On Positioning the Quiz: An Empirical Analysis.
通过对比课前测验与课后测验两组会计学生的考试成绩，发现课前测验能显著提升学习效果，且不影响学生对课程的态度。
Abstract ABSTRACT: Two groups of introductory financial accounting students were given identical instructions to read and study assigned text materials prior to attending lectures and discussion. An experiment was then conducted throughout the semester in which a "pre-quiz" experimental group was given quizzes before lectures and discussion, while a "post-quiz" control group was given quizzes after. Examination results of these students were compared via an analysis of covariance. The primary hypothesis was that the "pre-quiz" group would perform significantly better on examinations than the "post-quiz" group. The secondary hypothesis of interest was that the "pre-quiz" group would have less favorable attitudes toward the course and/or the instructor than the "post-quiz" group. Results of the data analysis showed that the primary hypothesis was supported whereas the secondary hypothesis was not. Overall, the paper suggests that giving quizzes before lectures or discussion results in (1) more productive use of class time, and (2) more learning.