Academic procrastination and assignment submission patterns in a flipped programming course

Date

2026-09-01

Author

Akkurt, Oktay
Somyürek, Sibel

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Flipped classrooms provide opportunities for active learning but also require students to regulate preparation, practice, and assignment completion independently. This study examined longitudinal assignment-submission patterns in an undergraduate flipped programming course and investigated their correspondence with self-reported academic procrastination and academic achievement. An explanatory sequential mixed-methods design was employed with 45s-year students enrolled in a compulsory Programming Languages I course. Assignment submission timestamps were collected through the learning management system over 12 weeks and analyzed using sequence dissimilarity analysis and hierarchical clustering. Academic procrastination was assessed with the Academic Procrastination Scale, and final examination scores represented academic achievement. Subsequently, semi-structured interviews with 13 students were analyzed using inductive thematic analysis to clarify the experiences underlying the observed patterns. The behavioral analysis identified two profiles: Procrastinators and Non-Procrastinators. Students in the Non-Procrastinator profile obtained significantly higher final examination scores than those in the Procrastinator profile. Psychometric analysis identified low, moderate, and high procrastination groups; students in the low-procrastination group outperformed those in the high-procrastination group. Comparisons between the behavioral and psychometric classifications showed some correspondence but did not fully overlap, indicating that self-reports and submission timestamps captured related yet distinct aspects of students’ procrastination tendencies and submission behavior. Qualitative findings further distinguished students who planned their work in advance from those who described last-minute completion as habitual. The study contributes a longitudinal, multi-source account of procrastination-related behavior and provides a basis for future experimental research on profile-sensitive support in flipped programming courses.

URI

https://hdl.handle.net/11511/120955

Collections

Department of Computer Education and Instructional Technology, Article