Does Homework Matter? A Comparison of Homework with Established Predictors of Exam Performance in Large College Classes

Autor/inn/en	Galyon, Charles E.; Blondin, Carolyn A.; Forbes, Bethany E.; Williams, Robert L.
Titel	Does Homework Matter? A Comparison of Homework with Established Predictors of Exam Performance in Large College Classes
Quelle	In: Journal on Excellence in College Teaching, 24 (2013) 4, S.77-105 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-4800
Schlagwörter	Homework; Undergraduate Students; Prediction; Scores; Tests; Student Participation; Critical Thinking; Multiple Choice Tests; Predictor Variables; Regression (Statistics); Correlation; Large Group Instruction; Observation; Tennessee + Suchen Sie Ihr Suchwort? Hausaufgabe; Vorhersage; Examination; Prüfung; Examen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Kritisches Denken; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Prädiktor; Regression; Regressionsanalyse; Korrelation; Beobachtung
Abstract	The authors developed a methodology for evaluating student answers on homework assigned in 3 sections (total N = 167) of an undergraduate educational psychology course. The potential of homework to predict exam scores was compared with that of two established predictors (critical thinking and participation in class discussion). The findings indicated that homework answers and critical thinking scores were strong predictors of exam performance in the first three course units, and critical thinking was a consistent predictor across all five course units. Class participation proved to be the weakest of the three predictors of exam performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10