American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: http://www.sciepub.com/journal/education Editor-in-chief: Ratko Pavlović
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American Journal of Educational Research. 2017, 5(8), 863-870
DOI: 10.12691/education-5-8-5
Open AccessArticle

A Comparison of Student Behavior and Performance between an Instructor-Regulated versus Student-Regulated Online Undergraduate Finance Course

Victor Wakeling1 and Patricia R Robertson1,

1Department of Economics, Finance, and Quantitative Analysis, Kennesaw State University, Kennesaw, GA, USA

Pub. Date: August 10, 2017

Cite this paper:
Victor Wakeling and Patricia R Robertson. A Comparison of Student Behavior and Performance between an Instructor-Regulated versus Student-Regulated Online Undergraduate Finance Course. American Journal of Educational Research. 2017; 5(8):863-870. doi: 10.12691/education-5-8-5

Abstract

In a study conducted at a large, public university, the authors collected data to measure the relationship between student behavior and performance in an online undergraduate finance class based on two different course formats: instructor-regulated versus student-regulated. The quantitative study indicated significant differences in student behavior when given the self-regulated option, which correlated with deterioration in overall student performance. The study found that when students were given the flexibility to fully control course pacing, there was a statistically significant difference in their pattern of taking quizzes, especially missing quizzes entirely. Also, these students collectively exhibited statistically significant lower overall exam scores. This suggests that some students either do not choose to or experience difficulty with managing their time in a self-paced learning structure.

Keywords:
independent learning instructor-paced instructor-regulated online performance procrastination quiz self-paced learning self-regulated learning student-regulated learning

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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