Keeping Up-to-date: Regular Online Multiple-choice Quizzes and Post-graduate Students’ Performance

Harry Poon Ling Tse, Liam Kane


This article argues that, while not without their limitations, multiple choice quizzes (MCQs) have a place in innovative pedagogical practice. It evaluates how the introduction of a series of online MCQs affected students’ performance in a post-graduate introductory economics subject in 2016. The authors also explore students’ engagement with and attitudes toward MCQs through surveys and focus groups. Drawing on an econometric analysis, the authors demonstrate that regular practice multiple choice questions that provide high-quality feedback can have a significant positive effect on students’ performance. This analysis also revealed that some demographic characteristics – namely, ability, mathematics skills, and region of origin – had a strong effect on students’ outcomes. While focus groups indicated that MCQs helped students to self-regulate their learning, there was some negative feedback, especially about perceived prevalence of cheating. The paper concludes by providing suggestions for how some of the limitations of MCQs can be overcome.

Aus. Aca. Busi & Eco. Rev Vol 4(3), July 2018, P 201-213


Multiple Choice Quizzes; Electronic Assessment; Post-graduate; Economic Education; Business Education; Students’ Performance; Demographic Characteristics

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