Increasing Student Engagement and Motivation by Replacing Homework with Assignment-Quizzes

Schmidt, David E.; Sanchez, Debbie; Dickerson, Samuel J.

doi:10.18260/1-2--28519

Cited by 4 publications

(7 citation statements)

References 1 publication

(1 reference statement)

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“…The following approach has been used in 3 courses, ranging from a first-semester mathematical methods for engineers course to a 400-level analytical mechanics and vibration analysis course. Consistent with others emphasizing quizzes and exams over HW for grading [3,5], the transition in HW paralleled switching to a mastery-based grading scheme. Grading for the course is based on the number of skills the students demonstrate A-level mastery of on an exam/quiz rather than traditional partial credit across all skills [16].…”

Section: Current Proposal/methodsmentioning

confidence: 58%

“…Initially, as others have used the assigned HW as an inventory of problems for students to master in preparation for an exam or quiz [5], entirely removing HW grading from the overall grade was initially used here. However, students requested that HW count for something, suggesting they struggled to motivate themselves to take HW seriously if it was not graded.…”

Section: Current Proposal/methodsmentioning

confidence: 99%

“…Others have taken the more-quizzes approach further and removed the grades from HW and replace that grading with quiz grades [3,5] grades, exam grades are similar or stronger with the grading focused on quizzes, and the students report increased interest and motivation.…”

Section: Solutions/literature Reviewmentioning

confidence: 99%

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A Chegg® Era Model for HW

DeGoede¹

2020 ASEE Virtual Annual Conference Content Access Proceedings

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Section: Current Proposal/methodsmentioning

confidence: 58%

Section: Current Proposal/methodsmentioning

confidence: 99%

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A Chegg® Era Model for HW

DeGoede¹

2020 ASEE Virtual Annual Conference Content Access Proceedings

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“…When successful positive results has been observed such as (Means 2009;Prince 2004): better knowledge retention, greater persistence, improved class attendance, strong and more accurate implementation of materials. As technology is reshaping the academic experience, engineering needs to examine expectations and evaluate the role of delivery strategies, including structural engineering (Penrod 2005;Schmidt et al 2017). In developing courses to implement technology, care needs to be taken to ensure dilution of a topic doesn't happen merely for the sake of the technology or based on the instructor experience.…”

Section: Technology As a New Mediummentioning

confidence: 99%

Possibilities for Technology-enhanced Active Learning of Structural Steel Design

Solonsky¹

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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“…A junior-level Environmental Engineering class was reworked to use multiple-choice quizzes in a learning management system rather than paper homework. Similar approaches have shown encouraging improvement in student motivation [1], in providing feedback to students [2] and in exam performance [3]. An objective for using this approach in Environmental Engineering was to allow the students to receive immediate feedback on their skills.…”

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confidence: 99%

I Kissed Homework Goodbye: Replacing Homework with Online Quizzes

Soerens¹

2019 ASEE Annual Conference &Amp; Exposition Proceedings

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Do online quizzes with immediate feedback promote better student learning than homework assignments for upper level engineering classes? A junior-level Environmental Engineering class was reworked to use multiple-choice quizzes in a learning management system rather than paper homework. Similar approaches have shown encouraging improvement in student motivation [1], in providing feedback to students [2] and in exam performance [3]. An objective for using this approach in Environmental Engineering was to allow the students to receive immediate feedback on their skills. For example, in calculating the pH of a composite water sample (with some simplifying assumptions), there are common mistakes that students make that will lead them to specific incorrect answers. When they submit their answers for the quiz, the quiz is set up to tell them why they got that wrong answer. Then they make retake the quiz. In addition to the problem-based quizzes, reading-based quizzes with questions based on the assigned reading were used. For some readings, students were assigned to participate in discussion forums where students could see others' writings and are encouraged to engage with and add to others' writings. There were a few assignments that did not lend themselves to quizzes. For those, students uploaded a spreadsheet solution to Canvas.Learning improvement was measured by a 50 question multiple-choice final exam, which was identical to the final in the previous offering. The average score improved from 85.5% in the previous offering to 87.9% in the new model. In previous years, problems on reaction kinetics and on chemistry were frequently answered incorrectly and a primary motivation for the new system was to correct this with quizzes that offered feedback. With the new model, the students performed 100% correctly on the five reaction kinetics problems and 86% on the five chemistry questions on the final exam. However, students did poorly on a landfill sizing problem that was similar to a quiz and did poorly on a TMDL question that was only covered in a discussion forum. Students also performed poorly on a problem that was only covered in a lab exercise.Scores on the quizzes themselves were quite high and were not very useful for assessing individual student performance. Feedback from the students on the quiz approach was requested with a survey and overall reaction was positive and encouraging. A drawback of the online quizzes it that it is easier to copy another student's quiz answers than it is to copy a paper homework. This paper presents observations and assessments of the course.

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Increasing Student Engagement and Motivation by Replacing Homework with Assignment-Quizzes

Cited by 4 publications

References 1 publication

A Chegg® Era Model for HW

A Chegg® Era Model for HW

Possibilities for Technology-enhanced Active Learning of Structural Steel Design

I Kissed Homework Goodbye: Replacing Homework with Online Quizzes

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