Differential Effects of Incentivized Homework on Student Achievement in Undergraduate Mathematics

Koban, D.; Fukuzawa, Motoko; Slocum, Rob R.; Fletcher, Matthew T.; Pleuss, James

doi:10.1080/10511970.2018.1530703

Cited by 6 publications

(4 citation statements)

References 13 publications

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“…This result should be considered carefully and be applied in learning environments similar to this study. Conversely however, it may be interpreted that students with low number of assignments completed often require assistance because they are unable to complete their assignments by themselves (Koban et al, 2020). As there are few studies on the effect of help seeking on the number of assignments completed, this result provides new evidence for higher education.…”

Section: Sem Analysismentioning

confidence: 98%

“…Bembenutty and White (2013) suggest that the self-regulation process brings about effectiveness in homework completion among college students. Students may need to seek some assistance to be able to complete their tasks or to achieve satisfactory performance (Karabenick & Dembo, 2011), especially low-ability students (Koban et al, 2020). Thai students who encounter difficulty in doing assignments also tend to require help from their peers (Songsirisak & Jitpranee, 2019).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Instructors often use assignments, including homework, as an instructional tool for reflection, and for determining students' learning. Studies conducted at the post-secondary level have concluded that homework assignments help students to promote the quality of their learning (Zhu & Leung, 2012), check their understanding of course materials (Koban et al, 2020), recall old materials (Beagley & Capaldi, 2020) and learn from their mistakes (Grodner & Rupp, 2013). In Thai higher education, research evidence supports the significance of homework assignments.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Relations Between Instructor Feedback, Self-Regulation, Assignment Completion and Academic Achievement in Thai Higher Learning Institutions

Suamuang

Easter

Suksakulchai

2021

Malaysian Journal of Learning and Instruction

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Purpose – Aassignments have been linked with various benefits, including a higher quality of learning and academic achievement. The purpose of this study was to explore the relationship between assignment completion and academic achievement in higher education. Specifically, it investigated the impact of instructor feedback and three constructs of self-regulation (self-efficacy, time management, and help-seeking) on assignment completion (time spent on assignments and number of assignments completed) and academic achievement. Methodology – The study employed a correlational research design and a self-report survey. Data was collected from 1,106 undergraduate students in six universities in Thailand through a convenience sampling approach. Structural equation modelling was used to establish the strength of the relationships among the constructs of the model. Findings – The number of assignments completed was found to have a strong association with academic achievement. Time management was the strongest predictor of the number of assignments completed as well as time spent on assignments. Time management was also the mediator between self-efficacy and the number of assignments completed. However, help-seeking was negatively associated with both the number of assignments completed and academic achievement. Significance – These results have educational implications, and should be helpful for instructors, instructional designers and educators who may use the information to offer undergraduate students appropriate learning tools, strategies and environments for supporting assignment completion and academic achievement. Keywords: Academic achievement, assignment completion, help-seeking, Thai higher education, time management, self-efficacy.

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Section: Sem Analysismentioning

confidence: 98%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Relations Between Instructor Feedback, Self-Regulation, Assignment Completion and Academic Achievement in Thai Higher Learning Institutions

Suamuang

Easter

Suksakulchai

2021

Malaysian Journal of Learning and Instruction

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“…has had mixed resulted in the literature [6], [7], [16], [17], [8]- [15]. When homework has been used effectively, it typically required a grade [18], self or peer review [19] and uses metacognitive tools [1], [20]. Chickering and Gamson established seven principles for good practice in undergraduate education [21].…”

Section: Background and Motivationmentioning

confidence: 99%

The Self-evaluation and Revision Method for Homework: A Homework Method for Metacognition Improves Post-secondary Engineering Students’ Attitudes Toward Homework

Linford

Bluman

Freisinger

et al.

2020 ASEE Virtual Annual Conference Content Access Proceedings

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Traditional methods for grading and returning corrected homework to students do not require the student to determine how they erred, learn how to avoid repeat errors, or revise and improve their work. Educators know that multiple focused reviews of material are often required for learning analytically difficult material. Even when educators provide detailed feedback and corrections, many students look at the grade on a homework assignment without review and put it away until exam study time. The result is a missed opportunity for the student to more fully understand details they have yet to master, and the time the instructor spent making corrections is wasted.In the self-evaluation and revision method for student homework students complete their homework and submit an electronic copy. A solution is then given to students who mark and correct their work, give their original work a grade, and submit the self-evaluated and reviewed work. This system applies a direct principle for good undergraduate engineering practice: it provides prompt feedback and it also applies three indirect principles by developing cooperation among students, encouraging active learning, and communicating high expectations.The purpose of this study is to investigate the effect of the self-evaluation and revision homework system on student learning and attitude for three mechanical engineering courses at the United States Military Academy (USMA) at West Point, NY. A fourth-year course on vibration engineering across five semesters that has implemented the system over several years (n=49, 34, 37, 43, 16 students), a fourth-year course on control systems across a single year (n=34) and a third-year course on rigid body dynamics across one semester (n=38) are included in the study. The students in the courses were surveyed multiple times during the semester to determine if there had been any changes in their attitude toward the method within a semester and between courses.

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Curated Collection: Assessment

Katz¹

2021

PRIMUS

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Several major themes related to rethinking assessment emerged from a search of the papers published in PRIMUS. Authors explored ways to change the stakes of assessments, often with outcomes-based grading and testing structures. They explored changing the structure of assessments by considering media beyond written exams and by configuring them as group activities. They explored ways to change the focus of their assessments by asking students to synthesize and engage messy applications/projects and by making metacognition part or all of the assessment activities. And they explored issues around assessment as part of a larger system by considering approaches to grading in general, alignment with other course activities, workload, and perceptions and expectations about assessment in mathematics. In this PRIMUS Curated Collection, I discuss these themes and offer some editorial perspective.

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Differential Effects of Incentivized Homework on Student Achievement in Undergraduate Mathematics

Cited by 6 publications

References 13 publications

Relations Between Instructor Feedback, Self-Regulation, Assignment Completion and Academic Achievement in Thai Higher Learning Institutions

Relations Between Instructor Feedback, Self-Regulation, Assignment Completion and Academic Achievement in Thai Higher Learning Institutions

The Self-evaluation and Revision Method for Homework: A Homework Method for Metacognition Improves Post-secondary Engineering Students’ Attitudes Toward Homework

Curated Collection: Assessment

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