Aleman, Alline (2023) The Effects of Automated Email-Feedback on Final Exam Grades and Dropout Rates. Master thesis, Educational Sciences.
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Abstract
Educational scientists agree that feedback is a crucial aspect of the learning process (Hattie & Timperley, 2007). Unfortunately, instructors in large-scale university courses do not have the time to provide elaborate and meaningful feedback to students. A solution could be automated feedback, a way of providing students with an elaborate feedback message tailored to their performance. Research on various forms of automated feedback shows that it can help students improve their adacemic performance. In the current study, I investigated the effects of automated email feedback on academic performance and dropout rates across three large-scale university courses. Students participated in a midterm exam after which they received only a grade (control group) or a grade with additional automatically generated feedback based on their performance. Results demonstrate that students who received this feedback did not perform better on their final exam. Additionally, results suggest that drop-out rates were not lower for students who received feedback after their midterm exam. Keywords: automated feedback, academic achievement, dropout
| Item Type: | Thesis (Master) |
|---|---|
| Supervisor name: | Renting, N. |
| Degree programme: | Educational Sciences |
| Differentiation route: | Onderwijskunde [Master Educational Sciences] |
| Date Deposited: | 22 Aug 2023 11:41 |
| Last Modified: | 22 Aug 2023 11:41 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/2776 |
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