Use of a Technology-Based Self-Regulated Learning Tool Predicts Course Performance — but Response Latency Moderates the Effect

• In Event: Statistical Methods for Assessing Self-Regulated Learning in Context

Abstract

Our primary aim in this study was to determine if the way students used a scaffolding tool influenced their academic performance. Accordingly, this study utilized path analysis to test whether students’ use of a technology-based SRL scaffolding tool predicted their course performance, and if so, whether their response latencies to the tool moderated this effect. We controlled for students’ prior academic achievement via self-reported institutional GPA and SAT scores. Participants (n=1,134) were undergraduates from three courses (Statistics, Biology, Technology). Results showed higher use of the tool predicted course performance after controlling for prior academic achievement. This predictive relationship was moderated by students’ response latencies, but presence of this moderation effect depended on how latency was operationalized (median vs. mean latency).

Authors

• Joseph C. Tise, Institute for Advancing Computing Education
  Presenting Author

• Rayne A. Sperling, Pennsylvania State University
  Non-Presenting Author

• Jennelle L Malcos, Pennsylvania State University
  Non-Presenting Author

• Patricia Buchanan, Pennsylvania State University
  Non-Presenting Author