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ERIC Number: EJ1139752
Record Type: Journal
Publication Date: 2016
Pages: 5
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: EISSN-1936-346X
Does Homework Really Matter for College Students in Quantitatively-Based Courses?
Young, Nichole; Dollman, Amanda; Angel, N. Faye
Journal of Learning in Higher Education, v12 n1 p19-26 Spr 2016
This investigation was initiated by two students in an Advanced Computer Applications course. They sought to examine the influence of graded homework on final grades in quantitatively-based business courses. They were provided with data from three quantitatively-based core business courses over a period of five years for a total of 10 semesters of data. The results indicated that graded homework grades were highly correlated with final course grades, but the paired t-test showed significant difference between the graded homework and final course grades. The R-squared value of 0.463 showed that graded homework accounted for a significant portion of the final course grade. This finding is important as instructors search for pedagogy that can positively impact final grades and facilitate necessary and timely progress toward graduation.
JW Press. P.O. Box 49, Martin, TN 38237. Tel: 731-587-4010; Fax: 731-588-0701; Web site: http://JWPress.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