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How can students’ academic performance in statistics be improved? Testing the influence of social and temporal-self comparison feedback in a web-based training environment

Abstract : The aim of this study was to examine how social or temporal-self comparison feedback, delivered in real-time in a web-based training environment, could influence the academic performance of students in a statistics examination. First-year psychology students were given the opportunity to train for a statistics examination during a semester by doing online exercises in a web-based training environment. Once connected, students received in real-time either social comparison feedback (their score was compared to the mean score of all first-year students) or temporal-self comparison feedback (their score was compared, week by week, with their own previous score). The fact that students were free to connect to the web-based training environment heightened self-regulation differences such as academic procrastination, which was considered as a moderating variable in this study. Because academic performance was measured, the students’ background in mathematics and statistics was also controlled. Irrespective of the students’ background, the results reveal a positive influence of social comparison feedback on statistics exam performance, but only among students who did not delay doing exercises in the web-based training environment. By contrast, temporal-self comparison feedback did not have any effect on performance. Some recommendations for optimizing the efficacy of web-based training environments can be proposed, taking into account both social comparison feedback and academic procrastination.
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https://hal.univ-rennes2.fr/hal-01759287
Contributor : Laurence Leroux Connect in order to contact the contributor
Submitted on : Thursday, April 5, 2018 - 12:10:32 PM
Last modification on : Monday, December 13, 2021 - 12:02:59 PM

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Marine Delaval, Nicolas Michinov, Olivier Le Bohec, Benjamin Le Hénaff. How can students’ academic performance in statistics be improved? Testing the influence of social and temporal-self comparison feedback in a web-based training environment. Interactive Learning Environments, Taylor & Francis (Routledge), 2017, 25 (1), pp.35 - 47. ⟨10.1080/10494820.2015.1090456⟩. ⟨hal-01759287⟩

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