Does supportive feedback on class rank improve scores for intermediate-level microeconomics?

Chanita C. Holmes and Marlon R. Tracey

The Journal of Economic Education, 2025, vol. 56, issue 1, 22-29

Abstract: Instructors may use low-cost, light-touch strategies to help students achieve optimal effort in demanding upper-level courses. The authors of this study exploit an intervention that provides a series of personalized feedback emails to students about their relative performance, which is tied to approving messages or tips that encourage improvement. The authors analyze the efficacy of this supportive rank feedback in an intermediate-level microeconomics theory course, given the challenges it poses to students. Evidence shows gains from feedback across the grade distribution, but they are short-lived and decline toward zero as the course progresses.

Date: 2025
References: Add references at CitEc
Citations:

Downloads: (external link)
http://hdl.handle.net/10.1080/00220485.2024.2399591 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:jeduce:v:56:y:2025:i:1:p:22-29

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/VECE20

DOI: 10.1080/00220485.2024.2399591

Access Statistics for this article

The Journal of Economic Education is currently edited by William Walstad

More articles in The Journal of Economic Education from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().