Correlation between exam score and quiz submission day in an introductory physics course

Abstract Students’ learning performance and its correlation with exam scores are examined using a unique factor: the day the online quiz was submitted. By collecting information on quizzes through an online learning management system for each subject in an introductory physics course for first-grade medical students, student learning performance is thoroughly analysed and compared with the final exam score. The results show a statistically significant negative correlation between the exam score and quiz submission day. Furthermore, by combining several parameters that are potentially related to the exam score, we are able to evaluate the student’s learning attitude in more detail. Based on the results, we discuss the negative effects of procrastinating behaviour and successful learning practices.