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Contingency-Managed College Instruction: Effects of Weekly Quizzes on Performance on Examination

Students from a 10-wk. undergraduate course in educational psychology were randomly divided into two groups containing 25 and 24 students respectively. The two groups attended class together, experienced the same lecture-discussion sessions, and were required to take mid-term and final examinations over assigned content. However, one group was required to take weekly quizzes immediately prior to class sessions. Differences in performance of the two groups on the mid-term and final examinations were statistically significant and educationally important, the weekly quiz group scoring an average of approximately one letter grade better on both examinations.