Online Homework, Motivation, Academic Effort, and Performance: A Longitudinal Study
Track
Research Project / Teaching with Technology
Abstract
This research in progress addresses causality and timing among the effects of academic motivation, effort, and performance using longitudinal data from surveys, online homework, and course management systems in college level sociology courses. Previous research has demonstrated the importance of academic motivation in explaining grades and performance on examinations, as well as the role of online resources as they affect motivation and performance. However, few studies have attempted to address causality and time ordering among all of these variables. Data collected from three sections of two sociology courses during the fall semester of 2015 are currently being analyzed. Motivation is measured using an academic motivation scale and self-reports. Effort is measured using hits on online resources, submission times, and total time spent in online homework systems, as well as self-reported effort. Performance includes grades on homework and examinations, as well as course grades. These concepts are measured at several points during the semester, providing information on their time ordering. Ongoing analysis includes statistical modeling of the relationships between key variables, with controls for exogenous variables such as grade point average and demographic characteristics. Data collection from additional courses continues throughout the spring semester of 2016.
Session Format
Poster Session
Location
Room 113
Recommended Citation
Janssen, Susan, "Online Homework, Motivation, Academic Effort, and Performance: A Longitudinal Study" (2016). SoTL Commons Conference. 80.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2016/80
Online Homework, Motivation, Academic Effort, and Performance: A Longitudinal Study
Room 113
This research in progress addresses causality and timing among the effects of academic motivation, effort, and performance using longitudinal data from surveys, online homework, and course management systems in college level sociology courses. Previous research has demonstrated the importance of academic motivation in explaining grades and performance on examinations, as well as the role of online resources as they affect motivation and performance. However, few studies have attempted to address causality and time ordering among all of these variables. Data collected from three sections of two sociology courses during the fall semester of 2015 are currently being analyzed. Motivation is measured using an academic motivation scale and self-reports. Effort is measured using hits on online resources, submission times, and total time spent in online homework systems, as well as self-reported effort. Performance includes grades on homework and examinations, as well as course grades. These concepts are measured at several points during the semester, providing information on their time ordering. Ongoing analysis includes statistical modeling of the relationships between key variables, with controls for exogenous variables such as grade point average and demographic characteristics. Data collection from additional courses continues throughout the spring semester of 2016.
