Mini-quiz as a teaching model to support adult learners in their mathematics studies
DOI:
https://doi.org/10.3384/rela.2000-7426.5891Keywords:
adult education, mathematics, action research, retrieval practise, self-efficacyAbstract
Teachers from Municipality Adult Education (MAE) have identified a need for hands-on teaching models supporting students in organising their studies, strengthening their self-regulation, and determining whether they are on track with the mathematical content taught. In this action research project, a team of researchers and experienced teachers in MAE explore a teaching model called mini-quiz. The model contains weekly automatically corrected digital multiple-choice quizzes with immediate feedback. Through semi-structured interviews with 30 students, mini-quiz was evaluated by examining students’ views on its use. The analysis, following thematic analysis, identified three main themes: Support for monitoring and evaluation, Support for planning, and Support for responsive teaching. The findings suggest that mini-quizzes increase students’ self-efficacy, help them confirm their understanding and plan their studies. Mini-quizzes also provide teachers with valuable insights to adapt their teaching at individual and group levels early, a factor important in complex educational settings like MAE.
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Skolforskningsinstitutet
Grant numbers Dnr. 2021-00061
