Does a feedforward approach improve students' assignment grades?

Abstract

The use of a feedforward approach was investigated on an analytical chemistry module in order to improve report grades and overall course marks. A significant difference in report marks was found between the students that had attended a tutorial and those that had not. However, the study raised the issue of student engagement with tutorials, and the factors that determined attendance. In particular, the study highlighted perceptions of fixed intelligence in poorly performing students and their ability to self-regulate and benefit from feedback or feedforward approaches