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A Study to Evaluate Students’ Performance, Engagement, and Progression in Higher Education Based on Feedforward Teaching Approach

School of Computing and Engineering, University of West London, London W5 5RF, UK
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Academic Editor: Han Reichgelt
Educ. Sci. 2022, 12(1), 56; https://doi.org/10.3390/educsci12010056
Received: 26 November 2021 / Revised: 11 January 2022 / Accepted: 13 January 2022 / Published: 14 January 2022
Learners who enter higher education (HE) at the foundational level are susceptible to many challenges that impact their performance, engagement, and progression. Not all students who enter HE at the foundational level will progress and attain their course qualifications. In addition, many university lecturers struggle to give effective support to their students. This study focuses on feedforward teaching approaches that define ways to enhance learning by using advanced organisational strategies to offer relevant supporting concepts and meaningful verbal material. To date, there are insufficient literature reviews on feedforward approaches to facilitate students’ subsequent learning. Providing better academic support for students and a strong foundation for independent learning is the focus of this paper. Therefore, the main contributions of this paper are identifying the key feedforward features and suggesting effective feedforward approaches. This study was undertaken to rigorously implement feedforward approaches that would support groups of students in modules at the foundational entry-level. At the end of module delivery, different students’ data sets were analysed related to the progression rates, standard deviation, and mean. In addition, the student satisfaction questionnaire (module evaluation survey) and feedback survey were also considered for engagement and retention purposes. The outcomes from this exercise suggest that feedforward approaches allow students to increase their overall effort when attempting summative assessments and, thus, improve their performance, engagement, and retention. View Full-Text
Keywords: higher education; feedforward; foundational level; assessment; performance; engagement; retention; student evaluations of teaching higher education; feedforward; foundational level; assessment; performance; engagement; retention; student evaluations of teaching
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MDPI and ACS Style

Saeed, N.; Mohamedali, F. A Study to Evaluate Students’ Performance, Engagement, and Progression in Higher Education Based on Feedforward Teaching Approach. Educ. Sci. 2022, 12, 56. https://doi.org/10.3390/educsci12010056

AMA Style

Saeed N, Mohamedali F. A Study to Evaluate Students’ Performance, Engagement, and Progression in Higher Education Based on Feedforward Teaching Approach. Education Sciences. 2022; 12(1):56. https://doi.org/10.3390/educsci12010056

Chicago/Turabian Style

Saeed, Nagham, and Fehmida Mohamedali. 2022. "A Study to Evaluate Students’ Performance, Engagement, and Progression in Higher Education Based on Feedforward Teaching Approach" Education Sciences 12, no. 1: 56. https://doi.org/10.3390/educsci12010056

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