Online Quiz and Pre-Service Teachers’ Writing Proficiency
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Abstract
This quasi-experimental study examined the impact of online quizzes on the writing proficiency of pre-service teachers. The participants’ writing proficiency in grammar, coherence, and vocabulary was assessed before and after an online quiz intervention administered via Google Forms. Before the intervention, participants completed a written task evaluated using a rubric and answered seven sets of 20-item grammar quizzes uploaded online. The intervention involved answering online quizzes three times a week, and retaken up until a perfect score was achieved. After three months, participants completed another writing task evaluated using the same rubric. Data were analyzed using descriptive and inferential statistics, including the Wilcoxon and Kruskal-Wallis tests. Results showed significant improvement in overall writing proficiency, with grammar and coherence showing the highest gains, while vocabulary remained the weakest area, requiring further instructional support. Year-level comparisons revealed first-year students progressed from developing to proficient levels, particularly in grammar, while second-year students exhibited the greatest improvement in vocabulary. Common grammar errors, particularly in subject-verb agreement and verb usage, were significantly reduced after the intervention. The study concludes that online quizzes effectively enhanced grammar proficiency and reduced frequent grammatical errors but recommends additional strategies to improve coherence and vocabulary, especially among first-year students.
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