Overall, the mean percentage correct on quizzes was higher during the game condition thanâ€¦ĭo clinical and translational science graduate students understand linear regression? Development and early validation of the REGRESS quiz.Īlthough regression is widely used for reading and publishing in the medical literature, no instruments were previously available to assess students' understanding. Game conditions were alternated with another activity counterbalanced across two groups of students in a multielement design.

We examined college students' participation in a game activity for studying course material on their subsequent quiz performance. Studying as Fun and Games: Effects on College Students' Quiz Performance Answers and explanations are given for each question. Three areas are covered- student discipline, student searches, and student expression. Presents a 10-question quiz based on court decisions reported from 1977 through 1979. Students write quiz questions as part of the Minute Paperâ€¦Ī Quiz on Recent Court Decisions Concerning Student Conduct.

This author modified the Monte Carlo Quiz, combined it with the Minute Paper, and applied it to various courses. Modifying the Monte Carlo Quiz to Increase Student Motivation, Participation, and Content RetentionĮRIC Educational Resources Information Centerįernald developed the Monte Carlo Quiz format to enhance retention, encourage students to prepare for class, read with intention, and organize information in psychology classes.

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