NDLI: Influence of Due Date Frequency on Student Performance, Learning and Anxiety in an Introduction to MIS Course

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Influence of Due Date Frequency on Student Performance, Learning and Anxiety in an Introduction to MIS Course

Content Provider	Semantic Scholar
Author	Humphrey, Roberta L. Schwieger, Dana
Copyright Year	2013
Abstract	Faculty strive to design their course activities to yield high levels of student learning. After selecting or developing course projects, the instructor must determine the appropriate due dates and time frames for student deliverables. This study investigates whether student performance, learning, and anxiety are different under multiple project submission deadline methods. Project submission dates were manipulated between intermediate subtask due dates (specified submission dates for project subtasks) and one final submission date (with and without suggested intermediate subtask deadlines). Data from a database project given in an Introduction to Management Information Systems course were collected from 228 business students over a four semester period. This study found that students performed best when the project had one submission date with suggested intermediate subtask deadlines. The study also found that students tended to start the project with intermediate subtask submission deadlines later than they had planned while students facing one final project deadline, or one final project deadline with suggested intermediate subtask deadlines, did not. In addition, students assigned the project with intermediate subtask submission deadlines completed the project by the final due date at much higher rates than students with one submission deadline and with suggested intermediate subtask deadlines.
File Format	PDF HTM / HTML
Alternate Webpage(s)	http://proc.isecon.org/2013/pdf/2520.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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