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ERIC Number: EJ1050201
Record Type: Journal
Publication Date: 2015-Feb
Pages: 15
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-0742-5627
The Effect of Randomized Homework Contingencies on College Students' Daily Homework and Unit Exam Performance
Galyon, Charles E.; Voils, Kyle L.; Blondin, Carolyn A.; Williams, Robert L.
Innovative Higher Education, v40 n1 p63-77 Feb 2015
Students in an introductory educational psychology course submitted answers to daily homework questions for which they received credit either for percentage of questions answered in every homework assignment or for the accuracy of their answers to 10% of randomly selected questions. Potential credit was the same under both homework contingencies, with instructor time limited for assessing the homework. Random homework credit based on the accuracy of answers produced significantly more accurate and detailed answers, as well as better exam performance, than did credit based on the number of questions answered. The principal contribution of this study was to demonstrate how assessing the quality of daily homework could be both beneficial and manageable in college courses.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A