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Related Experiment Video

Updated: May 5, 2026

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
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Daily online testing in large classes: boosting college performance while reducing achievement gaps.

James W Pennebaker1, Samuel D Gosling, Jason D Ferrell

  • 1Department of Psychology, University of Texas at Austin, Austin, Texas, United States of America.

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|November 27, 2013
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Summary

Daily online testing in large university classes improved student academic performance and reduced social class achievement gaps by 50%. This frequent, consequential quizzing system offers significant benefits for student learning outcomes.

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Area of Science:

  • Educational Technology
  • Higher Education Pedagogy
  • Learning Analytics

Background:

  • Traditional large lecture courses often face challenges in engaging students and addressing diverse learning needs.
  • Existing methods may not effectively bridge achievement gaps related to socioeconomic status.

Purpose of the Study:

  • To evaluate the impact of an in-class computer-based system with daily online testing on student academic performance.
  • To assess the system's effectiveness in reducing achievement gaps between students of different socioeconomic backgrounds.
  • To determine if the intervention improves performance in the course and subsequent academic coursework.

Main Methods:

  • Implementation of a daily online quizzing system using student-owned laptop computers in two large university classes (N=901).
  • Provision of immediate and personalized feedback to students through the online quizzes.
  • Comparison of student performance with historical data from traditional classes taught by the same instructors (N=935).

Main Results:

  • Students in the experimental classes achieved exam scores approximately half a letter grade higher than in previous traditional semesters.
  • The intervention led to a 50% reduction in the achievement gap among students from lower- and upper-middle social classes.
  • Improved performance was observed not only in the experimental course but also in other concurrent and subsequent courses.

Conclusions:

  • Frequent, consequential quizzing integrated into large lecture courses significantly enhances student academic performance.
  • This computer-based system effectively narrows socioeconomic achievement gaps.
  • Routine implementation of such systems is recommended for improving learning outcomes in higher education.