From questions to learning: Impact of quiz design and schedule on student success in veterinary Cytology and Histology
[EN] In higher education, digital tools are increasingly integrated into teaching and assessment, providing flexible and interactive approaches that enhance learning and engagement. This study evaluated the effectiveness of Moodle-based questionnaires as a formative and assessment tool in the Cytolo...
| Autores: | , , , , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2026 |
| País: | España |
| Institución: | Universidad de León |
| Repositorio: | BULERIA. Repositorio Institucional de la Universidad de León |
| OAI Identifier: | oai:buleria.unileon.es:10612/27485 |
| Acceso en línea: | https://hdl.handle.net/10612/27485 |
| Access Level: | acceso abierto |
| Palabra clave: | Sanidad animal Cytology and Histology teaching-learning Online questionnaires Self-assessment Doubt resolution Moodle metrics Student perceptions 3109.99 Otras |
| Sumario: | [EN] In higher education, digital tools are increasingly integrated into teaching and assessment, providing flexible and interactive approaches that enhance learning and engagement. This study evaluated the effectiveness of Moodle-based questionnaires as a formative and assessment tool in the Cytology and Histology subject of the first year of the Veterinary Science Degree. We aimed to: (i) assess student satisfaction, (ii) examine their relationship with academic performance, and (iii) determine the quality of question formats (cloze, match, multiple-choice, and essay) to inform future quiz design by combining student perceptions and objective psychometric indexes (facility, discrimination, and discriminative efficiency). Over two academic years (2022–23, n = 138 students; 2023–24, n = 125 students), two types of quizzes were evaluated: in-class quizzes for resolving doubts and self-assessment quizzes for exam preparation. Participation was generally high (>80 % on average), except for in-class questionnaires in 2022–23 (67.9 %). Students perceived the quizzes as useful for exam preparation (96.2–97.1 %) and supporting learning (51.4–53.9 %). They also found them easy to use (96.2–97.1 %) and recommended their implementation in other subjects (77.1–96.2 %). Quiz completion and performance were generally positively correlated with exam outcomes. Among the different formats, cloze and matching questions were the most effective. However, cloze questions varied in discriminative efficiency, while multiple-choice questions demonstrated significantly lower discrimination. Student perceptions of question difficulty and of which questions best reflected knowledge varied between cohorts. Online quizzes effectively promote student engagement and performance, but their success may depend on careful planning, quiz design, and student needs. Continuous refinement using objective metrics and student feedback is essential to maximize formative value. |
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