Open AccessTimeliness Measures and Academic Permanence in an Online Quantitative Reasoning Course
Author(s) -
James E. Rohrer
Publication year - 2021
Publication title -
the journal of educators online
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.499
H-Index - 16
ISSN - 1547-500X
DOI - 10.9743/jeo.2021.18.3.8
Subject(s) - psychology , cognition , significant difference , association (psychology) , logical reasoning , academic achievement , mathematics education , medical education , applied psychology , statistics , medicine , mathematics , neuroscience , psychotherapist
The purpose of this retrospective study was to test the association of simple timeliness measures with academic performance in an online quantitative reasoning course using data extracted from gradebooks (N=157). Guided by the Social Cognitive Model, timeliness was assumed to be a consistent behavior chosen by the student based on personal goals and social patterning. Submission of assignments early in the first four weeks of the term proved to be a significant predictor of the final percentage grades (mean difference=5.02, p =0.006). Submitting assignments just-in-time was not significantly related to the final percentage grade. The significance of early submission of assignments persisted after adjusting for the effects of failing status. The results are useful for targeting students who may benefit from encouragement in the form of personal messages from the instructor.