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Study effort in higher education: Field experimental evidence with administrative and tracking data from Germany

Author

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  • Hertweck, Friederike
  • Jonas, Lukas
  • Kistner, Melissa
  • Maffia, Deborah

Abstract

This study investigates the impact of a low-cost, color-coded scale intervention designed to inform university students about the expected workload for a course, with the aim of improving students' academic performance and learning behaviors. An initial intervention took place at the beginning of the course, with a follow-up reminder in the middle of the semester. Students who were treated once experienced no significant effect, but those who additionally received the second treatment significantly improved their course grade, scoring 0.51 points (or 21 %) higher on average. Heterogeneity analyses reveal that first-generation, migrant and high-ability students benefited most from the intervention, suggesting that such a treatment may help reduce some forms of educational inequality. To explore the underlying mechanisms, we utilized tracking data from an online learning platform through which the lecturer distributed course materials and provided opportunities for self-paced learning. While we find an overall increase in online activity following the intervention (though imprecisely measured), no specific academic behavior such as online test participation or material downloads can explain the ultimate increase in grades by itself.

Suggested Citation

  • Hertweck, Friederike & Jonas, Lukas & Kistner, Melissa & Maffia, Deborah, 2024. "Study effort in higher education: Field experimental evidence with administrative and tracking data from Germany," Ruhr Economic Papers 1138, RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen.
    • Handle: RePEc:zbw:rwirep:312426
    DOI: 10.4419/96973320
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    References listed on IDEAS

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    1. Li, Hsueh-Hsiang, 2018. "Do mentoring, information, and nudge reduce the gender gap in economics majors?," Economics of Education Review, Elsevier, vol. 64(C), pages 165-183.
    2. Rury, Derek & Carrell, Scott E., 2023. "Knowing what it takes: The effect of information about returns to studying on study effort and achievement," Economics of Education Review, Elsevier, vol. 94(C).
    3. Oliver Himmler & Robert Jäckle & Philipp Weinschenk, 2019. "Soft Commitments, Reminders, and Academic Performance," American Economic Journal: Applied Economics, American Economic Association, vol. 11(2), pages 114-142, April.
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    Keywords

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    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity
    • J08 - Labor and Demographic Economics - - General - - - Labor Economics Policies

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