Comparing Quizzes and Social Annotation for Pre-Class Reading Accountability
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| Title: | Comparing Quizzes and Social Annotation for Pre-Class Reading Accountability |
|---|---|
| Language: | English |
| Authors: | Virginia Clinton-Lisell |
| Source: | Teaching of Psychology. 2026 53(1):18-23. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Child Development, Tests, Documentation, Reading Assignments, Student Motivation, Learning, Student Attitudes, Group Discussion, Instructional Effectiveness, Scores, Learning Modalities |
| DOI: | 10.1177/00986283241275218 |
| ISSN: | 0098-6283 1532-8023 |
| Abstract: | Background: Pre-class reading assignments are frequently used to encourage students to complete assigned textbook readings. Quizzes and social annotation are both pre-class reading assignments, but it is uncertain which is more effective for student learning and motivation. Objective: The purpose of this study was to compare quizzes and social annotation on student learning and motivation. Method: Undergraduate students (N = 58) in a child development course in a within-subjects counterbalanced design had quizzes for the textbook chapters covered in one unit exam and social annotation for a different exam. They were surveyed on their motivation at the end of the term. Results: There were no reliable differences in student learning based on exam scores. Students generally perceived social annotation as more motivating but were more likely to submit quizzes. Conclusion: Both quizzes and social annotation appear to have different benefits for students. There is not a clear answer on which one is more effective for student learning. Teaching Implications: Given the mixed results, a combination or choice of quizzes or social annotation as pre-class reading assignments may be optimal. |
| Abstractor: | As Provided |
| Notes: | https://osf.io/3svf4 |
| Entry Date: | 2026 |
| Accession Number: | EJ1492689 |
| Database: | ERIC |
| Abstract: | Background: Pre-class reading assignments are frequently used to encourage students to complete assigned textbook readings. Quizzes and social annotation are both pre-class reading assignments, but it is uncertain which is more effective for student learning and motivation. Objective: The purpose of this study was to compare quizzes and social annotation on student learning and motivation. Method: Undergraduate students (N = 58) in a child development course in a within-subjects counterbalanced design had quizzes for the textbook chapters covered in one unit exam and social annotation for a different exam. They were surveyed on their motivation at the end of the term. Results: There were no reliable differences in student learning based on exam scores. Students generally perceived social annotation as more motivating but were more likely to submit quizzes. Conclusion: Both quizzes and social annotation appear to have different benefits for students. There is not a clear answer on which one is more effective for student learning. Teaching Implications: Given the mixed results, a combination or choice of quizzes or social annotation as pre-class reading assignments may be optimal. |
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| ISSN: | 0098-6283 1532-8023 |
| DOI: | 10.1177/00986283241275218 |
