Are Quiz Configurations Affecting Student Performance in an Online Learning Environment?

Abstract

This study investigates the impact of quiz configuration settings on student performance in a Moodle-based online learning environment. With the increasing reliance on Learning Management Systems (LMS) for digital instruction and assessment, understanding how configurable quiz parameters influence learning outcomes has become crucial. The research analyzes 56 quiz records from five online courses offered through the ourSOUL platform at Silliman University. Key quiz settings examined include time per question, number of attempts, grading methods, item shuffling, and the presence of a grade-to-pass threshold. Using descriptive statistics, correlation analysis, and multiple regression, the study reveals that the presence of a passing grade and the grading method significantly correlate with student scores. Specifically, quizzes with a defined grade-to-pass threshold were associated with higher performance. Other settings, such as time allocation and number of attempts, showed weaker or non-significant associations. The findings highlight the role of intentional assessment design in shaping learner outcomes and provide evidence-based recommendations for educators and institutions. By aligning quiz settings with pedagogical goals, digital assessments can become more effective tools for engagement, feedback, and performance enhancement. This study contributes to the growing literature on data-informed practices in online education and encourages further exploration of how LMS features can be optimized for student success.