The effect of feedback on student performance

Abstract

This study examines the effect of scalable personalized feedback messages from professors on student performance in both synchronous and asynchronous classes, with a specific focus on first-generation students. We conducted a randomized controlled trial involving approximately 3,000 students across 39 introductory economics classes at Arizona State University. The feedback messages were tailored using information from students’ initial academic performance and surveys completed at the beginning of the semester. Our findings reveal that first-generation students in synchronous classes benefit significantly from personalized feedback, while no such effects are observed in asynchronous classes. In addition, the results suggest that aiding first-generation students in coping with adverse academic shocks, combined with professor encouragement, can be important in enhancing the effectiveness of feedback.