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

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.

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