Assessment
Online engagement mediates attendance and grades
Open access · cc by · source: Europe PMC
In a technology-enhanced education course, LMS engagement and formative assessment scores fully mediated the link between lecture attendance and final performance.
Study at a glance
- Design
- Cohort — SEM mediation of lecture attendance → LMS engagement/formatives → final performance
- N
- N=367 · 367 undergraduate education students in a TEL assessment course
- Population
- Undergraduate education students in a technology-enhanced assessment course
- Outcome
- Final course performance mediated by online engagement and formative quiz scores
Structured fields used in claim comparison tables when every cited study has a complete layer.
Key findings
Attendance correlated with final scores in a baseline model, but when online engagement and formative assessment performance were included they fully mediated that relationship; the direct attendance path was no longer a positive predictor of course performance.
Methodology
Researchers analyzed LMS log data, lecture attendance, twelve formative quizzes, and final scores from undergraduate education students in a TEL-based assessment course, then tested mediation models with structural equation modeling.
Limitations
Findings come from one convenience-sampled education course and cannot prove that requiring attendance causes better grades, nor that the same mediation holds in non-TEL lecture courses.
How this study connects
Role on claims
Each row is a claim on a concept or method page where this paper supports, challenges, or qualifies the statement. Roles are hand-checked — not a model guess.
Formative assessment performance can mediate paths from engagement/attendance to final course performance.
Evidence for the claim as stated.
Online engagement and formative assessment performance can fully mediate the relationship between lecture attendance and final performance in a technology-enhanced course.
Evidence for the claim as stated.
In a technology-enhanced assessment course, SEM showed full mediation: lecture attendance correlated with final scores until online engagement and twelve formative quizzes were in the model, after which the direct attendance path was no longer a positive predictor. That is a decomposition in one convenience-sampled education course, not a trial of banning absences.
Evidence for the claim as stated.
What gets to be a mediator is a modelling choice, not a discovery of a unique true path. The TEL course paper puts LMS engagement and quizzes between attendance and grades; the TIQS paper puts quality dimensions and frequency on engagement and competencies, including an unexpected negative path; the teacher-education paper chains evaluation literacy → search literacy → ICT self-efficacy. Different diagrams on different variables are not replications of one mediation law.
Evidence for the claim as stated.
Open questions
Tensions this paper is part of
From concept pages' “where studies disagree.” Disagreement means the same question; scope means different assays, populations, or outcomes.
What gets to be a mediator is a modelling choice, not a discovery of a unique true path. The TEL course paper puts LMS engagement and quizzes between attendance and grades; the TIQS paper puts quality dimensions and frequency on engagement and competencies, including an unexpected negative path; the teacher-education paper chains evaluation literacy → search literacy → ICT self-efficacy. Different diagrams on different variables are not replications of one mediation law.
Related papers in this topic
Same topic cluster — not a recommendation engine.