Academic Performance in Distance Education: Quizzes as a Moderator Variable and Students’ Perception and Expectation through Linguistic Analysis

Laura Parte, Lucía Mellado

Abstract


This study sheds light on the relation between assessment modalities and student behavior through linguistics styles, and academic performance. First, we examine the effect of assessment modalities (self-evaluation quizzes and summative quizzes) on academic performance. Using two modalities of online quizzes, we mainly focus on the student participation, student behavior (the work pacing and time management), type of assessment, and student characteristics. Second, we analyze the student behavior through linguistic styles and third, we examine the levels of anxiety and the expectation of success during the course. Specifically, we compare the linguistic styles of high performing students and low performing students and changes in anxiety levels and expectation of success. Methodologically, this study includes a static and dynamic perspective and combines quantitative analysis with a qualitative approach. The participants are students enrolled in Managerial Accounting for Tourism course in the academic year 2019–2020. The results show that both quizzes modalities are positively associated with academic performance. The linguistic analysis shows differences in the language between high performing students and low performing students. Finally, a pattern of changes on the students’ expectations of success and levels of anxiety are identified during the course.


Keywords


Academic performance, Learning virtual platform, Linguistic analysis, Quizzes

Full Text:

PDF

References


Abe, J. A. A. (2020). Big five, linguistic styles, and successful online learning. The Internet and Higher Education, 45(2). https://doi.org/10.1016/j.iheduc.2019.100724

Adesope, O. O., Trevisan, D. A., & Sundararajan, N. (2017). Rethinking the use of tests: A meta-analysis of practice testing. Review of Educational Research, 87(3), 659–701. https://doi.org/10.3102/0034654316689306

Alyahyan, E., & Düştegör, D. (2020). Predicting academic success in higher education: Literature review and best practices. International Journal of Educational Technology in Higher Education, 17(3), 1–21. https://doi.org/10.1186/s41239-020-0177-7

Bälter, O., Enström, E., & Klingenberg, B. (2013). The effect of short formative diagnostic web quizzes with minimal feedback. Computers and Education, 60(1), 234–242. https://doi.org/10.1016/j.compedu.2012.08.014

Bandura, A. (1989). Regulation of cognitive processes through perceived self-efficacy. Developmental Psychology, 25(5), 729–735. https://doi.org/10.1037/0012-1649.25.5.729

Butz, N., Stupnisky, R., & Pekrun, R. (2015). Students’ emotions for achievement and technology use in synchronous hybrid graduate programmes: A control-value approach. Research in Learning Technology, 23(1), 1–16. https://doi.org/10.3402/rlt.v23.26097

Choy, J. L. F., & Quek, C. L. (2016). Modelling relationships between students’ academic achievement and community of inquiry in an online learning environment for a blended course. Australasian Journal of Educational Technology, 32(4). https://doi.org/10.14742/ajet.2500

Christensen, T. E., Fogarty, T. J., & Wallace, W. A. (2002). The association between the directional accuracy of self-efficacy and accounting course performance. Issues in Accounting Education, 17(1), 1–26. https://doi.org/10.2308/iace.2002.17.1.1

Cook, B.R., & Babon, A. (2017). Active Learning through Online Quizzes: Better Learning and Less (busy) Work. Journal of Geography in Higher Education, 41(1), 24–38. https://doi.org/10.1080/03098265.2016.1185772

Förster, M., Weiser, C., & Maur, A. (2018). How feedback provided by voluntary electronic quizzes affects learning outcomes of university students in large classes. Computers & Education, 121, 100–114. https://doi.org/10.1016/j.compedu.2018.02.012

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6

Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7–23. https://doi.org/10.1080/08923640109527071

Gibbs, G., & Simpson, C. (2005). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education, 1, 3–31. https://doi.org/10.1007/978-3-8348-9837-1

Goh, E., & Scerri, M. (2016). “I study accounting because I have to”: An exploratory study of hospitality students’ attitudes toward accounting education. Journal of Hospitality & Tourism Education, 28(2), 85–94. https://doi.org/10.1080/10963758.2016.1163498

Herrador-Alcaide, T. C., Hernández-Solís, M., & Sanguino Galván, R. (2019). Feelings of satisfaction in mature students of financial accounting in a virtual learning environment: An experience of measurement in higher education. International Journal of Educational Technology in Higher Education, 16(20), 1–19. https://doi.org/10.1186/s41239-019-0148-z

Holmes, A. F., & Rasmussenb, S. J. (2018). Using Pinterest to stimulate student engagement, interest, and learning in managerial accounting courses. Journal of Accounting Education, 43, 43–56. https://doi.org/10.1016/j.jaccedu.2018.03.001

Howard, D. (2020). Comparison of exam scores and time taken on exams between proctored on-campus and unproctored online students. Online Learning, 24(4), 204–228. https://doi.org/10.24059/olj.v24i4.2148

