Timeliness Measures and Academic Permanence in an Online Quantitative Reasoning Course

James E Rohrer, Walden University (MN)


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.

Keywords: timeliness, early submission, lateness, online learning, higher education, asynchronous, academic performance 

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