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Online adult students' time management skills and their academic achievement and persistence : = Technology-based learning and student success.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Online adult students' time management skills and their academic achievement and persistence :/
其他題名:	Technology-based learning and student success.
作者:	Katiso, Alemu E.
面頁冊數:	1 online resource (160 pages)
附註:	Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.
Contained By:	Dissertation Abstracts International77-09A(E).
標題:	Instructional design. -
電子資源:	click for full text (PQDT)
ISBN:	9781339639093

Online adult students' time management skills and their academic achievement and persistence : = Technology-based learning and student success.
Katiso, Alemu E.

Online adult students' time management skills and their academic achievement and persistence :Technology-based learning and student success. - 1 online resource (160 pages)

Source: Dissertation Abstracts International, Volume: 77-09(E), Section: A.

Thesis (Ph.D.)--Keiser University, 2015.

Includes bibliographical references

The purpose of the study was to determine if a positive relationship exists between online students' time management skills and their academic achievement and persistence. The sample for the study was taken from 2 private universities in North America. In the study, 188 online students participated by completing an online survey. Pearson's correlations coefficient (rp) indicated that a statistically significant positive correlation existed between online students' time management skills and their academic achievement (rp=0.16, p < .05). Spearman's correlation (r s) and point biserial correlation coefficient (rpb) confirmed Pearson's correlation (p < .05). The Pearson's correlation coefficient also indicated that a statistically significant positive correlation existed between online students' time management skills and their motivation levels toward their academic goals (persistence) (r p=0.24, p < .05). The Spearman's correlation confirmed Pearson's correlation (rs=0.21, p < .05). The moderation analysis for demographic subgroups indicated 3 important findings: (a) compared to Pearson's correlation of ages 28 to 37 years old (reference group), older online students' higher time management skill score was strongly related to their higher academic achievement ( p <. 05); (b) compared to Pearson's correlation of White (reference group), African American/ Black/African online students' higher time management skills score was moderately associated with their higher academic achievement (p<.05); (c) compared to Pearson's correlation of ages 28 to 37 years old (reference group), younger students' higher time management skills were moderately correlated with their higher academic achievement (p < .05).

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781339639093Subjects--Topical Terms:

1148462
Instructional design.
Index Terms--Genre/Form:

554714
Electronic books.

Online adult students' time management skills and their academic achievement and persistence : = Technology-based learning and student success.
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504 $a Includes bibliographical references
520 $a The purpose of the study was to determine if a positive relationship exists between online students' time management skills and their academic achievement and persistence. The sample for the study was taken from 2 private universities in North America. In the study, 188 online students participated by completing an online survey. Pearson's correlations coefficient (rp) indicated that a statistically significant positive correlation existed between online students' time management skills and their academic achievement (rp=0.16, p < .05). Spearman's correlation (r s) and point biserial correlation coefficient (rpb) confirmed Pearson's correlation (p < .05). The Pearson's correlation coefficient also indicated that a statistically significant positive correlation existed between online students' time management skills and their motivation levels toward their academic goals (persistence) (r p=0.24, p < .05). The Spearman's correlation confirmed Pearson's correlation (rs=0.21, p < .05). The moderation analysis for demographic subgroups indicated 3 important findings: (a) compared to Pearson's correlation of ages 28 to 37 years old (reference group), older online students' higher time management skill score was strongly related to their higher academic achievement ( p <. 05); (b) compared to Pearson's correlation of White (reference group), African American/ Black/African online students' higher time management skills score was moderately associated with their higher academic achievement (p<.05); (c) compared to Pearson's correlation of ages 28 to 37 years old (reference group), younger students' higher time management skills were moderately correlated with their higher academic achievement (p < .05).
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