The learning process matter: A sequence analysis perspective of examining procrastination using learning management system

While procrastination has been identified as a leading indicator of subsequently lower academic performance, much of the research pertaining to procrastination in academic settings is based on self-reports of procrastination by the learners themselves. No research has investigated whether patterns in the resource use of materials hosted through a learning management system (LMS) can be used to identify procrastinating behaviours.
Tan and Samavedham analyses students' daily resource accesses to derive one of four learning typologies through the use of sequence analysis using empirical events rather than self-reports. The outcome of the analysis suggests procrastinating behaviours like starting assignments later are associated with lower academic performance. Findings were based on data extracted from LumiNUS, the National University of Singapore's Learning Management System (LMS). The researchers may have confirmed the negative association between delaying the start of an assignments on academic performance, but they also surprisingly found that students who started their assignments early but finished them later had higher academic performance measures than their peers who started their preparations later.

Reference
Tan Teck Kiang*, Lakshminarayanan Samavedham (2022). The learning process matter: A sequence analysis perspective of examining procrastination using learning management system. Computers and Education Open, 3, 100112. https://doi.org/10.1016/j.caeo.2022.100112