*3.3. Students' Opinion on the Educational Activities*

A survey was performed among the students to find out their opinion on these two types of virtual quizzes. It is a short survey with only eight statements, four for each type of quizzes, in which students have to answer YES or NO to the proposed statement. Although this questionnaire was not contrasted by the scientific community and its experimental validity was not demonstrated, it only tries to show the students' opinion on Moodle quiz activities in few ideas. Table 4 shows the average values obtained in the BQ and TBQ, respectively, during the last six academic years. These average values practically coincide with those obtained for each academic course; therefore, the students' opinion about how they apperceive the virtual quizzes, practically, does not change with the years.


**Table 4.** Students' opinion on the BQ and TBQ. Average results of the last six academic years. Own elaboration based on this study.

Regarding BQ, most of the students, about 90%, tell that the difficulty of the items is adequate for a basic level and the time of one hour is more than enough. These BQs help a lower percentage 60% to study the matter continuously, while the rest, 30%, think that they do not study continuously, even though they have to do the online quizzes. However, the BQs serve as a self-assessment of the knowledge acquired in class for almost 70%. Only 5–8% of students do not know or do not answer (NK/NA) to each of the proposed statements. The results obtained for the TBQs are a little bit different.

Regarding the TBQ, practically all students, 92%, say that the level of difficulty in these quizzes is greater than that of the BQ. This was predictable because one of the goals of these TBQ was to measure the level of abstract reasoning and assimilation of theoretical concepts. Only 50% of the students say that time limit of one hour is sufficient. On the other hand, these quizzes scheduled in fixed days allow more than 60% of students to study the days before doing the test. This fact consolidates the knowledge acquired in the classroom. Only 3% of the students answer NK/NA to the proposed statements.

In short, both types of quiz fulfill the goal of favoring a continuous study of the matter along the semester, avoiding the general trend to study only the days before the written exam. Moreover, all these educational activities into an electronic environment promote an online-accessible medium for the student that serves as a self-assessment of the level of knowledge acquired.

### *3.4. Final Scores in General Physical Chemistry*

Figure 2 shows the final scores in the matter of general physical chemistry corresponding to the two Ordinary Calls of exams (February and September), between 2011 to 2014 courses following a traditional teaching methodology, and between 2014 to 2020 courses following the new methodology with quizzes.

In the first Ordinary Call (February), a slight decrease in the percentage of students not presented and also in that of failed following the new methodology is observed. However, it is interesting to note the increase in the number of passes, not only with the minimum score but also with remarkable, outstanding and even honors (H) in the last five academic years, highlighting the academic year 2016–2017 where the percentage of outstanding is higher than in the rest of the courses.

In the second Ordinary Call (September), the percentage of students not presented remains almost constant in all the courses developed with the methodology based on quizzes and is practically the same as that of the first courses taught with the traditional methodology. There is not much variation in the percentage of failures and approved following one methodology or another, except in the last academic year 2019–2020, in which the number of not presented decreases while the number of approved increases. In this September call, there is a low percentage of outstanding students and the absence of scores above the remarkable following the new methodology with quizzes.

These online education activities help not only students with high cognitive capacity to attain good scores but also those with a medium level to pass the exam in the first call of February. The percentage of students that remain for the second call in September are really those who have not assimilated the physical chemistry knowledge and those who find it difficult to make scientific reasoning or deductions.

**Figure 2.** Scores of General Physical Chemistry in Ordinary Calls of exams. Own elaboration based on this study.
