Pre versus Post: Student Perspectives on the Impact of Lecture Quiz Timing

Abstract

This study sought to investigate student perceptions, experiences, and preferences of pre- and post-lecture quizzes.

Across both quiz types, students consistently valued their utility for self-assessment, reinforcing knowledge, and deepening their understanding of content. Instant feedback was particularly appreciated, as it enabled students to identify and correct their misunderstandings. A key theme was students’ use of quizzes to maximise marks and improve performance in summative assessments, suggesting a performance-oriented mindset.

Students understood the intended purpose of pre-lecture quizzes as a means of pre-exposure to upcoming content. However, their actual usage often contradicted this, with many students completing pre-lecture quizzes after the lecture. These quizzes were often seen to be irrelevant to lecture content, likely due to a lack of contextual framing. Many believed they were unhelpful or unnecessary, particularly those in later years of study. However, students who had previously experienced pre-lecture quizzes then had them removed frequently expressed a desire for their return.

Students who encountered both quiz types, unanimously preferred post-lecture quizzes due to their perceived alignment with lecture content, timing flexibility, and usefulness in supporting their learning.

Overall, the findings highlight the value of designing quizzes as flexible tools that support different stages of the learning process.