Motivating student performance: The role of accumulated data in grade attainment

Abstract

Purpose of the Study: Applying the economic theory of information, the current study investigates how the inclusion/exclusion of accumulative performance data impacts achievement behavior Method/Design and Sample: A field observation study of 354 undergraduate students enrolled in four marketing courses (Marketing Channels, Advertising & Promotions, International Marketing, and Principles of Marketing) was conducted over two semesters. Results: Overall, students in classes that were provided accumulative performance data outperformed groups that were not provided this information. Value to Marketing Educators: The findings suggest that additional partial-information motives students to escalate their performance. The presence of accumulative data eliminates speculation (i.e., overestimating performance) and motivates achievement behaviors during the semester. The current findings offer an innovative, yet very simple way to motive students to elevate their performance.