Increasing Students' Growth Mindset and Learning Perception by Allowing Online Revision and Resubmission in a Community College

Abstract

Although improving students' learning is a universal objective, assessment and evaluation of learning differ among academic institutions and scholars. Instead of focusing on traditional measures of what the instructor or institution consider improvement or success, this study measured students' mindset shifts and perception of online formative assessments that allow multiple revisions and resubmissions. Using various questionnaires to measure perception and mindset, the findings showed that, allowing students to revise assignments: 1) yielded a student perception of improved learning, 2) prompted students to review the material prior to resubmission, and 3) increased growth mindset of students who initially had a fixed mindset. While this treatment helped shift the mindset of students with fixed mindset towards a growth mindset, it did not have a similar impact on students who already had a growth mindset prior to the treatment. Future iterations of the study will aim to identify reasons why students are not impacted the in same way and explore other methods that can increase confidence and growth mindset for everyone.