Transitioning to a Flipped Model in Introductory Statistics: The Role of Proctored In-Class Quizzes

This study examined whether adding brief proctored in-class quizzes to a flipped introductory statistics course using digital courseware improves performance and engagement. Across three academic quarters with the same instructor and curriculum, we varied accountability: baseline with in-class quizzes, first term courseware with online-only quizzes, and courseware plus weekly proctored in-class quizzes. Exam means and attendance were compared using ANOVA, and student questionnaires and interviews described student experiences. Restoring in-class quizzes raised average midterm and final exam scores from 77.29% and 79.91% to 84.68% and 85.92%, respectively, and attendance returned to its previous baseline level. Students reported that courseware worked best for reinforcement after instructor explanation. Results align with evidence on formative practice and active learning and with design research on aligning tool usability with learning tasks.