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Academic Performance in Distance Education: Quizzes as a Moderator Variable and Students' Perception and Expectation through Linguistic Analysis

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dc.contributor.authorParte Esteban, Laura
dc.contributor.authorMellado Bermejo, Lucía
dc.date.accessioned2024-07-19T07:47:25Z
dc.date.available2024-07-19T07:47:25Z
dc.date.issued2022
dc.description.abstractThis study sheds light on the relation between assessment modalities and student behavior through linguistics styles, and academic performance. First, we examine the effect of assessment modalities (self-evaluation quizzes and summative quizzes) on academic performance. Using two modalities of online quizzes, we mainly focus on the student participation, student behavior (the work pacing and time management), type of assessment, and student characteristics. Second, we analyze the student behavior through linguistic styles and third, we examine the levels of anxiety and the expectation of success during the course. Specifically, we compare the linguistic styles of high performing students and low performing students and changes in anxiety levels and expectation of success. Methodologically, this study includes a static and dynamic perspective and combines quantitative analysis with a qualitative approach. The participants are students enrolled in Managerial Accounting for Tourism course in the academic year 2019-2020. The results show that both quizzes modalities are positively associated with academic performance. The linguistic analysis shows differences in the language between high performing students and low performing students. Finally, a pattern of changes on the students' expectations of success and levels of anxiety are identified during the course.en
dc.description.versionversión publicada
dc.identifier.citationParte, L., y Mellado, L. (2022). Academic Performance in Distance Education: Quizzes as a Moderator Variable and Students' Perception and Expectation through Linguistic Analysis. Online Learning, 26(2), 124-147, https://doi.org/10.24059/olj.v26i2.2699
dc.identifier.doihttps://doi.org/10.24059/olj.v26i2.2699
dc.identifier.issn2472-5730
dc.identifier.urihttps://hdl.handle.net/20.500.14468/23025
dc.journal.issue2
dc.journal.titleOnline Learning
dc.journal.volume26
dc.language.isoen
dc.page.final147
dc.page.initial124
dc.publisherThe Online Learning Consortium
dc.relation.centerFacultades y escuelas::Facultad de Ciencias Económicas y Empresariales
dc.relation.departmentEconomía de la Empresa y Contabilidad
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/deed.es
dc.subject53 Ciencias Económicas
dc.subject.keywordsacademic performanceen
dc.subject.keywordslearning virtual platformen
dc.subject.keywordslinguistic analysisen
dc.subject.keywordsquizzesen
dc.titleAcademic Performance in Distance Education: Quizzes as a Moderator Variable and Students' Perception and Expectation through Linguistic Analysisen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublicationae710893-6e76-4079-8768-de71b11648e8
relation.isAuthorOfPublication4f77e8cd-f18a-4461-912b-23c24d42aee8
relation.isAuthorOfPublication.latestForDiscovery4f77e8cd-f18a-4461-912b-23c24d42aee8
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