The Impact of Online Quizzes on Pre-Service Teachers’ Self-Directed Learning Skills and Spreadsheet Proficiency

Abstract

We aimed to investigate the impact of online quizzes, both in terms of their utilization and active engagement during the teaching of spreadsheets subject on pre-service teachers’ self-directed learning skills and spreadsheet proficiency in our study. The study included 96 participants in the experimental group and 77 in the control group. Throughout the course focusing on spreadsheets subject, participants in the experimental group were tasked with completing five online quizzes. Engagement levels were determined by the number of completed quizzes. Pre-test and post-test data on the self-directed learning scale and spreadsheet achievement test were collected from all participants. The data was analyzed using two-way repeated measures analysis of covariance mixed design. We found that the use of online quizzes and active engagement with online quizzes had no effect on participants’ self-directed learning skills. Results also revealed a statistically significant difference between the control and experimental groups’ pre-test and post-test scores on the spreadsheet achievement test, favoring the experimental group. Furthermore, participants with high engagement levels in online quizzes demonstrated significant improvements in spreadsheet achievement test scores.

Keywords

• engagement
• online quiz
• pre-service teacher
• self-directed learning skill
• spreadsheet proficiency

Supporting Institution

No funding have been received from any institution for this manuscript.

Ethical Statement

We applied to Balıkesir University for ethics committee approval and the ethics committee approved that there was no violation of research ethics with the ethics committee permission document dated 08.08.2025 and numbered E-19928322-108.01-552943. Participants were informed about the research aim, and informed consent was obtained from participants. Anonymity of the participants was provided in the reporting. In the study, no images were used by revealing the identity of the participants.

Thanks

The authors declare that they have no conflict of interest.

Çevrimiçi Kısa Sınavların Öğretmen Adaylarının Öz-Yönetimli Öğrenme Becerilerine ve Elektronik Tablo Yeterliliklerine Etkisi

Abstract

Çalışmamızda, elektronik tablolar konusunun öğretimi esnasında çevrimiçi testlerin hem kullanımları hem de aktif katılım açısından öğretmen adaylarının öz yönetimli öğrenme becerilerine ve elektronik tablo yeterliliklerine etkisini araştırmayı amaçladık. Çalışmaya deney grubunda 96, kontrol grubunda 77 katılımcı katılmıştır. Elektronik tablolar konusunun işlendiği ders esnasında, deney grubundaki katılımcılardan beş çevrimiçi kısa sınavı tamamlamaları istenmiştir. Katılım düzeyleri, tamamlanan kısa sınavların sayısı ile belirlenmiştir. Öz-yönetimli öğrenme ölçeği ve elektronik tablo başarı testi ile ilgili ön test ve son test verileri tüm katılımcılardan toplanmıştır. veriler karma tasarımlı iki yönlü tekrarlı ölçümler varyans analizi kullanılarak analiz edilmiştir. Araştırma sonucunda çevrimiçi testlerin kullanımının ve çevrimiçi testlere aktif katılımın, katılımcıların öz yönetimli öğrenme becerilerine bir etkinin olmadığını belirledik. Sonuçlar kontrol grubu ile deney grubunun elektronik tablo başarı testindeki ön test ve son test puanları arasında deney grubunun lehine istatistiksel olarak anlamlı bir fark olduğunu da ortaya koymuştur. Ayrıca, çevrimiçi testlere yüksek düzeyde katılım gösteren katılımcıların elektronik tablo başarı testi puanlarında anlamlı artış görülmüştür.

Keywords

• katılım
• çevrimiçi test
• hizmet öncesi öğretmen
• öz-yönetimli öğrenme becerisi
• elektronik tablo yeterliliği

Supporting Institution

No funding have been received from any institution for this manuscript.

Ethical Statement

We applied to Balıkesir University for ethics committee approval and the ethics committee approved that there was no violation of research ethics with the ethics committee permission document dated 08.08.2025 and numbered E-19928322-108.01-552943. Participants were informed about the research aim, and informed consent was obtained from participants. Anonymity of the participants was provided in the reporting. In the study, no images were used by revealing the identity of the participants.

Thanks

The authors declare that they have no conflict of interest.

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