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Learning from Mistakes: The Implications of Course Repetition for Student Subsequent Success

Author

Listed:
  • Chen, Kelly

    (Boise State University)

  • Jiang, Xuan

    (Jinan University)

Abstract

Most colleges allow low-performing students to make a repeated attempt for the same course, but little is known about its implications for the academic success of these students. Using the variations in repetition induced by the cancellation and reversal of a university GPA policy to correct for student selection, we quantify the effects of course repetition on below-average students' subsequent outcomes. We find that students develop greater interest, persist longer, and perform better in a given subject upon repetition in comparison to their non-repeating classmates who receive the same initial-attempt grade. The observed repetition effects are particularly pronounced for the students who are exposed to the college environment and/or a subject matter for the first time and are entirely explained by the gains in learning. Importantly, while boosting graduation rates, a moderate number of repetitions during a student's undergraduate career is not found to cause any disruptions to the student's routine progress in pursuing a degree.

Suggested Citation

  • Chen, Kelly & Jiang, Xuan, 2023. "Learning from Mistakes: The Implications of Course Repetition for Student Subsequent Success," IZA Discussion Papers 16690, IZA Network @ LISER.
    • Handle: RePEc:iza:izadps:dp16690
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    References listed on IDEAS

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    1. Eric P. Bettinger & Bridget Terry Long, 2009. "Addressing the Needs of Underprepared Students in Higher Education: Does College Remediation Work?," Journal of Human Resources, University of Wisconsin Press, vol. 44(3).
    2. Kelly Chen & Zeynep Hansen & Scott Lowe, 2021. "Why Do We Inflate Grades?: The Effect of Adjunct Faculty Employment on Instructor Grading Standards," Journal of Human Resources, University of Wisconsin Press, vol. 56(3), pages 878-921.
    3. Scott E. Carrell & James E. West, 2010. "Does Professor Quality Matter? Evidence from Random Assignment of Students to Professors," Journal of Political Economy, University of Chicago Press, vol. 118(3), pages 409-432, June.
    4. De Paola, Maria & Scoppa, Vincenzo, 2015. "Procrastination, academic success and the effectiveness of a remedial program," Journal of Economic Behavior & Organization, Elsevier, vol. 115(C), pages 217-236.
    Full references (including those not matched with items on IDEAS)

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    JEL classification:

    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity

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