Low-Touch Attempts to Improve Time Management among Traditional and Online College Students
Low-Touch Attempts to Improve Time Management among Traditional and Online College Students
Oreopoulos, Philip; Patterson, Richard W.; Petronijevic, Uros; Pope, Nolan G.
2021-12-31 00:00:00
<p>ABSTRACT:</p><p>We evaluate two low-cost college support programs designed to target poor time management, a common challenge among many undergraduates. We experimentally evaluate the programs across three distinct colleges, randomly assigning more than 9,000 students to construct a weekly schedule in an online planning module and to receive weekly study reminders or coach consultation via text message. Despite high participation and engagement, and treated students at two sites marginally increasing study time, we estimate precise null effects on student credit accumulation, course grades, and retention at each site for the full sample and for multiple subgroups. The results and other supplemental evidence suggest that low-touch programs that offer scheduling assistance, encouragement, and reminders for studying lack the required scope to significantly affect academic outcomes.</p>
http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.pngJournal of Human ResourcesUniversity of Wisconsin Presshttp://www.deepdyve.com/lp/university-of-wisconsin-press/low-touch-attempts-to-improve-time-management-among-traditional-and-p4NcPG555T
Low-Touch Attempts to Improve Time Management among Traditional and Online College Students
<p>ABSTRACT:</p><p>We evaluate two low-cost college support programs designed to target poor time management, a common challenge among many undergraduates. We experimentally evaluate the programs across three distinct colleges, randomly assigning more than 9,000 students to construct a weekly schedule in an online planning module and to receive weekly study reminders or coach consultation via text message. Despite high participation and engagement, and treated students at two sites marginally increasing study time, we estimate precise null effects on student credit accumulation, course grades, and retention at each site for the full sample and for multiple subgroups. The results and other supplemental evidence suggest that low-touch programs that offer scheduling assistance, encouragement, and reminders for studying lack the required scope to significantly affect academic outcomes.</p>
Journal
Journal of Human Resources
– University of Wisconsin Press
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