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Updated: Jun 18, 2025

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
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Positive Feedback as a Lever to Boost Students' STEM Outcomes.

Lora E Park1, Deborah E Ward2, Deborah Moore-Russo3

  • 1University at Buffalo, The State University of New York, NY, USA.

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|July 30, 2024
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Summary

Positive feedback in college STEM courses can significantly boost student belonging and self-efficacy. This simple intervention is particularly effective for underrepresented minority students, improving their Science, Technology, Engineering, and Mathematics outcomes.

Keywords:
STEMbelongingfeedbackmotivationperformanceself-efficacy

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Area of Science:

  • Educational Psychology
  • STEM Education Research

Background:

  • High attrition rates exist in Science, Technology, Engineering, and Mathematics (STEM) majors, disproportionately affecting underrepresented groups.
  • Existing feedback practices in STEM, particularly mathematics, may lack positive reinforcement, potentially hindering student engagement and persistence.

Purpose of the Study:

  • To investigate the impact of positive feedback on student belonging, self-efficacy, and outcomes in STEM.
  • To explore whether positive feedback can serve as an intervention to broaden participation in STEM fields.

Main Methods:

  • Comparative analysis of feedback norms in math versus English courses.
  • Experimental manipulation of feedback type (positive vs. objective) on introductory calculus exams.
  • Statistical modeling to assess the relationship between feedback, belonging, self-efficacy, and STEM outcomes.

Main Results:

  • Positive feedback is less common in math courses compared to English courses.
  • Students receiving positive feedback on calculus exams reported greater belonging and self-efficacy in math.
  • Increased belonging and self-efficacy predicted higher STEM interest and final math grades, respectively.
  • These positive effects were amplified for racial-ethnic minority students.

Conclusions:

  • Providing positive feedback is a low-cost, high-impact intervention for improving STEM education.
  • This feedback strategy can enhance student outcomes and persistence, especially for underrepresented students in STEM.
  • Shifting feedback norms in STEM could be a transformative approach to broadening participation.