Learning Engagement and Academic Achievement by Pre-class Time Management Behaviors in Flipped Learning-Based University Basic Science Courses

This study focuses on the pre-class learning phase of flipped learning and aims to analyze how learners’ time management behaviors relate to their academic achievement. Log data from a learning management system were collected from 2,034 students enrolled in introductory science courses at University A. Indicators of learning engagement and time management behavior in the pre-class phase were coded from the log data. Based on time management behavior patterns, student clusters were identified, and differences were examined between clusters. The key findings are as follows. First, learners demonstrated diverse time management learning behaviors with respect to learning initiation timing, completion timing, and learning regularity. A substantial proportion of learners completed their pre-learning materials immediately prior to the deadline. Second, four distinct types of learners were identified based on time management behavior patterns in pre-learning content: (1) <i>Early learners</i> initiated study well ahead of the deadline and completed their learning relatively quickly; (2) <i>Time management failure</i> learners started learning late and failed to meet the learning deadline; (3) <i>Completion-delayed</i> learners began their study on schedule but experienced delays in completing their pre-learning materials; and (4) <i>Last-minute cramming</i> learners consistently started and completed their learning immediately before the deadline throughout the semester. Third, learning engagement behaviors differed significantly across time management types. <i>Early learners</i> exhibited the highest course completion rates and quiz review frequencies, whereas <i>Time management failure</i> learners demonstrated notably low engagement in both course completion and review activities. Additionally, <i>Last-minute cramming</i> learners displayed higher video and quiz completion rates than <i>Completion-delayed</i> learners, while <i>Completion-delayed</i> learners engaged in quiz review more frequently. Fourth, statistically significant differences in academic achievement were found between four clusters. <i>Early learners</i> demonstrated the highest achievement, while <i>Time management failure</i> learners achieved the lowest. These results support that time management behaviors in pre-learning are closely associated with learning engagement and academic achievement within flipped learning contexts. Based on these findings, implications for revising course design and implementation to promote pre-learning in flipped learning environments are discussed.