Reducing procrastination on introductory physics online homework for college students using a planning prompt intervention

Abstract

We examine the effectiveness of a planning prompt intervention to reduce procrastination on online homework for college students. The intervention asked students to indicate their intention to earn small amounts of extra credit for completing assignments earlier and form a plan to realize their intentions. Students’ learning behavior is measured by five data metrics collected from gradebook and student interaction logs from four sections of the same college level physics course, including three metrics that capture how students space their work on assignments and two that measure the level of student engagement when completing assignments. To separate the impact of extraneous factors from the treatment effect, we employ a “difference in differences” method—initially developed in economics—and construct multilinear models for each of the five metrics. Our models show that by simply asking students to form a plan prior to the assignment, students on average earned 5% more extra credit, completed homework significantly earlier, and spread out their work significantly more. However, the intervention did not significantly change students’ level of engagement with the learning materials, nor did it change students’ work distribution on the next assignment.Received 15 December 2022Accepted 9 February 2023DOI:https://doi.org/10.1103/PhysRevPhysEducRes.19.010123Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.Published by the American Physical SocietyPhysics Subject Headings (PhySH)Research AreasInstructional materials developmentResearch methodologyProfessional TopicsLower undergraduate studentsPhysics Education Research