Reducing Procrastination through Required Course Involvement

Abstract

Two courses using a personalized system of instruction required daily quizzing or self-initiated quizzing. Students in the daily quizzing section completed course work more rapidly and earned higher grades than did students in the completely self-paced course. The daily testing procedure used with the personalized course appears to be effective in reducing student procrastination without disregarding individual differences in student learning rate. The results suggest that required quizzing may assist students in managing their time in personalized instruction courses.