Random experiment on relative performance feedback in Higher Education at URJC

Last registered on September 27, 2022

Pre-Trial

Trial Information

General Information

Title
Random experiment on relative performance feedback in Higher Education at URJC
RCT ID
AEARCTR-0010116
Initial registration date
September 23, 2022

Initial registration date is when the trial was registered.

It corresponds to when the registration was submitted to the Registry to be reviewed for publication.

First published
September 27, 2022, 11:49 AM EDT

First published corresponds to when the trial was first made public on the Registry after being reviewed.

Locations

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Primary Investigator

Affiliation
Universidad Rey Juan Carlos

Other Primary Investigator(s)

PI Affiliation
Universidad Rey Juan Carlos
PI Affiliation
Universidad Rey Juan Carlos
PI Affiliation
Universidad Rey Juan Carlos

Additional Trial Information

Status
On going
Start date
2022-02-01
End date
2023-10-01
Secondary IDs
Prior work
This trial does not extend or rely on any prior RCTs.
Abstract
This article shows the effect of providing feedback to university students of the Rey Juan Carlos University of Madrid on their percentile in the distribution of grades in different tests carried out throughout the second semester of the 2022 academic year. To carry out the study, carried out a randomized experiment among students, with the aim of determining whether greater transparency in the results throughout the semester increased performance at the end of the course. It is intended to demonstrate that informing students about their relative position during the semester based on the percentile they obtain with respect to the class can achieve added motivation in order to improve final grades.
External Link(s)

Registration Citation

Citation
Macías, Cristian et al. 2022. "Random experiment on relative performance feedback in Higher Education at URJC." AEA RCT Registry. September 27. https://doi.org/10.1257/rct.10116-1.0
Experimental Details

Interventions

Intervention(s)
This article shows the effect of providing feedback to university students of the Rey Juan Carlos University of Madrid on their percentile in the distribution of grades in different tests carried out throughout the second semester of the 2022 academic year. To carry out the study, carried out a randomized experiment among students, with the aim of determining whether greater transparency in the results throughout the semester increased performance at the end of the course. It is intended to demonstrate that informing students about their relative position during the semester based on the percentile they obtain with respect to the class can achieve added motivation in order to improve final grades.
Intervention Start Date
2022-03-21
Intervention End Date
2023-09-30

Primary Outcomes

Primary Outcomes (end points)
We consider that the results obtained by the students in the treatment group will have better final grades.
Primary Outcomes (explanation)

Secondary Outcomes

Secondary Outcomes (end points)
Secondary Outcomes (explanation)

Experimental Design

Experimental Design
The final study will be carried out in different degrees in which the researchers of said article teach classes at the URJC. To do this, students will be divided into two groups, a first treatment group and a second control group. Both groups must sign a form that guarantees the voluntariness of belonging to the random experiment and in which they will be informed concisely about the experiment carried out, guaranteeing the privacy at all times of the personal data of the student under study.
The experiment will be carried out for a minimum period of one year, following the evolution of the students throughout the course in one of the main universities in Spain. The students of the control group will only receive information about their own performance in absolute terms in each test carried out, while the students of the treatment group, along with the grade, will be provided with the percentile range in which they are with respect to to the class. In addition, once the final exams have been completed, the students will answer a survey about their satisfaction with the course and their possible academic improvement by knowing their relative position with respect to the class. Finally, An important characteristic of the study is that a questionnaire was carried out at the beginning of the course to learn more about the sample and, above all, the previous beliefs of the students, which will allow us to understand the treatment that affects the performance and satisfaction of students. the students. This questionnaire is for informational purposes only and is therefore anonymous.
Once the study is finished, it is intended to demonstrate two issues to understand the effects of providing feedback to students. A first question focuses on whether students who know their percentage rank with respect to the class seek to maximize their own results, or whether they are also concerned about their relative position competitively. This may be because relative performance translates into different outcomes or individuals are inherently concerned with relative position in performance. The second question considers that the prior beliefs of individuals regarding their abilities and those of their peers will help to understand if, in the absence of information, it is possible to overestimate their relative position. In a context where individuals have competitive preferences,
Experimental Design Details
Not available
Randomization Method
Randomization made with university students
Randomization Unit
Treatment group will be the students who will receive the percentile during the study.
The control group will be the students to analyze the effects made in the treated group
Was the treatment clustered?
Yes

Experiment Characteristics

Sample size: planned number of clusters
Minimum 300 students
Sample size: planned number of observations
Minimum 300 students
Sample size (or number of clusters) by treatment arms
150 students control and 150 students treatment
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
IRB

Institutional Review Boards (IRBs)

IRB Name
Comite de ´Ética Investigador URJC (CEI)
IRB Approval Date
2022-03-21
IRB Approval Number
2602202205922