Impact of Study Habits

Last registered on August 28, 2024
View Trial History

Pre-Trial

Trial Information

General Information

Title
Impact of Study Habits
RCT ID
AEARCTR-0014185
Initial registration date
August 23, 2024

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
August 28, 2024, 3:19 PM EDT

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

Locations

There is information in this trial unavailable to the public. Use the button below to request access.

Request Information

Primary Investigator

Name
Esteban Aucejo
Affiliation
Arizona State University
Contact Primary Investigator

Other Primary Investigator(s)

Additional Trial Information

Status
In development
Start date
2024-08-26
End date
2024-12-13
Keywords
Education
Additional Keywords
JEL code(s)
Secondary IDs
Prior work
This trial does not extend or rely on any prior RCTs.
Abstract
This study investigates effective strategies to enhance student academic performance and reduce achievement gaps among diverse student populations (i.e., first-generation, underrepresented minorities, and gender groups). Our approach involves collecting data on students' current study habits/methods and providing personalized feedback on efficient study techniques/habits described in the literature. Prior research indicates that targeted guidance on effective study habits can significantly improve academic outcomes, especially for students who may lack access to this information. By disseminating tailored study strategies, we aim to equip all students with the tools necessary for academic success.
External Link(s)

Registration Citation

Citation
Aucejo, Esteban. 2024. "Impact of Study Habits." AEA RCT Registry. August 28. https://doi.org/10.1257/rct.14185-1.0
Sponsors & Partners
Experimental Details

Interventions

Intervention(s)
LEAD students at ASU will receive several personalized feedback messages based on their responses to a survey on study habits. These messages will include specific feedback on study habits, access to videos designed for this intervention, and a website that provides information on improving study habits. LEAD is a program at ASU that intends to increase the academic success of students with weaker academic credentials.
Intervention Start Date
2024-09-02
Intervention End Date
2024-12-13

Primary Outcomes

Primary Outcomes (end points)
Academic performance during the semester in course assignments and final grades. Also, we will use a predictor of college persistence developed by ASU administrators as an outcome that indicates the likelihood of a student dropping out. To the extent that we manage to run a second survey, we will also plan to use as outcomes changes in study habits and in beliefs about study habits and changes in beliefs related to the production function of grades (i.e., returns to effort). We plan to analyze the heterogeneous effects by first-generation, gender, race, and field of study/academic department.
Primary Outcomes (explanation)

Secondary Outcomes

Secondary Outcomes (end points)
Secondary Outcomes (explanation)

Experimental Design

Experimental Design
We will perform stratified randomization. We will randomly allocate students within class into the control and treatment groups. The treatment group will receive personalized feedback (in up to 4 emails) that involves tips and links to short videos describing good study habits. Students will also have access to a website with more information on study habits. Students will also be encouraged to discuss better study habits with their peer coaches. The randomization will be stratified based on first-generation status and gender within the classroom.
Experimental Design Details
Not available
Randomization Method
Randomization will be done using the random generator built into Stata (i.e., in an office by a computer).
Randomization Unit
The randomization unit is students.
Was the treatment clustered?
No

Experiment Characteristics

Sample size: planned number of clusters
There were no clusters; we randomized at the student's level by classroom.
Sample size: planned number of observations
We expect to have approximately 1000 students participating in the intervention.
Sample size (or number of clusters) by treatment arms
We expect to have half of the students in the treatment group and half in the control group.
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
Supporting Documents and Materials
IRB

Institutional Review Boards (IRBs)

IRB Name
Arizona State University
IRB Approval Date
2024-08-19
IRB Approval Number
STUDY00020521
Analysis Plan