Number of completed adaptive assignments is positively associated with student performance¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students who completed all five adaptive assignments scored higher on timed tests than those with fewer than three completed assignments (β = 46.419, p < 0.01). → Ipinnaiye 2024

Evidence¶

Ipinnaiye 2024¶

Ipinnaiye, Olubunmi; Risquez, Angelica. (2024). Exploring adaptive learning, learner-content interaction and student performance in undergraduate economics classes. Computers & Education, 215, 105047. https://doi.org/10.1016/j.compedu.2024.105047

q2 · i? · associational · r1

OLS regression on learning analytics data from 600 first-year Business students in an Irish university. The study reports that "students who completed all five assignments (β = 46.419, p = 0.000 < 0.01) performed better in the timed tests relative to those with fewer than three completed assignments."

"students who completed all five assignments (β = 46.419, p = 0.000 < 0.01) performed better in the timed tests relative to those with fewer than three completed assignments"

Discussion¶

Related Claims¶

• Students completing four assignments also outperformed those with fewer than three — a narrower finding that bears on this claim
• No significant performance difference for students completing exactly three assignments versus fewer than three — related
• The positive relationship between spacing and quiz performance is greater for students who complete fewer activities — related
• Students who complete more practice activities also tend to space their study more — related