Factors affecting assignment completion in higher education

Abstract

PurposeThe purpose of this paper is to simultaneously investigate a variety of factors related to assignment completion (AC) (i.e. task orientation, cooperation, teacher feedback, time management and time spent on AC).Design/methodology/approachThe study relied on a self-report survey to assess students' perceptions in relation to six variables. Participants included 1,106 undergraduate students from six public Thai universities. Analysis involved structural equation modeling.FindingsThis study provided new results related to task orientation as the strongest predictor of AC and time management. Cooperation and feedback improved AC with time management as an intervening variable. Time management and feedback did not predict time spent on AC.Research limitations/implicationsFuture studies might explore the potential range of assignments that, for example, count for a higher portion of the grade versus those that are less or unimportant in terms of the course. Future studies might also look at the role of group assignments in relation to completion. Semi-structured interviews or observations might provide insights into how students manage their time and why task orientation has the most effect on AC. Future research might investigate more specifically at what point time management does or does not affect completion. In general, given the growth of online learning and contexts in which students may be increasingly called on to complete assignments independently, factors such as those investigated in this study will require more attention in varying countries and contexts, generically and for individual subjects.Practical implicationsInstructional designers and instructors can promote task orientation through reliance on strategic scaffolding. For designing a task-oriented environment, instructors need to offer challenging assignments. Instructors should also assign work that encourages motivation, effort and achievement. To ensure that cooperative learning positively affects time management, instructors and designers can allot specific in-class time for completion of tasks, reliance on flipped classroom activities and student conversations regarding time restrictions and time-management skills. Instructors can be supported to help them provide appropriate types of feedback, as well as ideas for implementing the feedback in practice.Originality/valueLittle research has been conducted on AC in higher education. Those studies that have been conducted have focused on the elementary and secondary levels. Furthermore, studies have not always taken into account the complex relationships between different factors that can potentially influence AC.

The Impact of Implementing Homework on the Development of Japanese EFL Students’ Writing

“…A potential source of problems lies in the fact that instructors and students may have different perceptions and attitudes toward homework (Corwin, 2016;MacDonald, 2017). Consequently, EFL instructors should design homework that aligns with their students' interests and needs through the incorporation of purposeful and effective tasks designed to motivate students for successful homework completion (Amiryousefi, 2016;Büchel, 2016;MacDonald, 2017), thus boosting students' motivation, effort, and achievement (Ramdass & Zimmerman, 2011;Suamuang et al, 2020). Kominato (2016) also suggests that homework must not overwhelm students and cause them to lose confidence in their ability to complete the homework assigned.…”