The relationship between online formative quiz engagement, quiz feedback, learning achievement and self-regulated learning skills

Online quizzes are used to assess student performance as well as to enhance learning. Students' self-regulated learning skills are considered important in the use of online applications. This quasi-experimental study aims to examine the relationship between university students' engagement in online quizzes, quiz feedback, self-regulated learning skills and learning achievement. The study involved 139 students in the Department of Electronics and Communication Technology of a state university and was conducted over a 16-week semester. In the study, experimental and control groups were created, nine online quizzes prepared for the course were administered to both groups, the experimental group was given detailed feedback on the quizzes, while the control group was given only quiz achievement scores as feedback. The Self-Regulated Learning Skills scale was used to assess students' self-regulated learning skills, and their logs in the Course Portal, the university's learning management system, were used to determine their engagement in online quizzes. Midterm and final exam scores were evaluated to determine learning achievement. The data obtained were analyzed by correlation, regression, independent samples t-test and ANCOVA. The findings showed that self-regulated learning skills were not related to learning achievement and engagement in online quizzes. However, it was found that engagement in online quizzes, especially the number of online quizzes completed, had a significant effect on learning achievement. In addition, the experimental group that received detailed feedback had significantly higher learning achievement than the control group that received only achievement grades. The findings emphasize that online quizzes are an effective tool for increasing student achievement and the importance of detailed feedback. It is recommended that these findings should be taken into consideration for more effective planning of online exam activities for students.