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The Effect of Choice on Student Performance in Online Graduate Classes.

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Title: The Effect of Choice on Student Performance in Online Graduate Classes.
Authors: Tereshko, Lisa M. (AUTHOR), Zane, Thomas (AUTHOR), Weiss, Mary Jane (AUTHOR)
Source: Journal of Behavioral Education. Sep2025, Vol. 34 Issue 3, p506-525. 20p.
Subjects: Academic achievement, Student assignments, Discretion, Educational technology, Higher education, Virtual classrooms, Test scoring
Abstract: There has been a steady growth in the use of online instruction in higher education. The COVID-19 pandemic has increased both the need for and the use of this technology when schools were shut down, further establishing online learning as a viable educational platform for higher education. Many online higher education courses rely heavily on reading textbooks, articles, or both, where students complete assignments and quizzes to demonstrate their knowledge of the presented material. Instructors often require students to complete activities to provide evidence that they have read the assigned materials. There is limited research on the extent to which assignments lead to the best student performance. The current study examined quiz scores after students completed either study questions or reading summaries. Instructors provided students with choices on which assignments to complete during some weeks and quiz scores were compared with weeks when students were not given a choice of assignments. Results showed that there were higher quiz scores in the weeks when students were given a choice of assignments. There was no difference in quiz scores across the types of assignments. Results are discussed in terms of embedding more choice into graduate-level online classes. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: The Effect of Choice on Student Performance in Online Graduate Classes.
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  Data: <searchLink fieldCode="AR" term="%22Tereshko%2C+Lisa+M%2E%22">Tereshko, Lisa M.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zane%2C+Thomas%22">Zane, Thomas</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Weiss%2C+Mary+Jane%22">Weiss, Mary Jane</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Behavioral+Education%22">Journal of Behavioral Education</searchLink>. Sep2025, Vol. 34 Issue 3, p506-525. 20p.
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  Data: <searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+assignments%22">Student assignments</searchLink><br /><searchLink fieldCode="DE" term="%22Discretion%22">Discretion</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Virtual+classrooms%22">Virtual classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22Test+scoring%22">Test scoring</searchLink>
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  Data: There has been a steady growth in the use of online instruction in higher education. The COVID-19 pandemic has increased both the need for and the use of this technology when schools were shut down, further establishing online learning as a viable educational platform for higher education. Many online higher education courses rely heavily on reading textbooks, articles, or both, where students complete assignments and quizzes to demonstrate their knowledge of the presented material. Instructors often require students to complete activities to provide evidence that they have read the assigned materials. There is limited research on the extent to which assignments lead to the best student performance. The current study examined quiz scores after students completed either study questions or reading summaries. Instructors provided students with choices on which assignments to complete during some weeks and quiz scores were compared with weeks when students were not given a choice of assignments. Results showed that there were higher quiz scores in the weeks when students were given a choice of assignments. There was no difference in quiz scores across the types of assignments. Results are discussed in terms of embedding more choice into graduate-level online classes. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Sep2025
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