{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/101074"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/101074","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Measuring the effect of amount of required student effort on exam performance","abstract":"DSpace SAF Submission Ingestion Package generated from Vireo submission #12481 on 2018-08-31 at 17:14:44","abstract_html":"DSpace SAF Submission Ingestion Package generated from Vireo submission #12481 on 2018-08-31 at 17:14:44","abstract_has_math":false,"creators":["Cheng, Hong"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.S.","degree_level":"Thesis","degree_discipline":"Computer Science","degree_department":null,"school":null,"contributors":["Zilles, Craig","Davis, Neal"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-09-04T20:31:57Z","date_published":"2018-09-04T20:31:57Z","updated_at":"2026-07-22T22:24:38Z","subjects":["computer education","online quiz","introductory-level programming"],"languages":["en"],"rights":["Copyright 2018 Hong Cheng"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/101074","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Zilles, Craig","Davis, Neal"]},{"key":"dc:creator","label":"Author","values":["Cheng, Hong"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2018-09-04T20:31:57Z","2018-04-26","2018-05"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Computer Science"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["computer education","online quiz","introductory-level programming"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2018 Hong Cheng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/101074"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["DSpace SAF Submission Ingestion Package generated from Vireo submission #12481 on 2018-08-31 at 17:14:44","In this thesis, I examine the relationship between the amount of required effort from students and their performance on the corresponding exams in an introductory programming class. I employed an online learning system PrairieLearn which is able to require that students complete each question correctly multiple times to receive full scores in order to quantify the amount of work students have done. Two groups of students are assigned different minimum points required in order to get a full score in a quiz. Their effort is quantified by their number of attempts and the time spent on quizzes. The findings do not show a difference between two groups. The students from both groups do not show a significant difference in their exam scores. However, the results strongly suggests that students who get higher scores in the exam spend fewer tries but a similar amount of time on quizzes to get the correct answers. The study also assign questions to two groups which experience different grading treatment on the same set of questions. Group B, which has a tougher grading treatment, is compensated with extra points towards the total quiz score. The findings show that the students in group B submit about 40\\% fewer incorrect answers. The study concludes that the effort from each student in online quizzes does not show a correlation with their exam performance, and they check answers more carefully in online quizzes when they perceive that there are more points at stake.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2018-08-31 without embargo terms","The student, Hong Cheng, accepted the attached license on 2018-04-25 at 12:24.","The student, Hong Cheng, submitted this Thesis for approval on 2018-04-25 at 12:30.","This Thesis was approved for publication on 2018-04-26 at 14:29.","Made available in DSpace on 2018-09-04T20:31:57Z (GMT). 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I employed an online learning system PrairieLearn which is able to require that students complete each question correctly multiple times to receive full scores in order to quantify the amount of work students have done. Two groups of students are assigned different minimum points required in order to get a full score in a quiz. Their effort is quantified by their number of attempts and the time spent on quizzes. The findings do not show a difference between two groups. The students from both groups do not show a significant difference in their exam scores. However, the results strongly suggests that students who get higher scores in the exam spend fewer tries but a similar amount of time on quizzes to get the correct answers. The study also assign questions to two groups which experience different grading treatment on the same set of questions. Group B, which has a tougher grading treatment, is compensated with extra points towards the total quiz score. The findings show that the students in group B submit about 40\\% fewer incorrect answers. The study concludes that the effort from each student in online quizzes does not show a correlation with their exam performance, and they check answers more carefully in online quizzes when they perceive that there are more points at stake.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2018-08-31 without embargo terms","The student, Hong Cheng, accepted the attached license on 2018-04-25 at 12:24.","The student, Hong Cheng, submitted this Thesis for approval on 2018-04-25 at 12:30.","This Thesis was approved for publication on 2018-04-26 at 14:29.","Made available in DSpace on 2018-09-04T20:31:57Z (GMT). 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