W. Salem

King Abdulaziz University, Faculty of environmental design (SAUDI ARABIA)
Student’s retention comes in a much higher priority to the instructor than covering more materials in the class. Many techniques can help students increase their knowledge retention and be able to draw the correct mental map of the class materials. However, it is inevitable that any technique, no matter how simple, would consume some of the class activities time. In addition, if not used in a good class activities design, students may feel the heavy burden of chore of these techniques. Among these techniques is the Pop quiz; the focal point of this research.

This research address the following questions: Is utilizing the Pop Quiz in the design of the class activities leads to increase of the Student retention? In addition, how much dose of the Pop Quiz should be utilized such that the overall satisfaction of the students with the course activities is almost maintained?

This research’s study lasted for three consecutive years. Two classes are selected to conduct the research each is 25 students strong for consecutive three years forming three groups. All groups are at the sophomore level in an Environmental Engineering school taking a course on engineering design that uses two majors and one Final Exam for both formative and summative assessment. The first group was given the course plan of assessment as it is in the syllabus with only one unannounced poop quiz. The second group was given six Pop Quizzes dose in addition to the original assessment in the course. The third group was given much vast dose of twelve Pop Quizzes in addition to the original assessment.

The results of the study are measured in terms of increase in student retention, well thought-out by improvement in grades and students overall satisfaction with the course activities. These results are casted into a set of recommendations about how to utilize the Pop Quizzes in this engineering course design.