Perceptions of Phase I MBBS Students and Faculty on Using Quizizz as a Formative Assessment Tool Compared to the Traditional Method in the Biochemistry Department

Document Type : Original Article

Author

Department of Biochemistry, Government Medical College, Nagarkurnool, Telangana, India

10.22038/fmej.2025.86245.1634

Abstract

Background: The new competency-based medical education (CBME) crriculum focuses more on formative assessments, which help identify strengths and weaknesses and improve the student's overall performance by providing constructive feedback. However, many challenges are faced due to faculty shortages and resources, which online assessments like Quizizz can somewhat overcome. The purpose of this study was to evaluate the perceptions of Phase I MBBS students and faculty on using Quizizz as an online formative assessment tool in the Biochemistry department compared to the traditional method.
Method: It is a mixed-method approach carried out in the Department of Biochemistry, Government Medical College. Phase I MBBS students (250) were randomized into 2 groups of A and B, and assessments were conducted using Quizizz and a traditional approach alternatively by crossover. A separate Google form-based questionnaire including closed and open-ended questions was given, and feedback was collected from students and faculty. Quantitative data using the Likert scale and narratives were analyzed.
Results: More than 80% of students agreed that Quizizz was interesting, fun-based, enjoyable, and created a competitive atmosphere and that they cannot cheat with this type of assessment and hence preferred Quizizz over the traditional method. The Biochemistry faculty felt that Quizizz positively impacted teaching, student engagement and feedback. Immediate results helped in planning remedial strategies. Online mode, auto evaluation and easy accessibility relieved them from stress and anxiety.
Conclusion: Using Quizizz can improve student engagement and performance due to immediate feedback and allow smooth conduction and hassle-free evaluation of formative assessments by the faculty.

Keywords

Main Subjects

References

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Future of Medical Education Journal
Volume 15, Issue 4
November 2025
Pages 19-25

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