Relations Between Instructor Feedback, Self-Regulation, Assignment Completion and Academic Achievement in Thai Higher Learning Institutions

Abstract

Purpose – Aassignments have been linked with various benefits, including a higher quality of learning and academic achievement. The purpose of this study was to explore the relationship between assignment completion and academic achievement in higher education. Specifically, it investigated the impact of instructor feedback and three constructs of self-regulation (self-efficacy, time management, and help-seeking) on assignment completion (time spent on assignments and number of assignments completed) and academic achievement. Methodology – The study employed a correlational research design and a self-report survey. Data was collected from 1,106 undergraduate students in six universities in Thailand through a convenience sampling approach. Structural equation modelling was used to establish the strength of the relationships among the constructs of the model. Findings – The number of assignments completed was found to have a strong association with academic achievement. Time management was the strongest predictor of the number of assignments completed as well as time spent on assignments. Time management was also the mediator between self-efficacy and the number of assignments completed. However, help-seeking was negatively associated with both the number of assignments completed and academic achievement. Significance – These results have educational implications, and should be helpful for instructors, instructional designers and educators who may use the information to offer undergraduate students appropriate learning tools, strategies and environments for supporting assignment completion and academic achievement. Keywords: Academic achievement, assignment completion, help-seeking, Thai higher education, time management, self-efficacy.

The Characteristics and Self-Regulation of Undergraduate Students in Online English Learning: A Case Study of A Private University in Thailand

“…In the most recent research by Ozer and Akcayoglu (2021), anxiety was found to play a vital role in students' academic performance with self-regulation being a strong predictor of class attendance, resulting in successful foreign language learning. Suamuang et al (2021) also revealed a relationship between the components of self-regulation and students' academic achievement. However, the results demonstrate the prominence of self-regulation in the learning process only in the context of higher learning institutions, especially in Thailand.…”

Using Assignment Logs to Enhance Self-regulation Skills

“…Assignment log was adapted from Bembenutty and White [11]. In the current study, assignment log was designed on the google drive of students' university accounts.…”

“…Students will report their assignment activities weekly regarding all kinds of assignments, both in and outclass via their google drive. An assignment log or learning log is a key material for monitoring and tracking students' assignment practices [11,20]. It represents a journal of students' learning, which encourages students to perceive their weak and strong skills and connect to prior personal learning backgrounds [20].…”

“…Assignment log is a key tool for maintaining self-regulation. It can monitor and track students' assignment practices [11]. Relied on the relevant literature review, Bembenutty and White [11] argued that being homework logs can improve students' self-regulation of learning, motivation, and academic success.…”

“…It can monitor and track students' assignment practices [11]. Relied on the relevant literature review, Bembenutty and White [11] argued that being homework logs can improve students' self-regulation of learning, motivation, and academic success. They further suggested that assignment logs help students to complete assignments more and succeed in their academics.…”