Does Active Participation in Large Lectures Matter?

This paper investigates whether the intensity of participation in large lecture quizzes, facilitated and monitored by an online platform, is associated with examination performance. The platform mirrors lecture slides onto student devices and uses integrated “clicker” style questions within the lecture to quiz students on concepts learned. Using regression, we find the intensity of quiz participation is positively related to students’ performance. Student study perceptions, based on study and career plans, moderate the results. These findings are relevant to educators, and especially in a post-COVID-19 learning environment, where the quiz function could be used to foster participation.