Inkelaar, T., & Simpson, O. (2015). Challenging the “distance education deficit” through “motivational emails.” Journal Open Learning: The Journal of Open, Distance and e-Learning, 30(2), 152–163. https://doi.org/10.1080/02680513.2015.1055718

Jacobi, L. (2018). What motivates students in the online communication classroom? An exploration of self-determination theory. Journal of Educators Online, 15(2). https://www.thejeo.com/archive/2018_15_2/jacobi

Joksimovic, S., Gasevic, D., Kovanovic, V., Adesope, O., & Hatala, M. (2014). Psychological characteristics in cognitive presence of communities of inquiry: A linguistic analysis of online discussions. Internet and Higher Education, 22(3), 1–10. https://doi.org/10.1016/j.iheduc.2014.03.001

Kumi-Yeboah, A., Sallar, A. W., Kiramba, L. K., & Kim., Y. (2020). Exploring the use of digital technologies from the perspective of diverse learners in online learning environments. Online Learning, 24(4), 42–63. https://doi.org/10.24059/olj.v24i4.2323

Kumar, O., Kumar, A., Palvia, S., & Verma, S. (2019). Online business education research: Systematic analysis and a conceptual model. The International Journal of Management Education, 17(1), 26–35. https://doi.org/10.1016/j.ijme.2018.11.002

Mellado, L., & Parte, L. (2020). Perceptions of the accounting profession based on an analysis of metaphors by undergraduate accounting students. Accounting Education, 29(6), 572–604. https://doi.org/10.1080/09639284.2020.1833227

National Center for Education Statistics (2020). The Condition of Education 2020: Undergraduate Enrollment, https://nces.ed.gov/programs/coe/indicator/cha

Parte, L., & Mellado, L. (2014). La evaluación continua en la enseñanza a distancia: una experiencia en la asignatura de Contabilidad de Costes en Fórmulas renovadas para la docencia superior (pp. 357–374). Asociación Cultural y Científica Iberoamericana (ACCI).

Parte, L., & Mellado, L. (2021). Motivational emails in distance university. Journal of Educators Online, 18(3), 1-14. 10.9743/jeo.2021.18.3.5

Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9

Pennebaker, J. W., Chung, C. K., Frazee, J., Lavergne, G. M., & Beaver, D. I. (2014). When small words foretell academic success: The case of college admissions essays. PLoSONE, 9(12). https://doi.org/10.1371/journal.pone.0115844

Robinson, R. L., Navea, R., & Ickes, W. (2013). Predicting final course performance from students’ written self-introductions: A LIWC analysis. Journal of Language and Social Psychology, 32(4), 469–479. https://doi.org/10.1177/0261927X13476869

Ross, B., Chase, A. M., Robbie, D. Oates, G., & Absalom, Y. (2018). Adaptive quizzes to increase motivation, engagement and learning outcomes in a first-year accounting unit. International Journal of Educational Technology in Higher Education, 15(30), 1–14. https://doi.org/10.1186/s41239-018-0113-2

Ross, M.M., & Wright, A.M. (2020). Quantitative Skill and Introductory Finance: Does Ability Dominate Attitude? Journal of Financial Education, 46(2), 193–220 https://www.jstor.org/stable/48646931

Schwartz, H. A., Eichstaedt, J. C., Kern, M. L., Dziurzynski, L., Ramones, S. M., et al. (2013). Personality, gender, and age in the language of social media: The open-vocabulary approach. PLoSONE, 8(9), e73791. https://doi.org/10.1371/journal.pone.0073791

Simpson, O. (2010). 22% Can we do better? CWP retention literature review. Report to the centre for widening participation. Open University. doi: 10.13140/RG.2.2.15450.16329

Tausczik, Y. R., & Pennebaker, J. W. (2010). The psychological meaning of words: LIWC and computerized text analysis methods. Journal of Language and Social Psychology, 29(1), 24–54. https://doi.org/10.1177/0261927X09351676https://doi.org/10.1177%2F0261927X09351676

Yoo, J., & Kim, J. (2014). Can online discussion participation predict group project performance? Investigating the roles of linguistic features and participation patterns. International Journal of Artificial Intelligence Education, 24, 8–32. https://doi.org/10.1007/s40593-013-0010-8

York, T. T., Gibson, C., & Rankin, S. (2015). Defining and measuring academic success. Practical Assessment, Research, and Evaluation, 20(5), 1–20. https://doi.org/10.7275/hz5x-tx03

Zhu, M., Herring, S. C., & Bonk, C. J. (2019). Exploring presence in online learning through three forms of computer-mediated discourse analysis. Distance Education, 40(2), 205–225. https://doi.org/10.1080/01587919.2019.1600365




DOI: http://dx.doi.org/10.24059/olj.v26i2.2699



Copyright (c) 2022 Laura Parte

License URL: https://creativecommons.org/licenses/by/4.0/