Connecting with Struggling Students to Improve Performance in Large Classes

Abstract

In large classes, students' feelings of anonymity and interpersonal distance from the instructor can be particularly detrimental to those who struggle with course material. We tested a simple method for connecting with struggling students to improve their performance. We randomly divided students who scored 75% or lower on the first exam into 2 groups. Students in one group received a personalized e-mail message expressing our concern and providing information about course resources. Students in the other group served as a no-e-mail control. Those who received the message performed better on the second exam than those who did not. We discuss possible explanations for our findings and question whether multiple e-mails might enhance performance more consistently.

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