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ERIC Number: EJ1139752
Record Type: Journal
Publication Date: 2016
Pages: 5
Abstractor: As Provided
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A