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Abstract
Online quizzes have become a widely used assessment tool in higher education, offering flexibility, instant feedback, and improved student engagement. They support active learning and provide insights into student performance, meeting the demands of 21st-century education. However, perceptions of their reliability, usefulness, and feasibility may vary across students and instructors. This study investigated these perceptions among students and instructors in a higher education institution during the academic year 2023-2024. It also examined the relationship between these perceptions and variables such as age, sex, economic status, and gadget availability. Guided by the E-Learning Theory, the study employed a quantitative descriptive correlational design. Self-made structured questionnaires, validated and tested for reliability, were distributed to 263 students and 30 instructors using purposive convenience sampling. Participants were selected based on their use of online quizzes during the current semester. Statistical methods were applied to analyze the data. Findings revealed generally positive perceptions of online quizzes among both groups. Students rated reliability at 3.69, usefulness at 3.80, and feasibility at 3.84, with an overall mean of 3.78 interpreted as High. Instructors rated reliability at 3.33, usefulness at 3.86, and feasibility at 3.89, with an overall mean of 3.69, also interpreted as High. For students, no significant differences in perception were observed based on age (p = 0.740), sex (p = 0.658), economic status (p = 0.228), or gadget availability (p = 0.082). Similarly, no significant relationships were found between their perceptions and demographic profiles. In contrast, instructors’ perceptions varied significantly by age (p = 0.047) and economic status (p = 0.025). Those aged 45-54 and lower-middle-income instructors demonstrated more favorable views. However, no significant differences were found based on sex (p = 0.647) or gadget availability (p = 0.663). The study concluded that online quizzes are effective assessment tools but emphasized the importance of equitable access to technology. Continuous evaluation and adaptation are essential to address diverse educational needs and enhance learning outcomes in the 21st century.
