The Impact of Extending Assignment Deadlines on Student Performance
Nadia Nafar
Virginia Wesleyan University, USA
Angela Busila
Northcentral University, USA
Douglas Ziegenfuss
Old Dominion University, USA
Volume 16: 2021, pp. 97-116; ABSTRACT
This study examines the impact of extending homework assignments’ due dates with no grade penalty on student performance in multiple sections of Financial Accounting Principles taught by one professor both online and face-to-face over five semesters in 2017-2019. Many students struggle to pass financial accounting principles which is often a required course in the business major. Given the importance of completing homework assignments for success in passing the course, all homework assignments’ due dates were extended with no grade penalty for all students in 2019. This study compares students’ performance to previous years when homework due date extensions were not given. Other demographic factors such as gender, age, and race/ethnicity were also explored for impact on student performance. Results indicate that face-to-face students improved their grades, while online students did not. Demographic results indicate that older students were not as successful online.
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