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¶

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? Low-performing students tended to complete relevant activities on time for only three topics (CST, DRM, CDL), while high performers exhibited no catching-up behaviour for topics ARC, ASP, and HLP. → 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 ENA network of time management modes and topics (Figure 13) comparing final-exam performance groups. The article also reports the low-performing group completed more activities ahead of time in only two topics (ASP and HLP), and that high performers had no catching-up behaviour for topics ARC, ASP, and HLP from Weeks 7, 9, and 11–12.

"The low-performing students tended to complete relevant activities on time for three topics only, namely topics CST, DRM, and CDL, which were introduced in Weeks 1, 3, and 4, respectively."

Discussion¶

Related Claims¶

• In examination weeks, students revisited prior topics and used exercises, whose deadlines had passed, as formative practice for the exams — related
• Low-performing students tended to procrastinate more on graded problem-solving exercises and on video watching with formative MCQs — related
• 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 — related
• Weekly ENA mean comparisons showed significant high–low performer differences in Weeks 2, 3, 6, and 7 on mr1 and in Weeks 5, 6, and 10 on svd2 — related