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ERIC Number: EJ856769
Record Type: Journal
Publication Date: 2009
Pages: 4
Abstractor: As Provided
Reference Count: 5
ISSN: ISSN-0098-6283
Connecting with Struggling Students to Improve Performance in Large Classes
Isbell, Linda M.; Cote, Nicole Gilbert
Teaching of Psychology, v36 n3 p185-188 2009
In large classes, students' feelings of anonymity and interpersonal distance from the instructor can be particularly detrimental to those who struggle with course material. We tested a simple method for connecting with struggling students to improve their performance. We randomly divided students who scored 75% or lower on the first exam into 2 groups. Students in one group received a personalized e-mail message expressing our concern and providing information about course resources. Students in the other group served as a no-e-mail control. Those who received the message performed better on the second exam than those who did not. We discuss possible explanations for our findings and question whether multiple e-mails might enhance performance more consistently. (Contains 1 figure, 5 footnotes and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A