Zamagebe Siphokazi Vuthela , Mathew Kimanzi, Shaun Peens
Abstract
Student performance in higher education remains a significant concern, particularly in courses that require active engagement and practical application of knowledge. This issue was observed in a second year Economic and Management Sciences (EMS-2) class at a University of Technology in South Africa, where limited engagement appeared to contribute to lower academic performance. For this reason, it became necessary to explore innovative teaching and learning strategies to enhance student participation and performance. Aligned with the increasing integration of digital platforms in higher education, online quizzes were introduced to the EMS-2 class to strengthen understanding, provide immediate feedback and encourage active learning.
The study therefore examined the role of formative assessments, specifically online quizzes as a potential strategy to enhance student engagement and academic performance using quantitative research methods. Data was collected from 210 students enrolled in the EMS-2 course and included quiz attempts, individual quiz scores and the final assessment marks. Data analysis revealed a positive correlation between quiz participation and improved assessment results, suggesting that regular engagement with online quizzes can enhance content retention and overall academic performance. The study contributes to ongoing discussions on AI-driven formative assessment tools in education.
The study therefore examined the role of formative assessments, specifically online quizzes as a potential strategy to enhance student engagement and academic performance using quantitative research methods. Data was collected from 210 students enrolled in the EMS-2 course and included quiz attempts, individual quiz scores and the final assessment marks. Data analysis revealed a positive correlation between quiz participation and improved assessment results, suggesting that regular engagement with online quizzes can enhance content retention and overall academic performance. The study contributes to ongoing discussions on AI-driven formative assessment tools in education.