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ERIC Number: EJ1057115
Record Type: Journal
Publication Date: 2015
Pages: 10
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: EISSN-1554-9178
Benefits of Completing Homework for Students with Different Aptitudes in an Introductory Electricity and Magnetism Course
Kontur, F.?J.; de La Harpe, K.; Terry, N.?B.
Physical Review Special Topics - Physics Education Research, v11 n1 p010105-1-010105-10 Jan-Jun 2015
We examine how student aptitudes impact how much students learn from doing graded online and written homework in an introductory electricity and magnetism course. Our analysis examines the correlation between successful homework completion rates and exam performance as well as how changes in homework completion correlate with changes in exam scores for students with different physics aptitudes. On average, successfully completing many homework problems correlated to better exam scores only for students with high physics aptitude. On the other hand, all other students showed zero or even a negative correlation between successful homework completion and exam performance. Low-and medium-aptitude students who did more homework did no better and sometimes scored lower on exams than their low-and medium-aptitude peers who did less homework. Our work also shows that long-term changes in homework completion correlated to long-term changes in exam scores only for students with high physics aptitude, but not for students with medium or low aptitude. We offer several explanations for the disparity in homework learning gains, including cognitive load theory, ineffective homework strategies, and various mismatches between homework and exams. Several solutions are proposed to address these possible deficiencies in graded online and written homework.
American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colorado