At The University of Western Australia a diagnostic, networked computer system is used to administer the entire first-year engineering dynamics course. A central computer records the actions of all students, so it is possible to form an idea of which students start work with enough time to spare, and which students leave things until the last minute. Correlation of this behaviour with high-school aggregate mark and with performance in a formal examination shows that the metacognitive skill of pacing oneself is a prime determinant of success in this typical maths/science subject.
