I need some help Revising literature review from my paper below but answering the following question's.

[Enter your revised literature review here]

Researchers theorize [enter theory or what research shows to date and then cite at least one source]. The hypothesis for this study will be [hypothesis]. The independent variable will be [enter variable] as defined as [operational definition]. The dependent variable will be [enter variable].

Introduction

We are going to look at something called non-experimental research which Involves diverse methods explaining connections between different factors (Salkind, N. J. 2016). My hypothesis is if a student did well with Quiz 3 then, students did well on their final exam. Due to the relationship, the understanding of how quiz #3 performance relates to how students did on final exam results is a key area of study in education. We explore the psychological aspects of student performance, look at common trends in existing research, consider relevant theories, and weigh their strengths and weaknesses.

Understanding psychology concepts

So I am going to start by saying there are so many different strategies that can impact student performance. We see that some teachers have tried daily quizzes hoping that they would then help the students stay involved and be prepared (Mines Jr, R. O. 2014). There was a strong connection between how students performed on regular tests and their final grades. This means that students who did well on their tests generally got good final grades, regardless of how often they were tested (Mines Jr, R. O. 2014).

Seeing motivation and engagement concept, feedback, and improvement, Task-based learning, and attendance and participation. Incorporating regular quizzes into the classroom setting serves as a powerful motivator for students, compelling them to attend classes consistently and actively engage in the learning process (Gholami, V., & Moghaddam, M. M., 2013). These quizzes not only provide immediate feedback on student's comprehension but also establish a constructive feedback loop.

This loop enables students to pinpoint their strengths and weaknesses, empowering them to concentrate on areas requiring improvement. Moreover, students enrolled in courses with frequent quizzes demonstrate increased punctuality and active participation during class discussions, reinforcing their commitment to keeping pace with the course syllabus and assignments. The study also underscores the significance of task-based learning, emphasizing the value of meaningful tasks like quizzes in fostering purposeful engagement with course material, consequently enriching overall learning outcomes (Gholami, V., & Moghaddam, M. M., 2013).

The frequent quizzes motivated students, improving attendance and active participation due to consistent assessments (Gholami, V., & Moghaddam, M. M. 2013). These quizzes also provided immediate feedback, enabling students to identify and address their learning gaps efficiently. Emphasized the importance of assessing testing frequency, highlighting its significant impact on student performance, although specific details were not provided (Mines Jr, R. O. 2014). Together, these studies underscore the positive influence of regular quizzes on student engagement and learning outcomes.

The trends that we saw by looking at the grade.xlsx file showed us that students who did well on Quiz #3 were holding steady exam scores as well. The research emphasizes the positive influence of consistent and meaningful assessments, such as daily quizzes, on student motivation, engagement, and academic achievement. These findings highlight the importance of incorporating interactive and frequent assessments in educational strategies to enhance student's learning experiences.

Predicting Human Behavior: Self-Efficacy Theory

So my hypothesis is, "If a student did well with Quiz 3 then, students did well on their final exam." I choose self-efficacy which refers to an individual's belief in their ability to succeed in specific tasks or situations (Pajares, F., & Schunk, D. 2001). Bandura's theory, positive experiences, such as performing well on quiz 3, serve as mastery experiences, enhancing a student's belief in their capability to understand the material. This increased self-efficacy can lead to more effective study strategies, greater effort, and persistence in preparing for the final exam. Additionally, social cognitive theory emphasizes the influence of social comparisons, suggesting that observing peers succeed can further boost self-efficacy (Schunk, D. H., & Pajares, F. 2009). Therefore, the hypothesis finds support in the idea that students with high self-efficacy in a particular subject are more likely to approach related tasks with confidence and determination, ultimately leading to better academic performance for their end goal which would be the final exam.

Value and Limitations of Self-Efficacy Theory

We see the insight into a student's academic performance, focusing on their engagement, self-belief, and motivation. It emphasizes that when students actively participate in learning (cognitive engagement) and believe in their abilities to succeed (academic self-efficacy), their performance improves (Dogan, U. 2015). The research emphasizes the significance of internal motivation, showing that students who are motivated from within tend to excel academically. However, it's essential to consider that these results might apply mainly to the particular schools and regions studied. Moreover, the use of self-reported data could introduce biases, potentially impacting the accuracy of the findings (Dogan, U. 2015).

The Individual Differences, Ethical concerns, Complex Interactions and so much more (Schunk, D. H. 1989). Understanding student's behaviors and motivations in school is a complex task due to the diverse levels of self-belief influenced by numerous factors. Generalizing the self-efficacy theory for everyone poses a challenge, as people have different confidence levels shaped by their unique experiences and circumstances (Schunk, D. H. 1989). Students can have ethical concerns which can lead to unfair labeling of students, potentially harming their confidence and motivation (Schunk, D. H. 1989). Conclusion

Although informative, the study's narrow focus and limited long-term view on academic performance underscore the need for more extensive research in various educational environments to draw broader conclusions. Looking at Quiz #3 scores for how they connect to final exam results. The psychological ideas behind this connection find common trends, and examines relevant theories. By understanding both the strengths and weaknesses of these ideas, the proposed hypothesis gives a strong base for more research. This research can be really helpful for teachers and researchers in education.