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Pre-emptive intervention and its effect on student attainment and retention

Blake, C; Morrison, M; Embleton-Smith, F; Gosiewski, J; Zvesper, J; (2021) Pre-emptive intervention and its effect on student attainment and retention. Research for All , 5 (1) pp. 36-51. 10.14324/RFA.05.1.05. Green open access

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Abstract

This paper describes how a small educational technology (edtech) company worked with academics, combining technological expertise, science content expertise, pedagogy and social research methodology to develop and evaluate the effect of video feedback on learners’ ability to answer science questions correctly. The investigation was carried out by the research team in Tassomai as part of their involvement with the EDUCATE programme. The Tassomai team worked with the research mentors in EDUCATE to find the best ways of helping students both to understand science concepts and to help them correctly answer science questions in exams. Findings indicated that, as expected, the video feedback helped learners to answer the question correctly, but also that, after a delay of around one week, a higher proportion of those students were still able to answer the question correctly compared to those in a control group of learners who did not have access to the related instructive video. The collaborative work between the Tassomai research team and the EDUCATE business and research mentors provided an environment to share expertise and channel it to improve Tassomai’s offering to learners. As a result of this study, Tassomai is now investing in the production of more instructive videos to help students understand difficult science concepts, and students will be offered these videos if they are having difficulty in answering the questions correctly.

Type: Article
Title: Pre-emptive intervention and its effect on student attainment and retention
Open access status: An open access version is available from UCL Discovery
DOI: 10.14324/RFA.05.1.05
Publisher version: https://doi.org/10.14324/RFA.05.1.05
Language: English
Additional information: © 2021 Morrison, Blake, Embleton-Smith, Gosiewski and Zvesper. This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original authors and source are credited.
Keywords: SME−university collaboration, edtech, science learning
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/10123391
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