Auto-Feedback to Improve Academic Performance
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| Title: | Auto-Feedback to Improve Academic Performance |
|---|---|
| Language: | English |
| Authors: | Navarro Jover, José Manuel (ORCID |
| Source: | Journal of Technology and Science Education. 2021 11(1):180-193. |
| Availability: | Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: info@jotse.org; e-mail: info@omniascience.com; Web site: http://www.jotse.org/index.php/jotse |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Automation, Feedback (Response), Academic Achievement, College Freshmen, Engineering Education, Self Control, Attendance |
| ISSN: | 2014-5349 |
| Abstract: | This study was carried out on first-year engineering students in the subject of technical drawing, an eminently practical subject that requires the continuous development of spatial vision and also that students should devote time and effort to it from the very beginning. For the study we designed an auto-feedback activity to be applied to the students in the experimental group. The aim was to determine whether the students improved by this means their capacity for self-regulation and ultimately their academic performance. The students included in the experimental group obtained higher scores in the end-of-year self-regulation questionnaire (78.5) than those in the control group (66.47). There was a highly significant correlation (r=0.60; p<0.05) between the final grade and the class attendance rate. Although the auto-feedback treatment did not directly influence the final grades in the analysis of overall variance, it did have an indirect effect through the attendance variable; the students in the experimental group attended significantly more classes than those in the control group (82.2% vs. 68.6%; p<0.05). In fact, a comparison of the average final grades showed that the experimental group obtained significantly higher marks (6.97/10) than the control group (3.8/10). |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1302886 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1302886 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: EJ1302886 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Auto-Feedback to Improve Academic Performance – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Navarro+Jover%2C+José+Manuel%22">Navarro Jover, José Manuel</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5614-0246">0000-0001-5614-0246</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Technology+and+Science+Education%22"><i>Journal of Technology and Science Education</i></searchLink>. 2021 11(1):180-193. – Name: Avail Label: Availability Group: Avail Data: Journal of Technology and Science Education. ESEIAAT, Department of Projectes d'Enginyeria c/Colom 11, 08222 Terrassa, Spain. e-mail: info@jotse.org; e-mail: info@omniascience.com; Web site: http://www.jotse.org/index.php/jotse – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 14 – Name: DatePubCY Label: Publication Date Group: Date Data: 2021 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Automation%22">Automation</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+Education%22">Engineering Education</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Control%22">Self Control</searchLink><br /><searchLink fieldCode="DE" term="%22Attendance%22">Attendance</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2014-5349 – Name: Abstract Label: Abstract Group: Ab Data: This study was carried out on first-year engineering students in the subject of technical drawing, an eminently practical subject that requires the continuous development of spatial vision and also that students should devote time and effort to it from the very beginning. For the study we designed an auto-feedback activity to be applied to the students in the experimental group. The aim was to determine whether the students improved by this means their capacity for self-regulation and ultimately their academic performance. The students included in the experimental group obtained higher scores in the end-of-year self-regulation questionnaire (78.5) than those in the control group (66.47). There was a highly significant correlation (r=0.60; p<0.05) between the final grade and the class attendance rate. Although the auto-feedback treatment did not directly influence the final grades in the analysis of overall variance, it did have an indirect effect through the attendance variable; the students in the experimental group attended significantly more classes than those in the control group (82.2% vs. 68.6%; p<0.05). In fact, a comparison of the average final grades showed that the experimental group obtained significantly higher marks (6.97/10) than the control group (3.8/10). – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2021 – Name: AN Label: Accession Number Group: ID Data: EJ1302886 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1302886 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 180 Subjects: – SubjectFull: Automation Type: general – SubjectFull: Feedback (Response) Type: general – SubjectFull: Academic Achievement Type: general – SubjectFull: College Freshmen Type: general – SubjectFull: Engineering Education Type: general – SubjectFull: Self Control Type: general – SubjectFull: Attendance Type: general Titles: – TitleFull: Auto-Feedback to Improve Academic Performance Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Navarro Jover, José Manuel IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 2014-5349 Numbering: – Type: volume Value: 11 – Type: issue Value: 1 Titles: – TitleFull: Journal of Technology and Science Education Type: main |
| ResultId | 1 |
