Show simple item record

dc.contributor.authorNavarro Jover, José Manuel
dc.date.accessioned2021-05-14T10:42:31Z
dc.date.available2021-05-14T10:42:31Z
dc.date.issued2021-04
dc.identifier.citationNavarro Jover, J.M. Auto-feedback to improve academic performance. "JOTSE: Journal of Technology and Science Education", Abril 2021, vol. 11, núm. 1, p. 180-193.
dc.identifier.issn2013-6374
dc.identifier.urihttp://hdl.handle.net/2117/345610
dc.description.abstractThis study was carried out on first-year engineering students in the subject of technical drawing, aneminently practical subject that requires the continuous development of spatial vision and also thatstudents should devote time and effort to it from the very beginning. For the study we designed anauto-feedback activity to be applied to the students in the experimental group. The aim was to determinewhether the students improved by this means their capacity for self-regulation and ultimately theiracademic performance. The students included in the experimental group obtained higher scores in theend-of-year self-regulation questionnaire (78.5) than those in the control group (66.47). There was a highlysignificant correlation (r=0.60; p<0.05) between the final grade and the class attendance rate. Althoughthe auto-feedback treatment did not directly influence the final grades in the analysis of overall variance, itdid have an indirect effect through the attendance variable; the students in the experimental groupattended significantly more classes than those in the control group (82.2% vs. 68.6%; p<0.05). In fact, acomparison of the average final grades showed that the experimental group obtained significantly highermarks (6.97/10) than the control group (3.8/10)
dc.format.extent14 p.
dc.language.isoeng
dc.publisherOmniaScience
dc.rightsAttribution-NonCommercial 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/
dc.subjectÀrees temàtiques de la UPC::Ensenyament i aprenentatge::Habilitats personals i competències
dc.subject.lcshMechanical drawing--Study and teaching
dc.subject.lcshSelf-evaluation
dc.subject.lcshAcademic achievement
dc.subject.lcshCollege students
dc.subject.otherAuto-feedback
dc.subject.otherSelf-regulation
dc.subject.otherAcademic performance
dc.subject.otherUndergraduates
dc.subject.otherTechnical drawing
dc.titleAuto-feedback to improve academic performance
dc.typeArticle
dc.subject.lemacDibuix industrial -- Ensenyament
dc.subject.lemacAutoavaluació
dc.subject.lemacEstudiants universitaris -- Rendiment
dc.subject.lemacEstudiants universitaris
dc.identifier.doi10.3926/jotse.1120
dc.identifier.dlB-2000-2012
dc.description.peerreviewedPeer Reviewed
dc.rights.accessOpen Access
local.citation.publicationNameJOTSE: Journal of Technology and Science Education
local.citation.volume11
local.citation.number1
local.citation.startingPage180
local.citation.endingPage193


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

Attribution-NonCommercial 4.0 Generic
Except where otherwise noted, content on this work is licensed under a Creative Commons license : Attribution-NonCommercial 4.0 Generic