Assessing an Iterative Method for Improving Undergraduate Student Literature Reviews

Many undergraduate research capstones require research papers that include a literature review. This study assessed whether modifications made to teaching of a literature review resulted in significant changes to quantified measures of assessment. Literature reviews in the final economics capstone research papers of 212 students from the 2005–2016 period were examined. Results showed that a mandatory graded requirement of incorporating a summary first paragraph was significantly more effective than recommending that students write this paragraph. There was a statistically significant increase associated with both the number of references and total number of paragraphs with a minimum of two scholarly citations. Results demonstrated the general effectiveness of continuous updating of assignments and activities based on student feedback and instructor experience.