Abstract Mathematics is a central component of engineering education, yet many students struggle to succeed in first-year university mathematics courses, resulting in low pass rates and high attrition. Previous research highlights the importance of fostering continuous engagement with mathematical content, but how to achieve this remains a challenge. This study investigates the potential of weekly online quizzes to support engineering students’ success in mathematics. Weekly quizzes were introduced in two calculus courses for first-year engineering students at a Swedish university. Quantitative analyses compared exam results in calculus to students’ prior performance in linear algebra, while three surveys captured students’ perceptions of the quizzes. While effect sizes were moderate, the findings suggest that quizzes can support students’ understanding and retention when implemented regularly and in a low-stakes format. Survey data further revealed that most students perceived the quizzes as helpful. However, quizzes were not ranked as the most useful learning resource, with lectures consistently valued more highly, and students indicated that bonus points for completion of quizzes were crucial for their participation. Moreover, the quizzes primarily reached students already engaged in the course. The study concludes that weekly quizzes can promote continuous learning and complement traditional instruction, but they are unlikely to address low pass rates on their own. Their effectiveness depends on thoughtful integration with other teaching practices, as well as strategies to engage students who are less active with their studies.
Johansson et al. (Wed,) studied this question.