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

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.