Publication: Low-Stakes Quizzing as a Predictor of Academic Outcomes:The Role of Motivation in Undergraduate Health Sciences Education
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Pérez Lizama, Miguel Angel
Urrejola Contreras, Gabriela
Tieman, Paula
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Centro de Estudios en Educación Médica de la Universidad de Murcia (CeuEM) y Universidad de Murcia. Servicio de publicaciones
Abstract
ntroducción: Mejorar el rendimiento académico sigue siendo un desafío central en laeducación superior. Se ha demostrado que el aprendizaje mejorado por pruebas (TEL) mejora laretención de conocimientos y apoya la consolidación a largo plazo. Sin embargo, el papel de lamotivación en contextos de TEL, particularmente en evaluaciones de bajo riesgo, sigue siendomenos comprendido. Este estudio examinó la relación entre el rendimiento en cuestionarios, lamotivación académica y los resultados posteriores en estudiantes de ciencias de la salud depregrado. Métodos: Se realizó un diseño cuasiexperimental con 181 estudiantes de kinesiologíamatriculados en cursos de Biología, Neurofisiología y Fisiopatología. Durante 16 semanas, losestudiantes completaron cuestionarios acumulativos, exámenes de mitad de unidad y un examenfinal. La motivación académica se evaluó utilizando la Escala de Motivación Académica (AMS). Los datos se analizaron utilizando estadística descriptiva y correlaciones de Pearson. Resultados: Seobservaron correlaciones positivas significativas entre el rendimiento temprano en cuestionarios ylas calificaciones del primer examen (r = 0,50-0,70, p < 0,0001). También surgieron fuertescorrelaciones entre el desempeño promedio en los cuestionarios y las calificaciones finales del cursoen todos los cursos (r = 0,71–0,82, p < 0,0001), lo que confirma el valor predictivo de lasevaluaciones de bajo riesgo. Los perfiles de motivación indicaron altos niveles de motivaciónintrínseca (M = 6,1) y extrínseca (M = 6,2), junto con niveles bajos pero variables de desmotivación(M = 1,8). La motivación intrínseca y extrínseca elevada probablemente fomentó la participación enlos cuestionarios, lo que es coherente con la teoría de la autodeterminación. Una minoría deestudiantes informó una alta desmotivación, lo que sugiere un riesgo potencial de desconexión yfracaso académico. Conclusión: Estos hallazgos sugieren que TEL es eficaz tanto como potenciadordel aprendizaje como herramienta de diagnóstico temprano. La integración de evaluacionesmotivacionales con pruebas estructuradas de bajo riesgo puede ayudar a optimizar las estrategiasde enseñanza, brindar apoyo oportuno a los estudiantes en riesgo y mejorar el éxito académico en laeducación superior.
Introduction: Improving academic performance remains a central challenge in highereducation. Test-enhanced learning (TEL) has been shown to improve knowledge retention andsupport long-term consolidation. However, the role of motivation in TEL contexts, particularly inlow-stakes assessments, remains less well understood. This study examined the relationshipbetween quiz performance, academic motivation, and subsequent outcomes in undergraduatehealth sciences students. Methods: A quasi-experimental design was conducted with 181kinesiology students enrolled in Biology, Neurophysiology, and Pathophysiology courses. Over 16weeks, students completed cumulative quizzes, mid-unit tests, and a final exam. Academicmotivation was assessed using the Academic Motivation Scale (AMS). Data were analyzed usingdescriptive statistics and Pearson correlations. Results: Significant positive correlations wereobserved between early quiz performance and first exam scores (r = 0.50–0.70, p < 0.0001). Strongcorrelations also emerged between average quiz performance and final course grades across allcourses (r = 0.71–0.82, p < 0.0001), confirming the predictive value of low-stakes assessments.Motivation profiles indicated high levels of intrinsic (M = 6.1) and extrinsic motivation (M = 6.2),alongside low but variable levels of lack of motivation (M = 1.8). Elevated intrinsic and extrinsicmotivation likely fostered quiz engagement, consistent with self-determination theory. A minorityof students reported high lack of motivation, suggesting potential risk for disengagement andacademic failure. Conclusion: These findings suggest that TEL is effective both as a learningenhancer and as an early diagnostic tool. Integrating motivational assessments with structured low-stakes testing may help optimize teaching strategies, provide timely support for at-risk students,and improve academic success in higher education.
Introduction: Improving academic performance remains a central challenge in highereducation. Test-enhanced learning (TEL) has been shown to improve knowledge retention andsupport long-term consolidation. However, the role of motivation in TEL contexts, particularly inlow-stakes assessments, remains less well understood. This study examined the relationshipbetween quiz performance, academic motivation, and subsequent outcomes in undergraduatehealth sciences students. Methods: A quasi-experimental design was conducted with 181kinesiology students enrolled in Biology, Neurophysiology, and Pathophysiology courses. Over 16weeks, students completed cumulative quizzes, mid-unit tests, and a final exam. Academicmotivation was assessed using the Academic Motivation Scale (AMS). Data were analyzed usingdescriptive statistics and Pearson correlations. Results: Significant positive correlations wereobserved between early quiz performance and first exam scores (r = 0.50–0.70, p < 0.0001). Strongcorrelations also emerged between average quiz performance and final course grades across allcourses (r = 0.71–0.82, p < 0.0001), confirming the predictive value of low-stakes assessments.Motivation profiles indicated high levels of intrinsic (M = 6.1) and extrinsic motivation (M = 6.2),alongside low but variable levels of lack of motivation (M = 1.8). Elevated intrinsic and extrinsicmotivation likely fostered quiz engagement, consistent with self-determination theory. A minorityof students reported high lack of motivation, suggesting potential risk for disengagement andacademic failure. Conclusion: These findings suggest that TEL is effective both as a learningenhancer and as an early diagnostic tool. Integrating motivational assessments with structured low-stakes testing may help optimize teaching strategies, provide timely support for at-risk students,and improve academic success in higher education.
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Keywords
Evaluación de bajo riesgo , Motivación académica , Estudiantes universitarios , Rendimiento académico , Enhanced learning , Low-stakes assessment , Academic motivation , Undergraduate students , Academic performance , Aprendizaje mejorado con pruebas
Citation
Revista Española de Educación Médica, Vol. 6 Núm. 5 (2025)
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