Mini-quiz as a teaching model to support adult learners in their mathematics studies.

Autor/inn/en	Pettersson, Annika; Eliasson, Daniel; Harsanyine, Ibolya; Lindqvist, Marina; Miftari, Emine; Liljekvist, Yvonne
Titel	Mini-quiz as a teaching model to support adult learners in their mathematics studies.
Quelle	In: European journal for Research on the Education and Learning of Adults, 17 (2026) 2, S. 357-374Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2000-7426
DOI	10.25656/01:35727 10.3384/rela.2000-7426.5891
URN	urn:nbn:de:0111-pedocs-357271
Schlagwörter	Quiz; Lernen; Mathematik; Aktionsforschung; Interview; Erwachsenenpädagogik; Schweden
Abstract	Teachers from Municipality Adult Education (MAE) have identified a need for hands-on teaching models supporting students in organising their studies, strengthening their self-regulation, and determining whether they are on track with the mathematical content taught. In this action research project, a team of researchers and experienced teachers in MAE explore a teaching model called mini-quiz. The model contains weekly automatically corrected digital multiple-choice quizzes with immediate feedback. Through semi-structured interviews with 30 students, mini-quiz was evaluated by examining students' views on its use. The analysis, following thematic analysis, identified three main themes: Support for monitoring and evaluation, Support for planning, and Support for responsive teaching. The findings suggest that mini-quizzes increase students' self-efficacy, help them confirm their understanding and plan their studies. Mini-quizzes also provide teachers with valuable insights to adapt their teaching at individual and group levels early, a factor important in complex educational settings like MAE. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/4