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Student Effort, Consistency, and Online Performance
ARTICLE

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Journal of Educators Online Volume 8, Number 2, ISSN 1547-500X Publisher: Journal of Educators Online

Abstract

This paper examines how student effort, consistency, motivation, and marginal learning, influence student grades in an online course. We use data from eleven Microeconomics courses taught online for a total of 212 students. Our findings show that consistency, or less time variation, is a statistically significant explanatory variable, whereas effort, or total minutes spent online, is not. Other independent variables include GPA and the difference between a pre-test and a post-test. The GPA is used as a measure of motivation, and the difference between a post-test and pre-test as marginal learning. As expected, the level of motivation is found statistically significant at a 99% confidence level, and marginal learning is also significant at a 95% level. (Contains 3 tables.)

Citation

Patron, H. & Lopez, S. (2011). Student Effort, Consistency, and Online Performance. Journal of Educators Online, 8(2),. Retrieved March 3, 2021 from .

© 2011 Journal of Educators Online

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