A study to evaluate students’ performance, engagement, and progression in higher education based on feedforward teaching approach

Saeed, Nagham ORCID: https://orcid.org/0000-0002-5124-7973 and Mohamedali, Fehmida (2022) A study to evaluate students’ performance, engagement, and progression in higher education based on feedforward teaching approach. Education Sciences, 12 (1). pp. 56-71.

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Learners who enter higher education (HE) at foundation entry level are susceptible to many chal-lenges that have an impact on their performance, engagement, and progression. Not all students who enter HE at foundation level will progress and attain their course qualification. In addition to this, many university lecturers are struggling to give the effective support to their students. The study in this paper focuses on feedforward teaching approaches which defines ways to enhance learning by using advanced organised strategies to offer relevant supporting concepts and mean-ingful verbal material. To date there are insufficient literature reviews on the feedforward ap-proaches to facilitate students' subsequent learning. To provide better academic support for students and a strong foundation to become independent in their study is something this paper focuses on. Therefore, the main contribution of this paper is the: identification of the key feedforward features and suggestion of effective feedforward approaches. A study was undertaken to rigorously im-plement feedforward approaches that would support groups of students on modules at foundation entry level. At the end of module delivery, different students’ data sets were analysed related to the progression rates, standard deviation, and mean. In addition, the students’ satisfaction question-naire (module evaluation survey) and their feedback survey were also considered for engagement, and retention purposes. The outcomes from this exercise suggested that feedforward approaches allowed students to increase their overall effort at attempting the summative assessment and thus, improving their performance, engagement, and retention.

Item Type: Article
Identifier: 10.3390/educsci12010056
Keywords: higher education; feedforward; foundational level; assessment; performance; engagement; retention; student evaluations of teaching
Subjects: Education > Higher education > HE pedagogies
Education > Teaching and learning
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Depositing User: Nagham Saeed
Date Deposited: 16 Jan 2022 13:38
Last Modified: 06 Feb 2024 16:08
URI: https://repository.uwl.ac.uk/id/eprint/8577


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