On the final exam, high performers had more dominant strategy–time-management links than low performers, who showed dominant catching-up, ahead-with-errors, and video-revision links¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The final-exam subtracted network showed high performers had more dominant links between almost all pairs of learning strategies and time management modes than low performers. → Raković 2023 q2 i? Low performers showed dominant connections between M catching.up–S summative assess, M revisiting–S videos and form assess, and M ahead–S summative assess, with ahead-of-schedule attempts mostly resulting in incorrect responses. → Raković 2023

Evidence¶

Raković 2023¶

Raković, M., Ahmad Uzir, N., Matcha, W., Eagan, B., Jovanović, J., Shaffer, D. W., Pardo, A., & Gašević, D. (2023). Network Analytics to Unveil Links of Learning Strategies, Time Management, and Academic Performance in a Flipped Classroom. Journal of Learning Analytics, 10(3), 64–86. https://doi.org/10.18608/jla.2023.7843

q2 · i? · associational · r1

Subtracted epistemic network (Figure 11) for final-exam performance groups using the subtract equiload function. The article also reports low performers' dominant catching-up, video-revision, and ahead-mode links, and that their ahead-of-schedule attempts mostly resulted in incorrect responses.

"The subtracted mean network reveals that high-performing students (blue lines) had more dominant links between almost all pairs of learning strategies and time management modes than their low-performing peers."

Discussion¶

Related Claims¶

• In examination weeks, students revisited prior topics and used exercises, whose deadlines had passed, as formative practice for the exams — related
• High- and low-performing students differed significantly on the final-exam ENA network X dimension but not the Y dimension — related
• High- and low-performing students did not differ significantly on the midterm-exam ENA network dimensions despite detected network differences — related
• Low-performing students tended to procrastinate more on graded problem-solving exercises and on video watching with formative MCQs — related
• Students in the flipped classroom most often used the preparing and revisiting time management modes together with the summative assessment learning strategy — related
• Low performers completed activities on time for fewer topics and showed less catching-up only in early topics, while high performers showed no catching-up on later topics — related
• ENA revealed high CT students had significantly more coherent SRL cognitive networks spanning planning, execution, and self-reflection than low CT students — related