We use learning data of an e-assessment platform for an introductory mathematical statistics course to predict the probability of passing the final exam for each student. Subsequently, we send warning emails to students with a low predicted probability to pass the exam. We detect a positive but imprecisely estimated effect of this treatment, suggesting the effectiveness of such interventions only when administered more intensively.
@article{arxiv.2102.08803,
title = {Effects of Early Warning Emails on Student Performance},
author = {Jens Klenke and Till Massing and Natalie Reckmann and Janine Langerbein and Benjamin Otto and Michael Goedicke and Christoph Hanck},
journal= {arXiv preprint arXiv:2102.08803},
year = {2023}
}
Comments
arXiv admin note: text overlap with arXiv:1906.09864