Low-Stakes Quizzing as a Predictor of Academic Outcomes: The Role of Motivation in Undergraduate Health Sciences Education.

Miguel Ángel Pérez Lizama; Gabriela Urrejola Contreras; Paula Tiemann

doi:10.6018/edumed.680941

Autores

Miguel Ángel Pérez Lizama Facultad de Ciencias de la Vida, Carrera de Kinesiología, Universidad Viña del Mar, Viña del Mar, Chile https://orcid.org/0000-0002-7257-1713
Gabriela Urrejola Contreras Facultad de Ciencias de la Vida, Unidad de Ciencias Aplicadas, Universidad Viña del Mar, Viña del Mar, Chile https://orcid.org/0000-0002-8370-4550
Paula Tiemann Facultad de Ciencias de la Vida, Carrera de Kinesiología, Universidad Viña del Mar, Viña del Mar, Chile https://orcid.org/0000-0001-8293-9182

DOI: https://doi.org/10.6018/edumed.680941

Palavras-chave: Enhanced learning, low-stakes assessment, academic motivation, undergraduate students, academic performance

Resumo

Introduction: Improving academic performance remains a central challenge in higher education. Test-enhanced learning (TEL) has been shown to improve knowledge retention and support long-term consolidation. However, the role of motivation in TEL contexts, particularly in low-stakes assessments, remains less well understood. This study examined the relationship between quiz performance, academic motivation, and subsequent outcomes in undergraduate health sciences students. Materials and Methods: A quasi-experimental design was conducted with 181 kinesiology students enrolled in Biology, Neurophysiology, and Pathophysiology courses. Over 16 weeks, students completed cumulative quizzes, mid-unit tests, and a final exam. Academic motivation was assessed using the Academic Motivation Scale (AMS). Data were analyzed using descriptive statistics and Pearson correlations. Results: Significant positive correlations were observed between early quiz performance and first exam scores (r = 0.50–0.70, p < 0.0001). Strong correlations also emerged between average quiz performance and final course grades across all courses (r = 0.71–0.82, p < 0.0001), confirming the predictive value of low-stakes assessments. Motivation profiles indicated high levels of intrinsic (M = 6.1) and extrinsic motivation (M = 6.2), alongside low but variable levels of lack of motivation (M = 1.8). Elevated intrinsic and extrinsic motivation likely fostered quiz engagement, consistent with self-determination theory. A minority of students reported high lack of motivation, suggesting potential risk for disengagement and academic failure. Conclusion: These findings suggest that TEL is effective both as a learning enhancer and as an early diagnostic tool. Integrating motivational assessments with structured low-stakes testing may help optimize teaching strategies, provide timely support for at-risk students, and improve academic success in higher education.

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Biografia Autor

Gabriela Urrejola Contreras, Facultad de Ciencias de la Vida, Unidad de Ciencias Aplicadas, Universidad Viña del Mar, Viña del Mar, Chile

Gabriela Paz Urrejola Contreras ha orientado su producción científica principalmente al ámbito de la educación en ciencias de la salud, con un énfasis particular en la evaluación de aprendizajes y la incorporación de tecnologías digitales en contextos universitarios. Sus investigaciones se han centrado en el análisis de la calidad de los instrumentos evaluativos utilizados durante la enseñanza virtual en pandemia, abordando aspectos como la validez, la discriminación de ítems y el rendimiento estudiantil.

Asimismo, ha explorado la percepción de los estudiantes frente al uso de herramientas sincrónicas y asincrónicas, destacando la importancia de la retroalimentación y de las metodologías activas en escenarios de educación remota. En el ámbito de la salud ocupacional, también ha contribuido con revisiones sobre la fatiga mental y el síndrome de burnout en trabajadores remotos durante la pandemia de COVID-19, integrando perspectivas de la psicología y la educación en salud.

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