The purpose of this study was to survey undergraduate students of a management statistics course about their perceptions on the usefulness of a series of instructional videos with embedded quiz questions created by their instructor to provide students with knowledge of Excel functions needed to understand the course materials and complete course work. Due to COVID-19, the intended study was split between academic years and three different course types (in-person pre-COVID-19, fully-online post-COVID-19, in-person post-COVID-19, all taught by the same instructor, were surveyed resulting in a study that compared three different course types rather than a simple replication study. The results of the survey showed that there were significant positive changes to perceptions of video quizzing usefulness for students as they progressed through the in-person pre-COVID-19 course, but not significant differences for students who progressed through the two other course. In comparing the courses with each other, the only area in which all three had significant differences to each other was in students feeling the video quizzes enabled them to skip synchronous sessions. This was the only area in which the pre-COVID-19 course had any significant differences from the two post-COVID-19 courses, but the two post-COVID-19 courses were found to be significantly different from each other on almost every item with the fully-online students rating all items higher than the in-person students did. The researchers of this study felt that these results pointed to two major areas for future study; one being on how class modality post-COVID-19 impacts student perceptions of online tools and the other being related to the value and replicability of the in-person experience among those who were forced into remote learning during the pandemic.