Improving academic performance: strengthening the relation between theory and practice through prompted reflection

The importance of reflection is widely recognised. Drawing on the broad literature on benefits and challenges of reflection, this paper presents a study where students were stimulated to reflect during experiential learning, in order to both re- and de- contextualise their knowledge. The empirical study took place in the context of an Educational Sciences Master programme. We describe how different levels of prompted reflection can be related to academic performance and perceptions of the learning process. We found relations between prompting reflection and the academic performance of the students. This paper therefore argues that prompting reflection leads to higher level of reflection and better performance measured through writing. The results also show that higher levels of reflection do not have to diminish students’ motivation, perception of usefulness, interest and enjoyment during learning. Finally, the research results reveal motives for encouraging more collaborative reflection during learning.