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The Effect of Quizzes on Test Scores of Nursing Students for Learning Maternal and Child Health

AUTHORS

avatar Masoumeh Delaram 1 , * , avatar Sahand Shams 2 , avatar Hamidreza Sadeghi Gandomani 3

1 Assistant Professor, Faculty of Nursing & Midwifery, Shahrekord University of Medical Sciences, Shahrekord, Iran

2 Veterinary student, Department of Veterinary, Faculty of Veterinary Medicine, Shahrekord University, Shahrekord, Iran

3 Trauma Nursing Research Center, Faculty of Nursing and Midwifery, Kashan University of Medical Sciences, Kashan, Iran

How to Cite: Delaram M, Shams S, Sadeghi Gandomani H. The Effect of Quizzes on Test Scores of Nursing Students for Learning Maternal and Child Health. J Med Edu. 2017;16(2):e105578.
doi: 10.22037/jme.v16i2.13582.

ARTICLE INFORMATION

Journal of Medical Education: 16 (2); e105578
Published Online: October 17, 2017
Article Type: Brief Report
Received: August 22, 2016
Accepted: June 12, 2017
DOI: 10.22037/jme.v16i2.13582
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Abstract

Background: One of the common problems of education in universities is that teachers do not evaluate continuously. The effect of continuous evaluation on student learning has been less investigated and this study intends to address this issue.Methods: In this quasi-experimental study, 30 students in the first semester of 2014 and 22 students in the first semester of 2015 were enrolled. The control group received teaching in the form of lecturewith question and answer in all sessions and the intervention group in addition to that, received quizzes every week. Finally, test scores of students were compared. Data were analyzed using independentt, paired t, and Chi-square tests and P<0.05 was considered significant.Results: Mean scores of midterm examination in the intervention and control group were 3.77±0.47 and 3.25±0.44, respectively (P=0.003). Also mean scores of the final examination in the intervention and control groups were 16.69 ±1.63 and 15.40±1.02 (P<0.001).Conclusion: Weekly quiz tests increased the test scores in the midterm and final examinations in the students.

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© 2017, Journal of Medical Education. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.
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