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Examining the effect of self-regulation failure on academic achievement in emergency remote teaching and learning versus face-to-face

Anet Boshoff-Knoetze (School of Accountancy, Stellenbosch University, Stellenbosch, South Africa)
Lize Duminy (School of Accountancy, Stellenbosch University, Stellenbosch, South Africa)
Yadah Du Toit (School of Accountancy, Stellenbosch University, Stellenbosch, South Africa)

Journal of Applied Research in Higher Education

ISSN: 2050-7003

Article publication date: 21 March 2022

Issue publication date: 28 February 2023

296

Abstract

Purpose

The study aimed to examine the relationship between self-regulation failure and academic achievement in an emergency remote teaching (ERT) and learning environment compared to a face-to-face setting.

Design/methodology/approach

This study conducted an analysis of covariance (ANCOVA) to investigate the impact of students falling behind (as proxy for self-regulation failure) on their final course mark. The sample comprised students from four undergraduate modules offered at a South African university in a face-to-face setting (N = 1,604), as well as an ERT setting (N = 1,478). Students falling behind were measured as the days behind, relative to the academic program, using learning management system (LMS) log data. The study further explored whether self-regulation failure had a greater effect on academic achievement in ERT as opposed to a face-to-face context.

Findings

The results indicated a negative correlation between self-regulation failure, evidenced by falling further behind in the academic program, and students' final course marks. Furthermore, the negative impact of falling behind was found to be greater on a student's final course mark during ERT compared to a face-to-face setting.

Originality/value

This study contributes to the literature on ERT by highlighting the increased negative effect of self-regulation failure on academic achievement in ERT as opposed to face-to-face teaching and learning. Findings of this research may be of value to educators and policymakers in identifying ways of supporting self-regulated learning in future ERT situations to ensure that academic success is maintained.

Keywords

Citation

Boshoff-Knoetze, A., Duminy, L. and Du Toit, Y. (2023), "Examining the effect of self-regulation failure on academic achievement in emergency remote teaching and learning versus face-to-face", Journal of Applied Research in Higher Education, Vol. 15 No. 2, pp. 342-354. https://doi.org/10.1108/JARHE-08-2021-0305

Publisher

:

Emerald Publishing Limited

Copyright © 2022, Emerald Publishing Limited

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