Supporting students with resits to build self-efficacy
This project explores the experiences of second-year students on Business School programmes regarding the support available to them in relation to resits in year one. The project involves students as partners in their learning, with data collected via interviews and student discussion forums. Findin...
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| Published in | Compass (Eltham) Vol. 14; no. 2 |
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| Main Authors | , , , |
| Format | Journal Article |
| Language | English |
| Published |
13.07.2021
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| Online Access | Get full text |
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| Summary: | This project explores the experiences of second-year students on Business School programmes regarding the support available to them in relation to resits in year one. The project involves students as partners in their learning, with data collected via interviews and student discussion forums. Findings are that students who are preparing for resit exams like to use question practice in the resit period to provide mastery experiences which build self-efficacy. We find that students may undervalue feedback on an original submission as a source of guidance towards a resit coursework. The fieldwork was completed before the 2020 campus closure necessitated by the COVID-19 pandemic. However, based on our findings, we suggest recommendations for practice which can be applied for both on-campus and online delivery of our programmes.Keywords: Business Education, exams, inclusivity, mastery experiences, resits, self-efficacy |
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| ISSN: | 2044-0073 2044-0081 |
| DOI: | 10.21100/compass.v14i2.1185 |