June 23, 2013
June 23, 2013
June 26, 2013
Educational Research and Methods
23.920.1 - 23.920.24
Multisource feedback for STEM students enhances engagement and academic performance Motivating students to engage in course material and perform to their potential is among our most urgent challenges As STEM educators. Professional organizations commonly seek to motivate employees by providing performance feedback from a diverse group of raters that may include supervisors, peers, subordinates, clients, and others. According to some sources, at least 90% of Fortune 1000 companies currently use multisource (i.e. 360-‐degree) feedback techniques to facilitate professional development and increase productivity. In academic contexts, relatively minimal, student-‐focused interventions have been shown to significantly improve academic performance under numerous experimental conditions. With support from National Science Foundation grant EEC #1158728, the present study used a newly developed online delivery system to provide personalized multisource feedback to a sample of 206 undergraduate STEM students in a science and technology problem-‐solving course. Personality Pad is an automated multisource feedback platform that allows users to generate their own multisource feedback. This process incorporates prevalent 360-‐degree feedback strategies and “best practices” for effective feedback administration. At PersonalityPad.org, participants register a dedicated WordPress dashboard, which displays feedback generated by the participant and by participant-‐selected informants, as well as normative information for comparison, interpretation tools, and detailed instructions. The platform integrates multisource feedback tools into a WordPress website using the advanced functionality of Qualtrics, an advanced online survey tool. A longitudinal experiment within an interventional framework evaluated the hypothesis that multisource conscientiousness feedback would provoke goal-‐directedness and motivate adaptive action. Compared to those who received self-‐generated feedback or no feedback, those who received conscientiousness feedback from multiple sources – including friends, parents, peers, and teachers – participated more in class and submitted higher quality homework assignments afterward, leading to significantly higher final course grades (M = 83.90) compared to a control group in the same class (M = 78.79). A structural analysis of relationships among key variables indicates that post-‐intervention goal-‐directedness plays a critical intermediary role between receiving personalized feedback and achieving subsequent self-‐development goals. Implications are discussed from academic and social perspectives.
Pappas, J. (2013, June), Multisource feedback for STEM students improves academic performance Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22305
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2013 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015