June 15, 2014
June 15, 2014
June 18, 2014
New Engineering Educators
24.1133.1 - 24.1133.18
Students’ Perceptions of Homework and Problem Sets in STEM CoursesHomework is an integral part of every course, and a critical component of the learningexperience for students. It is the main platform from which students are expected to work ontheir own to navigate the material and internalize the curriculum. Successful homework cangreatly improve a student’s understanding, as well as encourage enthusiasm about andconfidence in the subject matter. Unsuccessful homework, on the other hand, can quicklydiscourage students, hindering their ability, interest, and comfort with the material. This studyinvestigates what qualities determine whether or not homework is successful, with a particularfocus on the “problem set” format. Problem sets make up a significant majority of the homeworkassigned in Science, Technology, Engineering, and Math (STEM) courses, and are a keycontributor to learning analytic problem solving, a critical skill for being an engineer.This study examines the role of homework using two datasets that each represent a differentfacet of the student perspective on this area. The first dataset is an online survey that wascompleted by over 70 students in STEM fields at a large private research university during thespring of 2013. The survey asked students about positive and negative homework experiences inSTEM courses, as well as general habits and preferences for organization and completion ofSTEM assignments, with a focus on problem sets. The second dataset is a survey about students’experiences in an engineering statics course in spring of 2013. Completed by over 80 students,the survey asked students to evaluate how well specific activities and assignments had enabledthem to meet the learning goals for the course. Analyses of these datasets have led to a moreconcrete understanding of what makes a good homework assignment, as well as the developmentof general guidelines on how to compose a successful problem set and improve the currenthomework system. These preliminary findings are explored relative to other learning approachesexamining how a variety of homework formats and systems can interact with and build on eachother. Although the focus of this study has primarily been on the student experience at oneinstitution and within engineering, the instruments and the findings have broader implications fora wider range of STEM programs and can be used to inform future exploration into otherdisciplines and programs.
Eaton, L. M., & Sheppard, S. D., & Chen, H. L. (2014, June), Students' Persectives on Homework and Problem Sets in STEM Courses Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. https://peer.asee.org/23066
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2014 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015