Does a Second Chance Improve Learning? Effect of Allowing a Second Attempt in Moodle Quizzes

Abstract

This study analyzed the effect of allowing a second attempt in Moodle quizzes on academic performance and learning transfer. Fifty-six university students completed a 20-item quiz, received feedback, and were given the opportunity to make a second attempt. One week later, they completed a transfer test consisting of new questions. Scores increased from 6.38 to 8.12 ($p < 0.001$), and 70.9 % of the initial errors were corrected. Performance on the transfer test reached 72.2 %, remaining above the initial level. Error correction was also moderately associated with subsequent performance ($r = 0.43$). These findings suggest that a second attempt accompanied by feedback may serve as a formative assessment strategy, although the immediate gains are not fully maintained when learning is assessed through novel situations.