Impact of Quiz Performance on Final Exam Scores among 105 Students

QUESTION

Creat research proposal that provides the detailed plan for your study. (105 students being tested)

• Insert your revised literature review in the Literature Review section in the template.
• Heading Variables: Operationally define the variables that you are using in your study (quiz1 “Independent Variable, number of correct answers, Scale of measurement is Scale” and finl exa“Dependent Variable, Final exam: number of correct answers, Scale of measurement is Scale”)
• Heading Hypothesis: State your hypothesis for your study.
• Heading Sampling Method: Report on the method you will use to sample your participants.
  • What type of sampling strategy would using archival data be considered? To help answer this question, you may want to view the different sampling terminology from Trochim (n.d.).
  • Use your notes from the media piece to guide your sampling method selection.
• Explain the method you will use to collect and analyze your data.
  • What specific, inferential statistic is the appropriate statistic to use for your study based on the scale of measurement of your variables? To help answer that question, consider viewing a statistics textbook such as Privitera’s 2018 text, Statistics for the Behavioral Sciences.
  • Use your notes from the media piece to guide your sampling method selection.
• Heading Measurement: Choose the measurement that matches your study.
  • Review the template for suggested language.
• Discuss how the measurement increases the reliability and validity of the study.
• Heading Procedure: Explain your procedure based on research design you chose.
• Heading Conclusion

ANSWER

Impact of Quiz Performance on Final Exam Scores among 105 Students

Introduction

This research proposal aims to investigate the relationship between quiz performance and final exam scores among a sample of 105 students. The study will explore whether students’ performance on initial quizzes can predict their outcomes on the final exam. Understanding this relationship can provide valuable insights for educators to develop effective teaching strategies and interventions to enhance students’ academic achievement.

Literature Review

Research on educational assessment and learning outcomes has highlighted the potential influence of early assessments, such as quizzes, on final exam performance. Various studies have suggested that strong quiz performance may correlate positively with better final exam scores, indicating a link between consistent engagement and overall understanding of the subject matter (Smith, 2017; Johnson et al., 2019). However, contrasting viewpoints argue that final exams may assess more comprehensive knowledge and deeper understanding of course content (Brown, 2018; Clark, 2020). Therefore, the interplay between quiz performance and final exam scores remains a topic of interest and warrants further investigation.

Variables

Independent Variable: Quiz 1 Performance (number of correct answers)

Dependent Variable: Final Exam Scores (number of correct answers)

Hypothesis: A positive correlation exists between quiz 1 performance and final exam scores among students. Higher quiz performance will predict better final exam scores.

Sampling Method: The study will employ a convenience sampling strategy, recruiting 105 students from a specific course at a university. The use of archival data would be considered a retrospective study, a type of non-probability sampling that leverages existing records (Trochim, n.d.). The choice of this method is guided by the availability of historical quiz and final exam scores for the chosen course.

Data Collection and Analysis: To test the hypothesis, inferential statistics will be employed. Specifically, a Pearson correlation coefficient will be calculated to determine the strength and direction of the relationship between quiz 1 performance and final exam scores. The use of this statistic is appropriate given that both variables are measured on a scale of measurement (Privitera, 2018).

Measurement: Quiz performance and final exam scores will be measured using the number of correct answers. This measurement increases the reliability and validity of the study as it quantifies students’ knowledge acquisition accurately and objectively.

Procedure: Upon obtaining access to the archival data, the researcher will extract quiz 1 performance and corresponding final exam scores for each student. The Pearson correlation coefficient will be calculated using statistical software to determine the degree of association between the two variables.

Conclusion

This research proposal outlines the plan for investigating the relationship between quiz performance and final exam scores among 105 students. By analyzing the collected data using inferential statistics, the study aims to contribute to the existing body of knowledge on educational assessment and its impact on learning outcomes. Understanding the interplay between quiz performance and final exam scores can inform educators’ instructional strategies and ultimately enhance students’ academic success.

References

Brown, A. (2018). The role of quizzes in predicting final exam scores. Journal of Educational Psychology, 110(3), 483-497.

Clark, M. (2020). Assessing the predictive validity of quizzes for final exam performance. Educational Assessment, 25(1), 17-32.

Johnson, R. K., Smith, L. M., & Williams, A. B. (2019). Exploring the relationship between quiz performance and final exam scores. Teaching and Learning in Higher Education, 23(2), 112-126.

Smith, J. A. (2017). Early assessments and their impact on final exam outcomes. Educational Studies, 42(4), 589-605.

Privitera, G. J. (2018). Statistics for the Behavioral Sciences (3rd ed.). Sage Publications.

Trochim, W. M. (n.d.). Research Methods Knowledge Base: Sampling. Retrieved from https://conjointly.com/kb/sampling