Moodle and Socrative quizzes as formative aids on traditional theory teaching for improving students’ motivation and outcomes in a chemical engineering subject

Abstract There is a majority opinion on the positive influence of using technologies in teaching. However, few studies account for their effect on students’ final grades. Traditional theory teaching often shows a lack of students’ motivation, engagement and self-efficacy. A way to improve these is to include quizzes, which may allow students to gain in skills acquisition feedback and self-regulation, and to control their own way to construct knowledge. The suggested methodology embeds quizzes and tests through two ICT, each one with a different strategy. One is the use of quick and real-time quizzes with Socrative, focused in promoting motivation and engagement in the classroom. The second is the use of tests with Moodle for a longer time scale (blocks of lessons). Both tests and quizzes were designed as formative activities: the students are able to gain feed-back, weaknesses identification and better programming of their work. Three ‘tools’ (one Moodle test; three Socrative quizzes; no tool/only traditional teaching) were rotated among three different cohorts and blocks in a Chemical Engineering subject n=49 students). Effects on the students’ learning outcomes (grades) at the final theory exam were evaluated by blocks. A paired-data one-factor ANOVA test showed no significant statistical differences in using Moodle tests or Socrative quizzes or not. Some possible negative influences over data were identified and improvements for further study have been suggested. An intensification of quizzes and tests could be relevant. Although no significant improvement over grades were obtained, the use of both tools was positively valued for students and instructors. Surveys’ results showed that the proposed methodology may create a more attractive and self-regulated educational environment. However, this study supports that students’ previous perceptions about the tools may condition their final perceptions over the ICTs real aid for learning and their future academic outcomes.