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Effect of Assignment Choice on Student Academic Performance in an Online Class
Hannah MacNaul1,2, Rachel Garcia2, Catia Cividini-Motta2
1Department of Educational Psychology, University of Texas at San Antonio, San Antonio, TX 78207 USA.
Abstract:
Choice of assignment has been shown to increase student engagement, improve academic outcomes, and promote student satisfaction in higher education courses (Hanewicz, Platt, & Arendt, Distance Education, 38(3), 273-287, 2017). However, in previous research, choice resulted in complex procedures and increased response effort for instructors (e.g., Arendt, Trego, & Allred, Journal of Applied Research in Higher Education, 8(1), 2-17, 2016). Using simplified procedures, the current study employed a repeated-measures with an alternating-treatments design to evaluate the effects of assignment choice (flash cards, study guide) on the academic outcomes of 42 graduate students in an online, asynchronous course. Slight differences between conditions were observed, but differences were not statistically significant.
Supplementary Information:
The online version contains supplementary material available at 10.1007/s40617-021-00566-8.
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