The development of blended-learning is experiencing unprecedented growth in higher education. Questions relating to their effectiveness are the subject of much scientific questioning since the factors of its success are not yet clearly defined. This study, carried out in a course of mathematics applied to computer graphics, aims to explore factors exerting an effect on student performance: online formative assessment participation and achievement goals. Our sample is composed of 46 1st-year computer science students (15 females, 31 males, X=19.5 years). In line with Roediger and Karpicke (2006) work, results from multiple linear regression show a significant and positive relation between the number of quizzes taken and performance. Significant relations between performance-approach and mastery-avoidance goals towards students’ performance are highlighted. Further analyses will test the mediation role of these achievement goals on online quiz participation. A limitation of our study lies in the small sample size.