The ARFY (Are You Ready For?) quiz aims to assess student readiness for various modules within the Open University’s curriculum. This study analyses the relationship between ARFY quiz results, module performance, and student perceptions with a particular focus on modules M250 (object-oriented Java Programming), M269 (algorithms, data-structures and computability), TT284 (web technologies), and TM255 (communication and information technologies) within the Computing and Communications faculty.

The quizzes for M250, M269, and TT284 include sections on Computing and Logic or Programming for a significant portion of the overall score (57% for M250, 60% for M269, and 54% for TT284). The study found a strong correlation between overall quiz scores and these sections, with a Pearson correlation coefficient (R) of 0.66 across the modules with stronger correlations for individual modules (R=0.88 for M250 and TT284, R=0.85 for M269). The variance across modules is attributed to M269’s higher overall scores, which reduce the cross-module correlation.

For M269 and TM255, the quizzes also included a Maths section, showing strong correlations with overall scores (R=0.89 for M269 and R=0.96 for TM255). Additionally, in M269, scores on the Maths section correlated significantly with scores on the Computing and Logic section (R=0.50).

The study found significant correlations between ARFY quiz scores and module outcomes. The overall ARFY quiz score had a modest correlation with both the Overall Exam Score (OES) (R=0.12) and Overall Continuous Assessment Score (OCAS) (R=0.17). Notably, within specific modules, these correlations were more pronounced. For example, M250 and M269 showed strong correlations between quiz scores and module results, while TM255 showed weaker correlations, affecting the overall cross-module correlation.

Participation in the ARFY quiz may have positively indicated module completion rates for the practically based modules; students who took the quiz were more likely to complete their modules and achieve higher OES and OCAS scores compared to those who did not. Specifically, 89.1% of quiz participants had a non-zero exam score, compared to 83.2% of non-participants. Furthermore, taking the quiz was associated with higher likelihoods of achieving Distinction (28.7% vs 14.9%) and lower probabilities of failing without a resit option (6.4% vs 13.1%).

Survey results indicate that students who felt the ARFY quiz assessed their readiness effectively were more likely to recommend such quizzes for other modules (Rho=0.54). Additionally, the perceived helpfulness of feedback on low quiz scores correlated with reduced anxiety about starting the module and higher recommendations for the quiz's use in other modules. Interestingly, survey responses showed that those who took the quiz before registration reported significantly higher scores and lower anxiety levels than those who took it after registration.

The ARFY quiz effectively predicts student performance in relevant modules and positively influences module completion rates. The quiz sections, particularly Computing and Logic/Programming and Maths, correlate strongly with both quiz and module scores. Furthermore, student feedback suggests that the ARFY quiz is a valuable tool in reducing anxiety and increasing preparedness for module study. These findings support the broader implementation of diagnostic quizzes to enhance student readiness and performance in higher education settings.

Keywords: Education, Pre-test, Quizzes.