Usually when students invest more effort in their schoolwork, they show evidence of improved academic achievement. But when universities abruptly transitioned to remote instruction in Spring 2020, the normal relationship between effort and outcomes was disrupted.
In this study, we examine this relationship using data observed from a large-scale survey of undergraduate students, from logs of student activity in the online learning management system, and from students' estimated cumulative performance in their courses (n = 4,636). We find that there was a general increase in the number of assignments that students were expected to complete following the transition to remote instruction, and that students who spent more time and reported more effort carrying out this coursework generally had lower course performance and reported feeling less successful.
In this session, I'll discuss these findings in contrast with other situations when increased engagement does not necessarily lead to improved learning outcomes, and in comparison with the broader theoretical relationship between effort and academic achievement.
Speakers:
Ben Motz (Speaker) Indiana University Bloomington, Research Scientist
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