Benefits of completing homework for students with different aptitudes in an introductory electricity and magnetism course

Kontur, F. J.; Harpe, Kimberly de La; Terry, Nathan B.

doi:10.1103/physrevstper.11.010105

Cited by 11 publications

(8 citation statements)

References 22 publications

(24 reference statements)

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“…This study relied upon exam scores as a proxy for student learning due to the quantitative nature of the course material. This approach is in keeping with other previous studies in this line of research (Arora et al, 2013;Bowman, Gulacar, & King, 2014;Halcrow & Dunnigan, 2012;Kontur, de La Harpe, & Terry, 2015;Rhodes & Sarbaum, 2015;Titard et al, 2014).…”

Section: Literature Reviewsupporting

confidence: 81%

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Do Multiple Homework Attempts Increase Student Learning? A Quantitative Study

Archer

2018

The American Economist

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Learning must inherently involve practice. It is true for athletes, for musicians, for almost any area of learning. However, this commonsense approach stops short when it comes to student homework where the debate about whether to allow multiple attempts continues. Proponents claim the value of practice and learning by reworking. Opponents cite grade inflation, student guessing behaviors, and superficial learning rather than true mastery. Meanwhile, the increased use of online homework management systems that easily allow for multiple graded attempts intensifies the need for a data-based answer to the question. It is further complicated by the increase in adult learners and online education. Would multiple homework attempts increase student learning? Would the effect be the same for adult learners in a fully online environment as found in previous studies of traditional students? This natural experiment divided a sample of 917 online students in an entry-level university economics course into two groups to look at the relationship between multiple graded homework attempts and exam scores. The results show mean exam scores increased from 60.34% to 70.77%, when multiple homework attempts were allowed. In addition, 76.89% of variance in exam scores was explained by variance in homework scores. This strong relationship suggests that multiple graded homework attempts increased student learning as measured by the increased exam scores. JEL Classifications: A22, C93, D01, 121

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Section: Literature Reviewsupporting

confidence: 81%

“…A similar effect was noted by Kontur et al (2015) in undergraduate engineering classes. In their study, students using the homework management system were given five attempts on each question, with no point deduction for multiple attempts.…”

Section: Improved Exam Scoressupporting

confidence: 77%

Do Multiple Homework Attempts Increase Student Learning? A Quantitative Study

Archer

2018

The American Economist

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“…The use of teaching strategies which require students to keep abreast of the course material will mitigate the latter category of offences. Caution is necessary, since simply loading students with exercises in order to address the deficiencies of those lacking foundational knowledge may in fact lead to poorer performance in the course (Kontur & Terry, 2013). We discuss how student response systems may be used for addressing common knowledge gaps on page 13.…”

Section: Foundational Knowledgementioning

confidence: 99%

An Analysis of the Effect of Mobile Learning on Lebanese Higher Education

Jabbour¹

2014

Informatics in Education

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We present an overview of the nature of academic dishonesty with respect to computer science coursework. We discuss the efficacy of various policies for collaboration with regard to student education, and we consider a number of strategies for mitigating dishonest behaviour on computer science coursework by addressing some common causes. Computer science coursework is somewhat unique, in that there often exist ideal solutions for problems, and work may be shared and copied with very little effort. We discuss the idiosyncratic nature of how collaboration, collusion and plagiarism are defined and perceived by students, instructors and administration. After considering some of the common reasons for dishonest behaviour among students, we look at some methods that have been suggested for mitigating them. Finally, we propose several ideas for improving computer science courses in this context. We suggest emphasizing the intended learning outcomes of each assignment, providing tutorial sessions to facilitate acceptable collaboration, delivering quizzes related to assignment content after each assignment is submitted, and clarifying the boundary between collaboration and collusion in the context of each course. While this discussion is directed at the computer science community, much may apply to other disciplines as well, particularly those with a similar nature such as engineering, other sciences, or mathematics.

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“…The limited number of studies in higher education investigating AC relate to academic achievement (Kitsantas and Zimmerman, 2009), students' aptitudes (Kontur et al, 2015), motivational beliefs and self-regulatory processes (Bembenuty and Zimerman, 2003) and time spent on assignments (Cook, 2018;Trout, 2018). Studies have been conducted in specific subject areas such as mathematics (e.g.…”

Section: Literature Reviewmentioning

confidence: 99%

Factors affecting assignment completion in higher education

Suamuang

Suksakulchai

Murphy

2020

JARHE

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PurposeThe purpose of this paper is to simultaneously investigate a variety of factors related to assignment completion (AC) (i.e. task orientation, cooperation, teacher feedback, time management and time spent on AC).Design/methodology/approachThe study relied on a self-report survey to assess students' perceptions in relation to six variables. Participants included 1,106 undergraduate students from six public Thai universities. Analysis involved structural equation modeling.FindingsThis study provided new results related to task orientation as the strongest predictor of AC and time management. Cooperation and feedback improved AC with time management as an intervening variable. Time management and feedback did not predict time spent on AC.Research limitations/implicationsFuture studies might explore the potential range of assignments that, for example, count for a higher portion of the grade versus those that are less or unimportant in terms of the course. Future studies might also look at the role of group assignments in relation to completion. Semi-structured interviews or observations might provide insights into how students manage their time and why task orientation has the most effect on AC. Future research might investigate more specifically at what point time management does or does not affect completion. In general, given the growth of online learning and contexts in which students may be increasingly called on to complete assignments independently, factors such as those investigated in this study will require more attention in varying countries and contexts, generically and for individual subjects.Practical implicationsInstructional designers and instructors can promote task orientation through reliance on strategic scaffolding. For designing a task-oriented environment, instructors need to offer challenging assignments. Instructors should also assign work that encourages motivation, effort and achievement. To ensure that cooperative learning positively affects time management, instructors and designers can allot specific in-class time for completion of tasks, reliance on flipped classroom activities and student conversations regarding time restrictions and time-management skills. Instructors can be supported to help them provide appropriate types of feedback, as well as ideas for implementing the feedback in practice.Originality/valueLittle research has been conducted on AC in higher education. Those studies that have been conducted have focused on the elementary and secondary levels. Furthermore, studies have not always taken into account the complex relationships between different factors that can potentially influence AC.

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Benefits of completing homework for students with different aptitudes in an introductory electricity and magnetism course

Cited by 11 publications

References 22 publications

Do Multiple Homework Attempts Increase Student Learning? A Quantitative Study

Do Multiple Homework Attempts Increase Student Learning? A Quantitative Study

An Analysis of the Effect of Mobile Learning on Lebanese Higher Education

Factors affecting assignment completion in higher education

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