Abstract
Purpose – Assignments 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.
Highlights
Homework assignments have been viewed as a helpful practice for centuries, and are integrated into the learning and assessment of most academic courses (Vatterott, 2018)
Previous studies have established that assignment completion, in terms of the number of assignments completed and time spent on assignments, is associated with academic achievement (Kontur et al, 2015; Planchard et al, 2015; Trout, 2018)
This study explored the associations of academic achievement, number of assignments completed, time spent on assignments, time management, help-seeking, self-efficacy and instructor feedback
Summary
Homework assignments have been viewed as a helpful practice for centuries, and are integrated into the learning and assessment of most academic courses (Vatterott, 2018). Instructors often use assignments, including homework, as an instructional tool for reflection, and for determining students’ learning. Studies conducted at the post-secondary level have concluded that homework assignments help students to promote the quality of their learning (Zhu & Leung, 2012), check their understanding materials (Koban et al, 2020), recall old materials (Beagley & Capaldi, 2020) and learn from their mistakes (Grodner & Rupp, 2013). In Thai higher education, research evidence supports the significance of homework assignments. Thai students perceive homework assignments in terms of maintaining their learning and acquisition of knowledge and skills (Songsirisak & Jitpranee, 2019). Assignments are often at the centre of courses and university policies because of their importance (Doyle, 2008); most universities implement a policy on incomplete or late submission of assignments that would affect students’ academic performance
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
