June 24, 2017
June 24, 2017
June 28, 2017
The concept of homework has an interesting history in the academic literature. The consensus of the value of homework has risen and fallen several times through the literature of the last century. The focus of the majority of this previous research was based on students up and through the secondary level, with a lesser focus at the post-secondary level. Instructors at the post-secondary level see homework as necessary for students in order to practice new concepts and obtain new skills and these instructors have expectations of how, when, and why students do homework. The hypothesis for this work is that students that dedicate time to solving homework assignments will perform better on the learning objectives of a course. This paper reviews homework submissions of post-secondary students based on their performance and actions in a statics course of a mechanical engineering technology program. This paper will discuss the different strategies seen in the students’ homework submissions, assess how students perform in a class based on homework completion, and provide suggestions for future work in this area.
Creasy, M. A. (2017, June), Board # 62 : Homework with Try-again Feedback Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/27893
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