Title:
TOWARDS BETTER EXAM RESULTS: COMPARING UNLIMITED VS. LIMITED ATTEMPTS AT SUPPLEMENTAL ONLINE INTERACTIVE LEARNING ACTIVITIES

Authors:
Dr. Lydia MacKenzie , Kenya

Abstract:
Research indicates the use of interactive online learning (IOL) instructional strategies in online courses enhances learning and results in better learning outcomes. Purpose of the Study The purpose of this study was to determine whether limiting the attempts by students to successfully complete formative assessments is related to improved performance on summative assessment. Method/Design and Sample The study included scores from 54 undergraduate students (Generation Z) from a large Midwestern university enrolled in two separate online sections of an introduction to a Principles of Marketing course, in fall semester, 2017. Twenty-eight students in one section had the opportunity to take the IOL activities as many times as they desired; fourteen students (1/2 of the section) had two or more attempts in a one or more modules. Twenty-six students in the second section were allowed a single attempt. Spearman’s rank correlation coefficient was performed to measure the relationship between the total combined scores on the two exams and the total individual online interactive semester scores for both conditions sampled: unlimited attempts and limited attempts. Results The cohort with a singleattempt on the IOL activities did not demonstrate a statistically significant relationship to combined exam scores. The findings indicate that unlimited attempts on formative assessments correlated with exam scores while those formative assessments with a single attempt did not. Value to Marketing Educators It appearsfrom the study results that spending more time with chapter content through unlimited attempts (and under less pressure to get "it right the first time") translates into more frequent and deeper engagement with the material and consequently, better outcomes on midterm and final tests.