The relationship of scaffolding, time, page views and grades

Data from three sections of 200-level college statistics courses (student N = 85) were examined to evaluate the relationship between scaffolded assignments, time spent in the course, page views, and student performance. Strong positive correlations were noted between scaffolded assignments. Key formative and summative assignments also showed strong positive correlations indicating course effectiveness. Time students spent in the courses and their number of web page views yielded positive correlations with the end of course grades. Time spent completing key assignments such as homework preparation for the midterm and the mid-term exam also showed positive correlations with student performance. However, time spent and page views failed to show strong positive correlations with short written assignments or discussions. Future research recommends using the study methodology to determine course effectiveness (relationship of formative and summative assessment scores) prior to measuring student performance in future research. The study methodology should be replicated in different university and college settings with varying term lengths. Future research should also include examining the quality of instructor/student interaction in discussion boards concerning student performance.